EDC&I 495
STARTALK: Preparing Teachers for the 21st Century
Summer 2016
On-line: June 20-July 5, 2016 - MOODLE
On-site: July 6-22, 2016 | UW
Course Instructor:
Bridget Yaden, Ph.D.
Course Description:
Thiscourse has variable credit from 2 to 6 credits. The Session 1 on-line self-paced module and 3 face-to-face days are for 2 credits, and the follow-on Sessions 2 & 3 (combined) 10face-to-facedaysare for 4 credits. Participants can take either one or both of the sessions (but they can only skip Session 1 if they have already completed the UW or another equivalent STARTALK Teacher Program). All sessions are designed to prepare language teachers to teach within a standards-based approach. During the on-line sessions, participants will view videos, explore resources, and complete written reflections on 3 important principles of 21st century language instruction: maximum target language use with comprehensible input, lessons that are aligned with standards, and proficiency-oriented language teaching. During the face-to-face sessions, participants will experience hands-on the development of content-based (STEM - Science, Technology, Engineering, Math - in particular) lessons, performance-based assessments, technology-based materials, and differentiated lessons with a focus on the needs of heritage language learners. In tandem with the 10-day face-to-face methods course, teachers will observe and microteach in a summer language program for heritage Russian high school students, in an Intensive UW summer language course in Portuguese, or in One World Now STARTALK student programs in Chinese or Arabic, or in community language programs in Korean. The enduring understandings for the teachers include: value of content-based language teaching, importance of maximum target language use, using authentic resources but making such resources comprehensible, planning lessons with the end in mind, and using performance-based assessment to show what students can do in the language.
Course Objectives:
Beginning and continuing teachers will:
●Understand and recognize differentiated instructional planning and design, with a focus on needs of heritage learners
●Develop and present Standards-based lessons that are contextualized, communicative, and tap into multiple learning styles to meet the needs of a variety of learners
●Design performance-based assessments
●Understand Connections by integrating STEM and drama in the world-language classroom
●Acquire tools for effective language instruction via sound theoretical foundations and hands-on practice
●Have an understanding of the processes of language acquisition and child development
●Create a portfolio that demonstrates knowledge and understanding of the principles of language learning and teaching
●Understand and work within a curriculum planning process based on backward design so that Enduring Understandings and Essential Questions are integral
Materials:
Required reading packet, to be provided
The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design, by Donna Clementi and Laura Terrill
Resources in MOODLE
Reference/suggested:
Standards for Foreign Language Learning in the 21st Century (ACTFL) (full book)
The Essential of World Languages Grades K-12 (Jensen and Sandrock)
The Keys to the Classroom (Paula Patrick)
The Keys to Assessing Language Performance (Paul Sandrock)
Languages and Children: Making the Match (Helena Curtain and Carol Ann Dahlberg)
The Russian Context (Boyer and Gerhart)
National Heritage Language Center
Russian without Borders
Teacher Effectiveness in Language Learning
Teacher/Principal Evaluation Project
STARTALK TeacherFolio:
Course Outline: Session 1 - 2 credits (orientation + online + 3 face-to-face meetings)
Date / INSTRUCTIONAL TOPICS / Tasks (due before next class begins)June 20 - for ALL participants (late afternoon/early evening) / Orientation: ice breaker (get to know participants), jigsaw activity with STARTALK principles, introduction to using MOODLE, review Keys to Planning for Learning text / Read syllabus; complete on-line modules #1, 2, and 3 in MOODLE; skim Keys to Planning text (before face-to-face July 6)
Online modulesJune 20-July 5 / 1: (maximum target language use)
2: (Standards - watch video; download 2 page summary and review)
3: is proficiency?) / MOODLE Reflections:
#1: Target Language Use
#2: Standards
#3: What is proficiency?
Face-to-face: Day 1 Wednesday, July 6, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Class overview;brief overview of history of WL methods in US; three modes of communication; techniques for maximum target language use; making input comprehensible
Afternoon: Model STEM class video with commentary (Abramova) and debrief; technology training; Google Sites, MOODLE / Read/view: resources in MOODLE
TELL: Environment
Write: Reflection #4, posted in MOODLE
Demonstrate: draft of Google site (email your Google site address to Bridget)
Day 2 Thursday, July 7, 2016
STARTALK SITE VISIT
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Backward design in learning planning; theme-based lesson planning including STEM – connecting to content; previous STEM topics for practicum/Microteaching lessons - "art walk" with checklist/reflection questions; proficiency guidelines; can-do statements
Afternoon: Technology training;LinguaFolio Online / Read/view: resources in MOODLE
TELL: Planning - draft of one learning plan using backward design template (pairs or individual);
Write: Reflection #5, posted in MOODLE
Demonstrate: LinguaFolio self-assessment
Day 3 Friday,
July 8, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Authentic resources; Heritage learners; Common Core State Standards
