Laura Schelble les2207@tc.columbia.

edu

Martha St. Jean ms5247@tc.columbia.edu

Rebecca Fitle raf2131@tc.columbia.edu

Sylvia Moon sjm2224@tc.columbia.edu

Course Description:
Over the course of the semester, residents will participate in a detailed process of research and
active self-inquiry on class, culture and gender. This process will help residents understand that
class, culture and gender are social constructs that are embedded in the content and process of
teaching. Residents will understand that these constructions were created to privilege certain
groups of people and marginalize others. They will deeply examine teaching materials, and
methods and begin to build a framework to implement in their own classroom practice. Central
to this course is the creation of an original unit plan for use in grades K-12.

Essential Understandings:
This course is designed to help residents to understand the following points,
1. Residents will also come to understand how they can challenge these constructions using
personal experience, critical thinking, and research.
2. Residents will understand how to compile or aggregate material for the creation of
curriculum that is culturally relevant and age appropriate for their community of students.
3. Residents will understand and develop an appreciation for Universal Backwards Design,
and Universal Design for Learning for use within a diverse community of learners.

Essential Questions:
This course is designed to help residents answer the following essential questions,
1. How do the constructions of class, culture and gender impact the narratives we teach our
residents?
2. How can we challenge these constructions through our own teaching so as to create new
narratives?
3. How do we help residents locate themselves in these narratives so as to grant them
agency?
4. How are textbook content and textbook usage methods of control? (Brantlinger, 2006)
 5. Are textbooks detrimental to making pre-service teachers useful? (Brantlinger, 2006)

Course Schedule:

Course Assignments:
Rotating Article Facilitation - due date chosen by Residents
You will present 2 articles (chosen from the course bibliography) on your facilitation day to your
ItAG. Prior to the facilitation you should create a guided reading notes google doc to share with
your classmates. You will also be expected to bring in a classroom text from your student
teaching placement that is relevant to this topic.
Unit Plan - due May 5th
Your unit should integrate the Universal Design for Learning, Understanding by Design and
Differentiated Instruction frameworks and you will be expected to apply broad and generalized
understandings about child development and theories of learning. This unit will allow you the
opportunity to develop and demonstrate your capacity to design curriculum, to organize
differentiated and culturally responsive learning opportunities for each of your students. Your
six-week unit plan will use the 3 stages of backward design while integrating methods to teach
language, reading, and writing to ELLs and students receiving special education support services
in grades 6-12.

The unit should cover:

The broad spectrum of academic, cultural and linguistic diversities of public school
students.
The multiple methods and models for curriculum and teaching which, take into account
the students with whom you engage daily.
The specific contexts in which you will be teaching.

Your unit plan, will be handed in independent of your presentation although components of your
unit plan will be used for your presentation.

Webpage - due April 28

ItAGs will create a differentiated visual and auditory representation of the work they have
completed over the semester in order to share the group's findings and unit plans with the
broader teaching community.

ItAG Presentation due April 28

ItAGs will choose from a list of suggested inquiry topics based on interest. This exploration will
allow for the sharing of knowledge gained through guided research, and the investigation of
strategies to share and enact through curriculum design and the research generated in your ITAG
groups should form a strong basis for your unit plans. Your groups findings will be presented as
a group facilitated class discussion.

Readings (Serve as Bibliography):

Appiah, K. A. (2016, November 9). There is no such thing as western civilization. The
Guardian. Retrieved from https://www.theguardian.com/world/2016/nov/09/western-
civilisation-appiah-reith-lecture

Au, W. (2014). Rethinking multicultural education: Teaching for racial and cultural justice.
Milwaukee, WI: Rethinking Schools.

Bartolom, L. (1994, 07). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard
Educational Review, 64(2), 173-195. doi:10.17763/haer.64.2.58q5m5744t325730

Danielson, C. (2007). Enhancing professional practice a framework for teaching. Alexandria,

 VA: Association for Supervision and Curriculum Development.

Greene, R.W. (2009) Lost at school: Why our kids with behavioral challenges are falling
through the cracks and how we can help them. New York, NY: Scribner.

Hickman, H., & Porfilio, B. J. (2012). The new politics of the textbook: Critical analysis in the
core content areas. Rotterdam: Sense.

Ladson-Billings, G. (1995). But that's just good teaching!: The case for culturally relevant
pedagogy. Columbus, OH: College of Education, The Ohio State University.

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student
understanding. Alexandria, VA: Association for Supervision and Curriculum
Development.

Osorio, S.L. (2015, Fall) Qu es deportar?: Teaching from students lives. Rethinking Schools
30 (1).

Salazar, M. D. (2013, 02). A humanizing pedagogy: Reinventing the principles and practice of
education as a journey toward liberation. Review of Research in Education, 37(1),
121-148. doi:10.3102/0091732x12464032

Smith, J. L., & Johnson, H. A. (1995, 04). Dreaming of America: Weaving literature into
middle-school social studies. The Social Studies, 86(2), 60-68.
doi:10.1080/00377996.1995.9958372

Tichenor, M., Welsh, A., Corcoran, C., Piechura, K., & Heins, E. (2016). Elementary girls'
attitudes toward mathematics in mixed-gender and single-gender classrooms. Education,
137(1), 93-100.

