Human Development Program

HD390 Developing Anti-bias Curriculum:

Teaching Our Values to our Children (3units)
Start Date to End Date, 2015
Instructor name and Credentials
INSTRUCTOR@pacificoaks.edu
INSTRUCTOR PHONE
Course Description

This class will introduce foundational concepts, models and rationale for developing anti-
bias curriculum, with a particular focus on early childhood Education and developmentally
appropriate practice. Attitudes and behaviors towards others in the areas of gender, race,
culture, abilities and class will be addressed. Other content will include: developmental
issues, curriculum models, analysis of resources/materials and beginning advocacy tools.
The importance of self-introspection and critical thinking will be stressed.

Program Learning Outcomes

PLO 1: Development: Students comprehend and analyze developmental theories.

PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and
are able to analyze the dynamics of institutional and individual biases and use of power.
PLO 3: Communication: Students communicate clearly and effectively. They implement
and analyze individual, dyad and group communications for appropriate audience
reception, authenticity, and experience of empowerment for self and others.
PLO 4: Research: Students distinguish between observations and theory (reality and
fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
PLO 5: Praxis: Students implement a philosophy of Education integrating developmental
theories guided by observation, and critical reflection, and analyze these actions according
to results and impact on other persons (ethics, values, principles and empowerment).
Students recognize and apply developmentally and culturally appropriate practice with
children and adults. Praxis experience may involve activities such as practica, field work,
or student teaching.

Student Learning Outcomes

SLO No Credit Minimal Sufficient Skilled Advanced
Assessment
Rubric SLO
1. Unable to add Adds an idea Adds ideas Adds ideas Adds ideas
Students any examples from text with and example and example and example
will under or ideas about no application as it applies to as it applies to as it applies to
stand the the anti-bias to experience. their their their
four goals goals. experiences. experiences experiences,
of the and able to support others
Anti-bias support others understanding
Education. understanding. and take
leadership.

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2. Unable to do Does some Does regular Does frequent Does self-

Students will self-reflection self-reflection. self-reflection. self-reflection. reflection
(a.) expand on frequently
and experiences, along with
deepen their attitudes, posing
understanding behaviors in questions that
of multiple regards to promotes and
identifiers diversity and supports
for themselves equity issues others self-
and others and dynamics. reflection.
based upon
race, gender,
sexual
orientation,
class, and
ableness
3.
Students begin
to
demonstrate
practices that
reflect
understanding
of positions of
privilege and
oppression as
they impact
learning
communities.
4. Seems unable Only sees Does some Ability to take Risk taking
Take risks to to things in risks is adds depth to

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Required Textbooks:
Anti-bias Education for Young Children and Ourselves. Louise Derman-Sparks, Julie , (2010).
ISBN: 978-1928896678

Rethinking Early Childhood Education. Ann Pelo, (2008). ISBN: 978-0942961416, $18.95

Required Readings:

These books are available on Amazon.com, or whatever online book service you prefer

Course Assignments

Assignment Detail:
In addition to weekly discussions related to course readings, the following assignments will be required:
Paper One: Identity Area Reflections: [SLO#1 & #2 ] (due date to be announced)
In the first part of this class, we will be using the Anti-bias Education for Young Children book and read on
the social identity categories: gender, race/ethnicity, socio-economic class, able-ness, family configuration
and sexual orientation. For each of these identity areas you will do some reflective writing in response to the
readings, the anti-bias video, glossary terms and the activities we do in class. The compilation of these
reflections will make up this first paper which should be about 3-4 pages long.
Paper Two: Glossary Writing Assignment: [SLO #1, 2 & 3] (10 points)
You will be working with these terms throughout the Course. This Glossary Assignment will last for the first
three weeks of this course. Follow these steps:
Spend some time reading through the Glossary of Terms for this course.
Using the Glossary make a list of the terms that are new to you or that you know very little about.
Choose three of these terms that you are going to research further to better understand.
Find at least two other sources that address these three terms and add to your understanding. Sources
may include: books, articles, websites and interviewing someone with experience or expertise in this area
Write one to two pages about what you have learned about the three terms you chose. Work on this
assignment throughout the first four weeks of the Course. Due dates to be announced.

Identity Area Reflections in Journals: [SLO #2, 3, 4]

Go through the social identity categories: gender, race/ethnicity, socio-economic class, able-ness and sexual
orientation. For each of these identity areas you will do some reflective writing in response to the readings,
and the activities we do in class.
Paper Three: Classroom Assessment and Analysis [SLO #1,2 4]
The physical learning environment is a crucial component in which children begin to develop their ideas
about identity and the bias which exist in their world. For this project, you will receive a comprehensive
checklist for assessing anti-bias education classrooms. Between September 3rd and October 30th, you will
need to do this assessment in an Early Childhood classroom. You will then write a paper which analyses the
results.
This paper should be two to three pages.
Bias Scenario Responses: [SLO #2, 3, 4, 5]
Based on themes and topics that have emerged up to this point in class, students will begin to practice
responding to bias in small groups. Each Group will be given some sample scenarios where a bias or
prejudice occurs and will post possible ways to respond to and address these incidents.

