MissB

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University Description:

The first part of this course is an introduction to proficiency, achievement, diagnostic and placement testing. The use of student portfolios in the EFL classroom and self-evaluation and observation techniques, including checklists and anecdotal reports, also are covered.

• See Blogroll for my final project for this course.

State Standards Addressed via this course:

Ed 610.02 Professional Education Requirements. To promote all students’ learning, each program of professional preparation shall require each graduate of a teacher preparatory program to demonstrate professional education and the ability to exercise professional judgment by showing achievement of the following knowledge, skills, and dispositions:

(a) The teacher believes that each student can achieve at the highest level possible for that student, shows respect for students’ varied talents and perspectives, and persists in helping all students achieve success;

Ongoing and final project – teachers will understand how to design tasks and assess student learning based on students level of language proficiency. Teachers will understand how students’ background and prior knowledge affects learning.

(b) The teacher understands and keeps abreast of the central concepts and tools of inquiry of the subject areas taught, appreciating the ever-changing nature of knowledge, including:

(1) Information and issues relating to the subject area; and

(2) Themes and generalizations pertaining to the subject area;

Teacher will use the internet and library resources to locate information and journal articles. Information will be shared through Blackboard, an online learning interface. Teachers will locate and summarize an article on a relevant assessment topic which will be presented orally and in writing.

(c) The teacher creates meaningful learning experiences based upon knowledge of and enthusiasm for the subject matter, the students, the community, local curricula, and state curriculum frameworks;

Teachers will understand the relationship of “Can Do” descriptors of the standards for English Language Development to the design and assessment of theme-based language learning tasks that are relevant and interesting for students. (ongoing and final project)

(d) The teacher understands how students learn and develop and provides opportunities that support their cognitive, linguistic, creative, social, moral, emotional, and physical development;

Teachers will understand Bloom’s Taxonomy and how it relates to developing tasks and assessing knowledge that supports higher level thinking and Cognitive Academic Language Proficiency (CALP).

Teachers will understand how Brown’s Stages of Language Development relates to the progression of second language development. Teachers will understand how to develop and assess appropriate tasks for English language learners.

Teachers will understand the relationship of “Can Do” descriptors of the standards for English Language Development to the design and assessment of theme-based language learning tasks that are relevant and interesting for students. (ongoing and final project)

(e) The teacher understands and identifies differences in students’ approaches to learning and designs instruction that is responsive to their diverse needs;

(f) The teacher values and is fluent in a variety of instructional strategies and chooses appropriately from them to encourage and enhance students’ thinking, learning, and skilled use of knowledge;

Ongoing and final project – teachers will understand how to design tasks and assess student learning based on students’ level of language proficiency. Teachers will understand how students’ background and prior knowledge affects learning.

Teachers will understand the relationship of “Can Do” descriptors of the standards for English Language Development to the design and assessment of theme-based language learning tasks that are relevant and interesting for students. (ongoing and final project)

Teachers will understand Bloom’s Taxonomy and how it relates to developing tasks and assessing knowledge that supports higher level thinking and Cognitive Academic Language Proficiency (CALP).

(g) The teacher creates a challenging, dynamic, and safe classroom and school community that:

(1) Is sensitive to the full range of student diversity;

(2) Encourages openness, tolerance, respect, caring, collaboration, and self-motivation;

(3) Emphasizes both individual and collective responsibility; and

(4) Fosters a concern for social justice;

(h) The teacher demonstrates proficient oral, written, and nonverbal communication and promotes the development of these skills in students;

Teachers will complete written and oral assignments that demonstrate proficient oral and written skills: written and oral summaries; online reflections in Blackboard learning interface; final project in both written format and as an oral presentation; ongoing classroom discussion as a whole group and with partners and small groups.

(i) The teacher understands and uses multiple formal and informal strategies to continually assess student learning and uses that information to modify and design instruction and to communicate students’ progress to parents;

Teachers will understand the keys to quality assessment and how formative and summative assessment relate to ongoing instruction. Teachers will understand the importance of prompt and appropriate feedback and will facilitate student self-assessment. Teachers will understand and discuss issues surrounding fair and appropriate grading practices.

(j) The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on students, parents, and others in the school and community;

(k) The teacher uses a variety of resources to enhance his or her professional development as a scholar, teacher, and educational leader, including:

(1) Professional literature;

(2) Professional organizations;

(3) Colleagues; and

(4) Service opportunities, such as, but not limited to, volunteer work in the community;

Teachers are aware of professional organizations: local, national, and international. These organizations are referenced throughout the course and links to sites are provided through Blackboard, an online learning interface.

Teacher will use the internet and library resources to locate information and journal articles. Information will be shared through Blackboard, an online learning interface. Teachers will locate and summarize an article on a relevant assessment topic which will be presented orally and in writing.

