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George Mason University
College of Education and Human Development
Teaching Culturally and Linguistically Diverse and Exceptional
Learners (TCLDEL)
EDCI 521-001, CRN 72099
Curriculum Development for Language Learners
31 August – 8 December, 2015
Professor: Dr. Kate Olson, BCLAD, M.Ed., Ph.D.
Email: [email protected], [email protected]
Office Hours: By appointment before or after class
Pre-requisites/Corequisites:
EDCI 516 and 519
Course Description This course examines current approaches to curriculum development for language learners and
language minority students. Participants review, evaluate, and develop curricular materials, with
emphasis on learner-centered activities, cooperative learning, interdisciplinary and thematic
approaches, authentic and problem-based learning, integration of language and content, and
linkage to standards, assessment and instruction.
Course Outcomes/Objectives: Students completing EDCI 521 will be able to:
1. Conduct a Needs Assessment to determine students’ priority learning needs;
2. Review and adapt Instructional Materials that will help students meet their learning needs;
3. Write learning objectives and plan activities that meet three goals: language functions,
learning strategies, and content area achievement;
4. Develop assessment activities that measure student progress and provide students with
feedback in relation to the learning goals and outcomes;
5. Incorporate various quality teaching practices into daily class routines;
6. Apply standards and curriculum frameworks to the development of curriculum units; and
7. Design interdisciplinary Thematic Units, Standards-based Activities, or Instructional
Materials that help students meet learning needs.
8. Use instructional technology in designing curriculum, preparing for course activities, and for
communicating with fellow classmates and the instructor.
EDCI 521 addresses the following program goals and professional standards:
1. Graduate School of Education Goals
Diversity * Ensure that diverse issues are reflected in curriculum and syllabi
Reflective, Research-based Practice * Encourage reflective and research-based practice
for GSE faculty and for our students in their own practice
Research and Scholarship * Conduct exemplary research that shapes our academic
disciplines, educational practice, and public policy * Promote the intellectual
stimulation of a GSE learning community
2. The primary principles of the Interstate New Teacher Assessment and Support
Consortium (INTASC) addressed are:
* Principle #1: The teacher understands the central concepts, tools of inquiry,
and structures of the discipline(s) he/she teachers and can create learning experiences that
make these aspects of subject matters meaningful for students.
* Principle #7: The teacher plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
3. The primary TESOL Standards addressed are:
* Standard 1.a. Describing language. Candidates demonstrate understanding of language
as a system and demonstrate a high level of competence in helping ESOL students
acquire and use English in listening, speaking, reading, and writing for social and
academic purposes.
* Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates
know, understand, and apply concepts, research, and best practices to plan classroom
instruction in a supportive learning environment for ESOL students. Candidates serve as
effective English language models, as they plan for multilevel classrooms with learners
from diverse backgrounds using standards-based ESL and content curriculum.
* Standard 3.b. Managing and Implementing Standards-Based ESL and
Content/Instruction. Candidates know, manage, and implement a variety of standards-
based teaching strategies and techniques for developing and integrating English listening,
speaking, reading, and writing, and for accessing the core curriculum. Candidates
support ESOL students in accessing the core curriculum as they learn language and
academic content together.
* Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates
are familiar with a wide range of standards-based materials, resources, and technologies,
and choose, adapt, and use them in effective ESL and content teaching.
Course Requirements and student responsibilities include:
Attend all class periods of courses for which they register. In- class participation is
important not only to the individual student, but to the class as whole. Class participation
is a factor in grading; instructors may use absence, tardiness, or early departure as de
facto evidence of nonparticipation and as a result lower the grade as stated in the course
syllabus.
Meet responsibilities with a professional and positive attitude. Become familiar with
GSE professional behavior and dispositions listed below.
Complete all readings and assignments. Submit by due date. Assignments submitted
late without approval will be reduced in grade.
Participate in class activities.
