Embed Size (px)
Citation preview
Salisbury University Department of Education Specialties
Spring 2012 SCED 376 - Foreign Language and Reading Methods in the Secondary School, Part I 4 credits Professor: Dr. Arlene White Office Hours: Office: TE 379Q MW: 12:00-3:00 Phone: 410-677-0181 others hours by appointment
E-mail: [email protected] Description: The study of the philosophy, aims and methods of teaching world language in the middle and high school with emphasis upon the theories, techniques and materials in current use. Emphasis on strategies, skills and instruction in reading. Required classroom visitations and field experience as necessary to complete requirements. Prerequisite: Admission to the Professional Teacher Education program. Co-requisite – SCED 318 or 319. Three hours lecture, three hours field experience per week.
Text: TEACHER'S HANDBOOK - CONTEXTUALIZED LANGUAGE INSTRUCTION (2010 – 4th edition) - Shrum and Glisan STANDARDS FOR FOREIGN LANGUAGE LEARNING IN THE 21ST CENTURY (1999) READING TO LEARN IN THE CONTENT AREA (2009 – 7th edition) Richardson, Morgan and Fleener Materials: Videotape or CD / LiveText / folders Outcomes and Assessments: Outcomes support the Conceptual Framework themes that are identified in parentheses: I – Informed and Reflective Pedagogy; II – Enhanced Student Learning; III – Scholarship; IV – Collaboration. The conceptual framework is based on the organizing theme of “Caring, competent and committed informed professionals promoting student success and excellent practice in education.” Knowledge
Outcome: Candidates will demonstrate Assessment
1. Knowledge of workable theories and methods of language learning (I, III)
a. Participation in class discussion b. Integrate theory and methodology in mini-lesson, unit outline c. Portfolio d. Strategies tool box e. Observation journal
2. Knowledge of a variety of teaching strategies and techniques to create a student-centered and proficiency-based classroom (I, III)
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal f. Reaction papers
3. Knowledge of strategies, skills and instruction in reading(I, III)
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal
4. Knowledge of strategies for development of differentiated vocabulary instruction (I, II)
a. Mini-lessons b. Unit plan c. Portfolio d. Strategies tool box
5. Knowledge of techniques for individualization for talented and gifted students, students with disabilities and students with culturally diverse backgrounds (I, II)
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal
Skills
Outcome: Candidates will demonstrate Assessment
1. Ability to design and present mini-lessons (I) a. Prepare, videotape and present mini-lesson
2. Ability to plan for the long term (I) a. Prepare and submit a unit outline with annotated bibliography
3. Ability to develop and / or select authentic and appropriate materials to complement and supplement their teaching and reading instruction(I)
a. Integrate materials into mini-lesson and unit outline b. Strategies tool box
4. Ability to reflect upon in and out of class activities (I) a. Mini-lesson b. Portfolio c. Observation journal d. Reaction papers
Dispositions
Outcome: Candidates will demonstrate Assessment
1. A preference for student-centered instruction (I, II) a. Mini-lesson b. Unit outline c. Strategies tool box
2. A positive, professional attitude toward language teaching (IV)
a. Mini-lesson b. Professional development paper c. Philosophy of Education paper
3. Habits of mind that support continual learning and professional growth (IV)
a. Class discussion b. Professional development paper c. Portfolio
Field experience
Outcome: Candidates will demonstrate Assessment
1. An awareness of routines in the classroom, classroom management techniques, and pedagogical strategies (I,II)
a. Observation journal b. Mini-lesson c. Strategies tool box d. Unit outline
2. The ability to design and present a mini-lesson (I, II, III) a. Mini-lesson
3. A positive, professional attitude toward language teaching (IV)
a. Observation journal b. Mini-lesson c. Professional development paper
4. The ability to identify reading strategies (I, III) a. Observation journal b. Unit outline
Technology Outcome: Candidates will demonstrate Assessment
1. The ability to develop effective strategies for integrating technology into the curriculum (I, III)
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box
National Standards
Outcome: Candidates will demonstrate Assessment
1. Knowledge of NCATE, INTASC and state standards as they apply to foreign language education (I, III)
a. Artifact / evidence in portfolio b. Mini-lesson c. Unit outline
Learning Experiences: Failure to meet deadline dates (see weekly schedule) will result the deduction of a letter grade for each day late prior to formal evaluation of that activity.
