FLE 5333 Secondary Methods

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                                     COLLEGE OF EDUCATION

                                 DEPARTMENTAL COURSE SYLLABUS


The College of Education is dedicated to the ideas of Collaboration, Academic Excellence, and
Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education.
Competence in these ideals will provide candidates in educator programs with skills, knowledge,
and dispositions to be successful in the schools of today and tomorrow. For more information on the
Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html


The following are the required elements of a departmental syllabus in the College of Education. This
syllabus should be representative of EVERY section of the course offered in the department.

1.      Course Prefix and Number:
        FLE 5333

2.      Course Title:
        Methods of Teaching Foreign Languages and ESOL in the Secondary School

3.      Regular Instructor(s):

        Tony Erben, Ph.D.

4.      Course Prerequisites (if any):

        FLE 5314

        FLE 5370 is a co-requisite

5.      Course Description:
        This course is intended to provide for the development of knowledge and skills necessary to
        prepare students to assume roles as foreign language (FL) and ESOL teachers at the secondary
        school level. It represents the second part of a sequence of methods courses. The first methods
        course of this sequence, Methods of Teaching Foreign Languages in the Elementary School, is a
        prerequisite to this course.

        Write a brief description of the course summarizing its purpose and areas of primary emphasis.

6.      Course Goals and Objectives:

        1. Develop a historical perspective of the variety of objectives and methods for teaching foreign
           languages and ESOL and critically examine contemporary approaches in order to choose
           appropriate strategies for teaching in a proficiency-oriented classroom as well as in a
           mainstreamed (or immersion) environment.

        2. Examine, demonstrate, and practice a variety of instructional techniques for contextualized
           language instruction in the secondary classroom.
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        3. Participate in the creative process of developing strategies and gathering materials and
           resources for teaching communicatively.

        4. Demonstrate the ability to plan and develop effective long-range and daily sample lesson
           plans.

        5. Demonstrate knowledge of the Whole Language Approach for teaching grammar.

        6. Identify techniques for using an interactive approach to teach listening, reading, and speaking
           in the target language.

        7. Examine the nature of writing processes and their relationship to the oral forms of the foreign
           language and ESOL.

        8. Design effective process/product writing activities for the secondary classroom.

        9. Identify and develop effective procedures and instruments for evaluating communication
           skills and students’ progress in secondary foreign language and ESOL study.

        10. Demonstrate knowledge of current developments in video technology and computer-assisted
            language instruction as they apply to foreign language and ESOL instruction.

        11. Identify teacher responsibilities for the effective organization of a successful proficiency-
            oriented FL and ESOL classroom.

        12. Demonstrate ability to critically analyze research and theory in Foreign Language/ESOL Education.


7.    Content Outline:
 Sunshine State Standards
 History of Foreign Language and ESOL Teaching Methods: Audiolingual Method, Grammar
   Translation Method, Direct Method, and Cognitive Methods
 Proficiency Approach
 Sheltered Instruction
 ESOL Strategies
 Teaching Language in Context
   Content Integration
   Lesson Planning
   Proficiency-Based Methods and Techniques for Teaching Listening, Speaking, Reading, Writing,
    Vocabulary, and Grammar
   Grammar Instruction: Research, Theory and Practice
   Listening Instruction: Research, Theory and Practice
   Writing Process Instruction: Research, Theory and Practice
   Speaking Instruction: Research, Theory and Practice
   Writing Instruction: Research, Theory and Practice
   Criterion-Referenced Assessment
   Test Construction
   Alternative Assessment
   Performance Assessment
   Measurement Concepts
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     Norm-Referenced Assessment
     Technology: Advantages and Disadvantages
     Video Use
     Software Evaluation & Use
     Whole Class Use of Technology
     Small Group Use of Technology
     Individual and Lab Use of Technology Classroom Management

     Managing Student Diversity
     Professional Development
     Program Improvement

8.    Evaluation of Student Outcomes:
      Students are evaluated on their lesson and technique presentations, lesson plans, instructional materials
      development, textbook evaluations, peer reviews, case studies, book review, and a midterm and final
      exam.