GSE Student Expectations
Students must adhere to the guidelines of the George Mason University Honor Code [See
http://oai.gmu.edu/the-mason-honor-code/]
Students with disabilities who seek accommodations in a course must be registered with
the George Mason University Office of Disability Services (ODS) and inform their
instructor, in writing, at the beginning of the semester [See http://ods.gmu.edu/].
Students must follow the university policy for Responsible Use of Computing [See
http://www.gmu.edu/academics/catalog/0203/policies/computing.html]
Students are responsible for the content of university communications sent to their
George Mason University email account and are required to activate their account and
check it regularly. All communication from the university, college, school, and program
will be sent to students solely through their Mason email account.
Students are expected to exhibit professional behaviors and dispositions at all times.
Campus Resources
The George Mason University Counseling and Psychological Services (CAPS) staff
consists of professional counseling and clinical psychologists, social workers, and
counselors who offer a wide range of services (e.g., individual and group counseling,
workshops and outreach programs) to enhance students’ personal experience and
academic performance [See http://caps.gmu.edu/].
The George Mason University Writing Center staff provides a variety of resources and
services (e.g., tutoring, workshops, writing guides, handbooks) intended to support
students as they work to construct and share knowledge through writing [See
http://writingcenter.gmu.edu/].
Integrity of Work
TCLDEL students must adhere to the guidelines of the George Mason University Honor Code (http://
oai.gmu.edu/honor-code/). The principle of academic integrity is taken very seriously and violations are
treated as such.
Violations of the Honor Code include: Copying a paper or part of a paper from another student (current or past); Reusing work that you have already submitted for another class (unless express
permission has been granted by your current professor before you submit the
work); Copying the words of an author from a textbook or any printed source (including the
Internet), or closely paraphrasing without providing a citation to credit the author.
For examples of what should be cited, please refer to:
https://owl.english.purdue.edu/owl/resource/589/02/ You may also not “reuse” fieldwork hours. Each placement must have 20
documented hours that are solely for each course that you are in; you may be at
the same site, but the same hours may not be counted toward the same course.
Grading Scale:
At George Mason University, course work is measured in terms of quantity and quality. A credit normally
represents one hour per week of lecture or recitation or not fewer than two hours per week of laboratory
work throughout a semester. The number of credits is a measure of quantity. The grade is a measure of
quality. The system for grading graduate courses is as follows:
Grade GRADING Graduate Courses
A+ 100 Satisfactory / Passing
A 94-99 Satisfactory / Passing
A- 90-93 Satisfactory / Passing
B+ 85-89 Satisfactory / Passing
B 80-84 Satisfactory / Passing
C 70-79 Does not meet requirements of the Graduate
School of Education
F <69 Does not meet requirements of the Graduate
School of Education
.Students must maintain a 3.0 average and a grade of B or higher for licensure and master’s
degree. All course assignments and field experience activities must be satisfactorily completed
before the final grade is awarded.
Incomplete (IN): This grade may be given to students who are in good standing, but who may be
unable to complete scheduled course work for a cause beyond reasonable control. The student
must then complete all the requirements by the end of the ninth week of the next semester, not
including summer term, and the instructor must turn in the final grade by the end of the 10th
week. Unless an explicit written extension is filed with the Registrar's Office by the faculty
deadline, the grade of IN is changed by the registrar to an F (Mason catalog). Faculty may grant
an incomplete with a contract developed by the student with a reasonable time to complete the
course at the discretion of the faculty member. The faculty member does not need to allow up to
the following semester for the student to complete the course. A copy of the contract will be kept
on file in the TCLDEL office.
GMU E-mail & Web Policy: Mason uses electronic mail (www.gmu.edu/email) to provide
official information to students. Examples include notices from the library, notices about
academic standing, financial aid information, class materials, assignments, questions, and
instructor feedback. Students are responsible for the content of university communication sent to
their Mason e-mail account and are required to activate that account and check it regularly
(Mason catalog).