1. Create and present one 15-20 minute mini-lesson with lesson plans (lesson plan = 24 points / teaching and analysis of lessons = 50 points)
Once you receive your field placement, in your assigned school you will teach and videotape one lesson on listening / speaking / writing / vocabulary / grammar / culture. You should look for opportunities to integrate technology and PAR strategies into your lessons as well. You may utilize techniques from teacher presentations, in-school observations (see class schedule for dates) and/or the basic texts for this course. Your presentation must be no longer than 20 minutes. You will have an additional 5 minutes to distribute material, answer questions and set up equipment for your presentation; thus, you will be allowed NO MORE THAN 25 MINUTES OF CLASS TIME. This restriction shall be strictly enforced. Your presentation will consist of: 1) a lesson plan (to be distributed to the class prior to the demonstration); 2) the actual presentation/viewing of the lesson on video; 3) utilization of appropriate teaching aids; 4) an appropriate evaluation of student acquisition of content presented i.e. were the objectives achieved? See rubric for criteria and point values. The mini-lesson must be completed by WEEK 11 / April 18. You will make an appointment to view and discuss the video with the professor. Videos should be in VHS format; if they need to be converted, please allow sufficient time for that extra step. CD format or flip camera is acceptable as well.
2. Write a unit outline (43 points) + Annotated bibliography (18 points) (This project may be done with a partner)
a) Completed title page with topic title, your name, course number and current date b) You will create a unit outline using a chapter or sections of a chapter that you might teach next year. This will include the main purpose or objectives of the unit; the rationale; the knowledge base; broad areas of content; learning outcomes by skills; general teaching strategies and activities; types of assessment; materials to be used (@ 5 points) You will also include an annotated bibliography with a minimum of 2 content areas texts, 2 electronic sources and 2 audio and / or visual sources (18 points) c) Neatness of copy, logic of organization, clarity of style, accuracy of grammar and spelling (3 points) d) Include a xerox copy of the chapter which you are planning e) See supplemental handout for additional information regarding format and bibliography. A rough draft of the UNIT OUTLINE is due WEEK 7 / March 14; the rough draft of the ANNOTATED BIBLIOGRAPHY is due WEEK 10 / April 11; and the completed UNIT OUTLINE and ANNOTATED BIBLIOGRAPHY are due WEEK 14 / May 7.
3. Evaluation of textbook (30 points) a) Completed title page with topic title, your name, course number and current date b) Select a textbook used in the public schools in the area. Using criteria which will be given in class, award points in the categories listed and write a brief paragraph summarizing your findings and indicating if you would recommend the textbook for adoption and why. (27 points) c) Neatness of copy, logic of organization, clarity of style, accuracy of grammar and spelling (3 points) Textbook evaluation is due WEEK 12 / April 25. 4. Reaction Papers (3 x 20 = 60 points) You will read three articles from three different professional journals (2002 to present) about
three different topics of interest to you; one must be on the teaching of reading. Attach a copy of the article with complete bibliographic information to your paper which should indicate the following: a) List the 3 most important ideas / concepts that you learned from the article (6 points) b) Develop your own personal reaction to the author’s point of view (5 points): where do
you agree or disagree? why do you agree or disagree? how could the presentation of the material be improved?
c) Describe how you might be able to make use of this information in your classroom (6 points)
Reaction papers should be typed and 2-3 pages in length. Footnotes should be used where appropriate; they may be placed at the bottom of the page or at the end of the paper. The grade for each paper will take into consideration the logic of organization, clarity of style and accuracy of grammar and spelling (3 points) Due dates for reaction papers are WEEK 4 / February 22, WEEK 7 / March 14 and WEEK 11 / April 18.
