Department of
Education
Fall 2004
SCED 476 ‑
Foreign Language and Reading Methods in the Secondary School, Part II
3 credits
Professor: Dr. Arlene White Office Hours:
Office: Holloway Hall 343 MWF:
Phone: 410-543-6253 TR:
E-mail: afwhite@salisbury.edu
Description:
The study of the philosophy,
aims and methods of teaching foreign language in the secondary school with
emphasis upon the theories, techniques and materials in current use. Emphasis on strategies, skills and instruction in reading in the
content area. Prerequisite:
Admission to the Professional Teacher Education program and SCED 376. Co-requisite: SCED 339. Three hours per week.
Text:
TEACHER'S
HANDBOOK - CONTEXTUALIZED LANGUAGE INSTRUCTION (2000) - Shrum
and Glisan
STANDARDS
FOR FOREIGN LANGUAGE LEARNING IN THE 21ST CENTURY (1999)
READING
TO LEARN IN THE CONTENT AREA (2003) Richardson and Morgan
Materials:
Videotape / LiveText / 5 X 8 index cards / file box
Outcomes support the
Conceptual Framework themes that are identified in parentheses: I – Informed
and Reflective Pedagogy; II – Scholarship; III – Collaboration; IV – Enhanced
Student Learning.
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
Knowledge of workable theories and methods of language learning (I, II) |
a.
Participation in class discussion b.
Integrate theory and methodology in mini-lessons, unit plan and / or action research
paper/project c.
Portfolio d.
Strategies tool box |
|
2.
Knowledge of a variety of teaching strategies and techniques to create a
student-centered and proficiency-based classroom (I, II) |
a. Mini-lessons b. Unit plan c.
Portfolio d.
Strategies tool box |
|
3.
Knowledge of strategies, skills and instruction in reading and writing(I, II) |
a. Mini-lessons b. Unit plan c.
Portfolio d.
Strategies tool box |
|
4.
Knowledge of strategies for development of differentiated vocabulary
instruction (I, IV) |
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, IV) |
a. Mini-lessons b. Unit plan c.
Portfolio d.
Strategies tool box |
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
Ability to design and present mini-lessons (I) |
a.
Prepare, videotape and present
mini-lessons to class and / or professor |
|
2.
Ability to plan for the long term (I) |
a.
Prepare and submit a unit plan |
|
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-lessons and unit plan b.
Strategies tool box |
|
4.
Ability to reflect upon in and out of class activities (I) |
a. Mini-lessons b. Portfolio c. Observation journal |
|
5.
Ability to develop a variety of assessment tools (I, II) |
a.
mini-lessons and / or unit plan |
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
A preference for student-centered instruction (I, IV) |
a. Mini-lessons b. Unit plan c.
Strategies tool box d.
Classroom management paper |
|
2.
A positive, professional attitude toward language teaching (III) |
a. Mini-lessons b. Professional development paper c.
Classroom management paper |
|
3.
Habits of mind that support continual learning and professional growth (III) |
a.
Class discussion b.
Professional development paper c.
Portfolio |
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
An awareness of routines in the classroom, classroom management techniques,
and pedagogical strategies (I,IV) |
a. Observation journal b. Mini-lessons c.
Strategies tool box d.
Unit plan |
|
2.
The ability to design and present mini-lessons (I, II, IV) |
a.
Mini-lessons |
|
3.
A positive, professional attitude toward language teaching (III) |
a. Observation journal b. Mini-lessons c.
Professional development paper d.
Classroom management paper |
|
4.
The ability to identify reading and writing strategies (I, II) |
a. Observation journal b. Mini-lessons c.
Unit plan |
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
The ability to develop effective strategies for integrating technology into
the curriculum (I, II) |
a. Mini-lessons b. Unit plan c.
Portfolio d.
Strategies tool box |
|
Outcome:
Candidates will demonstrate |
Assessment
|
|
1.
Knowledge of NCATE and INTASC standards as they apply to foreign language
education (I, II) |
a.
Artifact / evidence in portfolio b.
