Teaching and Learning in K-12 Foreign Language Classroom Part 3:
Spring 2015
Course information
Meeting times: Wed 4:30-7:10
Meeting place: WWPH 5702
Instructor information
Instructor: Heather Hendry
Email:
Office: WWPH 5107
Office hours: By appointment only
Required texts:
· Shrum, Judith & Eileen Glisan (2010). Teachers’ Handbook: Contextualized Language Instruction. Boston: Thomson and Heinle.
· Curtain, Helena & Carol Ann Dahlberg (2010). Language and Children: Making the Match (Third Edition). Pearson/Allyn and Bacon.
· Blaz, Deborah (2006). Differentiated Instruction. Larchmont, NY: Eye on Education.
· Adair-Hauck, Bonnie, Eileen W. Glisan, Francis J. Troyan (2013). Implementing Integrated Performance Asssessment. American Council on the Teaching of Foreign Languages. Yonkers, NY.
Additional Course Readings (provided on courseweb):
· Barnes-Karol, G. and Broner, M. A. (2010), Using Images as Springboards to Teach Cultural Perspectives in Light of the Ideals of the MLA Report. Foreign Language Annals, 43 (3), 422–445.
· Galloway, V. (1999). Bridges and Boundaries: Growing the Cross Cultural Mind. In Margaret Ann Kassen (Ed.) Language Learners of Tomorrow: Process and Promise. Lincolnwood, IL: National Textbook Company, 151-188.
· Hurst, D. (1996). Teaching Spanish to children with different learning styles: evolution of philosophy. Hispania. 79 (1), 123-125.
· DiFino, S., Lombardino, L. (2004). Language learning disabilities: The ultimate foreign language challenge. Foreign Language Annals, 37 (3), 390-400.
· Scott, V. M., & J.A. Huntington (2000). Reading culture: Using literature to develop C2 competence. Foreign Language Annals, 35 (6), 622-631.
· Schulz, R. (2007). The Challenge of Assessing Cultural Understanding in the Context of Foreign Language Instruction. Foreign Language Annals, 40 (1) 9-26.
The following essential questions will be addressed:
1. What are current issues in the field of foreign language education? What are some productive ways to confront these issues?
2. What formative and summative assessment practices evaluate students’ performance in the three communicative modes?
3. What is the Integrated Performance Assessment?
4. How do I design a rubric?
5. What are some alternative forms of assessment (e.g. portfolios, self-assessments, peer assessments, checklists, etc?
6. How do I use the ACTFL proficiency guidelines to design assessments?
7. How can teachers integrate cultural products, practices and perspectives of the target culture in the context of the foreign language classroom?
8. How can teachers integrate Culture, Comparisons and Communities goal areas of the National Standards into daily lessons?
9. What is differentiated instruction? How can differentiated instruction be used to teach all students of a variety of learning styles, multiple intelligences, interests, and learning differences?
10. What are prominent research studies that advocate the benefits of early language learning? What are some FLES program models?
11. How do I motivate my students to learn a foreign language?
Disabilities:
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 216 William Pitt Union, (412) 648-7890 or (412) 383-7355 (TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course.
Policies:
· Attendance: You are asked to come to class on time, attend all classes, and to be actively involved in class discussions and all other activities (See attached departmental attendance policy).
· Participation: If you attend all classes on time, and participate actively in face to face and online class discussions, you will receive all 75 class participation points (5 points per class). “Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, 2010)
· Assignments: Please submit assignments via courseweb. Assignments are due NO LATER than the date indicated on the syllabus. 5 points will be deducted per day for late assignments.
· Class time: The time before, after, and during this class is dedicated to content relating to THIS course. Please do not use the time before, after, and during class to ask questions regarding other issues such as student teaching, assignments, and academic advising. We would be HAPPY to discuss these other issues during my office hours.
Course Requirements/Evaluation:
Project 1: PACE HLP S/U
Project 2: IPA 50 points
Project 3: Culture Lesson and HLP 50 points
Project 4: Differentiated Instruction Project 50 points
Project 5: Advocacy Assignment 15 points
Project 6: Issue Presentation 60 points
Participation and Discussion Board 75 points
Total 300 points
Date / Topic / Reading / AssignmentWeek 1
Jan 7 / Introduction to course: What are some current issues in Foreign Language Education?
