3.4.f.10 Endorsements and Curriculum and Instruction Guidelines
Field Experience Early Childhood Grades 4-5 Generalist Endorsement 18-CI-632
Professor: Emilie M. Camp
Office: Teachers College, 610J
Office Hours: By appointment (please make arrangements through email to schedule a phone conference if needed)
Email:
Course Description This course is designed for licensed teachers seeking the Ohio Early Childhood Generalist Endorsement in grades four and five. Readings, assignments, and related field experience will address curriculum and pedagogy specific to these grade levels, and the middle level grades in general. Particular focus will be on effective instructional and assessment approaches, curriculum structure, adolescence, and professional collaboration.
Field Experience This course requires a 20-hour field experience in any educational setting that works with fourth and fifth grade students (it does not have to exclusively work with this age group; other ages may also be represented). You must make the arrangement yourself. Please advise cooperating teachers/supervisors to email me with any questions they might have. I encourage you to share a copy of this syllabus with them so they are familiar with the expectations of the course and can effectively support you in your field experience assignments.
Required Readings All readings will be posted under “Course Documents” on Blackboard.
Course Goals Students will become familiar with the rapid changes (physical, social, emotional, and intellectual) taking place in fourth and fifth graders.
· Students will become familiar with the Middle School philosophy and how it aims to meet the needs of fourth and fifth grade students.
· Students will become aware of features of middle schools appropriate to fourth and fifth graders
· Students will understand how and why cooperative learning is an important strategy for middle schools, and how it builds on the needs of students to be with other students, and on social learning theories.
· Students will become familiar with a variety of effective pedagogical approaches for fourth and fifth grade students.
· Students will observe, identify, and demonstrate cooperative learning and authentic assessment in a field setting.
Alignment with the standards for the National Middle School Association (NMSA)
· Young adolescent development
· Middle level philosophy and school organization
· Middle level curriculum and assessment
· Middle level instruction and assessment
· Middle level professional roles
Alignment with the Ohio Standards for the Teaching Profession (OSTP)Standard Number 1. Teachers understand student learning and development and respect the diversity of the students they teach.
· Standard Number 2. Teachers know and understand the content area for which they have instructional responsibility.
· Standard Number 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
· Standard Number 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
· Standard Number 5. Teachers create learning environments that promote high levels of learning and achievement for all students.
Assignment Due Dates All assigned work, including readings, is to be completed and submitted on time. Late assignments will be penalized by a letter grade for each day they are late. All assignments must be submitted via Blackboard.
Academic Integrity Policy The University rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity will be enforced. Plagiarism, cheating, or any other form of academic dishonesty is a serious breach of student responsibilities. Any violation of these policies will be dealt with on an individual basis according to the severity of the misconduct.
Special Needs Please meet with me ASAP if you have any special needs (ex. visual or hearing impairment, learning disability, etc.) that may affect your performance in this class. Contact the Office of Disability Services (556-6823) for assistance in identifying and documenting appropriate accommodations. I will attempt to make appropriate adjustments to ensure equitable opportunity in meeting course requirements.
Electronic Communication Policy All communication will be conducted via email through students’ UC email. Please be sure your UC email is directly linked to your Blackboard account. I will respond to emails within 24 hours. Emails received after 5pm will be responded to the following day.
Assignments
Discussion Board Reading Responses Guiding questions for each course reading will be posted on the Discussion Board. Following the guidelines in the discussion board rubric, respond to each question by each Friday at 5pm. Constructively respond to at least 2 colleagues’ responses by the following Monday morning at 8am. See rubric for specific expectations regarding the nature of responses.
Field Experience Reflections Following the reflection prompt for each week under the “Assignments” tab, write a 2-3 page, double-spaced reflection (1-inch margins) that incorporates the course readings from the corresponding week with your personal/professional reflection. Reflections are due via the Assignment feature of Blackboard each Sunday night by 11:30pm. See assessment checklist for specific expectations for reflections.
Lesson Plan You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field placement The lesson may be in any content area, and preferably integrated among at least two content areas (math, social studies, science, language arts). Utilize the readings from the corresponding week to help you decide upon instructional methods and assessment approaches. The lesson plan is due via the Assignment feature of Blackboard Sunday, July 10th by 11:30pm. See assessment checklist for specific expectations.
