University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
Subject Area - Course Number:CIFLD 408Cross-listing:
(See Note #1 below)
Course Title:(Limited to 65 characters)Field Study in Secondary ESL/Bilingual Education
25-Character Abbreviation: FIELD ST IN ESL/BE SEC
Sponsor(s): Wallace Sherlock, Julie Minikel-Lacocque and Melanie Schneider
Department(s):Curriculum and Instruction
College(s):
Consultation took place:NA Yes (list departments and attach consultation sheet)
Departments:
Programs Affected:Minors in Teaching English as a Second Language, Teaching English as a Second Language/Bilingual-Bicultural
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA Yeswill be at future meeting
Prerequisites:CIGENRL 403 or permission by instructor
Grade Basis:Conventional LetterS/NC or Pass/Fail
Course will be offered:Part of Load Above Load
On CampusOff Campus - Location
College:Dept/Area(s):C&I
Instructor:Julie Minikel-Lacocque, Melanie Schneider, Wallace Sherlock
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement Writing Requirement
Diversity General Education Option:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:Total lecture hours: 16-32
Number of credits:1-2Total contact hours:32
Can course be taken more than once for credit? (Repeatability)
No Yes If "Yes", answer the following questions:
No of times in major:No of credits in major:
No of times in degree:1No of credits in degree:1-2
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Proposal Information:(Procedures for form #3)
Course justification:
This field study is required of students minoring in Teaching English as a Second Language and Teaching English as a Second Language/Bilingual-Bicultural to provide field experience working with emergent bilingual learners in secondary classrooms.Undergraduate students and post-baccalaureate students who require placement with a licensed ESL or ESL+BE teacher enroll for 2 cr. Post-baccalaureate students who are already teaching in an ESL or ESL/BE setting enroll for 1 cr.
Relationship to program assessment objectives:
This course meets several program assessment objectives, applied within the school setting. These include
building understanding of:
- effective curriculum design for English language learners (ELLs)
- research-based instructional practices for the academic success of ELLs
- research-based assessment practices for the academic progress of ELLs and to inform instruction
and, in the case of those pursuing licensure through the ESL/Bilingual-Bicultural minor, to build understanding of different models of bilingual instruction, including dual language instruction)research-based practices in bilingual curriculum design, instructional practice, and assessment.
Budgetary impact:
Field study is part of departmental load. No impact is anticipated. This two-credit course does not add credit toward degree or program. This proposed field study replaces the three-credit CIFLD 492 field study and reduces the credits to two.
Course description:(50 word limit)
Offered on a Satisfactory/No Credit basis only. Designed to give the student experience in working under the guidance of ESL or bilingual teachers in affiliated public schools in ESL or bilingual education.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
(see attached)
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)
Brookhart, Susan M. / Formative Assessment Strategies for Every Classroom: An ASCD Action Tool / Association for Supervision & Curriculum Development (2010), Edition: 2, Paperback, 265 pagesConzemius, Anne / Building shared responsibility for student learning / Alexandria, Va. : Association for Supervision and Curriculum Development, c2001.
Echevarria, Jana J. / Making Content Comprehensible for English Learners: The SIOP Model (4th Edition) (SIOP Series) / Pearson (2012), Edition: 4, Paperback, 360 pages
Fisher, Douglas / Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners / Association for Supervision & Curriculum Development (2008), Paperback, 175 pages
Frey, Nancy / Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding / Association for Supervision & Curriculum Development (2009), Paperback, 127 pages
García, Ofelia / Bilingual Community Education and Multilingualism: Beyond Heritage Languages in a Global City (Bilingual Education and Bilingualism) / Multilingual Matters (2012), Paperback, 360 pages
Gibbons, Pauline / Learning to Learn in a Second Language / PETA (1991), Paperback
Haynes, Judie / Teaching English Language Learners: Across the Content Areas / Association for Supervision & Curriculum Development (2010), Paperback, 183 pages
Hill, Jane / Classroom instruction that works with English language learners / Alexandria, Va. : Association for Supervision and Curriculum Development, c2006.
Himmele, Persida / The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners / Association for Supervision & Curriculum Development (2009), Edition: 1, Paperback, 197 pages
Linan-Thompson, Sylvia / Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 / Association for Supervision & Curriculum Development (2007), Paperback, 184 pages
O'Malley, J. Michael / Authentic Assessment for English Language Learners: Practical Approaches for Teachers / Addison-Wesley (1996), Edition: 1st, Paperback, 268 pages
Ovando, Carlos J. / Bilingual and ESL Classrooms: Teaching in Multicultural Contexts 5TH EDITION / McGraw-Hill Humanities/Social Sciences/Languages (2011), Edition: 5th, Paperback, 544 pages
Reyes, Sharon Adelman / Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to ... in Spanish and English-Speaking Children / DiversityLearningK12 LLC (2011), Paperback, 136 pages
Thornton, Stephen J. / Teaching Social Studies to English Language Learners (Teaching English Language Learners Across the Curriculum) / Routledge (2008), Edition: 1, Paperback, 256 pages
Tomlinson, Carol Ann / The Differentiated Classroom: Responding to the Needs of All Learners / Association for Supervision & Curriculum Development (1999), Edition: 1st, Paperback, 132 pages
Vogt, MaryEllen / 99 Ideas and Activities for Teaching English Learners with the SIOP Model / Pearson (2007), Edition: 1, Paperback, 208 pages
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information(paste syllabus below):
Spring 2015 Course Syllabus for CIFLD 408
Course Title:Field Study in Secondary ESL/Bilingual Education
Instructor:Contact Information:
Office Hours:Office:
Email:
Phone:
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles.