Afternoon: Abramova presents learning plans for Microteaching in STARTALK student program; STARTALK learning plan template / Read/view: resources in MOODLE
TELL: Learning Tools
Demonstrate: TPR lesson with authentic resource (recorded) - post on Google site
Write: Reflection #6, posted in MOODLE
Assessments for 2-credit Session:
Task / Description / PointsFace-to-face participation / Regular, consistent, active participation during 3 days of face-to-face class time / 10 pts x 3 days = 30 pts
Journals / Six written reflection journals. Typed, 200 words minimum for each. Not graded for accuracy but rather for content & reflection. / 10 pts x 6posts= 60 pts
TPR/realia/comprehensible input demo / 5 minute recorded lesson sample, all in target language, showing skills in TPR, authentic resources, and other skills to make input comprehensible / 50 pts
Google site / Basic Google site, following teacher template provided / 50 pts
Total points possible for session 1 / 2 credit course: 190 pts
Course Outline: Sessions 23 - 4 credits (orientation + 10 face-to-face meetings)
Date / INSTRUCTIONAL TOPICS / Tasks (due before next class begins)Day 1 Monday, July 11, 2016
9:00 am– 12:00 pm
1:00 pm – 3:00 pm / All day - Museum of Flight (content-based teaching, STEM) / Read/view: research resources on the topic of the STEM lesson
Write: Reflection #7, posted in MOODLE
Day 2 Tuesday, July 12, 2016
9:00am –12:00pm
1:00 pm – 3:00 pm / Morning: View TPR videos of peers; peer observation and teacher self-assessment tools and best practices; Observe UW, STARTALK, or community language courses
Afternoon: Reflective practitioner; TELL self-assessments; life-long learning and professional development / Read/view: Teacher observation rubrics in MOODLE:
TELL: Performance and Feedback
Write: Reflection #8, posted in MOODLE
Demonstrate: Share observations; complete TELL self-assessments
Day 3 Wednesday, July 13, 2016
9:00 am – 12:00pm
1:00pm– 5:00pm / Morning: Keys to Planning for Learning (continued work on lesson planning)
Afternoon: Teacher Evaluation Workshop with Lynn Johnston (TPEP) / Read/Review: Keys to Planning for Learning (skim)
Write: Reflection #10, posted in MOODLE
Day 4 Thursday, July 14, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Formative and Summative Assessment, Proficiency guidelines, 21st century skills map; rubrics: WA state teacher certification/endorsement requirements;
Afternoon: Prepare Microteaching lessons. / Read/Review: Resources in MOODLE
TELL: Performance and Feedback
Write: Reflection #11, posted in MOODLE
Demonstrate: Performance-based assessment with rubric
Day 5 Friday,
July 15, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Teachers practice presenting lessons to each other and observing and giving feedback; debrief
Afternoon: Preparations for Microteaching. / Read/Review:
TELL: Collaboration
Write: Reflection #12, posted in MOODLE
Demonstrate: present lessons and peer assess
Day 6 Monday, July 18, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Microteaching
Afternoon: Reflections on Microteaching; work on TELL portfolio / Write: Reflection #13, posted in MOODLE
Day 7
Tuesday, July 19, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: ACTFL OPIc and WPT
Afternoon: TELL portfolio samples; / Write: Reflection #14, posted in MOODLE
Demonstrate: Complete ACTFL proficiency assessments
Day 8
Wednesday, July 20, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Accompany students to Museum of Flight
Afternoon: Work on TELL portfolio pieces (at museum or on your own) / Read/View: MOODLE resources on West-E preparation
Write: Reflection #15, posted in MOODLE
Day 9
Thursday, July 21, 2016
9:00 am – 12:00 pm
1:00 pm – 3:00 pm / Morning: Microteaching lessons to student STARTALK program and/or observations; debrief of lessons
Afternoon: Mock West-E; Advocacy for Language Learning including professional organizations / Demonstrate: complete TELL portfolio (Google site) and be ready to share tomorrow; Complete Mock West-E in MOODLE
Day 10
Friday, July 22, 2016
9:00 am – 11:00 am
11:30 am – 3:00 pm / Morning: Share TELL Portfolio; Review Mock West-E
Afternoon: Reflections on morning lessons and closing ceremony
Assessments for 4-credit methods course/sessions 2-3:
Task / Description / PointsFace-to-face participation / Regular, consistent, active participation in all activities (including attendance) / 10 pts x 10 days = 100 pts
Journals (including on-line modules) / Daily written reflection journals. Typed, 200 words minimum. Not graded for accuracy but rather for content & reflection. / 10 pts x 9posts= 90 pts
Microteachinglearning plan and teaching of lesson / Written learning plan and demonstrated 10-15 minute lessonto demonstrate understanding of comprehensible input and differentiation in a standards-based, content rich lesson / 100 pts
Mock WEST-E / Quiz on World Language Endorsement Competencies, multiple choice in MOODLE / 50 pts
Performance-based assessment with rubric / To accompany written learning plan. Clear description of assessment, scoring rubric. / 50 pts
LinguaFolio Online / Online portfolio of English (or other L2) abilities to demonstrate understanding of can-do statements with supporting evidence / 50 pts
TELL Portfolio / Pick one artifact you've developed for each of the following TELL areas, and upload to your Google site:
Planning
The Learning Experience
Learning Tools / 100 pts
Total points: 540
Grades are awarded according to the following percentages:
Page 1
93%–100% A 4.0-3.9
90– 92% A– 3.8-3.5
87– 89 % B+ 3.4-3.2
83–86 % B 3.1-2.9
80–82 % B - 2.8-2.5
77–79 % C+ 2.4-2.2
73–76% C 2.1-1.9
70–72 % C- 1.8-1.5
67– 69% D+ 1.4-1.2
63–66% D 1.1-0.9
60– 62% D- 0.8-0.7
Lowest passing grade
59 % and below E 0.0 No credit earned
Page 1