 9.       Grading Criteria:

          1.      Analyze a textbook unit according to the Sunshine State Standards—Correlate (cross-
                  walk) the standards to the unit and suggest additional materials and activities to cover
                  weak or lacking areas and specific ESOL strategies to make instruction comprehensible
                  for all students.—5 points

          2.      Create one lesson plan for enhancing a textbook lesson.—10 points.

          3.      Critique two peers' lesson plans--2 points each.

          4.      Choose a strand from the Sunshine State Standards and create a corresponding lesson
                  plan from authentic materials, writing exercises, text (narrative, essay, etc.), and
                  dialogues. --15 points.

          5.      Present one of the lesson plans created (either the one in #2 or #3 above) for videotaping
                  in groups.—10 points.

          6.      Review a peer's lesson presentation.--2 points

          7.      Conduct a warm-up or closing activity and share copies of the description with the
                  class.—4 points.

          8.      Develop a resource bank.—10 points. The resource bank consists of:

               1. An annotated bibliography of books, articles, and films
               2. Teaching aids
               3. Teacher-made games (complete with description, explanation, and directions for
                  implementation)
               4. Picture file (classified according to categories—i.e., weather, home, food, family,
                  animals, etc.)
               5. Materials accumulated from classmates and instructors in this and other methods courses.

      9. Complete a midterm exam and a final exam.—5 points each.
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      10. Complete a Case Study review.—5 points.

      11. Read three of the articles for graduate students listed at the end of the syllabus. Write a reaction paper for
          each (10 points). The reaction paper must:

                    Briefly summarize the main points.


                    Critically assess the main points with supportive data (from your readings, activities, and
                    experience) as to why you agree or disagree with them
                    Discuss the implications for practice
      12. Research a course topic of your choice, reviewing at least five current articles from top tier journals in
          SLA/Foreign Language/ESOL Education, and write a 3-5 page paper on the topic. Share your paper with
          the class, either through an in-class presentation or through a creative posting to the course website. 10
          points

10.        Textbook(s) and Readings:

                    Shrum, Judith L. and Glisan, Eileen W. (1994). Teacher’s Handbook: Contextualized
                    Language Instruction. Boston, MA: Heinle & Heinle.

                    Emmer, Edmund T., Evertson,, Carolyn M., Clements, Barbara S., and Worsham, Murray
                    E. (1994). Classroom Management for Secondary Teachers. Boston, MA: Allyn and
                    Bacon.

                    Florida Curriculum Framework: Foreign Languages Pre K-12 Sunshine State Standards
                    and Instructional Practices.

                    Reading Packet of articles on ESOL strategies for the mainstreamed LEP student and
                    teaching methods and techniques for heritage language maintenance.


11.        USF Policies:

      a. ADA Statement: Students with disabilities are responsible for registering with the Office of Student
           Disabilities Services in order to receive special accommodations and services. Please notify the instructor
           during the first week of classes if a reasonable accommodation for a disability is needed for this course. A
           letter from the USF Disability Services Office must accompany this request.
      b.   USF Policy on Religious Observances: All students have a right to expect that the University will
           reasonably accommodate their religious observances, practices and beliefs. Students are expected to notify
           the instructor in writing by the second class if they intend to be absent for a class or announced
           examination, in accordance with this policy.
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                                     COLLEGE OF EDUCATION

                              DEPARTMENTAL COURSE SYLLABUS

                                            ATTACHMENT I



Please respond to each of the following questions and complete the attached Matrix:

1.      Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best
        practices) support the formulation and selection of course goals and objectives.

        In order to better prepare students to teach foreign languages in a K-12 environment and allow
        them to meet the new state certification requirements, objectives related to the global issues of the
        teaching of languages and language acquisition as well as practical applications for the K-12
        classroom are necessary. Future teachers have to be prepared to effectively design, implement,
        and evaluate foreign language and ESOL instructional approaches and materials. The objectives
        reflect not only recent research and developments in theory and methodology, but the reality of
        teaching in foreign language and ESOL programs and the concerns of practicing teachers and
        their supervisors. In 1996, this course was redesigned around the Sunshine State Standards
        Curriculum Framework for Foreign Language Education, and in 1999 the course was revised to
        include a strong emphasis on ESOL methods and strategies. Additional sources are: Shrum &
        Glisan, The Teacher's Handbook; National Standards for the preparation of Foreign Language
        Teachers (1996) (http://www.actfl.org/htdocs/standards/index.htm); and the TESOL Pre-K through
        12 ESL Standards. The objectives and syllabus for this course were the result of a
        "functional/collaborative" process involving foreign language and ESOL professionals across the
        state of Florida.

