Education 377

Stanford/SFUSD CLAD

Culture and Content Instruction

Spring Quarter, 2001

Instructors: Kenji Hakuta and Elsa Schirling

SFUSD Director: Melanie Hahn

Week of
Location
Topic
Assignments
April 4 Denman Orientation and Organization
  1. Training on revised TS platform
  2. Assignments for Culture Web Page (CWP) project.
  3. Small Group Assignments.
April 11 Virtual CWP
  1. Individual research on CWP.
  2. Optional Web Page creation class.
  3. You may wish to take advantage of this week to begin readings for the following week, esp. Ima and Valdes that will help prepare information for CWP.
April 18 Local CWP
  1. CWP Design. Please make sure you refer to some of the readings from the course and resource materials.
  2. Send CWP page to Kenji Hakuta.
  3. Post reactions to Delpit article (by class time).
  4. Respond to one other posting (within 48 hours).
  5. Reading: Ima; Valdes, Chs. 1, 6, 7, 8 & 9. You may wish to post ideas about how these readings can be used in the CWP project in advance of the class.
  6. Reading: Delpit; Short NCBE article.
April 25 Virtual CWP
  1. Comment on CWP by other groups. Click here for CWP page links.
  2. Post reactions to Cohen article(s) (by class time). Click here for MS Word version. Click here for html (webpage) version.
  3. Read case study; write a personal pre-analysis of case to share during class discussion (by class time).
  4. Optional: Respond to one other posting (within 48 hours).
  5. Reading: Cohen; SIOP, Chs. 1&2.
May 2 Local Groupwork in Diverse Classrooms
  1. Viewing of video: Cohen: Status Treatments.
  2. Discuss video, and work on case study Click here for case.
  3. Post reactions to Moll article (by class time).
  4. Respond to one other posting (select someone new)(within 48 hours).
  5. Reading: SIOP, Chs. 3&4; Moll.
May 9 Denman

SDAIE Methodology

Special Guest: George Bunch, Stanford University
  1. Post final project outline on TS website (by class time).
  2. Reading: SIOP, Chs. 5&6
May 16 Virtual* Problem-Based Learning (PBL) on SDAIE
  1. View the Teachscape "Density" and "Erosion" cases; in KWL format, post at the District level your K and W, referring as much as possible to materials from the course so far (by virtual class time, i.e., 7:00 PM, May 16).
  2. Pose a question to TS case teachers on the scheduled discussion area (by Saturday afternoon, May 19).
  3. Reading: SIOP, Chs. 7, 8, 9

Note: Virtual discussion with case teachers from "Density" and "Erosion" will take place between May 16 and May 23. Please participate as vigorously as possible!!!
May 23 Virtual* PBL on SDAIE
  1. Participate in virtual discussion with TS case teachers.
  2. Post what you learned (L of KWL) from the virtual discussion (by virtual class time, i.e., 7:00 PM, May 23).
  3. Post final project draft on TS website (by virtual class time, i.e., 4:00 PM, May 23).
  4. On-line peer review of final project (Respond in detail using SIOP protocol to another group’s draft) (within 48 hours).
  5. Reading: Nieto
May 30 Denman

SDAIE Methodology

Special Guest: Richard Zapien, SFUSD
  1. Post final project draft on TS website (by class time).
  2. On-line peer review of final project (Respond in detail using SIOP protocol to another group’s draft) (within 48 hours).
  3. Reading: Peitzman, F. & Gadda, G. Ch. 6
June 6 Denman or Virtual SDAIE Methodology
  1. Project Presentation.
  2. Post final project on TS website (by class time).

*if you have difficulty accessing a computer with adequate specifications for this class, the Denman computer lab will be made available during the regular class hours on Wednesday, 4:00 - 7:00 PM.

Course Reader Content

  1. Valdes, G. (1996). Con Respeto. New York: Teachers College Press. Chs. 1, 6, 7, 8, and 9.
  2. Ima, K. Testing the American dream: Case Studies of at-risk Southeast Asian refugee students in secondary schools.
  3. Delpit, L. (1988, August). The silenced dialogue: Power and pedagogy in educating other people's children. Harvard Educational Review, 58(3), pp. 483-502.
  4. Short, D.J. (1991, Fall). Integrating language and content instruction: Strategies and techniques. NCBE Program Information Guide Series, No. 7.
  5. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992, Spring). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), pp. 132-141.
  6. Nieto, S. (1994, Winter). Lessons from students on creating a chance to dream. Harvard Educational Review, 64(4), pp. 426.
  7. McDermott, R. & Varenne, H. (1995, September). Culture as disability. Anthropology & Education Quarterly, 26(3), pp. 324-348.
  8. Winfield, L.F. (1986). Teacher beliefs toward academically at risk students in inner urban schools. The Urban Review, 18(4), pp. 253-267.
  9. Short, D.J. (1993). Integrating language and culture in middle school American history classes. Washington, DC: Center for Applied Linguistics.
This page was last updated April 3, 2001