Course Withdrawal with Dean Approval: For graduate and non-degree students, withdrawal
after the last day for dropping a course requires approval by the student's academic dean, and is
permitted only for nonacademic reasons that prevent course completion (Mason catalog).
Students must contact an academic advisor in TCLDEL to withdraw after the deadline. There is
no guarantee that such withdraws will be permitted.
Attendance Poligy
Students are expected to attend all class periods of courses for which they register. In class participation is
important not only to the individual student, but to the class as whole. Class participation is a factor in
grading; instructors may use absence, tardiness, or early departure as de facto evidence of nonparticipation
and as a result lower the grade as stated in the course syllabus (Mason Catalog). Any unexcused absences
(lateness) will result in a 3-point deduction from your participation grade.
Performance Based Assessment (PBA): All courses in TCLDEL will have a required
Performance Based Assessment (PBA). The required PBA for this course is the Curriculum
Development Project. This assignment must be posted to Blackboard Assessments, where it will
be reviewed and scored.
Late Work/Submissions: At the graduate level all work is expected to be of high quality and
submitted on the dates due. Work submitted late may be reduced one letter grade for every day of
delay. If you have any extraordinary circumstances (e.g. flood, earthquake, evacuation) that
prevent you from submitting your work in a timely manner, it is your responsibility to contact the
instructor as soon as possible and make arrangements to complete your work. It is up to the
discretion of the instructor to approve the late/makeup work.
EDCI 521 Course detail
Textbook and Readings:
Required texts:
Wong, S. (2005). Dialogic Approaches to TESOL. New York: Routledge.
Echevarria, J., Short, D., and Vogt, M. (2007). Making Content Comprehensible for English
Learners/The SIOP Model. Boston, MA: Pearson. (3rd Edition ISBN 0205518869).
Recommended texts:
Chamot, A. & O’Malley, J.M. (2009). The CALLA Handbook. Addison-Wesley. (2nd Edition
ISBN 0132040344).
Chamot, A., Barnhardt, S., Beard El-Dinary, P., & Robbins, J. (1999). The Learning Strategies
Handbook. Longman.
Additional readings will be distributed in class and / or posted on Blackboard:
http://blackboard.gmu.edu.
Note:
Please bring copies of any curricula and/or specific language standards you use (or may use in
future) to each class session.
Assignments and evaluation
EDCI 521 Assignments and Evaluation overview
Attendance, Preparation and Participation 20%
Student Needs Analysis 20%
Chapter Presentation 10%
Learning Log 10%
Curriculum Development Project (PBA) 40%
Total 100%
Detailed Assignment Descriptions and Evaluation Criteria
Attendance, Preparation and Participation (20 points)
Students are required to attend and be fully prepared for all classes. In- class participation is
important not only to the individual student, but to the class as whole.
Exemplary
20 points
Nearing
exemplary
18-19 points
Proficient
16-17 points
Partially
proficient
14-15 points
Not proficient
<14 points
Attendance:
Attends all
sessions. Is always
punctual.
Preparation:
Exceptionally well-
prepared for all
sessions.
Selects and fully
completes all
readings and
reports.
Comes prepared
with thoughtful
synopsis,
questions, and
comments that
broaden peers
perspectives on and
understanding of
the topic.
Demonstrates an
excellent
understanding of
readings and
makes connections
to classroom
practice.
Participation:
Participates in all
discussions and
activities with
enthusiasm and
positive learning
outlook. Often
takes the lead,
actively promoting
and extending
conversation
focused on the
topic.
Attendance:
Attends all
sessions. Is
always
punctual.
Preparation:
Very well-
prepared for all
sessions.
Selects and
fully completes
all readings
and reports.
Comes
prepared with
thoughtful
synopsis,
questions, and
comments.
Demonstrates
an excellent
understanding
of readings and
makes
connections to
classroom
practice.
Participation:
Participates
actively in all
discussions and
activities.
Actively
promotes
conversation
focused on the
topic.
Attendance:
Attends all
sessions. Is
usually
punctual.
