Final Project Assignment Directions Final Project Directions   This project must be turned in if you plan to receive an ‘A’ for this CG1 College Success course. It must be completed and turned in on time to pass this class. The FP serves as the final exam.    Required Elements: Quotes and reference page numbers from the text or PPT slides attached and personal thought for each question!   You can earn up to 100 points! THE PROJECT:  Write at least a two page paper about your experiences during this class.  Save your document in your word processor. Copy/paste this into the text box body of the Learning Module or attach your file. Submit this document to your instructor.  Make sure your name is on your paper! Criteria for your Final Project: Be sure to include the following:   1. Discuss your reasons for attending college. 2. How do you plan to manage your time? 3. Discuss your learning style and how you will use this information. 4. How will you assess your Emotional Intelligence? 5. Which study skills learned in class will you utilize in your future classes? 6. Are you transferring to a four-year university? Why or why not? What steps will/would you take? Be specific. 7. What major are you considering? Why? 8. What career are you considering? Why? 9. How do you plan to manage stress? 10. How you plan to budget your money? Optional: Answer these additional questions. Not included in your earned points.   What was the most important thing you learned in this class? What was the least important thing you learned in this class?   SEE THE GRADING RUBRIC ATTACHED This document shows you how your paper will be graded.

 Michael Alvarez In chapter 3 of your textbook, you should have engaged in what we know about teaching. One of the most powerful ways to demonstrate your knowledge of these concepts is to apply them in a real life setting. Please read the case study below and answer the questions in this forum. Overview Michael is a 15-year-old native Spanish-speaking student in a 9th grade ELL (English Language Learners) class of 23 students in a suburban California public school. He has been in the United States and attending school for the past three years, having emigrated from Mexico City with his parents and two younger siblings. Problem While Michael speaks English well – he is skilled in the face-to face conversational fluency known as BICS (Basic Interpersonal Communication Skills) – he struggles with reading and writing English. He manifests his frustration in a variety of ways including, but not limited to: routinely arriving late to class; failing to complete homework assignments; interrupting his teacher when she is explaining an upcoming assignment; refusing to participate in collaborative groups. Michael’s openly disruptive behavior is impacting other students in the class. Three Spanish-speaking students (two males and one female) have begun conversing across the classroom with Michael in Spanish. Key Players Ms. Watkins, Michael’s ELL teacher. In addition to two ELL classes, Ms. Watkins also teaches three sections of Advanced Placement English Language. The other ELL students in the class, each of whom is at a different level of English-language mastery. Sabrina, Michael’s 8 year old sister. Victor, Michael’s 11 year old brother. Contributing Factors Michael is currently repeating all of his classes – except for Introduction to Algebra – that he failed the previous year; At 15, he is older than most of the students in his ELL class; Several students in Michael’s ELL class have expressed to Ms. Watkins their discomfort with Michael’s behavior; Michael’s sister Sabrina is fluent in reading, writing and speaking English. Sabrina is currently placed at grade level in a 3rd grade mainstream class. His brother Victor is also moving toward full fluency in English. Victor is currently at grade level in a 6th grade ELL class. Michael is working part-time job after school and on Saturdays and is unable to attend remediation or support classes; Michael’s parents have not attended Back-To-School night and have not responded to Ms. Watkins’ e-mails and phone messages. Designing a Solution  Construct an intervention plan for Michael by answering the following questions: Which approach – Constructivism, Cognitivism, or Behaviorism – would you take? Why? What strategies would you use to improve Michael’s classroom behavior and participation? How would you encourage him to complete and submit assignments on time as well as to establish personal learning goals? Can you name some ways you would involve Michael’s parents and siblings in supporting these learning goals?  

  For this final assignment, you will write a 750-1,250 word research paper on a controversial topic involving a cultural identifier and the implications for K-12 public education.    Review the list of cultural identifiers.    Identify a controversial topic in K-12 education that involves one or more of the cultural identifiers, already done in week 2 assignment. This topic should include two or more viewpoints that are for and against the issue.    Using a minimum of three scholarly journal articles from the last 12-36 months complete your paper on the following points: Describes the cultural identifiers discussed in the articles. Summarizes the historical background of the cultural identifiers and associated controversial topic in K-12 education. Identifies arguments presented for and against the issue. Discusses any associated injustices arising from the issue. Identifies 3 stakeholder groups that are most affected and where they fall on the cultural competence continuum How future teachers and students are affected by the identified cultural identifier(s). Summarizes solutions and/or proposed solutions to associated injustices.   Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.   This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.   links: Becoming a Multicultural Educator: Developing Awareness, Gaining Skills, and Taking Action Read Chapter 7 in Becoming a Multicultural Educator: Developing Awareness, Gaining Skills, and Taking Action. http://gcumedia.com/digital-resources/sage/2016/becoming-a-multicultural-educator_developing-awareness-gaining-skills-and-taking-action_ebook_2e.php  Ten Quick Ways to Analyze Childrens Books for Sexism And Racism Read “Ten Quick Ways to Analyze Childrens Books for Sexism And Racism ” by Derman-Sparks and the A.B.C. Task Force, located on the Teaching for Change website. http://www.teachingforchange.org/wp-content/uploads/2012/08/ec_tenquickways_english.pdf 1. Cultural Competencies: Essential Elements of Caring-Centered Multicultural Education Read “Cultural Competencies: Essential Elements of Caring-Centered Multicultural Education,” by Pang et al., from Action in Teacher Education (2011). https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ofs&AN=71524035&site=ehost-live&scope=site  

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