Final Project Write a 5-7 page, double-spaced (1-inch margins) research paper on a topic of your choice related to a middle level schooling issue such as instruction, curriculum, assessment and testing, adolescence, or another topic of your choice with the approval of the professor. Assignment is due Sunday, July 24th by 11:30 pm. See assessment checklist for specific expectations.
Weekly Schedule
Week / Reading / Assignments Due1 June 20-26 / · This We Believe
· Podcast: Student Voice and Choice - to access online:
o Go to nmsa.org
o Choose “Publications” link
o Choose “Today’s Middle Level Educator”
o Podcast is on the second page of podcasts and is 22:06 in length. / Field Experience Reflection 1- June 26
Reading Response on Discussion Board- (your response due June 24, response to 2 peers due June 27)
2 June 27-July 3 / · Integrative Curriculum in a Standards-Based World
· Classroom Management Strategies for Difficult Students: Promoting Change Through Relationships
· A Cooperative Learning Success Story in Middle Level Classrooms / Field Experience Reflection 2- July 3
Reading Response on Discussion Board- (your response due July 1, response to 2 peers due July 5 due to holiday)
3 July 4-10 / · Implementing Instruction: Methods and Materials
· Assessment of Learning: Methods and Issues / Field Experience Reflection 3- July 10
Reading Response on Discussion Board (your response due July 8, response to 2 peers due July 11)
Lesson Plan- July 10
4 July 11-17 / · Understanding Students’ Perceptions of their Peer World
· Sociogram / Field Experience Reflection 4- July 17
Reading Response on Discussion Board (your response due July 15, response to 2 peers due July 18)
Sociogram
5 July 18-24 / Final Project- July 24
Assessments
Discussion Board Reading Responses 100 points
Field Experience Reflections 80 points
Lesson Plan 80 points
Final Project 140 points
Total: 400 possible points
A / 372-400A- / 360-371
B+ / 348-359
B / 332-347
B- / 320-331
C+ / 308-319
C / 292-307
C- / 280-291
D+ / 268-279
D / 252-267
D- / 240-251
Assignments will be assessed according to the rubrics or checklists included under the Syllabus tab on Blackboard. Assessments with feedback and grades will be emailed to students; grades will not be posted on Blackboard, so you will need to keep track of your own progress. Any assignment submitted after the due date may not be assessed until the end of the course.
TESOL Endorsement Clinical and Field Guidelines
Dates: Online Seminar: March 28th - May 1st 2011
Field Experience: (upon registration for the course - June 3rd, 2011)
Instructor: Dr. Marieta Simeonova
E-mail:
Mailing Address: 4343 Haight Ave, Cincinnati, OH 45223
Course Time: Weekly asynchronous discussions on Blackboard
Course URL: TBA. Meta course which encompasses the three sections of the 18-LTCY-786P PRACTICUM IN TESL (707, 799, 880)
Required Text: Igoa, Cristina (2005). The inner world of the immigrant child. Routledge. ISBN-10: 0805880135 ISBN-13: 9780805880137
Recommended Texts:
Adamson. H. D. (2005). Language minority students in American schools: An education in English (ESL and Applied Linguistics Professional Series). Routledge. ISBN-10: 080584497X
Crawford, J & Krashen, S. (2007). English language learners in American classrooms: 101 questions, 101 answers. Scholastic Teaching Resources. ISBN-10: 0545005191
Freeman, D. & Freeman, Y. (2001). Between worlds: Access to second language acquisition. Heinemann. ISBN-10: 0325003505
Law, B. & Eckes, M. (2010). The More-Than-Just-Surviving Handbook - ELL for Every Classroom Teacher. Portage & Main Pr, ISBN-10: 1553792327
Lucas, T. (2010). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. Routledge. ISBN-10: 0415997925
Course DescriptionThe Practicum in TESL consists of a 5-week online seminar and a pre-approved 40-hour field experience.
The online seminar will take place the first five weeks of the quarter (3/28-5/1, 2011).
The field experience requires working in an educational setting with LEP-identified students in grade levels consistent with the grade levels indicated on the practicum student’s teaching license and with guidance from a TESOL-endorsed mentor (teacher/administrator). Accumulation of field experience hours may commence once the student is registered for the course and must be completed by 06/03/11.