5. Evidence of Professional Development (30 points)
This 1-2 page paper will describe a professional development event which you attended, indicating when, where and why. You will also discuss how the event contributed to your development as a future educator. Possible events would include:
► The Riall Lecture on campus – March 6 – 7:30 pm Holloway
► Northeast Conference on the Teaching of Foreign Languages – Baltimore – “Global Identities” – April 20-23
► Wicomico County Workshop – April 2
► A & R Productions Workshops: February 25 – Visual Literacy
March 31 – Awaken the SLEEPING BEAUTY in Text May 12 – Glamorous Grammarians
► RPDS Conference – Bennett High School – May 10
►Interview with the reading specialist at your school
►Other - to be discussed with the professor The grade for this paper will also take into consideration the logic of organization, clarity of style and accuracy of grammar and spelling. Due date is WEEK 14 / May 9.
6. Philosophy of Education Paper (24 points) This 2-3 page paper asks you to describe 1) your philosophy of education in general (3 points); 2) your philosophy of world language education in particular (3 points); and 3) your philosophy of the relationship between world languages and learning literacy (listening, speaking, reading ,writing) (3 points); relationship between technology and world language acquisition (3 points). How will the above affect how you physically and pedagogically organize your class and classroom (3 points)? How will the above affect the classroom management techniques you will use (3 points)? How will you interact with your students (3 points)? This paper will be submitted WEEK 2 / February 8. The grade for this paper will also take into consideration the logic of organization, clarity of style and accuracy of grammar and spelling (3 points).
7. Field Experience Journal (10 X 5 = 50 points + 10 points = 60 points)
From the list which you will receive in class, select a topic for your weekly observation. Indicate when and where you observed, indicating the level of the class and any pertinent information about the students. Answer the question(s) associated with the chosen topic. Include any commentary based on conversations with your mentor teacher. Include a reflective statement regarding how you would have felt as a student AND as a teacher in this class. Each journal entry is worth 5 points. Journals will be collected in WEEK 9 / April 4 and WEEK 14 / May 9. One additional entry should describe an extra-curricular event which you attended during your field placement. This could be a faculty meeting, a club meeting, a parent-teacher conference, a cultural or athletic event. This is due WEEK 14 / May 9.
8. Portfolio in LiveText – 5 artifacts [WHAT? 3 points] + reflections [SO WHAT? 4 points / NOW WHAT? 3 points] = 50 points
From the information and format given to you in your technology class, you will begin to
construct a professional portfolio in an electronic format using LiveText, using the NCATE standards for foreign languages as your framework. You will select 5 artifacts (i.e. OTHER assignments / projects that you have ALREADY done for this class and / or other classes) and decide which standards they meet (1 artifact could meet multiple standards). THEN you will write a reflective statement (model to be shown in class) about each artifact worth 10 points apiece for a total of 50 points. All artifacts and reflections will be stored in LiveText.
The first identification and reflection of the chosen artifact is due WEEK 7 / March 14; the second during WEEK 9 / April 4; the third during WEEK 11 / April 18; the fourth during WEEK 13 / May 2; and the final artifact and reflection will be due during the last class during exam week on May 16 (7-9:30 p.m.) when you will share your portfolio with the class.
9. Strategies tool box (10 x 6 points = 80 points) You will need to select a format that works for you – file box, notebook, file folder, etc.
Throughout the semester, you will collect 10 strategies which you think will enable you to be a better teacher. You will select or create 5 strategies which deal with foreign language instruction, 3 with reading, and 2 with technology. On each card or sheet, you will identify the strategy (1 point), describe how it could be used in the classroom (2 points), when it would be used (1 point) and why it would be used (2 points).
The first five strategies are due WEEK 9 / April 4 and the next 5 strategies are due WEEK 13 / May 2.
Evaluation: Professional Activities Review of materials - textbook 30 points Professional Development Paper 30 points Reaction Papers 60 points Philosophy of Education paper 24 points Professionalism (attendance/participation) 50 points Portfolio 50 points Strategies Tool Box 80 points
Planning Lesson plan 24 points Unit Outline + annotated bibliography 61 points
Field Experiences Observation Journal 50 points Extra-curricular activity 10 points Teaching and analysis of 1 lesson 50 points A = 407-519 points B = 415-466 points C = 363-414 points (outstanding and (praiseworthy per- (satisfactory per- exceptional achievement) formance; above average) formance; average) NB: You will have the opportunity to turn in DRAFT copies of work prior to due dates i.e. alternative due dates may be given. Work turned in late will have 10% of the possible points deducted from the final grade for the project.