Tomlinson, C. A., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association
for Supervision and Curriculum Development.

Tomlinson, C. A., & McTighe, J. (2004). Understanding by design professional development

workbook. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A., (2001). How to differentiate instruction in mixed ability classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development.

Wilbur, A. (2016, 10). Creating inclusive EAL classrooms: How language instruction for
newcomers to Canada (LINC) instructors understand and mitigate barriers for students
who have experienced trauma. TESL Canada Journal /Revue du Canada 33 (10), 1-19.
 The Four Instructional Pillars of TR@TC2:

The TR@TC2 program rests on four instructional pillars that are designed to support your
growth as inclusive educators, develop foundational knowledge and a set of skills to respond to
the needs of all students in your classrooms. These four pillars are:
STEM Literacy and Enrichment:
This pillar is designed to build content and conceptual knowledge in STEM (science, technology,
engineering, and math) subjects that are critical gatekeepers for college entry. TR@TC2 is
fortunate to be collaborating with multiple institutions, which offer a myriad of resources in this
area that can be used to enhance experiences of learning for Teaching Residents and their
students.

Instructional Technology and Assistive Technology:

This pillar is designed to engage Teaching Residents in thinking about and experimenting with
the ways new media, digital tools and a variety of hard and software can be used to support and
extend (but not supplant) curriculum. Teaching Residents will learn from educators about
structures, strategies and supports that can be incorporated into the curriculum to enhance
students' abilities to use technology both in and outside of the classroom context.

Universal Design for Learning and Curriculum Development:

This pillar is designed to equip Teaching Residents with the skills they need to use their content
and pedagogical knowledge to (1) design and implement, high quality, rigorous and content-rich
curriculum; (2) use formative, varied and authentic assessments to continuously gather evidence
about students' understanding and progress in order to make instructional adjustments that
address gaps and support their learning; (3) ensure multiple access points into the academic
curriculum so all learners can be supported to meet high standards; (4) differentiate instruction
through adaptations and modifications designed to meet the needs of English language learners
and students with disabilities.

Co-Teaching and Co-Planning across Science, Special Education and English Language
Instruction:
As the program draws on three teacher education programs and brings subject teachers and
teacher specialists together, Teaching Residents will be guided to develop curriculum
collaboratively across content and specialization areas, working together as co-planners and
co-teachers.
College and Program Policies:

Statement on Academic & Professional Honesty & Integrity:

Students who intentionally submit work that is either not their own or without clear attribution to
the original source, fabricate data or other information, engage in cheating or misrepresentation
of academic records may be subject to charges. Sanctions may include dismissal from the
College for violation of the TC principles of academic and professional integrity fundamental to
the purpose of the College.
Policy on the Grade of Incomplete:
According to the Teachers College policy, the grade of Incomplete is to be assigned only when
the course attendance requirement has been met but, for reasons satisfactory to the instructor, the
granting of a final grade has been postponed because certain course assignments are outstanding.
TR@TC policy states a grade of incomplete will render the resident unable to move forward in
the program.

If the outstanding work is not completed within one calendar year from the date of the close of
term in which the grade of Incomplete was received, the grade will remain as a permanent
Incomplete on the transcript. In such instances, if the course is a required course or part of an
approved program of study, students will be required to re-enroll in the course including
repayment of all tuition and fee charges for the new registration and satisfactorily complete all
course requirements. If the required course is not offered in subsequent terms, the student should
speak with the faculty advisor or Program Coordinator about possible options for fulfilling the
degree requirement.

Teachers College Policy on Reasonable Accommodations:

The College will make reasonable accommodations for persons with documented
disabilities. Students are encouraged to contact the Office of Access and Services for Individuals
with Disabilities for information about registration (166 Thorndike Hall). Services are available
only to students who are registered and submit appropriate documentation. As your instructors, we
are happy to discuss specific needs with you as well, but these discussions should begin BEFORE
you need any accommodations. Dont wait until you are overwhelmed or experiencing difficulty
to come and discuss your learning and instructional needs.

Teachers College Policy on Emergency Notification:

TC students have the responsibility for activating the Columbia University Network ID (UNI),
which includes a free Columbia email account. As official communications from the College
e.g., information on graduation, announcements of closing due to severe storm, flu epidemic,
transportation disruption, etc. will be sent to the students Columbia email account, students are
responsible for either reading email there or for utilizing the mail forwarding option to forward
mail from their Columbia account to an email address that they will monitor.

TR@TC2 Program Policy for Maintaining Good Standing:

In order to maintain good standing in the TR@TC2 program and continue to advance to
certification, you must successfully complete all requirements and coursework of the current
semester on time, earning a grade of B- or higher. Any approved incompletes received in any
course must be completed before you are able to register for the next term and continue your
residency placement.