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Teacher Training Institute - Cng.edu

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Teacher Training Institute - Cng.eduTeac

    Teacher Training Institute

    Foundations for Teaching Second Language Students

Instructor: Barbara Noel, Ph.D. Email: Bnoel2@gmu.edu

Course Description

    This course examines the current trends in curriculum, instruction, and assessment. Teacher candidates learn how to determine students‟ learning needs, how to use instructional materials to meet those needs, and how to plan learning goals and objectives and design instructional materials and activities that will help students meet their learning needs. Teacher candidates learn basic structures in cooperative learning, how to incorporate learning strategies across the curriculum, and how to use standards for language proficiency and content areas in curriculum design. Students will have opportunities to: determine students‟

    learning needs; identify learning outcomes and draft learning objectives; review and critique instructional materials; integrate language and content; and embed assessment in instructional activities.

Course Objectives

    1. Observe and evaluate a lesson using the SIOP Model

    2. Write learning objectives and plan activities that meet two goals: language functions and

    content area achievement.

    3. Develop lesson plans that measure student progress and provide students with feedback in

    relation to the learning goals and outcomes.

    4. Incorporate cooperative learning structures into daily class routines

    5. Apply knowledge of writing lesson plans by sharing lesson with peers.

Required Texts:

    Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible for English

    language learners: The SIOP model (2nd ed.). Boston: Pearson/Allyn & Bacon.

Recommended Readings

    The ESL Standards for Pre-K-12 Students

    Introduction: Promising Futures (1997). In Teachers of English to Speakers of Other Languages,

    ESL standards for pre-K-12 students (pp.1-10). Alexandria, VA:Teachers of English to Speakers of Other Languages.http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=310&rcss=print&print=yes

Organization of the ESL Standards

    http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=312

Using the Sample Progress Indicators Across Proficiency Levels (includes Vignettes)

    ESL Standards for Pre-K-12 Students: Grades Pre-K-3

    http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=314

ESL Standards for Pre-K-12 Students: Grades 4-8

    http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=315

ESL Standards for Pre-K-12 Students: Grades 9-12

    http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=316

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Methodology

    The course is delivered through a variety of face-to-face, computer-based, small group cooperative learning instruction and independent, self-guided learning. Class meetings are structured around discussion, hands-on activities, and small group work. For this reason it is critical that students attend all classes, actively participate in class, and keep up with the readings. Students should be prepared to discuss the readings assigned for the day the topic is assigned. Students are encouraged to ask questions for clarification, exploration, or elaboration.

Course Requirements

    Adapted from the EDRD 615 Syllabus, College of Education and Human Development, George Mason University.

     Assignment Percent Description Value 1. Class Participation 10 Arrive promptly, complete readings, participate in class discussion including responding to all questions and interacting with peers.

    2. Lesson Plan I 30 Create a lesson plan based on the SIOP model and

    revise it based on peer feed-back.

    3. Lesson Plan II 30 Create a lesson plan based on the SIOP model and

    demonstrate it for the class with a partner.

     4. Learning Journal 30 Note your reflections in a journal at the end of each

     class session.

    Late projects

    No more than one late project will be accepted from any one student and any late projects will receive a 10 percent deduction.

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Course Schedule (Tentative)

Date Topic Required Readings and Activities

    Walqui, A. (2000). Contextual Factors in Second Language 4/20 Course overview

    Acquisition. Digest (EDO-FL-00-05) &

    http://www.cal.org/resources/digest/0005contextual.html Second Language

    Acquisition

    McLaughlin, B. (1992). "Myths and misconceptions about second language 4/21 Introduction to SIOP

    learning" at: and Sheltered

    http://www.usc.edu/dept/education/CMMR/FullText/McLaughlinMyths.Instruction pdf & Practice Writing: Language and Content Objectives Lesson Preparation Jigsaw Reading: Home-Expert Teams

    4/27 Building Background Chapters 2 & 3

    Railsback, J.& Reed, B. (2003) Strategies and Resources for Mainstream

    Teachers of English Language Learners: Overview of Second

    Language Acquisition Theory. Retrieved January 15, 2007 from

    http://www.nwrel.org/request/2003may/textonly.html

    Jigsaw Reading: Home-Expert Teams

    4/28 Comprehensible Input Chapter 4

     In class lesson planning

    Strategies Chapter 5 5/4

     Learning Journal Due

    5/5 Interaction Chapter 6

    Stahl, Robert J. (1994) The Essential Elements of Cooperative

    Learning in the Classroom. ERIC Digest- ED370881

    http://www.ericdigests.org/1995-1/elements.htm

    Practice and Chapter 7 5/11

    Application Lesson Plan I Due

    5/18 Lesson Delivery Chapter 8

    In class lesson planning

    5/19 Review/Assessment Chapter 9

     In class lesson planning

    Lesson Plan II 5/25 Demonstrations

    Demonstrations Lesson Reflections

    Course Evaluations

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Assignment Guidelines

1. Class Participation

    1. Regular contributions to class discussion, including responding to all questions thoroughly and

    completely and challenging and leading colleagues to new understandings.

