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TSL 550 Full Course Discussions GCU
TSL 550 Topic 1 DQ 1
Why is it important for teachers to understand the theories of ethnic identity that were presented in your required reading?
TSL 550 Topic 1 DQ 2
Historical events are often summarized too succinctly in textbooks. How could the exclusion of racially relevant details contribute to racism, stereotyping, or discrimination?
TSL 550 Topic 2 DQ 1
What is the relationship between the language spoken in the home and the rate at which an additional language is learned?
TSL 550 Topic 2 DQ 2
Provide an example of gender bias that has been fostered in an English language learning environment. What should instructors do to address this type of bias when it is encountered?
TSL 550 Topic 3 DQ 1
Define assimilation, pluralism, and suppression and provide an example of each. How can this knowledge affect your relationships with students and their family?
TSL 550 Topic 3 DQ 2
From Table 12.1 Debunking Common Myths about English Language Learners (ELLs) in the textbook, choose one myth, share the reality, and defend the reality with real-life examples. Include at least one scholarly source to support your position.
TSL 550 Topic 4 DQ 1
Explain why incorporating technology in alignment with multicultural education is relevant in K-12 education. Include in your response how utilizing technology can assist students in identifying with individuals who have made contributions in education, science, math, history, technology, and how this makes school relevant.
TSL 550 Topic 4 DQ 2
Guidelines for cultural differences are discussed in your required reading. Which were you aware of and which ones were you not aware of? Why is this knowledge beneficial to teachers?
TSL 550 Topic 5 DQ 1
What is the relationship between parental involvement and student achievement?
TSL 550 Topic 5 DQ 2
Many times teachers struggle to make contact with parents to share a student’s academic success, academic struggles, and behavioral issues. What are three methods you utilize when you cannot make contact with a parent?
TSL 550 Topic 6 DQ 1
How can teachers help students identify biases, stereotypes, and omissions in literature, media, and curriculum?
TSL 550 Topic 6 DQ 2
Why is fair-minded critical thinking necessary in multicultural teaching?
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TSL 550 Full Course Discussions GCU
ACCT 553 DeVry, BIAM 500 DeVry, CIS 500 STR, CIS 558 STR, ENG 105 GCU, FIN 390 DeVry, FIN 504 GCU, HCA 545 GCU, HCA 699 GCU, HLT 306 GCU, HLT 362 GCU, HLT 555 GCU, HLT 610 GCU, HLT 665 GCU, HOSP 594 DeVry, HRM 600 DeVry, MAT 144 GCU, MGMT 600, MGT 599 STR, MGT 655 GCU, MKT 373 GCU, PSY 362 GCU, PSY 565 GCU, PSY 575 GCU, PSY 665 GCU, SOC 102 GCU, SOC 320 GCU, SOC 372 GCU, SOC 412 GCU, NSG 6440 SU, HIM 515 GCU, NSG 4029 SU, HIM 615 GCU, NSG 3029 SU, NSG 4055 SU, NSG 6630 SU, NSG 6005 SU, CRMJ 310, PSY 510 GCU, CRMJ 300 Devry, CRMJ 425, SPD 200 GCU, HLT 490 GCU ,ECH 340 GCU , ECH 440 GCU , ECH 355 GCU ,ECH 350 GCU ,LDR 461 GCU ,ECH 425 GCU ,REL 212 STR ,SCI 115 STR ,CIS 505 STR ,JUS 652 GCU, MGT 640 GCU, CIS 527 STR, SOC 436 GCU,ACC 502 GCU, FIN 504 GCU ,MATH 260 DeVry ,ETHC 445 DeVry ,ECET 220 DeVry , CARD 405 DeVry, NETW 203 DeVry, NETW 205 DeVry, ECET 365 DeVry ,MATH 270 DeVry ,PHYS 310 DeVry, BIB 106 GCU ,CIS 512 STR ,SYM 506 GCU ,ECN 601 GCU ,BIAM 570 DeVry, PSY 402 GCU , SOC 480 GCU , HUM 112 STR , PHI 210 STR, ACC 667 GCU, ACC 622 GCU, ACC 623 GCU, ENTR 510 DeVry, DNP 840 GCU , BIO 550 GCU , HRM 420 DeVry , ACC 690 GCU , HCA 807 GCU , ACC 650 GCU , REET 420 DeVry , MIS 605 GCU , ECET 350 DeVry , ENTR 530 DeVry , PSY 102 GCU , MIS 600 GCU , TCH 539 GCU , SPD 300 GCU , HCA 812 GCU , TCH 520 GCU , MGT 410 GCU , MIS 610 GCU , MGT 660 GCU , MGT 420 GCU , TSL 550 GCU
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