Preparation:
Prepared for all
sessions.
Selects and
fully completes
readings and
reports.
Is prepared for
sharing reading
and asking
questions.
Demonstrates a
good
understanding
of readings and
makes
connections to
classroom
practice.
Participation:
Participates in
all discussions
and activities.
Attendance:
Attends most
sessions. Is
usually punctual.
Preparation:
Not fully prepared
for sessions.
Selects and
completes some of
the readings and
reports.
Is somewhat
prepared to share
readings and
questions.
Demonstrates a
beginning
understanding of
readings and
makes some
connection to
classroom
practice.
Participation:
Participates in
most discussions
and activities.
Attendance:
Attends most
sessions. Is
usually punctual.
Preparation:
Unprepared for
sessions.
Little or no
involvement and
sharing of
readings and
reports.
Is seldom
prepared to share
readings and
questions.
Demonstrates a
limited
understanding of
readings and
makes few
connections to
classroom
practice.
Participation:
Little meaningful
participation in
discussions and
activities.
Comments
demonstrate an
exceptionally high
level of
understanding and
reflection.
Listens actively
and sensitively to
peers. Prompts
peer feedback and
input.
Has a very positive
effect on the
classroom
atmosphere.
Comments
demonstrate a
high level of
understanding
and reflection.
Listens
actively and
sensitively to
peers.
Has a positive
effect on the
classroom
atmosphere.
Comments
demonstrate
sound
understanding
and good
reflection.
Listens actively
to peers.
Has a positive
effect on the
classroom
atmosphere.
Comments
demonstrate basic
understanding.
Listens to peers at
a basic level.
Has a neutral
effect on the
classroom
atmosphere.
Comments
demonstrate little
evidence of
understanding or
reflection.
Does not listen to
peers.
Has a negative
effect on the
classroom
atmosphere.
Students’ Needs Analysis (20 points)
Describe and analyze at least 3 students and their curricular needs. Use the following criteria to
structure your Needs Analysis:
1. describe your own educational background, your experience, and potential bias
2. philosophy of teaching(include at least 4 references to literature/readings that support your
philosophy)
3. describe the overall school context i.e. staff , student demographics, community, programs. IN
RICH DETAIL this section describes the school, the community surrounding the school, the staff
within the school (including the administration, support staff, teachers, aides, parent-liaisons,
building staff, etc., and their cultural and linguistic backgrounds and expertise), and the programs
(academic and nonacademic) that the school provides for students, their families, and the greater
community. 4. include one tool or technique used to assess the students’ linguistic needs, for example, reading
test; scored writing sample, oral language checklist, language needs self-assessment, etc.
5. include one tool or technique used to assess the students’ non-linguistic needs (affective, social
or cognitive), for example, multiple intelligences or learning styles inventory; general IQ or
ability test; initial placement test used on entry to the school; work habits checklist; learning
attitudes survey (these can be teacher assessed and/or student self-assessments)
6. include a summary of the results of an interview given to the child asking about his/her
background, experiences, family activities, likes, dislikes etc. (funds of knowledge)
7. present the information on scored data gathered clearly, e.g. in tabular or graphic format
8. discuss the implications for curriculum development, lesson planning and classroom
organization; A well-thought out proposal for the curriculum project is outlined that centers on
your focal students
Exemplary
20 points
Nearing
exemplary
18-19 points
Proficient
16-17 points
Partially
proficient
14-15 points
Not proficient
<14 points
Exceptionally
clear and well-
structured so that
information is
very easily
accessible
Includes all
required
information with
comprehensive
detail
Includes in-depth
analysis and
detailed teaching
implications
correlating data
from both
linguistic and
non-linguistic
data
Exceptionally
well written and
error-free
Very clear and
well-structured
so that
information is
easily accessible
Includes all
required
information with
comprehensive
detail
Includes sound
analysis and
detailed teaching
implications
correlating data
from both
linguistic and
non-linguistic
data
Very well written
with very few
minor errors
Clear and well-
structured so that
information is
accessible
Includes all
required
information with
adequate detail
Includes analysis
and teaching
implications
correlating data
from both
linguistic and
non-linguistic
data
Well written with
few minor errors
Information is
accessible but
lacks clarity and
structure
Includes most
required
information
Includes some
analysis and
teaching
implications but
linguistic and
non-linguistic
data not
correlated
Several errors
but do not detract
from overall
content
Lack of clarity
and/or structure
makes
information
inaccessible
Information is
missing or not
accessible
Includes limited
analysis and
teaching
implications
Poorly written
with many
significant errors
Chapter presentation (10 points)
With a group, present a summary of one chapter from the SIOP book to inform peers about the
main ideas and their practical classroom application with demonstration of its main idea/purpose.