Course Description:Being involved in an elementary, middle, or high school classroom enables students to apply theoretical understandings regarding positive discipline approaches for students and the adaptation of both curriculum and the environment to meet individual needs and abilities. Field Experience Students will practice written and oral reflection. It is expected that reflective thinking will assist the student in accommodating her/his beliefs and knowledge of theory to classroom realities. This experience will assist students in showing evidence toward completing several of the Wisconsin Teacher Standards.
Prerequisites: To be eligible for Field Study/Alternate Student Teaching, the student must meet the following criteria:
- Successful completion of the Pre-Professional Block.
- Admission to professional education.
- Enrollment in the Professional Block during the designated reserved semester, as specified in the letter verifying admission to professional education. Any deviation from the reserved semester must be approved in advance by the Department of Curriculum and Instruction or the Department of Special Education.
For Elementary/Middle, Middle/Secondary and K-12 majors, the field experience portion of the Professional Block partially fulfills the Wisconsin Department of Public Instruction requirement for hours of pre-clinical experience, and the Alternate Student Teaching experience partially fulfills the Wisconsin Department of Public Instruction requirement for student teaching. For Special Education majors, the Field Study: General Education experience partially fulfills the Wisconsin Department of Public Instruction requirement for hours of pre-clinical experience.
Expectations:
- Students attend the methods courses appropriate to their licensing program.
- During a six to seven week period, students are assigned to a placement for approximately 3 hours per day, Monday through Friday, in the morning or afternoon.
- For the Alternate Student Teaching experience, students assume major responsibility for teaching during the final two weeks of their assignments.
- Students are placed in an elementary, middle, or secondary school setting appropriate to the licensing requirements for their major.
- Transportation is the responsibility of the students.
- University supervisors will be assigned for all Field Study assignments.
- The supervisor will plan with students regarding reports and plans to be submitted.
- The supervisor will make a minimum of one visit to observe the student and confer with the cooperating teacher.
Fieldwork Placements:
The office of field experiences will notify students of their placements.
Evaluation of Field Study:
This evaluation is completed once by the cooperating teacher at the end of this fieldwork experience. Students are responsible for making copies of the evaluation tool available for cooperating teachers. The evaluation tool is available on line:
The final grade of Satisfactory/No Credit will be assigned by the university supervisor in consultation with the cooperating teacher.
Policies:
Honoring Intellectual Integrity, Fair-Mindedness, and Honesty:The University of Wisconsin-Whitewater is dedicated to a safe, supportive, and non-discriminatory learning environment. It is the responsibility of all students to familiarize themselves with University policies. Please refer to
for legal issues listed in the catalog. Refer to
for University policies listed in the Student Handbook.
Attendance, Notification of Absence
Students are under the same obligation for regular attendance as school and agency personnel. Personal illness or family emergencies are the usual reasons for approved absences. Special requests for absences must be discussed with and approved by the cooperating teacher and by the university supervisor. Such requests must be limited in number and mutually agreeable arrangements regarding student’s responsibilities must be made between the cooperating teacher and the student in advance whenever possible.
Excessive absence can result in a recommendation for withdrawal from the experience or a grade of "Incomplete." Absence is dealt with on a case-by-case basis by the Director of Field Experiences in consultation with the university supervisor and cooperating teacher.
Students are required to notify their cooperating teachers (and sometimes principals) and their university supervisor of all absences. Students are also required to inform their university supervisor when they will be absent from their assigned school due to school-sponsored activities, e.g., field trips, to prevent university supervisors from making unnecessary trips to observe students.
Military Duty
Students who are called to active military duty during their field experience assignment are required to contact the Director of Field Experiences as soon as they receive their orders to discuss their options.
Reasonable Modifications
Students who have any special needs which may require reasonable modification, are required to contact the Director of Field Experiences immediately. In addition, they should meet with their cooperating teacher and university supervisor prior to the starting date of the assignment to discuss any reasonable modifications to meet the requirements of the experience.
Religious Observances
Students requesting absence from a field experience assignment because of religious observance should notify the cooperating teacher and university supervisor within the first two weeks of the starting date of the assignment. Strategies for making up missed work, if deemed necessary, should be formulated.
Modifications to the expectations for Field Experience may be made by the University Supervisor for licensure and other reasons.
Recommended Activities for Field Experience:
Observation
______Make descriptive, critical, and reflective observations of the classroom.
Planning
______Prepare materials
______Plan learning activities
______Plan instruction
______Plan evaluation/assessment
Instruction
______Prepare a bulletin board
______Prepare the classroom for instruction
______Provide individual instruction
______Provide small group instruction
______Assist with whole group instruction
______Team teach whole group instruction
______Aim for 2 weeks of whole group instruction
Evaluation
______Correct/record pupil work
______Grade pupil work
______Give pupils corrective feedback
______Choose appropriate evaluation measure(s)
______Prepare evaluation instrument(s)
______Diagnose/Remediate Pupil Errors
Classroom Management
______Correct/distribute papers/materials
______Take attendance
______Circulate around class for assistance
______Help supervise field trips, etc.
______Enforce classroom/school rules of behavior
______Establish expectations for behavior and success
Professional Activities
______Join a professional organization
______Attend team/department planning sessions
______Attend faculty/department meetings
______Attend school in-services
The complete handbook for Field Experience can be found at
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