    2. Completion all of the assigned course readings and referencing them in weekly assignments,

    integrating them with experiences and fieldwork.

    3. Participation in all group activities related to assignments, including taking responsibility for

    feedback to peers in group settings, meeting deadlines, and providing feedback.

    4. Sharing insights, information, and relevant experiences with classmates.

    5. Respecting the opinions, ideas, and contributions of others.

    Class Participation Scoring Rubric (maximum =10 points)

     Unsatisfactory Minimal Competent Excellent Total

    1.25 2.5 3.75 5.0

    Misses more than 2 Misses 2 class Misses 1 class Attends all class 1. Attendance

    class sessions; fails sessions, and/or session or topic sessions and

    to contribute fails to contribute but otherwise contributes regularly

    regularly. regularly contributes providing challenge

    regularly. and leadership to

    colleagues.

    No evidence of Prepared some of Prepared most of Demonstrates 2.

    reading or the time for the time for completion of course Preparation

    preparation for class. thoughtful thoughtful readings through of Readings.

    contribution to contribution to insightful applications

    discussions. discussions. to discussions.

     Total

2. Lesson Plan I

Objective

    Apply knowledge gained in SIOP lesson planning by creating a lesson plan. Evaluate the design of lesson plans created by peers. Receive feedback from peers and revise lesson plan accordingly.

Task

    Create a lesson plan based on the SIOP model and revise it based on peer feed-back. Evaluate the lesson plans of peers and provide constructive commentary.

Procedures

    1. Review a vignettes provided by the Teachers of English to Speakers of Other Languages,

    ESL Standards for pre-K-12 Students. (See page 1 for links)

    2. Choose one vignette as a basis for your lesson planning.

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3. Identify content and language objectives for your lesson based on the learning needs you

    identify in the chosen vignette.

    4. Identify materials you will create, adapt and use. 5. Write an introductory paragraph describing your student population and program.

    6. Write a brief rationale section (1 2 paragraphs) to support your decision for the objectives

    and materials you chose. Use citations from course readings. 7. Write up a lesson plan containing the SIOP Lesson Components (see your chapter readings

    for more detailed information).

    Preparation Building Background Comprehensible Input Strategies

    Interaction Practice/Application Lesson Delivery Review/Assessment

     Include a variety of student handouts (3-5)

1. During a class session, share your lesson plan with a small group of peers for their evaluation.

    2. Write a paragraph describing the feedback provided to you and how you adapted or didn‟t

    adapt your original plan.

    3. Evaluate the lesson plans of your small group members. 4. Revise your lesson plan.

    5. Turn in your final plan.

Lesson Plan Rubric (maximum of 30 points)

Points Unsatisfactory Minimal Competent Excellent Totals

    3.75 7.50 11.25 15.00

    Misses some of the 8 Includes all 8 Includes all 8 SIOP Includes all 8 SIOP Lesson

    SIOP components. SIOP components. components. Each components. Each Design

    Some components Some components component is component is

    are only vaguely are only vaguely indirectly linked. logically linked.

    linked. linked. The lesson is

    cohesive.

    Describes the Describes the Fully describes the Fully describes the Feedback

    feedback provided in feedback provided. feedback provided. feedback provided. Reflection

    a cursory manner. Analyzes 1 Analyzes 2 Analyzes 3

    Misses analysis for comment and comments and comments and

    how the information explains how it explains how they explains how they

    will be incorporated will be used for will be used for will be used for

    into the final lesson further further further

    draft. improvement or improvement or improvement or

    why it won‟t be why they won‟t be why they won‟t be

    used. used. used.

     Totals

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Lesson Plan II

Task

    See Lesson Plan I

    Procedures

    See Lesson Plan I

    Demonstrations

    1. Carefully plan a 20 minute presentation (a maximum of 10 minutes per team member)

    2. The format of the presentation should be as follows:

    a. Introduction

    i. A one-minute introduction to the lesson, the team members and their

    respective roles during the presentation.

    ii. A one-minute plan of the presentation (agenda).

    iii. A one-minute description of the grade level and type of class for which the

    lesson has been written.

    iv. A one-minute listing of the content and language objectives and the ones to be

    used for the demonstration.

    v. A one-minute rationale for the lesson.

    b. First and second activity

    i. Introduce the lesson from which the first activity will be used by identifying

    where the lesson fits within the lesson (Provide a copy of the lesson plan for

    classmates). Show the content and language objectives. Point out where the

    activity fits within the lesson. The activity should last between 5 10 minutes.

    Move on to the second activity.

    ii. Spend only a couple of minutes talking about the lessons and the activities and

    spend most of your time actually DOING the activities as a team teaching

    group. BE CREATIVE and FUN!

    3. You need to hand me a copy of your entire lesson as you being your presentation.

    Reflections

    1. Reflect on what went well and you would change or not change in the lesson as a result of

    the presentation and team planning.

    2. Reflect on the group effort in the lesson planning and team demonstration. What worked well

    and what would you change if you could?