This assignment will be presented in class – it should be submitted to Bb only for the purpose of
sharing with peers, not for grading.
Exemplary
10 points
Nearing
exemplary
8-9 points
Proficient
6-7 point
Partially
proficient
4-5 point
Not proficient
1-3 points
Exceptionally
clear and well-
structured so that
information is
very easily
accessible
Gives a very
comprehensive
summary of
chapter, clearly
identifying all
main ideas
within the
allocated
timeframe
Makes extensive
connections
between chapter
content and
practical
classroom
application that
significantly aid
understanding of
main ideas
Very clear and
well-structured
so that
information is
easily accessible
Gives a
comprehensive
summary of
chapter, clearly
identifying all
main ideas
Makes
connections
between chapter
content and
practical
classroom
application that
significantly aid
understanding of
main ideas
Clear and well-
structured so that
information is
accessible
Gives a good
summary of
chapter, clearly
identifying most
main ideas
Makes
connections
between chapter
content and
practical
classroom
application
Information
somewhat
accessible but
lacks clarity and
structure
Gives a summary
of chapter that
identifies most
main ideas
Makes some
connections
between chapter
content and
practical
classroom
application
Information is
missing or not
accessible
Summary is
incomplete
Makes no
connections
between chapter
content and
practical
classroom
application
Learning log (10 points)
Submit a personal day-by-day learning log detailing what we did, what you learned and how it
affects your thinking about Curriculum development for language learners.
Exemplary
10 points
Nearing
exemplary
8-9 points
Proficient
6-7 points
Partially
proficient
4-5 points
Not proficient
1-3 points
Exceptionally
clear and well-
structured so that
information is
very easily
accessible
Very well written
– error-free
Includes
extensive
insightful
personal
reflection
showing clear
evidence of self-
awareness
Includes
extensive
connections to
own classroom
practice showing
in-depth
understanding of
practical
application
Very clear
and well-
structured so
that
information
is easily
accessible
Very well
written with
very few
minor errors
Includes
thoughtful
personal
reflection
showing
evidence of
self-
awareness
Includes
extensive
connections
to own
classroom
practice
Generally clear
and well-
structured so that
information is
reasonably
accessible
Well written with
few minor errors
Includes personal
reflection
showing some
evidence of self-
awareness
Includes many
connections to
own classroom
practice
Information is
somewhat
accessible
Several errors but
do not detract from
overall content
Includes some
personal reflection
and evidence of
self-awareness
Includes some
connections to own
classroom practice
Information is
missing or not
accessible
Poorly written
with many
significant errors
Includes little or
no personal
reflection or
evidence of self-
awareness
Includes few
connections to
own classroom
practice
Curriculum Development Project (40 points) This is the performance-based assessment (PBA) for this course and should be submitted via
TASKSTREAM.
The Curriculum Development Project will synthesize the readings and class discussions to create a
standards-based curriculum unit. Your project should be organized in 4 sections, each worth 10
points:
Section A
Introduction describing your own educational background, teaching philosophy and experience; the
context of the school and its programs; summarizing the students’ needs, skills, and strengths and
their funds of knowledge; explaining why this unit was chosen (this is a revision of your Student
Needs Analysis assignment).