PrerequisitesAny two TESOL Endorsement online courses. Pre-approved TESL Practicum Field Experience placement and mentor.
Please, contact Laurie Bauer, assistant academic director, for help with any questions and concerns.
Course GoalsThe goals of this course include providing opportunities for students to learn more about and reflect on:
· The concept of the ESL teacher-researcher
· Needs and aspirations of immigrant children
· Teaching methods and educational systems in ESL students’ countries
· Teaching methods as English as a Second Language (ESL) teachers in the U.S.
· Classroom management techniques - integrating the cultural, academic and psychological dimensions of the whole child
· The importance of the use of humor, improvisation, and motivation enhancement techniques
· Planning and carrying out successful ESL lesson plans
· Providing academic intervention for ESL students
· Social skills in the ESL classroom when working with students/parents from different cultures
· Institutional politics and cultures and their influence on classroom teaching
· ESL assessment techniques
· Current ESL teaching materials and resources
· Advocating for ESL students and parents.
AttendanceFor the 5-week on-line seminar, students are required to spend at least 6 hours on their on-line discussions every week reflecting on their field experience and/or commenting on the required reading(s) for the week. In addition, each student needs to conduct his/her LEP teaching.
Assignments and Due Dates:There are two components of the grade for this course:
1. Blackboard Weekly Discussions/Reflections (on-line seminar)
Due Date: Throughout the five weeks of the on-line seminar (3/28-5/1, 2011)
2. Field experience performance forms (submission of all students’ and mentors’ paper and electronic forms). Students are expected to accumulate 40 hours of instructing LEP-identified primary or secondary ESL students.
Due date: This assignment will be carried out throughout the spring quarter (upon registration for the course - June 3rd, 2011).
A. Paper forms are to be submitted to the instructor via e-mail at or mailed at Dr. Marieta Simeonova, 4343 Haight Ave., Cincinnati, OH 45223.
Paper Forms: Mentor Student Performance of Field Experience – Consensus; Evaluation Video #1 – mentor;
Evaluation Video #2 - mentor
Paper Forms: Student Field Experience Log; Evaluation Video #1 – student; Evaluation Video #2 - student
The students’ and mentors’ paper forms can be found on our Blackboard course site under Course Documents button in the left hand side menu. Students have the responsibility to print them out and hand them to their mentors.
Conferences with Mentor:Students are to hold no less than three conferences with their mentor - one at the beginning, the middle, and the end of the field experience. These conferences may be conducted face-to-face, on the telephone, or by email.
Videotapes of Teaching Episodes:In lieu of an onsite visit by the mentor or the course instructor, the student will be required to videotape two 20-minute teaching episodes which both the student and the mentor are to view, evaluate and discuss.
First videotape is to be completed, viewed and discussed during the 2nd week or first 10-15 hours of field experience.
Second videotape is to be completed, viewed and discussed during the 4th week or last 25-30 hours of field experience.
B. Electronic forms are to be submitted to Dr. Anne Bauer at No confirmations to students are necessary.
Electronic Forms: Mentor
· Performance Assessment of Practicum - Consensus
· Mentor Information Form
· Mentor Rating of Student’s Use of Technology
· Candidate Dispositions Progress Report
Electronic Forms: Student
· Class Profile
· Educator Impact Rubric
· Candidate Evaluation of Field Experience
Links to the students’ and mentors’ electronic forms can be found on our Blackboard course site under Course Documents button in the left hand side menu. Students have the responsibility to distribute this information to their mentors.
To receive full credit for the course, both the paper and electronic forms must be submitted by the last day of the course, otherwise you will receive an "I" (INCOMPLETE) for the whole course.
NB: If your field experience continues past the on-line seminar, you don't have to sign up for the course the next quarter. Once, the instructor receives all the required forms, your "I" grade will be changed to a letter grade automatically.
Grading
Blackboard Weekly Discussions/Reflections 50%
Evaluation of forms from your 40 hours field experience 50%
100%
Special Needs Policy
If you have any special needs (e.g., speech or hearing problems; learning disability, etc.) related to your participation performance in this course, please let the professor know so that reasonable provisions can be made. Such provisions will ensure an equitable opportunity to meet all the requirements of this course. At the discretion of the professor, some accommodations may require prior approval by Disability Services.