    3. Hand in your reflection at the end of class.

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    Lesson Plan II and Demonstration Rubric (maximum 30 points)

    Points Unsatisfactory Minimal Competent Excellent Totals

    2.5 5.0 7.5 10.0

    Some components are Most components are All 8 components All 8 components Lesson Plan

    not evident. somewhat evident. are either highly or are highly evident.

    somewhat evident.

    The demonstration is Shows some Shows sufficient Shows thorough Demonstration

    disorganized due to evidence of preparation and preparation and

    lack of preparation. preparation and student handouts are includes Student handouts are student handouts are adequate for the creatively made inadequate for the adequate for the task. task. Adequate student handouts. activities. Description There was more „teacher talk‟ to get Limits „teacher-

    of the activity description of the task done but talk‟ and invites a dominates the activity through limited student high level of demonstration resulting „teacher talk‟ than interaction is student in minimal student student interaction. evident. May exceed interaction.

    participation. May exceed time time limit or uses Efficient use of

    limit or uses time time less than time with clear

    less than efficiently. efficiently. transitions from

    one activity to

    another.

    Vaguely describes 1 Describes 1 item that Describes 2-3 items Describes 3-4 Reflection

    item that worked worked well/not that worked well/not items that worked

    well/not well. With no well. Explains at well. Explains at well/not well. elaboration on how to least 1 item to adapt, least 2 items to Explains at least 2 adapt any part of the eliminate or further adapt, eliminate or items to adapt, lesson. Analyzes the develop. Analyzes further develop. eliminate or group effort in only the group effort. Analyzes the group further develop. general terms. effort objectively Analyzes the

    and responsibly. group effort

    objectively and

    responsibly.

     Totals

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Learning Journal

Task

    Note your reflections at the end of each class session. Develop three reflections to turn in.

Procedure

    Choose 3 entries during the semester to turn develop further and turn in. Each developed entry can be a minimum of half a page (single spaced) and a maximum of a full page (single-spaced). Each entry should discuss one topic of the course and ideas you find important to implement in your practice. Include examples for how you plan to implement them or what happened as a result of actually implementing the ideas.

Learning Journal Rubric (30 points maximum)

    Points Unsatisfactory Minimal Competent Excellent Totals

    2.5 5.0 7.5 10.00

    No entries are 1 entry is 2 entries are 3 entries are Quantity

    provided. provided. provided. provided.

    No changes Vague changes Specific changes Provides a Proposed changes in

    proposed proposed proposed rationale for practice

    specific

    changes

    proposed.

    None given to 1 given to 2 given to 3 given to Anecdotes or

    provide indicators of provide provide provide examples given for

    active learning. indicators of indicators of indicators of proposed or

    active learning. active learning. active learning. implemented change

     Totals

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Citations within the text.

    If you paraphrase someone else‟s idea or use direct quotes, cite the source with page numbers, for example:

     According to Collier (1995, p.30), “quote.”

    To cite secondary sources, when an author refers to another study, you name the original author as well, for example: (Vygotsky in May, 1994).

Observe how the citations are made as you do the class readings.

References at the end of the text.

    Your reference list or bibliography should list the references in roughly the following order:

    (1) name of author (last name followed by a comma followed by initials) (2)date of publication (year)

    (3) title of publication (Only the first word and proper names are capitalized) (4) either (a) name, volume, and pages for a journal article

     or (b) place and publisher for a book.

Book or Monograph:

    O‟Malley, M. & Valdez-Pierce, L. (1996) Authentic Assessment: For English language learners.

     MA: Addison Wesley.

Chapter in a book:

    Chavkin, N.F. & Williams, D.L. (1993). Minority parents and the elementary school: Attitudes

     and practices. In N.F. Chavkin (Ed.), Families and schools in a pluralistic society. ( pp. 73

     - 84). N.Y.: State University of New York Press.

Periodical or Journal Article:

    Warner, I. (1991). Parents in touch: District leadership for parent involvement. Phi Delta Kappan. 72, (5),

    372 - 375.

Web Page or Article found on the Internet:

    Railsback, J.& Reed, B. (2003) Strategies and Resources for Mainstream Teachers of English Language

    Learners: Overview of Second Language Acquisition Theory. Retrieved January 15, 2007 from

    http://www.nwrel.org/request/2003may/textonly.html

    Additional APA Style and Grammar Guides can be found through the links below: 1. Guide to Grammar and Writing

    http://grammar.ccc.commnet.edu/grammar/Easy to search for word-level and sentence-level explanations of key grammar points (possessives, noun clauses, etc.)

    2. The Writing Center at University of Wisconsin

    http://www.wisc.edu/writing/Handbook/GramPunct.html Editing and Grammar Resources and checklist. 3. APA format at:http://www.wisc.edu/writing/Handbook/DocAPA.html

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    Mid-Term Feedback Form

    Please answer the following questions as candidly as possible. Your responses and suggestions will be used to improve this course either during the rest of this semester or the next time this course is taught by the same instructor.

    1. What have you learned so far in this course that will help you develop strategies for teaching

    second language learners?

2. What do you like best about this course so far?

    3. What one thing would you suggest that the instructor change about this course, such as:

    syllabus, content, presentations, demonstrations, materials, readings, assignments?

4. Other comments?

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