Section B
Overview of the unit in chart or graphic format, including:
1. Grade Level/Age of students
2. Content Area/Unit/Topic
3. Language Proficiency Levels
4. Essential Question(s)
5. Standards
a) Language
b) Content
6. Key Academic Vocabulary
7. Sample Language Activities, to include both Receptive (listening and reading) and
Expressive (speaking and writing)
8. Strategies to help students perform tasks
a) Cognitive
b) Metacognitive
c) Social/Affective
9. Plans for Differentiation/Scaffolding and including Funds of Knowledge
10. Assessments
a) Initial
b) Formative
c) Summative
11. Materials and Resources
12. Classroom organization/grouping plan
Section C
Lesson plan 1 for introducing the unit to students
Lesson plan 2 for continuing or concluding the unit
*Both lesson plans should use one of the SIOP lesson plan formats in Echevvarria Appendix b.
*Both plans should include aspects of the students’ background and Funds of Knowledge to
motivate, connect and show to their knowledge.
Section D
In-depth and analytical Written reflection on both the product and process (200-250 words)
Exemplary
10 points
Nearing
exemplary
8-9 points
Proficient
6-7 points
Partially
proficient
4-5 points
Not proficient
1-3 points
Exceptionally
clear and well-
structured so that
information is
very easily
Very clear and
well-structured
so that
information is
easily accessible
Generally clear
and well-
structured so that
information is
reasonably
Information is
somewhat
accessible
Information is
missing or not
accessible
accessible accessible
Class Schedule
Date Topic / Learning Experiences
Preparation for
Day 1
Welcome to EDCI 521
READ the syllabus fully making sure you understand the requirements,
assignments, deadlines and grading policies.
Skim required texts to become familiar with the overall structure and content.
Day 1
Sept. 1
Class Meeting and Activity
Introductions and review of syllabus and course requirements
Introductions to our Community of Learners
Teaching Philosophy Activity
Preparation for
Day 2
Learning Log for Day 1
READ
1. WONG CH1: History of TESOL and Theoretical Foundations of Dialogic
Pedagogy Overview
Day 2
Sept. 8 Class Meeting and Activity
Overview of different models of language teaching – comparison
Discussion of reading
Introduce Needs Analysis assignment (and review previous papers)
Preparation for
Day 3
Learning Log for Day 2
Start planning your Student Needs Analysis. Read the evaluation rubric
carefully. Decide which students you will focus on and gather basic
information/data, as indicated in the rubric.
WRITE/BRING description of who you are, your background, and experience
in education to bring to class to share
READ
1. WONG CH 2: Learning in Community
2. Moll
3. Gonzalez, Norma et al. (2005). Funds of Knowledge, “La Visita,” pp.
119-130. (Bb)
Day 3
Sept. 15 Class Meeting and Activity
Funds of Knowledge
o Discussion of La Visita
The context of curriculum for all learners –Culture, Language and
Learning
Cultural Self-study: Who we are as teachers and learners
Environment (situation) analysis of the cultural context of the
school, classroom, and student
Preparation for
Day 4
Learning Log for Day 3
DRAFT WRITE Philosophy of Teaching and Learning (can come from past
paper)
READ
1. WONG CH 3: Problem Posing
Day 4
Sept. 22 Class Meeting and Activity
Philosophy of Education Activity
Discussion of Reading: what is problem posing? What kinds of
curriculum pose problems to solve?
Preparation for
Day 5
Learning Log for Day 4
BRING TO CLASS: A Collaborative Tool that you use to encourage
interaction, language use, participation etc. in class
READ
1. WONG CH 4: Learning by Doing Curriculum
2. Vygotsky. L. S. (1978). Interaction between learning and development. In
Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press. Pp. 79-91.
Day 5
Sept. 29
Class Meeting and Activity
Discussion of Reading
Discussion of Vygotsky and theoretical basis of scaffolding
instruction
What is the purpose of strategies? Why scaffold?
