Hi everyone, please download the following files for my curriculum and my rationale.

Here is a link to the Prezi for my Inquiry Project.

http://prezi.com/v8hlg2voxz6a/multicultural-education/

Here is a link to the Prezi for my Inquiry Project.

http://prezi.com/v8hlg2voxz6a/multicultural-education/

I created a Zine for my project. So I have attached a pdf with all of my text and a majority of the images I used. My topic was on success rates among minority students who have minority teachers and if their success rates are better.

My inquiry project looks at how one can incorporate a multicultural/diveristy/social justice perspective in math classrooms.

With the wealth of information available, it can be difficult to find the best resource for illustrate or reinforce the concept you want to teach. Fortunately, the National Science Digital Library and other sites provide variously indexed clearinghouses that provide resources for use in the classroom, review materials, and tools for utilizing technology designed especially for teaching STEM.

Resources covered:
National Science Digital Library
Concord Consortium
Federal Resources for Educational Excellence

The National Science Digital Library (NSDL) is dedicated entirely to curating resources relating to STEM education, and scientific concepts in particular. The resources are sorted by educational level, resource type, and subject. Those categories are useful, but arguably NSDL's best feature is is NSDL Science Literary Maps which show visual and conceptual links between topics. The maps allow student researchers to build on what they know and find resources to expand their inquiries.

Blended and computer-based learning raises new questions, for many students and faculty, about intellectual property and data usage. Most institutions have their own, explicit copyright policies which spell out exactly what the institution considers to be acceptable and unacceptable use of material. For specific questions about what's allowed at your institution, consult that policy first. LINKwithlove also provides resources and facilitates discussion about creating and promoting best practices for dealing with intellectual property in digital platforms. This post will address the basic question: Does copyright apply to computer-based educational materials like tutorials, quizzes, and animations in my courses?

Generally speaking, current copyright law assumes that the author/creator of a work possesses an exclusive legal property right in that work from the moment of its creation, and the work cannot be bought, sold or traded without that author/creator's consent. Laws makes no distinction between materials created and/or published digitally and those created and/or published on paper. Computer software or code is among the forms of expression protected under US copyright law. However, you have a few options for incorporating computer-based materials into a course:

4/23/13 

            This week, my field notes involve an interaction my teacher and I had, as opposed to interactions with my students. On this day, I had 1st, 2nd, and Kindergarten students, and the day was pretty typical. I did a read a loud in each class, and also designed a corresponding activity. The students were all pretty well behaved, and the day was as “normal” as can be.

            At one point, when I had just finished instructing the students, my mentor teacher turned to me and whispered, “How about the Boston thing?” I saw her during the previous week right around when the bombing happened, but of course, a lot had developed since then. For example, one suspect had been killed and the other had been recently captured. I responded by stating what a tragedy it has all been, and my teacher answered back with something along the lines of, “That’s why I find it so important to make these students feel comfortable here.”

4-6 year olds with Ms. B

9:30-11:30 class

9:10, I walk in at the same time as one of the girls and her mom. 2 more girls arrive within five minutes.

Ms. B (tired, not quite ready for the day), was not happy about the girls arriving so early. She’s not a babysitter, she doesn’t get paid to watch the kids until 9:30, and she’s not responsible for them until then. She is also often doing prep during that time, which means not being in the classroom the entire time, which doesn’t allow her to watch the kids fully.

Ms. B says we should send a message to the parents for next week.

Kids draw when they come in.

Focusing on artist Gene Davis today

Black paper, Ms. B prepped with lots of cut up colored paper

Ms. B starts out by making sure they all put them vertically (very vertically) and right next to each other. Encouraged patterns, hidden, changing, no patterns, etc.

Thought Ms. B seemed to really want them to be “perfect”, the kids took some liberties to make them unique and different, which made me really happy. Ms. B seemed totally okay with they way they came out.

(Later on, when the parents arrived, Ms. B was telling one mom how she really likes her students to be creative and open with their art…Maybe that is her ideals, but it doesn’t always seem to me like she embraces this fully.)

Snack and story time

Ms. B suggested I come up with the lesson for next time! Calder? Mobiles, figures