Description Description
 

Edu 505
Seminar on Urban Education

A Five-Day Seminar
June 27-30
and
July 1, 2005

TRANSFORMING URBAN SCHOOL EDUCATION:
A 5-DAY SEMINAR ON URBAN EDUCATION

DESCRIPTION

A disproportionate number of children across the country are undereducated. Academically such children lag behind the national average by up to two years. In large cities as many as 50 percent of poor minority children drop out of school each year. The failure to educate these children makes ever harder the task of rectifying economic and social inequities.(Comer)

SEMINAR OUTLINE

This seminar on Urban School Teaching will focus on improving the achievement of urban children. Through current readings, research studies, background information from texts, and from real life scenarios, we will assess problems of urban schools, identify factor that contribute to the problems and suggest ways to resolve the problems. The major emphasis of this seminar will be to bridge the gap between instructional theories and strategies and their practical application in urban schools.

As part of this seminar, the participants will have the opportunity to become part of a network of educators working toward improving the academic achievement of all students. This seminar will help participants to develop greater awareness of Urban Education, parents, children, and some factors that influence the learning and achievement of urban students.

Participants in this seminar will also explore/focus on the following areas:

� Study the historical/social/economic issues that have influenced the education of urban children

� Cooperative group work on diverse populations

� Identify and assess programs that have been successful in improving the education of urban children

� Design/suggest programs that can be implemented to enhance the teaching and learning of urban children and determine how this information will be disseminated within the schools

Presenters for this seminar will represent a cross-section of ethnic and cultural groups (public school educators, college professors, parents, community leaders, and others) from the Syracuse area.

Dr. Arcenia P. London, Visiting Assistant Professor in the Education Department at SUNY Oswego will facilitate this Urban Seminar, Summer 2005. Dr. London is a former; public school educator and facilitator of the Multicultural Education Program for the Syracuse City School District. She is a member of the National Association of Multicultural Education. She is President of the New York Chapter of the National Association for Multicultural Education.

COURSE OBJECTIVES:

  1. To build an awareness of the changing demographics in the U.S.A.
  2. To better understand the historical roots of diversity in urban areas.
  3. To develop a schema for learning/teaching about any culture.
  4. Develop a schema for learning about the different ethnic/cultural groups.
  5. Create a format for understanding Education that is Multicultural.
  6. Introductory level knowledge base about effective strategies for teaching urban students.
  7. To develop culturally responsive curriculum for urban students.
  8. Develop strategies for understanding the achievement gap in urban education.

OUTLINE OF COURSE TOPICS:

v Knowledge base for preservice and in-service teachers/research base.
v Effective strategies for teaching urban students.
v Historical development of urban education in America.
v Schema or schemata for learning about any culture.
v Schema for learning about urban ethnic/cultural groups.
v Foundations of Multicultural Education.
v Culturally responsive teaching and culturally responsible curriculum development.
v Foundations for understanding the achievement gap.

REQUIREMENTS:

  1. Regular attendance and punctuality.
  2. Participation in class discussions and completion of required readings.
  3. Cooperative groups projects/group presentation/final written paper.
  4. Journal (daily log) reflection paper.

STUDENT RESPONSIBILITIES:

  1. Class attendance is required. Since class discussion of various issues is an important part
    of the student�s learning, students will be expected to participate heavily in class discussions
    based upon their knowledge gained through their readings. Students are expected to
    come to class on time and attendance will be recorded. Group activities and discussion
    will provide much of the class time.
  1. Cultural Artifact, an Introduction

Bring an artifact (object) to class that reflects your cultural practices, values, history, or
beliefs, Be prepared to explain to the class how this artifact can be used to tell who you are.

Your culture Who am I for a 3-5 page essay where you identify your cultural heritage
followed by a discussion of your culture. What cultural groups do you identify with? Discuss your
family culture in terms of values, beliefs, and goals about life success / failure that you have learned.
What are some verbal and non-verbal communication skills you have learned from your family background? How have these practices affected your present beliefs / attitude about yourself and
others? How has your culture helped or hindered you in your schooling / teaching? Finally, discuss
your Narrative of the World using the article White Privilege by Peggy McIntosh. How does
your narrative of the world support or challenge the assumptions in McIntosh's discussion of white privileges? In other words, how do you explain socioeconomic differences as well as the distinct difference of people of color? How does your own culture, your own experiences, and our own upbringing
shape your narrative of the world? How does your narrative of the world support or challenge
McIntosh?