2.      List the specific competencies addressed from the relevant national guidelines.
         Communication
         Cultures
         Connections
         Comparisons
         Communities

        Teachers of English to Speakers of Other Languages (TESOL) ESL Standards PreK-12.

        The Florida DOE has issued 25 ESOL Performance Standards that this course incorporated in
        1999. The ESOL Performance Standards that this course addresses are as follows:

        ESOL Performance Standards

        5.      Determine and use appropriate instructional methods and strategies for
                individuals and groups, using knowledge of 1st and 2nd language acquisition
                processes.
        6.      Apply current and effective ESOL teaching methodologies in planning and
                delivering instruction to LEP students.
        7.      Locate and acquire relevant resources in ESOL methodologies.
        8.      Select and develop appropriate ESOL content according to student levels of proficiency
                and listening, speaking, reading, and writing, taking into account: (1) basic interpersonal
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             communication skills (BICS), and (2) cognitive academic language proficiency (CALP)
             as they apply to the ESOL curriculum.
     9.      Develop experiential and interactive literacy activities for LEP students, using
             current information on linguistics and cognitive processes.

     11.     Apply essential strategies for developing and integrating the four language skills
             of listening comprehension, oral communication, reading, and writing.
     12.     Apply content-based ESOL approaches to instruction.
     13.     Evaluate, design, and employ instructional methods and techniques appropriate to
             learners’ socialization and communication needs, based on knowledge of language as a
             social phenomenon.
     15.     Evaluate, select, and employ appropriate instructional materials, media, and
             technology for ESOL at the elementary, middle, and high school levels.
     16.     Design and implement effective unit plans and daily lesson plans, which meet
             the needs of ESOL students within the context of the regular classroom.
     17.     Evaluate, adapt, and employ appropriate instructional materials, media, and technology
             for ESOL in the content areas at the elementary, middle, and high school levels.
     18.     Create a positive classroom environment to accommodate the various learning styles and
             cultural backgrounds of students.
     19.     Consider current trends and issues related to the testing of linguistic and culturally
             diverse students when using testing instruments and techniques.
     20.     Administer tests and interpret test results, applying basic measurement concepts.
     21.     Use formal and alternative methods of assessment/evaluation of LEP students,
             including measurement of language, literacy and academic content metacognition.
     22.     Develop and implement strategies for using school, neighborhood, and home
             resources in the ESOL curriculum.
     24.     Develop, implement, and evaluate instructional programs in ESOL, based on
             current trends in research and practice.
     25.     Recognize indicators of learning disabilities, especially hearing and language
             impairment and limited English proficiency.


3.   Are there field-based experiences in this course? If so, please briefly indicate nature and
     duration.

     This course is a co-requisite with FLE 4370, Practicum in Foreign Language Education. The
     practicum course requires 36 hours of focused field experience, which are closely linked to the
     objectives of this course. The instructors of the two courses collaborate to ensure connection
     between course contents and field-based practice.

4.   Is technology used in this course? If so, please briefly indicate type of technology and how it is
     used to manage, evaluate and improve instruction. Are students provided opportunities to access
     and/or demonstrate use of technology in instruction in this course? If so, please briefly describe.
     (See Accomplished Practice #12)

     There is a course website, including an electronic bulletin board, e-mail list-serv, all PowerPoint
     lecture presentations, and links to various resources. In addition, all lectures on course topics are
     presented with PowerPoint. Students visit the Florida Center for Instructional Technology and
     experience new technologies such as the Smart Board and complete assignments to evaluate
     foreign language instructional software.
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5.   List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if
     applicable.

     Each one of the strands of the Florida Adopted Subject Area Competencies for Foreign Language
     Education are addressed: Communication, comparisons, connections, professional development,
     language acquisition, culture, and experiences. ESOL strategies are emphasized for ensuring that
     LEP students receive comprehensible instruction.

6.   Are there any components of the course designed to prepare teacher candidates to help K-12
     students achieve the Sunshine State Standards? Is so, please identify.