Mini-lessons and / or unit plan |
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 2 15‑20
minute mini‑lessons
with
lesson plans (lesson plan 2 x 20 = 40 / teaching and analysis of lessons 2 x 40
= 80)
Once you receive your field placement, in your assigned school you
will teach and videotape two lessons on different topics or skills i.e.
listening / speaking / writing / vocabulary / grammar / culture which will
incorporate the principles and materials of content area reading. You should look for opportunities to
integrate technology 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? You will receive points for
each of the following categories:
PLANNING
1) The instructional
objective was well written. (3 points)
2) The lesson plan was well
constructed. (3 points)
3) The selection of the
content was appropriate for the objectives, the level of the class and teaching
strategies. (3 points)
4) The lesson's expectation
was realistic for the demonstration class level and time constraint. (3 points)
5) The instructional
materials complemented the presentation and highlighted the content. (4 points)
6) The lesson presentation
was well organized. (4 points)
PERFORMANCE
1) The lesson was
introduced concisely and the set was established i.e. overview and/or
anticipatory set. (2 points)
2) The content was
presented in an understandable and interesting manner. (4 points)
3) The lesson was well
paced and met time constraints. (2 points)
4) The teacher's voice,
body and gestures were appropriate and were used effectively. (1 point)
5) The teacher's
interaction (verbal and non‑verbal) with the students was effective. (2
points)
6) The teacher demonstrated
evidence of incorporation of teaching concepts and techniques from the course
text and class presentations. (4 points)
7) The teacher used
accurate and appropriate models for grammar and pronunciation. (2 points)
8) The lesson was
summarized in an appropriate manner(2 points)
9) The objective was
attained. (2 points)
ANALYSIS / REFLECTION of
1) How objectives were /
were not achieved (2 points)
2) Appropriate use of
technology and / or audio visual materials (2 points)
3) Skill development (2
points)
4) Use of target language
(2 points)
5) Classroom management
techniques (2 points)
6) Interaction with
students (2 points)
7) Degree of comfort for
teacher and students (1 point)
8) Strengths (2 points)
9) Weaknesses (2 points)
10) Possible revisions (2
points)
The first mini‑lesson must be completed by WEEK 8 (October
18); the second by WEEK 13 (November 22).
ONE video will be seen and discussed in class; the other will be viewed
and discussed with the professor at a convenient time. Videos should be in VHS format; if they need
to be converted, please allow sufficient time for that extra step.
2.
Unit
plan (250 points)
During the Methods I class, you developed a unit
OUTLINE where you organized materials you had found based on a theme or a
chapter in a textbook. You found
supplemental materials and organized learning activities. You created the first
lesson of that unit. During this
semester, you will continue to use the information you collected to create five
additional lessons that would fit somewhere in the unit outline.
a.
Two
of the lessons must be sequential i.e. one day after the other
b.
One
lesson must include a writing strategy
c.
One
lesson must include a reading strategy
d.
One
lesson must include a modification for a special education student (you may
indicate the type of disability)
e.
One
lesson must include students using technology
f.
One
lesson can be of your choice
All lessons should incorporate the theories and
principles of effective teaching and learning which have been discussed in
class. A variety of these theories and
principles should be found across the lessons.
Each lesson must include the following:
a.
Indication
of its place in the unit outline (beginning / middle / end) and indication of
the type of lesson it is (see above) [3 points]
b.
Behavioral
objectives [5 points]
c.
Equipment
and materials (include samples) [5 points]
d.
Activities
and procedures [5 points]
e.
Assessment
- formative or summative (include samples) [5 points]
f.
Xeroxed
copy of the materials / chapter you are using
g.
Plans
should be well organized and well written [2 points]
Sometime during the first 4 weeks of classes, make
an appointment with the professor to review your unit outline from last
semester. Be ready to discuss the
possible lessons you will create. During
WEEK 5 (September 27), your first lesson will be due; WEEK 7 (October 11), your
second lesson will be due; WEEK 9 (October 25), your third lesson will be due;
WEEK 11 (November 8), your fourth lesson will be due; WEEK 13 (November 22),
your fifth lesson will be due.
3. 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 (October
MFLA conference (October 15-16 –
ACTFL Conference in
In‑service opportunity at your field experience school
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 (November 29).
4. Classroom Management
Paper (30 points)
This 2‑3 page paper asks you to describe your philosophy of
classroom management in general and of foreign language education in
particular. How will you physically and
pedagogically organize your class and classroom? What specific classroom management techniques
will you use? What teacher dispositions
are linked to these techniques? How will you interact with your students in
order to effectively conduct class?
By WEEK 4 (September 20), you should have discussed the above
questions with your mentor teacher and formulated a draft copy of the paper
(PART I). You have the option of turning
this in for comments.
In WEEK 12 (November 17), you will write PART II, indicating how
your experiences, readings and conversations may have changed your philosophy
from the draft. Turn in both PART I and II.
The grade for this paper will also take into consideration the
logic of organization, clarity of style and accuracy of grammar and spelling.