  1. Group Project: Cooperative Teaching / Learning Project. The final project will be
    composed of a group of students working together on an assigned topic. (Class time will be
    used for students to work in their cooperative groups.) Near the end of the semester, each
    group will make a class presentation and submit an individual report as part of a total group
    report. Topics to be mutually decided by students and the Professor.

REQUIREMENTS:

Regular attendance and punctuality 10%

Participation in class discussions and completion of required readings 10%

Cultural Artifact- Who Am I 20%

Cooperative Group Project

-Group Presentation

-Oral Presentation

-Written Report

-Student Assessment Tool 40%

Journal (daily log) reflection paper / reaction 20%

COOPERATIVE GROUP PROJECTS

Cooperative Teaching/Learning Projects

EDU 505 Urban Education

The final project will comprise a group of students working together on an assigned topic. Class time will be used for students to work in their cooperative groups. Near the end of the semester, each group will present this project in class and submit a final paper. The format of the written paper will be decided by group members in consultation with the Professor.

Cooperative Group Project

Native Americans

African Americans

European Americans

Latino Americans

Asian Americans

Urban Education

Day 1 June 27, 2005

8:00 - 8:30 Welcome Coffee Tea

8:30 - 9:30 Around the Table � Introductions

9:30 -10:30 Expectations ï Individual Task Group Task

10:30-10:40 Break

10:00-12:00 Awareness Activity Concentric Circle

- Debrief the Concentric Circle � Discussion

- Explain the Seminar Format

- Course Outlines, Objectives, Requirements

- Group Work Assignment

- Set Up Groups Charge the Groups

- Review New York State Standards

- Set up Special Assignments

- Explain Food etc.

12:00-12:30 Lunch

12:30 -1:30 Presentation ï Multicultural Education

- Culturally Responsive Teaching

1:30-3:00 - Videotape:Road to Brown
- Discussion
- Reflection on the Days Activities
- Questions/Answers

3:00 - 4:00 Special Assignments Group Work
- Readings White Privilege Cultural Artifacts
- Read Assigned Chapters Banks1

Urban Education

Day 2 June 28, 2005

8:00 � 9:00 Warm-Up Activity (Awareness)

9:00 �10:30 Around the Room � Sharing Artifacts

10:30-10:45 Break

10:45-11:30 Discussion: �White Privilege�
�Who Am I?�

11:30-12:00 - Reflection Time � Write in Journal
- Awareness Activity

12:00-12:30 Lunch

1:30- 2:30 Videotape: �The Color of Fear�

2:30- 3:00 Discussion from the Videotape and �White Privilege�

3:00-4:00 Group Work/Cooperative Projects

- Reflection Time (Write in your journal)
- Assignments for Day 3
- Closing Activity

Urban Education

Day 3 June 29, 2005

8:00- 9:00 Awareness Activity

9:00-10:00 Presentation: Socialization Harlan London, Ph. D.
Advisor To The Chancellor
Syracuse University

10:00-11:00 Readings � Current Articles

11:00-12:00 Videotape: �Road to Brown�

12:00- 1:00 Lunch/Working Groups

1:00- 2:00 TBA

2:00- 3:00 Presentation � Working with Diverse Populations
Phyllis Moore Holloway

3:00- 4:00 Cooperative Group Work
Reflection Time (write in your journal)
Assignments for Day 4
Discuss Plans for Food, etc.
Reading Assignment
Hand-Out � Interview with Marva Collins
Hand-Out � Development of Education in America
Awareness Activity


Urban Education

Day 4 June 30, 2005

8:00- 9:00 Warm-Up Activity

9:00-10:00

10:00-11:00

11:00-12:00 Cooperative Groups Working Session

12:00- 1:00 Lunch

1:00- 2:00 Hand-Out � Review � Discuss
Book Reviews � Marva Collins
Videotape: �Too Good to be True�
Large Group Discussion

2:00- 3:00

3:00- 4:00 Cooperative Group Work
Reflective Time (write in the journals)
Preparing for Day 5

Urban Education

Day 5 July 1, 2005

8:00- 9:00 Warm-Up Activity

9:00-10:00 Original Groups
Preparation for Group Presentations

10:00-11:00 Group 1 � Oral and Written Presentations

11:00-12:00 Group 2 � Presentation

12:00-12:30 Lunch � Dish to Pass
Ethnic Dish/Cultural

12:30- 1:30 Group 3 - Presentation

1:30- 2:30 Group 4 � Presentation

2:30- 3:30 Group 5 � Presentation

3:30- 4:00 Summaries
Evaluations
Reflections


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 Last Updated 4/14/09