     This course is carefully designed to reflect the Sunshine State Standards in every topic, activity,
     assignment, and assessment. Students must create lesson plans based on the Standards, perform
     lessons based on the Standards, evaluate textbooks based on the Standards, etc. All five strands
     are thoroughly addressed, requiring students to identify corresponding standards, benchmarks,
     and sample indicators. ESOL strategies are emphasized for ensuring that LEP students meet the
     Sunshine State Standards in every content area.
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                                                                        DEPARTMENTAL COURSE SYLLABUS

                                                                                        Attachment I (cont'd)

                                                                                                 MATRIX

                                                             (For College of Education files only)
7.        Complete the following matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of
          achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II
          Master's Programs).


                 Course Objectives                                              Topics                                      Evidence of             Predominant Accomplished
                                                                                                                            Achievement                    Practices*
 (Note: Objectives should be numbered 1.0, 2.0, 3.0, etc.)    What topics are used to fulfill each objective?                                        and ESOL Performance
                                                                                                                                                           Standards
                                                             1.1 Sunshine State Standards
 1.0    Develop a historical perspective of                                                                     Midterm Exam                       AP
                                                             1.2 Audiolingual Method
 the variety of objectives and methods for                                                                      Final Exam                         2, 3, 4, 5, 6, 7, 8, 9
                                                             1.3 Grammar Translation Method
 teaching foreign languages and ESOL and
                                                             1.4 Direct Method                                  Case Study
 critically examine contemporary
                                                             1.5 Cognitive Methods                                                                 ESOL PS
 approaches in order to choose appropriate
                                                             1.6 Proficiency Approach                                                              5, 6, 8, 11, 13
 strategies for teaching in a proficiency-
                                                             1.7 Immersion and Mainstreamed
 oriented classroom as well as in a
                                                                 Instruction
 mainstreamed (or immersion) environment.                                                                                                          COECF
                                                             1.8 Dual Language Instruction
                                                                 Models                                                                            1, 2,4, 6, 5
                                                             1.9 Heritage Language Maintenance
                                                             2.1 Teaching Language in Context                   Technique Presentation
 2.0      Examine, demonstrate, and                                                                                                                AP
                                                             2.2 Proficiency Approach                           Warm-Up and Closing Presentation
 practice a variety of instructional                                                                                                               1, 2, 3, 4, 5, 9, 10, 12
                                                             2.3 ESOL Strategies
 techniques for contextualized language                                                                         Textbook Unit Analysis
 instruction in the secondary classroom.                                                                        Lesson Plan Development
                                                                                                                                                   ESOL PS
                                                                                                                Lesson Presentation
                                                                                                                                                   5, 6, 8, 12, 13
                                                                                                                Lesson Critiques
                                                                                                                                                   COECF
                                                                                                                                                   6, 1, 2, 5, 3
                                                                                                  9