Paper Four: Anti-Bias Education Action Project [SLO #1,2,3,4,5] (due by end of course)
An anti-bias education action project is a requirement for this class.

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For your action project, you need to choose a focus or area of particular interest in the anti-bias education
(i.e. working with families, developing plans for action piece, creating persona dolls, etc.). I will provide more
information in detail on the first day of class. You are expected to have this focus selected by the end of
September.
By October : Create a proposal for an "action plan" to address the focus. Your plan should address the
following:
1) Describe the focus you have selected for this Project.
2) Describe the practices/attitudes/things you would like to change that relate to this focus.
3) Devise a beginning plan for action. Where would you start? What will you do? Why? What are the risks
involved? What limitations do you encounter? Why? Is there anyone you will work with? How will you work
with others?

Students will share a description of their anti-bias education action project during the week of
October. Students will continue to work on the project and journal the progress and challenges. You
will turn in a final report about this Project on December . More details will be discussed in class.
Paper Five: Final Self Evaluation: [to be completed at the close of this course]
Respond to the following:
1. Comment on the quality and level of your involvement in class discussions, readings, and written work. Do
you wish you had done more, or differently?
2. What risks did you take? What risks did you decide not to take that you might have? How do you feel
about your own level of risk-taking?
3. What contributions do you feel you made to others in this class, and what contributions did others make to
you?
4. How effectively have you been taught? How well has this experience worked for you? What problems
have you had with it? Other comments?

Course Calendar (A detailed course map will be available the first week of class)
Week One: Introductions, Getting Started
Week Two: What is Anti-Bias Education?
Week Three: Childrens Identity Development
Week Four: The Anti-Bias Learning Community: Becoming an Anti-Bias Teacher
Week Five: Language, Culture, Race, Ethnicity
Week Six: Gender, Sexual Orientation and Fairness
Week Seven: Family Diversity and Multi-generational Learning
Week Eight: Socio-Economic Status and Able-ness
Week Nine: Creating an Anti-Bias Environment
Week Ten: Critical Thinking, Holidays and Next Steps
Week Eleven: Putting it all Together, Anti-Bias Implementation
Week Twelve: Activism with Young Children
Week Thirteen: Wrapping Up, Presentations

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Week Fourteen: Final Class

Course Learning Assessment/Structure

(Students must maintain an overall 3.0 Grade Point Average for good academic standing)
Demonstrati Demonstrati Demonstrati Demonstrati
Student Learning on Level 1 on Level 2 on Level 3 on Level 4
Outcomes Insufficient Beginning Skilled Advanced
Grade X - Fail C B A
The student The student
The student
The student provided a provided a
(1) Student will provided an
provided a skilled sophisticated
identify and describe incomplete
basically description of description of
the central issues in and/or
adequate the central the central
the debate about inadequate
description of issues related issues related
Evidence Based description of
the central to Evidence to Evidence
Practices. the central
issues related Based Based
(PLO 3) issues related
to Evidence Practice Practice
Assessed by: to Evidence
Based written at an written at an
Position Paper #1. Based
Practice. intermediate advanced
Practice.
level. level.
The student
The student The student
The student provided a
provided a provided a
provided an basically
skilled sophisticated
incomplete adequate
description of description of
and/or description of
(2) Student will the central the central
inadequate the central
demonstrate the theoretical theoretical
description of theoretical
capacity to complete concepts and concepts and
the central concepts and
an Empirically Based treatment treatment
theoretical treatment
Treatment Protocol interventions interventions
concepts and interventions
Case Report of a of a
treatment of a
(PLO 1) personality personality
interventions personality
Assessed by: theory or theory or
of a theory or
Case Study Paper #3 combination of combination of
personality combination of
theories theories
theory or theories
written at an written at an
combination of written at a
intermediate advanced
theories. beginning
level. level.
level.
(3) Student will The student The student The student The student
demonstrate the provided an provided a provided a provided a
capacity to complete incomplete basically skilled Adult sophisticated
an Adult Attachment and/or adequate Attachment Adult
Interview Case inadequate Adult Interview Attachment
Report, including Adult Attachment Case Report, Interview Case
attachment issues Attachment Interview including Report,