(l) The teacher understands schools as complex organizations within a larger community and collaborates effectively with school staff, parents, and others to support students’ learning and well-being;

Teachers will understand the keys to quality assessment and how formative and summative assessment relate to ongoing instruction. Teachers will understand the importance of prompt and appropriate feedback and will facilitate student self-assessment. Teachers will understand and discuss issues surrounding fair and appropriate grading practices.

(m) The teacher evaluates and uses a variety of current technologies to enhance instruction and to advance students’ technological literacy;

Teachers are competent users of collaborative technology (Blackboard). Teachers use technology to communicate with colleagues and students. Teachers use technology to provide feedback to students. Teachers are aware of technology resources for instructional purposes.

(n) The teacher shows a commitment to train new teachers and a willingness to actively work with and supervise interns; and

(o) The teacher’s practice is based on a clear understanding of professional ethics and the legal rights and responsibilities of educators and students.

Ed 612.06 ENGLISH for SPEAKERS of OTHER LANGUAGES (ESOL)

Ed 612.06 The professional preparation program for an ESOL teacher in grades K-12 shall provide the teaching candidate with skills, competencies, and knowledge through a combination of academic experiences and demonstrated competency and equivalent experiences in the following areas: [English for speakers of other languages (ESOL) teaches students from different home language backgrounds to become proficient in and to learn in English.]

Ed 612.06 1a In the area of language, a candidate shall understand the major concepts, theories, and research related to the nature and acquisition of language.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 6 – assessing listening and speaking; oral/aural language development; Brown’s stages of language acquisition

Ed 612.06 1b In the area of language, a candidate shall know how to construct learning environments that support ESOL students’ language and literacy development and academic achievement.
Session 7 – stages of reading development; reading instruction and assessment

Ed 612.06 1c In the area of language, a candidate shall demonstrate language proficiency in oral and written English in social and academic settings, and serve as a good language model for ESOL students.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 6 – assessing listening and speaking; oral/aural language development; Brown’s stages of language acquisition

Ed 612.06 1d In the area of language, a candidate shall demonstrate metalinguistic knowledge of language as a system, including phonology, morphology, syntax, semantics, sociolinguistics, social and academic English, and writing conventions.
Session 6 – assessing listening and speaking; oral/aural language development; Brown’s stages of language acquisition
Session 7 – stages of reading development in relation to English language system
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Ed 612.06 1e In the area of language, a candidate shall understand and be able to apply concepts and theories of first and second language acquisition to facilitate ESOL students’ attainment of English in academic and social settings.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 6 – assessing listening and speaking; oral/aural language development; Brown’s stages of language acquisition

Ed 612.06 1f In the area of language, a candidate shall demonstrate knowledge of the historical development of the English language.

Ed 612.06 1g In the area of language, a candidate shall have had the experience of studying a second language, which may include American Sign Language, by: successfully completing at least 2 semesters of the study of a second language at the college level; or demonstrating evidence of the equivalent of 2 semesters of the study of a second language at the college level, including, but not limited to, documentation of the acquisition of a second language during foreign residency.

Ed 612.06 2a In the area of culture, a candidate shall understand the major principles, theories, and research pertaining to the influence of cultural groups on language learning, school achievement, and acculturation.

Ed 612.06 2b In the area of culture, a candidate shall have knowledge of the nature and role of culture and the ability to apply this knowledge in constructing learning environments that support ESOL students’ cultural identities and academic

Ed 612.06 2c In the area of culture, a candidate shall know, understand, and have the ability to use knowledge of how cultural groups, including the majority group, can affect language learning, social adjustment, and school achievement; and others.

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Ed 612.06 2d In the area of culture, a candidate shall have knowledge of at least one other cultural system based on first-hand experience.

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Ed 612.06 3a In the area of planning, implementing, and managing instruction, a candidate shall know, understand, and have the ability to use scientifically-based practices and strategies related to planning, implementing, and managing ESOL and content instruction.
Session 2 – using standards and “can do” language indicators
Session 5 – introduction to performance based assessment and portfolios; class activity: jigsaw with article on teaching students to use rubrics for self and peer assessment.
Session 7 – reading instruction and assessment
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Session 11 – content based instruction and assessment;

Ed 612.06 3b 1 In the area of planning, implementing, and managing instruction, a candidate shall know, understand, and have the ability to apply concepts, research, and best practices to plan instruction in a supportive learning environment, including, but not limited to, knowledge of how to construct effective lessons for diverse multilevel groups of ESOL students in self-contained ESOL classrooms, resource rooms and pull-out and push-in models of ESOL instruction.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 5 – introduction to performance based assessment and portfolios; class activity: jigsaw with article on teaching students to use rubrics for self and peer assessment
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency

Ed 612.06 3b 2 In the area of planning, implementing, and managing instruction, a candidate shall know, understand, and have the ability to apply concepts, research, and best practices to plan instruction in a supportive learning environment, including, but not limited to, ability to select and adapt a variety of resources, design original lessons for ESOL instruction, modify mainstream content lessons, and align ESOL curricula with standards-based content curricula.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 5 – introduction to performance based assessment and portfolios; class activity: jigsaw with article on teaching students to use rubrics for self and peer assessment
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Ed 612.06 3c In the area of planning, implementing, and managing instruction, a candidate shall have knowledge of and ability to implement a variety of standards-based teaching strategies and techniques for integrating English listening, speaking, reading, and writing into the core curriculum.
Session 2 – understanding and implementing Bloom’s Taxonomy; understanding BICS/CALP; understanding Cummin’s Quadrant
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Ed 612.06 3d In the area of planning, implementing, and managing instruction, a candidate shall have familiarity with a wide range of standards-based materials, resources, and technologies, and ability to evaluate, adapt, and use them in effective ESOL and content teaching.
Session 2 – using standards and “can do” language indicators
Session 11 – focus on content-based instruction and assesssment

Ed 612.06 4a In the area of literacy, a candidate shall demonstrate knowledge of and ability to apply current theories and research in first and second language literacy development.
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Ed 612.06 4b 1 In the area of literacy, a candidate shall have ability to apply knowledge of decoding strategies using various teaching approaches, including, but not limited to phonics, whole language, and integrated approaches.
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 8 – reading instruction and assessment – runni8ng records and error analysis

Ed 612.06 4b 2 In the area of literacy, a candidate shall have ability to apply knowledge of decoding strategies using cueing systems, including, but not limited to schematic, semantic, syntactic, and graphophonemic.
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 8 – reading instruction and assessment – running records and error analysis

Ed 612.06 4b 3 In the area of literacy, a candidate shall have ability to apply knowledge of decoding strategies using various methods for developing vocabulary.
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 11 – vocabulary development and assessment

Ed 612.06 4c In the area of literacy, a candidate shall understand and have the ability to teach strategies for developing students’ ability to comprehend text, increase fluency, expand on word knowledge, and develop critical analysis using a variety of age- and skills-appropriate texts.
Session 7 – reading instruction and assessment, stages of reading development in relation to levels of English proficiency
Session 8 – reading instruction and assessment – running records and error analysis

Ed 612.06 4d In the area of literacy, a candidate shall understand, and have the ability to apply student strategies for writing in clear, concise, organized language through a range of activities, from sentence formation to narrative and expository writing.
Session 9 – writing instruction and assessment; stages of writing development; writing process
Session 10 – 6 + 1 Trait writing

Ed 612.06 5a In the area of assessment, the candidate shall understand the purpose of diagnostic, language proficiency, and academic evaluations for ESOL students.
Session 1 – 5 keys to quality assessment
Session 3 – test construction and types of tests
Session 8 – reading instruction and assessment – running records and error analysis

Ed 612.06 5b In the area of assessment, the candidate shall understand issues of fairness and bias relating to assessment.
Session 1 – 5 keys to quality assessment
Session 4 – item writing guidelines and bias review; activity: research item writing resources
Session 8 – item writing assignment and activity: “bias review teams”

Ed 612.06 5c In the area of assessment, the candidate shall know how to assist colleagues in distinguishing among normal second language development, language differences, and learning problems in procedures for special needs, monitoring, and classroom evaluations.
Session 1 – 5 keys to quality assessment
Session 11 – Language difference vs. language disability
Ongoing awareness throughout entire course

Ed 612.06 5c In the area of assessment, the candidate shall have knowledge of and the ability to use a variety of standards-based language proficiency instruments to inform instruction and for identification, placement, and demonstration of language growth of ESOL students.
Session 1 – Class activity and online reflection: principles of assessment
Session 2 – using standards and “can do” language indicators
Session 3 – test construction and types of tests

Ed 612.06 5d In the area of assessment, the candidate shall have knowledge of and the ability to use a variety of performance-based assessment tools and techniques in the classroom to
Session 1 – 5 keys to quality assessment
Session 5 – introduction to performance based assessment and portfolios; class activity: jigsaw with article on teaching students to use rubrics for self and peer assessment
Session 8 – reading instruction and assessment – runni8ng records and error analysis

Ed 612.06 5f In the area of assessment, the candidate shall have knowledge of current state- and federally-mandated assessments and their implications for ESOL students.
Session 1 – 5 keys to quality assessment; norm & criterion referenced testing
Session 2 – using standards and “can do” language indicators

Ed 612.06 6a In the area of professionalism, the candidate shall understand his or her role as an advocate for ESOL students and their families and the importance of professional collaboration.
Session 1 – Class activity and online reflection: principles of assessment

Ed 612.06 6b In the area of professionalism, the candidate shall demonstrate knowledge of the history of ESOL teaching, current research and practice, and issues of state and federal
Session 2 – using standards and “can do” language indicators.