5. 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 10
(November 3) and 15 (December 6).
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 15 (December 6).
6. Action Research Proposal (10 points)
Being an effective
teacher means being a reflective practitioner in
action. This semester, based on your observations and
work in the
classroom,
you will identify an issue and develop a question whose
answer
might help you teach better or your students to learn more.
During your
internship, you will develop a data collection plan,
collect
and analyze the data in order to be able to answer your
research
question. By WEEK 7 (October 13), you
will submit a draft of
what
issue(s) you have identified. After
feedback from the professor
and
additional time in the field, you will submit a final research
question
during WEEK 15 (December 8).
This will be
evaluated on the formulation of the question and the
explanation
of its relationship to the classroom.
Points will also be
awarded
for organization, clarity of style and expression and accuracy
of
grammar and spelling.
7. Portfolio (60 points)
Portfolio =
5 artifacts [WHAT? 3 points] + reflections [SO WHAT? 4 points /
NOW WHAT? 3 points] = 50 points + 10 points = organization [4 points],
appearance [3 points], creativity [3 points]
You will continue to develop the portfolio begun in the spring using
the NCATE standards for foreign languages.
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. An additional 10
points will be awarded for the organization, appearance and creativity shown in
the portfolio which will be saved on LiveText. You may remove and replace artifacts from
last semester and / or include artifacts which meet other standards. You will continue to work on your portfolio
next semester as well in your seminar class.
BE ADVISED – at that time, you MUST have an artifact for each
standard.
The first identification and reflection of the chosen artifact
is due WEEK 7 (October 11); the second during WEEK 9 (October 25); the third
during WEEK 11 (November 8); the fourth during WEEK 13 (November 22); and the
final artifact and reflection will be due during the last class during exam
week on December 13 (3:15-5:15 p.m.) when you will share your portfolio with
the class.
8. Strategies tool box (10 x 6 points = 60 points)
You may use the format you selected last semester. Throughout the semester, you will again collect
10 strategies which you think will enable you to be a better teacher. You will select or create 2 strategies which
deal with writing, 2 with reading, 2 with assessment, 2 with classroom
management and 2 with technology. On
each card, you will identify the strategy (1 point), describe how it could be
used in the classroom, indicating possible steps to follow (2 points), when it
would be used (1 point) and why it would be used (2 points).
The first five strategies are due WEEK 6 (October 4) and the
next 5 strategies are due WEEK 12 (November 15).
Evaluation:
Professional Activities
Professional Development paper 30
points
Classroom Management Paper 30
points
Professionalism (attendance/participation) 50 points
Portfolio 60
points
Strategies Tool Box 60 points
Planning
2 Lesson plans 40
points
Unit Plan 250
points
Field Experiences
Observation Journal 50
points
Extra‑curricular activity 10
points
Action Research Proposal 10
points
Teaching and analysis of 3 lessons 80
points
A = 670-603 points B
= 602-536 points C = 535-469 points
(outstanding and (praiseworthy
per- (satisfactory per-
exceptional achievement) formance; above average) formance; average)
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 15 or less
5‑10 16 - 18
11‑14 19 - 21
16‑19 22 - 29
20‑25 25 - 27
Your attendance will be monitored.
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 64-65 of the 2003‑2005 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
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
TENTATIVE
WEEKLY SCHEDULE:
|
DATE |
IN TEXT; include Appendices (SG /RM) |
TOPICS FOR DISCUSSION |
ASSIGNMENTS |
|
8/30 |
SG – pp. 172-214 |
Introduction / Revision of Methods I Oral Interpersonal and Presentational Communication (Chap. 8) |
|
|
9/1 |
SG – pp. 172-214 |
Oral Interpersonal and Presentational Communication (Chap. 8) |
TR1 / CS2 Appendix 2.3 HO – Accuracy vs Fluency |
|
9/8 |
SG - pp.219-235 |
Developing Written Communication Skills (Chap. 9) |
Complete writing assessment matrix using a preterit / imperfect
task |
|
9/13 |
SG – pp. 235-246 |
Developing Written Communication Skills (Chap. 9) |
CS1 Create rubric for task from 9/8 |
|
9/15 |
RM – pp.
285-304 |
Writing to
Learn (Chap. 9) |
Select a topic and make a CUBE List similarities and differences of writing as a PRODUCT and a
PROCESS |
|
9/20 |
|
Group Meeting – ACTION RESEARCH – Dr. Jenne
and Dr. Weaver – CH Auditorium |
(Classroom Management Paper – PART I) |
|
9/22 |
RM – pp.