Expectations/Guidelines: 1. In support of Writing Across the Curriculum, there are many opportunities in this class to practice and
develop writing. All work handed in will be graded on clarity of expression and organization and accuracy of grammar and spelling.
2. Participation
a. Involvement in class activities GRADE QUANTITY AND QUALITY OF INVOLVEMENT 0-4 No contributions; uninformed contributions, regardless of frequency or quantity 5-10 A few informed contributions 11-14 Sporadic, informed contributions 15-19 Frequent, informed contributions 20-25 Consistent (each class), highly informed contributions
"Contributions" refers to posing questions, making comments, engaging in group discussions and activities and offering feedback for student presentations. "Informed" refers to raising pertinent questions, making relevant comments and promoting useful discussion. Informed participants will show strong evidence of thoughtful reading and ready knowledge of discussion material. Be considerate of others. Do not talk while others are talking. Behave in a professional and ethical manner. Be curious, flexible, organized and patient. Do not be afraid to take risks and care about what you are doing.
b. Attendance GRADE SESSIONS PRESENT 0-4 17 or less 5-10 18 - 20 11-14 21 - 23 16-19 24 - 26 20-25 27 - 29
Your attendance will be monitored. If you arrive late or leave early by 10 minutes or more, that will count as ½ absence. Class is interactive in nature and is difficult to make up in the event of an absence. You are expected to arrive on time and to stay the entire class period. You are expected to attend every class. Any religious holiday will not be counted against you. Other reasons for absences will be judged on an individual basis. Failure to notify the professor in the event of a planned or unplanned absence shall be automatically counted against you. 3. Scholastic standards: see pages 65-67 of the 2010-2012 catalogue. 4. Related to many of the assignments which you will have in this class is the time which you will spend
in the schools. Once you have been assigned a site and a mentor teacher, you may spend as much time as your schedule permits in the school with a minimum of 20 hours which will be verified by the log provided by the Office of Field Experience. This will count as part of your participation grade. Dress as a professional during your field experience visits. You are representing yourself as well as Salisbury University.
5. Technology - It is increasingly important for teachers to become computer literate both personally
and professionally. You should attempt to use computer technology in a variety of ways to enhance your assignments (creating graphics, incorporating technology in class presentations and/or projects). The professor may forward or send you pertinent information about class or the career of teaching via e-mail. If you do not regularly use your SU account, please have your e-mail forwarded so that you may receive the information in a timely fashion.
6. The Professional Education Unit at Salisbury University is guided by a conceptual framework centered
around the knowledge, skills and dispositions critical for educators. A copy can be viewed at http://www.salisbury.edu/Schools/Seidel/cf.html
Links are provided between the framework and the course objectives which reflect the four themes of Informed and Reflective Pedagogy, Enhanced Student Learning, Scholarship, Collaboration. 7. In order to meet state and national program approved accreditation requirements, samples of student
work may be collected and retained for internal evaluation process. It is vital that all of your course work is stored electronically in the event that I wish to keep a copy.
TENTATIVE WEEKLY SCHEDULE:
DATE READING IN TEXT; include
Appendices (SG /RMF)
TOPICS FOR DISCUSSION ASSIGNMENTS
1/30 Introduction
2/1 SG – pp. 1-10 Preliminary Chapter – Becoming Familiar with the Profession and
Expectations for Language Teachers
p. 7 – Tasks #1-4
2/6 RMF – pp. 1-14 Content Teachers and Content Literacy (Chap 1)
2/8 RMF – pp. 14-29 Content Teachers and Content Literacy (Chap 1)
p. 28 - Assisting Comprehension #2 Philosophy of Education Paper
2/13 SG – pp. 11-20 Understanding the Role of Contextualized Input, Output and
Interaction in Language Learning (Chap 1)
handouts
2/15 SG – pp. 20-41 Understanding the Role of Contextualized Input, Output and
Interaction in Language Learning (Chap 1)
pp. 37-39 – CS#1 (ask yourself / class discussion + Techno Focus; handouts
2/20 SG – pp. 49-56 Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning (Chap 2)
DISCUSSION – why do we have national standards? Do we need them? How
will they be important in YOUR classroom?