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Case Report,
Interview attachment including
and cultural including
Case Report, issues and attachment
background (PLO 1, attachment
including cultural issues and
5) issues and
attachment background at cultural
Assessed by: cultural
issues and an background at
Attachment Interview background at
cultural intermediate an advanced
Report Paper #4 a beginning
background. level. level.
level.
Student shows
leadership in
small group
Student shows Student shows
and class
Insufficient strong
(4) Student will discussions,
participation in participation in
demonstrate the Excellent
small group Student shows small group
capacity to work rapport with
and class adequate and class
collaboratively with peers and
discussions, participation in discussions,
peers and interact problem
open conflict small group good rapport
appropriately with the solves as
with peers, and class with peers,
course instructor. needed,
unprofessional discussions, professional
(PLO 7, 8, 9). strong
tone and addresses tone and
professional
demeanor in conflict; demeanor in
Assessed by: tone and
communicatio acknowledges communicatio
Observation of demeanor in
n with peers feedback from n with peers
Students communicatio
and instructor; peers and and instructor;
Interpersonal n with peers
unresponsive instructor. responsive to
Behavior in class and and instructor;
to feedback feedback from
with the instructor. very
from peers peers and
responsive to
and instructor. instructor.
feedback from
peers and
instructor.

Course Section and Outline

THIS is where the breakdown of what will happen in each individual class session will be
put, with each class date, what will be lectured on, what project is due each day, etc

College Policies

Please refer to the Pacific Oaks College Catalog for complete information on college
policies.

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Academic Integrity
Academic honesty is essential to a college communitys purpose and pursuits. Thus,
academic integrity is expected of all Pacific Oaks College students. A students academic
work and conduct should always represent the students personal effort and thus be above
reproach. Those who are dishonest impair their own intellectual and personal growth and
development and undermine the integrity of the community that nurtures them. Several
forms of dishonesty constitute threats to the interests of Pacific Oaks College and
violations of its Academic Integrity Policy.

Violations
Violations of academic honesty are prohibited. Violations of academic honesty are acts
that seek to secure an academic advantage for a member of the Pacific Oaks College
community by illegitimate or unethical means. Such violations include, but are not limited
to, committing, knowingly assisting, or acquiescing in one or more of the following:
1.Plagiarism (via traditional or electronic means): Representing the words, ideas,
arguments, or findings of another person or persons as ones own: For example,
plagiarism occurs when one copies portions of another persons writing with only minor
changes in wording or fails to give adequate and appropriate credit for others concepts,
theories, or conclusions. When making use of someone elses work, one must credit that
person by using quotation marks, references, or footnotes, in accordance with one of the
conventional documenting systems (e.g., that of the Modern Language Association [MLA]
or the American Psychological Association [APA]). Submitting, as ones own, a homework
assignment, a term paper, a laboratory report, or other comparable document prepared
wholly or in part by others or downloaded from the Internet is also an example of
plagiarism.
2. Falsifying research data: Presenting falsified data in papers or essays.
3. Double dipping: Using the same or substantially the same written work, research
paper, or essay to satisfy the requirements of more than one course, without the
permission of the instructors involved.
4. Forging academic records. Altering academic records, including attendance records,
entering the signature of an academic staff member on any College form, presenting false
information at an academic proceeding, or intentionally destroying evidence relevant to
such a proceeding.
5. Collaboration on projects where collaboration has been forbidden.

Disability Statement/ CARE Center:

Any student in this course who has a disability that might prevent him/her from fully
demonstrating his/her abilities should contact Pat Meda of the student CARE Center
immediately to discuss disability verification and accommodations that may be necessary
to ensure full class participation and completion of course requirements.

Incomplete Grade Policy

An Incomplete grade is only available to students who have completed a substantial
amount of work required for a particular class. Instructors are responsible for notifying
students that an Incomplete is being awarded. Faculty will discuss remaining class

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requirements with the student involved and agree upon the criteria for satisfactory
completion of the class. A written contract will then be issued, setting out the conditions for
successfully completing the class. Faculty are responsible for making arrangements with
other instructors in those cases where repeating the class is a component of the
Incomplete contract. Evaluations for Incompletes are submitted, following the same time
line for classes conducted during the term in which the Incomplete is completed. If written
work is required to complete the class, this must be submitted to the class instructor at
least one (1) month prior to the end of the semester following the one in which the
Incomplete is given. Instructors may set an earlier deadline if they wish. Students who fail
to meet the conditions of the Incomplete Contract will automatically receive a X grade.

Student Dress Policy

Students are expected to dress appropriately. Extreme modes of dress which interfere with
health or academic work are not in keeping with the standards expected of Pacific Oaks
students and will subject a student to possible disciplinary action.

Confidentiality Statement
Classes at Pacific Oaks are interactive, drawing on the rich experiences of faculty and
student alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such
information will remain confidential, allowing all to share freely without fear of disclosure
outside the classroom. Breaches of confidentiality damage the building of community and
trust and are not acceptable.

Statement Regarding Cell Phone Use

Cell phones disrupt classroom learning and are to be used outside of the classroom.
During class sessions, all cell phones must be turned off or placed on vibrate. Please plan
on having your cell-versations outside of the classroom so as not to disrupt the class, and
as a mean to maintain your privacy.

Appendix

If there is an Appendix for the class, place that here

Bibliography

If there is a Bibliography for the syllabus, place that here

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