304-323 |
Writing to
Learn (Chap. 9) Guest speakers |
List your favorite writing activities vis-à-vis PAR [Appt to review unit outline by now] |
|
9/27 |
RM – pp.
428-429 |
Writing to
Learn (Chap. 9) |
Unit lesson #1 |
|
9/29 |
SG – pp. 291-310 |
Assessing Language Performance (Chap. 11) |
TR2 / CS1 |
|
10/4 |
RM – pp.
195-215 |
The Role of
Reflection (Chap. 7) |
Select a post-reading graphic organizer to go with a reading in
your unit Toolbox Strategies 1-5 |
|
10/6 |
RM – pp.
216-240 |
The Role of
Reflection (Chap. 7) |
Observation #1 Complete assessment handout |
|
10/11 |
|
Assessment – review |
Artifact #1 Unit lesson #2 |
|
10/13 |
RM – pp.
72-79 SG – pp. 319-323 |
Using Technology (Chap. 12) |
Observation #2 Preliminary question(s) for action research |
|
10/18 |
SG – 324-345 |
Using Technology (Chap. 12) |
TR1(1 video) / CS2 Mini-lesson #1 |
|
10/20 |
|
Group meeting – RECIPROCAL TEACHING – Dr. Michelson – TBA site |
Observation #3 |
|
10/25 |
RM – pp.
401-420 |
Supporting
Diverse Learners (Chap. 12) |
Artifact #2 Unit lesson #3 |
|
10/27 |
RM – pp.
420-439 |
Supporting
Diverse Learners (Chap. 12) |
p. 438 #1 Observation #4 |
|
11/1 |
|
Group Meeting – DIFFERENTIATED INSTRUCTION Dr. Ball – Commons – Worcester Room |
|
|
11/3 |
SG – pp. 254-262 |
Addressing Student Diversity (Chap 10) |
Discuss self-test pp. 254-255 Discuss your preferred learning style(s) Observation #5 Observation Journal 1-5 |
|
11/8 |
SG – pp. 262-281 |
Addressing Student Diversity (Chap 10) |
TR1 / CS2 Artifact #3 Unit lesson #4 |
|
11/10 |
handout |
Multiple Intelligences |
Discuss which multiple intelligences could you use in lessons
with the preterit and imperfect? Observation #6 |
|
11/15 |
RM – pp.
369-382 |
Cooperative
Study and Learning (Chap. 10) |
Discuss your experiences with co-operative learning Strategies Toolbox #6-10 |
|
11/17 |
|
NO CLASS –
work on portfolios |
Observation #7 Classroom management paper (I and II) |
|
11/22 |
RM – pp.
382-399 |
Cooperative
Study and Learning (Chap. 10) |
p. 398 #1 Artifact #4 Unit lesson #5 Mini-lesson #2 |
|
11/24 |
|
NO CLASS –
work on portfolios |
Observation #8 |
|
11/29 |
SG – pp. 100-110 |
Middle School Curriculum (Chap. 5) Guest Speakers |
Middle school student questionnaire Bring a cultural artifact to class TR2 / CS1 Professional development Paper |
|
12/1 |
|
GROUP MEETING – Middle School Concepts – Dr. Dennis Pataniczek + Stephen Decatur team – Caruthers Auditorium |
Observation #9 |
|
12/6 |
SG – pp. 75-92 |
Connecting Language Learning to the Elementary School (Chap. 4) |
TR2 / CS2 Observation #10 Observation Journal 6-10 Extra-curricular activity |
|
12/8 |
|
Catch-up! |
Action Research Question Proposal |
|
12/13 |
|
Portfolio presentations TBA site |
Portfolio Artifact #5 |
BIBLIOGRAPHY
Alatis, J.E. & Barnhardt,
S.B. (1998). Portfolio assessment in the foreign language classroom.
Gass, S., & Selinker, L. (1994). Second language acquisition.
Hadley, A.O. (1993). Teaching language in context.
Hall, J.K. (2001). Methods for Teaching Foreign
Languages.
Kramsch, C. (1993). Context
and culture in language teaching.
Krashen, S. (1982). Principles and practice in
second language acquisition.
Lee, J.F & VanPatten,
B. (2003). Making communicative language teaching happen.
Scarcella, R.C. & Oxford, R. L. (1992). The
tapestry of language learning.
Scott, V.M. (1996). Rethinking foreign language writing.
Swaffar, J., Arens, K., & Brynes, H. (1991) Reading
for meaning.