1. Please check, just in case…

2. Today’s Outline: Welcome! SPCD 459/559 No textbook, just readings
learn.unm AND website
Educational equity & universal design
Quick write
Assignments
Grading

3. June 6, 2017 Course Introduction
SPCD : Teaching Bilingual/Multicultural Special Education
June 6, 2017
Today’s Readings: none

4. Inquiring Minds Want to Know
What are you drinking?
Tea
What are you wearing?
Shoes
What are you doing?
Listening

5. Inquiring Minds Want to Know
What should I call you?
Julia or Prof. Scherba
Who’s that other lady?
Alyx
Can I bring a fidget to class too?
Yes

6. Julia: devalenz@unm.edu Appointments available:
Tuesdays, 10:30-11:00 and 3:00-5:00
Thursdays, 2:30-3:30
Make appointments in advance.

7. Starting to form our class community…
Tell us:
Your preferred first name and your last name.
Your experience teaching or working with English Language Learners (ELLs).
Whether you have had experience learning/using a language other than English at any point in your life.
One thing about you that most people don’t know

8. Readings are on the course learn.unm.edu website.
Course Textbook????
nope!
Readings are on the course learn.unm.edu website.

9. Julia’s Web Site Class outlines for every class session.
Links from each outline to the overheads and handouts.
Links to relevant web sites.
Copies of the syllabus (pdf & Word)
Assignment cover pages, templates, and instructor grading criteria

10. Web Address

11. Equal opportunity not equal treatment.
Educational Equity
Equal opportunity
not
equal treatment.

12. Universal Design
A philosophy that the built environment (like classroom settings) should be accessible for the widest variety of human diversity possible, right from the get go.
People should not have to disclose needs or differences to be able to function effectively in public settings.
Multiple strategies:

13. Food & Drink in the Classroom
In keeping with the philosophy of Universal Design, I ask that participants consider how their in-class food and drink choices contribute to an effective learning environment for the widest array of participants. In particular, please:
Ensure that any food you bring in does not contain peanuts (e.g., in granola bars),
Refrain from bringing in food or drink that may be distracting to others, such as foods that have strong smells or are noisy when opened or consumed, and
Eat and drink in a discrete manner, such as by keeping your drink bottles or food items out of the visual field of other students.

14. Quick Write:
What do you think this course is about? If your immediate impression that the content if important or useful for you? What would make this a more effective learning environment for you?

15. Graded Assignments Weekly readings review homework
School language resources profile (559 only)
Note taking review
Instructional method/model paper
Instructional method/model presentation
Strategies jigsaw
Program planning assignment
Final course evaluation (1 point)

16. Readings reviews Required for 8 class sessions.
Must use template from course website.
Must answer all questions for all readings assigned for that class session.
Must include each question before each answer.
No points for partial assignments.
Graded as complete/incomplete only. Quality and depth of responses is up to you.
(See pp of syllabus)

17. Note taking assignment
Become more familiar with formal note taking strategies – application for instruction of culturally and linguistically diverse (CLD) students receiving special education services.
Turn in your class notes twice this semester.
Use an approved note taking format (see syllabus, pp ).
You may use different strategies for first ½ of semester and a different for the second.
“Stop and smell the roses” time during class.

18. Plagiarism Tutorial Certificate
Due beginning of the 3rd class session.
Must be turned in to continue in course.
Start early.
Contact me if you have problems and we’ll work on it together.
Certificate good for 12 months.

19. Grading Points total to 100 – not an average.
Major assignments graded by grading criteria (rubrics and rating scales).
Grading criteria will be available on course website.
Full points on specific grading criteria for major assignments, attending almost all classes, completing reading reviews, taking detailed notes, and completing final evaluation = A.
Merit points on major assignments.

20. Expectations Actively engage in learning activities.
Come prepared for class.
Read the assignment descriptions in the syllabus.
Check the syllabus carefully and refer back to it frequently.
Recognize when you need help and initiate seeking help (e.g. office hours, writing studio).
Speak up if something isn’t working for you.
Be tolerant of misunderstandings.

21. Stop and Smell the Roses…
5 minutes

22. Questions, quandaries, concerns or complaints?

23. Looking ahead… Read: Acrey, Johnstone, & Milligan, 2005
Hill & de Valenzuela, 2004
Orkwis & McLane, 1998 (559 only)
Topic: Curriculum design – UD and special education

24. Please take a minute for the minute paper.
And don’t forget to turn your phone back on.