How do we plan for “Learning by Doing?
o Understanding by Design/Backwards Design
Preparation for
Day 6
Learning log for Day 5
BRING TO CLASS: Student Data to share
READ
1. WONG CH 5: Knowledge for Whom?
Day 6
Oct. 6 Class Meeting and Activity
What is the goal of instruction? How can learning be encouraged?
(Principles of Curriculum Design and Knowledge for Whom?)
Discussion of reading
Planning goals and learning outcomes
Preparation for
Day 7
Learning Log for Day 6
Work on Needs Analysis
Day 7
Wednesday
Oct. 13
NO CLASS
Collect and Analyze your student data
Write draft of your Needs Analysis
Preparation for
Day 8
WRITE and BRING TO CLASS: Draft of Needs Analysis for Peer Review in
Class
READ
1. WONG CH 6
1. Noddings, N. (2005). The Challenge to Care in Schools: An
Alternative Approach to Education. Teachers College Press. New
York: NY. Pps. 15-27. (Bb)
Day 8
Oct. 20 Class Meeting and Activity
Discussion of Reading and Activity
Peer Review of Needs Analysis
Preparation for
Day 9
Learning Log for Day 8
DUE: FINAL DRAFT OF NEEDS ANALYSIS IN CLASS and VIA EMAIL
Culturally Responsive Curriculum and Classroom Management
READ
1. Culturally Responsive Classroom Management Strategies (October
2008, MCUE) http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturall
y%20Responsiv e%20Classroom%20Mgmt%20Strat2.pdf
Day9
Oct. 27
Class Meeting and Activity
Discussion of Readings—What is culturally responsive classroom
management?
How can you use Culturally Classroom Management Strategies to
enhance your curriculum?
Share papers
Preparation for
Day 10
Learning log for Day 9—Reflect on collecting data and writing your Needs
Analysis, what did you learn?
READ 1. Wantanabe et. al (2007) Chemistry for All, Instead of
Chemistry Just for the Elite”: Lessons Learned From Detracked
Chemistry Classrooms. Wiley Interscience. (Bb)
2. Cone, J. K. (2006). Detracked Ninth-Grade English: Apprenticeship
for the Work and World of High School and Beyond. Theory into
Practice (Bb)
Day 10
Nov. Nov 3
NO CLASS
Meet with Group to Prepare for SIOP class presentations
Preparation for
Day 11
Learning Log for day 10—Write a reflection on your reading about detracked
classrooms and your own teaching.
READ
1. SIOP CH 1-6
Day 11
Nov. 10
Class Meeting and Activity
SIOP chapter presentations
Selecting, evaluating, adapting instructional materials
Discussion of reading
Preparation for
Day 12
Learning log for Day 11
Anti-Bias Curriculum: Creating a Caring Curriculum
READ
1. SIOP 7-9
2. Antrop-Gonzalez, R. & De Jesus, A. (2006). Toward a theory of
critical care in urban small school reform: Examining structures and
pedagogies of caring in two Latino community-based schools.
International Journal of Qualitative Studies in Education 19( 4), 409–
433.(Bb)
Day 12
Nov. 17 Class Meeting and Activity
Discussion of Reading
Planning and Using SIOP: Putting it all together
Preparation for
Day 13
Learning Log for Day 12
Begin/Continue the Curriculum Project
READ:
1. Sandoval-Taylor, P. (2001). Home is Where the Heart Is. pp.153-165.
(Bb)
Day 13
Nov. 24
Class Meeting and Activity
Discussion of reading
Individual work on Curriculum Project
Individual conferences scheduled
Preparation for
Day 14
Final drafts of Curriculum Project for peer review
Day 14
Dec. 1
Class Meeting and Activity
Peer review of final Curriculum projects
Teaching Goals
Learning Log Personal Reflection
Evaluation and feedback
Day 15
Dec. 8 Curriculum Project Due via Email