Assessment: What is formative and summative assessment? How do I use the proficiency guidelines to design assessments? / ACTFL Performance Descriptors and
ACTFL Proficiency Guidelines (links found on courseweb)
Week 2
Jan 14 / Assessment: How do I assess interpretive, interpersonal, and presentational modes of communication using the IPA? / IPA text
Job article (seminar) / 1 Discussion board post by midnight Tuesday night
Week 3
Jan 21 / Assessment: What are alternative forms of assessment? How do I design a rubric? / S&G Chapter 11
Interactive Homework article
ACTFL Can Do Descriptors / 1 Discussion board post by midnight Tuesday night
Week 4
Jan 28 / PACE: Rehearsals / 1 Discussion board post by midnight Tuesday night
PACE HLP Due
Week 5
Feb 4 / PACE: videos / 1 Discussion board post by midnight Tuesday night
Week 6
Feb 11 / Culture: Products, Practices and Perspectives / Galloway pp. 150-164
S&G pp. 155-169
Routes to Culture video / 1 Discussion board post by midnight Tuesday night
IPA Assignment Due
Week 7
Feb 18 / Culture: connections, comparisons, and communities / Galloway pp. 165-185
Barnes-Karol & Broner
Politics of Art video / 1 Discussion board post by midnight Tuesday night
Week 8
Feb 25 / Culture: using texts and assessment / Scott and Huntington
Schulz / 1 Discussion board post by midnight Tuesday night
Week 9
Mar 4 / Culture: Rehearsals / CAL culture brief / Culture Project Due
Week 10
Mar 11 / SPRING BREAK
NO CLASS
Week 11
Mar 18 / Culture: Videos
Week 12
Mar 25 / Differentiated Instruction: What is it and what are the benefits? How is it implemented? / Blaz Chap 1,2,4
S&G Ch. 10 / 1 Discussion board post by midnight Tuesday night
Final Project Proposal
Week 13
Apr 1 / Differentiated Instruction: Meeting students with special needs / DiFino and Lombardino
Hurst / 1 Discussion board post by midnight Tuesday night
Week 14
Apr 8 / Advocacy for an Early Start: Foreign language programs
Program and Curriculum Design for Early language learners / C&D Chapter 15-18
Language Ed articles
“Getting the word out”
“Make a Difference” / 1 Discussion board post by midnight Tuesday night
Differentiated Instruction Project due
Week 15
April 15 / Presentations / 1 Discussion board post by midnight Tuesday night
Advocacy assignment due
Final Project reflection and bibliography
Class Attendance Policy for MAT and MED students
In Foreign Language (FL) Education
September 2014
Class attendance is mandatory in both the PY, MAT, and MED programs. Given the short amount of time for courses and the nature of classroom instruction in a professional program, missing one 3-hour class can result in serious deficits to your knowledge and can have effects on your understanding of future classes. In undergraduate general education courses, the emphasis is often on note taking, memorization, and multiple choice mid-term and final examinations.
Unlike undergraduate classes, ‘making up’ what you missed is not possible in a graduate course. Graduate courses require your active participation in class activities and discussion, your responsibility to a group for completion of projects, and your contribution to the class in terms of presentations and demonstration lessons. There is NO WAY to make up work missed in a graduate class. Please do not ask how to make up work if you have missed a class. There is no extra credit, no additional assignments, and no appointments with instructors for tutoring on what you missed. Your instructors are not your private tutors.
For the above reasons, the following attendance policy has been established for the PY, MAT, and MED program.
1) You are permitted ONE EXCUSED ABSENCE per course per term. An excused absence means that you have communicated with your instructor that you will miss or have missed a class and have the necessary documentation to allow your instructor to make a decision on whether the absence is excused or unexcused. It is NOT up to you to decide whether your absence is excused and simply telling the instructor that you will miss a class does not excuse you from the class. You must receive verbal or written confirmation from the instructor that your absence has been excused. The one excused absence will not have an effect of your final course grade. You are, however, responsible for finding out what you missed from other students in the class and lack of knowledge about course content because of an absence is not excusable or reasonable for a graduate student. If you do not receive confirmation from the instructor that your absence is excused, you may assume that your absence is unexcused and will have an impact on your course grade (see #3).
2) Two days of lateness or early exit exceeding 30 minutes also count as one absence. In other words, if you are late or leave early twice without being excused by your instructor, an unexcused absence will be recorded, resulting in a lowering of your final course grade. While I understand that the parking situation is difficult at Pitt, please keep in mind that we have a limited amount of time for each class and will start each day promptly at 4:30 PM. Chronic lateness of less than thirty minutes (i.e., being late on a regular basis) may also constitute an absence.
3) Beyond the one excused absence, additional absences will result in the lowering of your final course grade by one letter grade for every unexcused absence. Keep in mind that in graduate school you may be required to re-take a course for which you have received a C. A grade of C is not an acceptable grade for a graduate student. The expectation is that you will do exemplary work in all your courses. A QPA of 4.00 should not be an unreasonable expectation for you. In the future, you will be seeking strong letters of recommendation for positions and mediocre work in courses does not permit an instructor to recommend you highly with no reservation.
4) During the course of the semester, it is also possible that absence from and tardiness to class is necessary beyond the reasonable one absence policy. In these cases, the absence or tardiness must be excused by the instructor, must be documented, and will be given for only extenuating circumstances such as death in the family or serious illness that requires medication and/or hospitalization (headaches, a slight cold, or fatigue do not count as serious illnesses). Excused absences and tardiness will not be given for cars breaking down, traffic congestion, family obligations, routine doctor or dentist appointments, a planned family vacation, or delays at your school site. We all teach classes, work in schools, have family responsibilities, and deal with transportation issues. These matters must be planned for in advance so they do not interfere with your responsibilities as an intern and a graduate student – BE PROACTIVE, NOT REACTIVE. If absence or tardiness beyond the reasonable one absence policy is necessary and approved by the instructor, a work plan must be discussed and agreed upon to make up missed class time. An excused absence or tardy beyond the first will not result in a lower grade if all work due or assigned for the class and work plan is completed.
4