2/22 SG – pp.57-69 Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning (Chap 2)
Reaction Paper #1 p. 67 – TR#2
2/27 SG pp.73-88 Organizing Content and Planning for Integrated Classroom Instruction
(Chap 3)
Objectives exercise
2/29 SG pp.88-103 Organizing Content and Planning for Integrated Classroom Instruction
(Chap 3)
Sample Lesson Observation #1
3/5 RMF – pp. 68-83 Preparation for Learning (Chap 3) RIALL LECTURE 7:30 PM (3/6)
3/7 RMF – pp. 83-96 Preparation for Learning (Chap 3) p. 95 - Assisting Comprehension #1 Observation #2
3/12 RMF – pp. 97-115
Assistance in Learning (Chap 4)
3/14 RMF – pp. 115-133
Assistance in Learning (Chap 4) p. 133 - Assisting Comprehension #2, 3
Rough unit outline Artifact #1
Observation #3 Reaction Paper #2
3/26 SG – pp.216-241 Story-based Approach to Grammar (Chap. 7)
3/28 SG – pp.216-241 Story-based Approach to Grammar (Chap. 7)
Observation #4
4/2 SG – pp.216-241 Story-based Approach to Grammar (Chap. 7) / Action Research
TR#2 pp 238-239
4/4 SG pp.178-195 Developing an Interactive Approach to Develop Interpersonal Communication
(Chap 6)
pp. 208-210 / CS #1 Strategies Toolbox 1-5
Observation #5 Observation Journal #1-5
Artifact #2
4/9 SG pp.195-210 Developing an Interactive Approach to Develop Interpersonal Communication
(Chap 6)
4/11 SG – pp. 245-266 Developing Oral and Written Interpersonal Communication (Chap 8)
Rough Draft Annotated Bibliography Observation #6
4/16 SG – pp. 266-292 Developing Oral and Written Interpersonal Communication (Chap 8)
4/18 Developing Oral and Written Interpersonal Communication (Chap 8)
pp. 290-292 CS#1 Reaction Paper #3
Mini-lesson Observation #7
Artifact #3
4/23 No class – work on projects
4/25 RMF – pp. 287-313
Teaching Vocabulary (Chap 9)
Observation #8 Textbook evaluation
4/30 RMF – pp. 313-338
Teaching Vocabulary (Chap 9) p. 338 – Reflecting on your reading
5/2 RMF – pp. 235-258
Study Skills in the Electronic Age (Chap 8)
Observation #9 Artifact #4
Strategies toolbox #6-10
5/7 RMF – pp. 258-286
Study Skills in the Electronic Age (Chap 8)
p. 286 – Reflecting on your reading Annotated bibliography / unit outline
5/9 Catch-up / Current intern Observation #10 + Observation journal + extra activity
5/9 Guests – Current interns Professional Development paper
5/16 Portfolio sharing 7:00-9:30 p.m.
Artifact #5
BIBLIOGRAPHY
Alatis, J.E. & Barnhardt, S.B. (1998). Portfolio assessment in the foreign language classroom. National Capitol Language Resource Center, Washington, D.C.: Georgetown University / Center for Applied Linguistics.
Blaz, D. (2006). Differentiated Instruction: A guide for foreign language teachers. Larchmont, NT: Eye On Education.
Glisan, E. (2003). The Intergated Performance Assessment. Alexandria, VA: The American Council on the Teaching of Foreign Languages.
Hadley, A.O. (1993). Teaching language in context. Boston: Heinle & Heinle.
Hall, J.K. (2001). Methods for Teaching Foreign Languages. Englewood Cliffs, NJ: Prentice Hall.
Kramsch, C. (1993). Context and culture in language teaching. Oxford, England: Oxford University Press.
Krashen, S. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon Press.
Lee, J.F & VanPatten, B. (2003). Making communicative language teaching happen. New York:McGraw-Hill, Inc.
Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.
Patrick, P. (2007). The keys to The classroom: A basic manual to help new language teachers find their way. Alexandria, VA: The American Council on the Teaching of Foreign Languages.
Sandrock, P. (2010). The keys to assessing language performance. Alexandria, VA: The American Council on the Teaching of Foreign Languages.
Swaffar, J., Arens, K., & Brynes, H. (1991) Reading for meaning. Englewood Cliffs, NJ: Prentice Hall.
