PLYMOUTH STATE UNIVERSITY. Course Syllabus

Transcription

1 PLYMOUTH STATE UNIVERSITY Course Syllabus Course Name: Mainstream Classroom Strategies for English Language Learners Course Number: ED/LL 5050 Course Location: Concord, NH Faculty Name: Karen Goyette / Office/Phone/Hours: I do not have a Plymouth State University office or phone, but I will be available both before and after class. If you need to get in touch with me, the best way is through . I check my mail several times a day and will respond promptly. I will be happy to schedule an appointment to meet with you as needed. Moodle Workspace Address: connect via MyPlymouth: Required Text(s): 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Echevarria and Vogt ISBN: Classroom Instruction that Works with English Language Learners. Hill and Flynn ISBN: Developing Cross-Cultural Competence: A Guide for Working with Children and their Families. Lynch and Hanson ISBN: Course Description: This course is designed for teachers who want to know more about how to better meet the needs of English language learners (ELLs) in mainstream classrooms. It provides an in-depth examination of widely-used, evidence-based techniques for teaching non-native speakers of English within the mainstream classroom. In addition to an overview of current theories for teaching English language learners, the course foregrounds strategies and practical hands-on ways for engaging, teaching and assessing ELLs within the K-12 mainstream classroom. Participants gain a theoretical grounding as well as practice with scaffolding content for language learners, and developing individualized learner strategies. This course includes overviews in SIOP, Sheltered Instruction Observation Protocol, as well as CALLA, the Cognitive Academic Language Learning Approach. 1

2 Objectives: Acquire and apply a broad level of knowledge of integrating content-area reading, writing, listening and speaking skills for English language learners (ELLs) of different ages and abilities to the mainstream classroom Develop strategies to effectively work with a wide variety of ELLs in mainstream settings Create effective, integrated, and appropriately scaffolded content for ELLs Use awareness of culture to inform instruction and assessment Course Format: (e.g. lecture; lecture/discussion; seminar; other) This is an intensive graduate course which is conducted 50% on-line and 50% in-person. In-person course dates are: 03/31, 04/07, 04/14, 04/21, and 04/28 o Class begins at 9:00 AM and ends at 12:30 PM o These classes will be held at Plymouth s Concord Campus. o These classes will use teacher lecture complimented by PowerPoint in addition to small and whole-group discussions. On-line course dates are: 04/02, 04/09, 04/16, 04/23, 04/30 o Class participants may work ahead on the postings. o On-line postings must be completed within 5 days (ex. 04/02 posting due no later than 04/07). Failure to post within 5 days will result in deductions (at the discretion of the instructor) from the attendance portion of your class grade. Failure to meet the minimum word length of each posting will also result in deductions (at the discretion of the instructor) from the attendance portion of your class grade. The instructor does check word-length. Course Evaluation Criteria: 20 % Article Analysis/Summary o Written summary - 70% o Oral presentation - 30% Provide a written summary 3-5 pages (1 page = approximately words) or 1,050-2,500 words of an academic article that discusses English Language Learners, or is relatable to English Language learners. Articles must be from a professional journal or other credible source. The written must be in your own words and any exact wording from the article must be properly cited. At the end of your written, relate the ideas presented in the article to their potential in your classroom (applications or implications). Give an oral in class (approximately minutes) including a discussion of the relationship between the article and the classroom application/implication. 40 % Attendance o Class participants must be on-time to each in-person session and must post within the indicated time-frame for on-line sessions. Failure to do so with result in deduction of attendance points at the discretion of the teacher. 2

3 30 % Final Portfolio Project (see complete project description for details) o Cover page / description of teaching situation ( words) o Lesson Plan (SIOP Template) for WIDA Level 1 1 o Lesson Plan (SIOP Template) for WIDA Level 3 3 o Lesson Plan (SIOP Template) for WIDA Level % Final Self- Reflection o 10 % ,500 words (1-3 pages) describing how this course informed your awareness of ELLs and how you foresee that you will use this knowledge of ELLS in the future. Attendance Policy: Attendance is extremely important and you are expected to attend all inperson classes (on-time) and post within the indicated time-frame for each on-line session. If there is an emergency and you are unable to attend an in-person session or complete on online session, please inform the instructor as soon as possible. Grading Scale A C A C B D B D B D C F 0-59 Academic Honesty Policy: Plymouth State University requires all students to adhere to high standards of integrity in their academic work. Activities such as plagiarism and cheating are not condoned by the university. Students involved in such activities are subject to serious disciplinary action. Plagiarism is defined as the use, whether by paraphrase or direct quotation, of the published or unpublished work of another without full and clear acknowledgment. Cheating includes the giving or receiving of unauthorized assistance on quizzes, examinations or written assignments from any source not approved by the instructor. 3

4 DATE LOCATION TOPIC HOMEWORK 3/31 Concord -Introductions and initial remarks - Intro to Moodle -Info about article summary and final project (including rubric hand-out) - Sign up for article presentations - Overview of ESOL in NH - WIDA, W-APT, ACCESS and MODEL - hands-on practice -Alignment of WIDA & GSE/GLE 4/2 On-Line Introduction Chapter 4 DCCC Chapter 1 prompt 4/7 Concord -Article Presentations - Bloom/Webb -Activity - Assessment for ELLs: general overview of types of tests/uses of tests/testing formats -Hands on Practice making assessments 4/9 On-Line Chapter 5 Chapter 8 DCCC Chapter 2 prompt 4/14 Concord -Article Presentations - SIOP Overview / Templates -Listening and Speaking for ELLs 4/16 On-Line Chapter 9 Conclusion summary & presentation Go to NH DOE and read information about WIDA/GSE NH Alignments Read Can Do Descriptors on WIDA website Read Intro Ch 4 Read DCC Chapter 1 Read Ch 5 Ch 8 Read DCCC Chapter 2 Read Ch 5 Ch 8 Read DCCC Chapter 2 Read Ch 9 Conclusion Classroom Inst. Read DCCC Chapter 3 Read Ch 9 Conclusion Classroom Inst. Read DCCC Chapter 3 Read DCCC Chapter 4 Read 99 Ideas 1-3 4

5 DCCC Chapter 3 prompt 4/21 Concord -Article Presentations -Reading and Writing for ELLs - ELLs and Special Education 4/23 On-Line 99 Ideas 1-3 DCCC 4 prompt 4/28 Concord -Article Presentations -CALLA - Parting Shots / Comments / Evals Read DCCC 4 Read 99 Ideas 1-3 Read 99 Ideas 4-6 Read DCCC One Free Choice Chapter ( 5-12 ) Read 99 Ideas 4-6 Read DCCC One Free Choice Chapter ( 5-12 ) 4/23 On-Line 99 Ideas 4-6 DCCC 4/30 Last Day to submit Final Projects This syllabus is subject to revision at the discretion of the instructor; you will be notified of any changes and their effects. 5