             Course Objectives                                    Topics                              Evidence of    Predominant Accomplished
                                                                                                      Achievement           Practices*
                                                                                                                      and ESOL Performance
                                                                                                                            Standards
                                                    3.1 Proficiency Approach
3.0      Participate in the creative process of                                          Lesson Plan Development     AP--1, 2, 4, 9, 10, 11, 12
developing strategies and gathering materials       3.2 Content Integration
                                                                                         Resource Bank Development   ESOL PS--7, 8, 15, 17, 22
and resources for teaching communicatively.         anning
                                                                                                                     COECF—6,1,3
4.0      Demonstrate the ability to plan and
                                                    4.1 Lesson Planning                                              AP--1, 2, 4, 9, 10, 11, 12
                                                                                         Lesson Plan Development
develop effective long-range and daily sample       4.2 Sunshine State Standards                                     ESOL PS--5, 6, 8, 9, 16, 17,
                                                                                         Lesson Plan Critiques       18, 24
lesson plans.
                                                                                                                     COECF—1,3,6
5.0    Demonstrate knowledge of the Whole           5.1 Grammar Instruction              Lesson Plan Development     AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
Language Approach for teaching grammar.                                                  Lesson Presentation         12
                                                                                                                     ESOL PS--6, 11
                                                                                                                     COECF—6,1, 5,2
6.0      Identify techniques for using an           6.1 Proficiency-Based Methods and    Lesson Presentation         AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
interactive approach to teach listening, reading,   Techniques for Teaching Listening,   Technique Presentation      12
and speaking in the target language.                Speaking, Reading, Writing,                                      ESOL PS--9, 11
                                                    Vocabulary, and Grammar                                          COECF—1, 2, 5, 6
7.0 Examine the nature of writing                   7.1 Vocabulary                       Lesson Presentation         AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
processes and their relationship to the oral        7.2 Listening                        Technique Presentation      12
forms of the foreign language and ESOL.             7.3 Writing Process                  Final Exam                  ESOL PS—9
                                                    7.4 Speaking                                                     COECF—1, 2, 3, 5, 6
8.0   Design effective process/product              8.1 Writing                          Lesson Plan Development     AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
writing activities for the secondary                                                     Lesson Presentation         12
classroom.                                                                               Technique Presentation      ESOL PS--9, 11
9.0 Identify and develop effective                  9.1 Criterion-Referenced             Lesson Plan Development     AP--1, 3, 4, 5, 8, 10, 12
procedures and instruments for evaluating               Assessment                       Final Exam                  ESOL PS--19, 20, 21
communication skills and students’                  9.2 Test Construction                                            COECF—6, 2, 4, 5, 1, 3
progress in secondary foreign language and          9.3 Alternative Assessment
ESOL study.                                         9.4 Performance Assessment
                                                    9.5 Measurement Concepts
                                                    9.6 Norm-Referenced Assessment
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             Course Objectives                                 Topics                           Evidence of              Predominant Accomplished
                                                                                                Achievement                       Practices*
                                                                                                                          and ESOL Performance
                                                                                                                                  Standards
 10.0 Demonstrate knowledge of current            10.1 Technology:Advantages and    Lesson Plan Development             AP--2, 4, 5, 7, 8, 9, 10, 11, 12
 developments in video technology and             Disadvantages                     Lesson Presentation                 ESOL PS--7, 15
 computer-assisted language instruction as        10.2 Video Use                    Final Exam                          COECF—1, 6, 5, 2, 3
 they apply to foreign language and ESOL          10.3 Software Evaluation & Use
 instruction.                                     10.4 Whole Class Use of
                                                  Technology
                                                  10.5 Small Group Use of
                                                  Technology
                                                  10.6 Individual and Lab Use of
                                                  Technology
 13.      Identify teacher responsibilities for   11.1 Classroom Management         Midterm Exam                        AP--2, 3, 4, 5, 6, 7, 8, 9, 10,
 the effective organization of a successful       11.2 Managing Student Diversity   Final Exam                          11, 12
 proficiency-oriented FL and ESOL                 11.3 Professional Development     Classroom Management Book           ESOL PS--22, 24, 25
 classroom.                                       11.4 Program Improvement          Review                              COECF—1, 2, 3, 4, 6


Note: Examples of Indicators for the Accomplished Practices can be found in J:\Proposals Course-Program\Faculty Resource Packet for Accomplished
Practices.
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                                                     ATTACHMENT II

                                             Departmental Course Syllabus

                          Preprofessional Benchmarks for the Accomplished Practices


Practice #1 -- Assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These
sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the
student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective communication in the classroom
and is in the process of acquiring techniques which she/he will use in the classroom.

Practice #3 -- Continuous Improvement: The preprofessional teacher realizes that she/he is in the initial stages of a life-long
learning process and that self reflection is one of the key components of that process. While her/his concentration is, of
necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The
teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and
teammates, and meeting the goals of a personal professional development plan.

Practice #4 -- Critical Thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies
that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving
activities designed to assist all students in demonstrating their ability to think creatively.

Practice #5 -- Diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters
diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher
creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and
mediation.

Practice #6 -- Ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the
Education Profession in Florida.

Practice #7 -- Human Development and Learning: Drawing upon well established human development/learning theories and
concepts and a variety of information about students, the preprofessional teacher plans instructional activities.

Practice #8 -- Knowledge of Subject Matter: The preprofessional teacher has a basic understanding of the subject matter and
is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The
teacher’s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using
that knowledge.

Practice #9 -- Learning Environments: The preprofessional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so including some that provide opportunities for student
input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase
knowledge and skills.

Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high expectations for all students.
The preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and
interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets
the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and
utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon
reflection, the teacher continuously refines outcome assessment and learning experiences.

Practice #11 -- Role of the Teacher: The preprofessional teacher communicates and works cooperatively with families and
colleagues to improve the educational experiences at the school.

Practice #12 -- Technology: The preprofessional teacher uses technology as available at the school site and as appropriate to
the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic
resources. The teacher also uses technology to manage, evaluate, and improve instruction.

				
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