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This course is worth three semester credit hours and will run for eight weeks. Participants will be invited to the course two days before the scheduled start date, giving them time in advance for organization and planning. Official interactive learning will begin on the first Monday of the month in which the course runs.
Instructor details and contact information are listed in the course announcements on the course landing page. Office hours are available by appointment only.
Cultural competence, or the ability to understand, communicate, and effectively interact with people across cultures, is the cornerstone of effective educational practice. In this course, students will explore the meaning of culturally responsive teaching as it relates to brain research, teaching methodologies, and classroom management. Students will analyze each of these concepts to help teachers bring about awareness in their art curriculum design and instruction and reach every student to help them achieve their highest potential.
Upon successful completion of this course, participants will be able to:
Purchase: Culturally Responsive Teaching & The Brain by Zaretta Hammond (2015)
See the online course calendar in the LMS for specific due dates.
|Week||Activity||Topic||Point Value||Estimated Workload Hours Per Week|
|Week 1||Discussion Board||Describe your experience with cultural competency in the classroom||30|
|Week 1||Assignment||Create an infographic representative of your surface, shallow, and deep cultural traits||50||19 Hours|
|Week 2||Discussion Board||Apply Hammond’s “Brain Rules” to your classroom practice||30|
|Week 2||Assignment||Create a visual representation of the brain’s regions and systems along with the culturally responsive brain rules OR Research peer-reviewed articles to write a paper synthesizing the components of the culturally responsive brain||50||27 Hours|
|Week 3||Discussion Board||Share your takeaways about mindfulness, social interaction elements, and the deficit thinking paradigm||30|
|Week 3||Assignment||Complete the Mindful Reflection Protocol and describe the culturally responsive tools you can use to troubleshoot classroom management challenges through a culturally responsive lens||50||16 Hours|
|Week 4||Discussion Board||Make connections between resources: find commonalities between the video and Hammond’s text concerning relationship-building in a culturally responsive classroom||30|
|Week 4||Assignment||Describe how a teacher you had OR how you have applied the rapport+appliance=cognitive insight formula in the classroom||50||17 Hours|
|Week 5||Discussion Board||Describe the distinction of a learning partnership through an alliance as it relates to your current practice with all students||30|
|Week 5||Assignment||Create a visual representation of neuroplasticity in the brain||50||20 Hours|
|Week 6||Discussion Board||Describe how you can implement culturally responsive teaching while scaffolding knowledge retention||30|
|Week 6||Assignment||Develop a culturally competent lesson plan||50||17 Hours|
|Week 7||Discussion Board||Describe your art room’s physical or virtual space as it connects to culturally competent teaching||30|
|Week 7||Assignment||Create an enhancement plan or a professional development plan for teaching cultural competency||50||24 Hours|
|Week 8||Discussion Board||Consider key takeaways from this course||25|
|Week 8||Assignment||Final Portfolio of course-created artifacts||50||5 Hours|
Participants are expected to submit all activities by the due dates and progress through the course content in numerical order. All activities, including discussion board posts, peer responses, and assignments, are evaluated by the instructor using a rubric.
Participant grades are always available in the online grade book inside the LMS. It is the participant’s responsibility to check the online grade book frequently and contact the instructor with questions.
Participants interact, collaborate, and share information on discussion boards. Each participant posts an initial contribution, addressing required discussion board questions, and reads and responds to peer posts as required. Participants have two days after the discussion board due date to read and respond to each other’s posts. All discussion boards are evaluated by the instructor using a rubric.
Assignments are completed by course participants, addressing required criteria detailed in the course. All assignments are submitted to the instructor inside the LMS. All assignments are evaluated by the instructor using a rubric.
At the end of this course, participants will create a final portfolio of coursework that demonstrates a holistic view of learning.
It is important for participants to review all of AOEU’s Course Policies. Contact your instructor with questions.
Students are eligible to drop a course and receive 100% tuition refund at any time before 11:59 p.m. Central Time (UTC-5) on the seventh day of a course. See AOEU’s Transfer, Withdrawal, and Tuition Reimbursement policy.
Students are eligible for a 100% tuition refund at any time before 11:59 p.m. Central Time (UTC-5) on the last day of the course. Withdrawal requests made after 11:59 p.m. Central Time (UTC-5) on the seventh day of the course will be documented as a formal withdrawal (W) on the student record. Withdrawal requests after 11:59 p.m. Central Time (UTC-5) of the course end date will not be accepted. See AOEU’s Transfer, Withdrawal, and Tuition Reimbursement policy.
Participants are expected to submit all activities by the due dates. All submissions are time stamped in the LMS. Weekly assignment extensions must be preapproved by the instructor. Unexcused late work will result in a point deduction in accordance with the grading rubric. See AOEU’s Course Progress Policy.
See AOEU’s Grading Policy
The Art of Education University believes academic integrity is essential in order to maintain the validity of all grades earned and to protect the integrity of the university and all of its students and graduates. Therefore, AOEU adheres to the highest standards when it comes to scholarly work.
All work submitted and/or presented by students must be original and must properly cite all outside inspiration. Original cited work includes, but is not limited to, individual and group assignments in written, oral, and electronic forms, as well as any artistic creations. See the Academic Integrity Policy.
The Art of Education University is committed to providing applicable provisions for the Americans with Disabilities Act (ADA) of 1990. To receive disability services at The Art of Education University, the student must submit an Accommodation Request Form for review. The Dean of Student Services and Head of Compliance will review all applications and respond privately. See the Americans with Disabilities Act (ADA) policy.
This course syllabus and course content is the intellectual property of The Art of Education University, LLC. It may not be duplicated or shared in any way without written permission.