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Material Type: Notes; Class: Introduction To Scientific Inquiry; Subject: Education - IU; University: Purdue University - Main Campus; Term: Fall 2006;
Typology: Study notes
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Fall 2005 MWF 2: SC 102
General Notices Required by Purdue University
and culture are linked. They are theory of language learning. knowledgeable about the cultures of the people who speak the language. Using this knowledge, they create learning experiences that help students develop language proficiency and build cultural understanding. Principle 2: Learner development. EDCI 427 students have field Language teachers understand how experience opportunities to students learn and develop and can work with high school relate to their development of students by observing, language proficiency and cultural making lesson plans, and understanding. They provide learning doing school activities experiences that are appropriate to checklists, guided by faculty and support learners’ development. mentor. Principle 3: Diversity of learners. EDCI 427 students apply the Language teachers understand how Purdue University Teacher learners differ in their knowledge, Education conceptual experiences, abilities, needs, and framework for undergraduate approaches to language learning, and teacher preparation students. create instructional opportunities and environments that are appropriate for the learner and that reflect learner diversity. Principle 4: Instructional strategies. EDCI 427 students use Language teachers understand and technology in their lesson use a variety of instructional strategies plans. to help learners develop language EDCI 427 students use proficiency, build cultural theoretically relevant course understanding, and foster critical resources. thinking skills. Principle 5: Learning environment. EDCI 427 students Language teachers create an create interactive interactive, engaging, and supportive lesson plans, projects, and learning environment that encourages activities. student self-motivation and promotes their language learning and cultural understanding. Principle 6: Communication. Language EDCI 427 students apply teachers use effective verbal and non- language learning techniques verbal communication, and multi- such as TPR and active media resources, to foster language learning.
development and cultural understanding. Principle 7: Planning for instruction. With the guidance of both Language teachers plan instruction high school and university based on their knowledge of the target faculty, EDCI 427 students language and cultures, learners, are expected to create and standards-based curriculum, and the complete pedagogically learning context. relevant lesson plans Principle 8: Assessment. Language Within their lesson plans, teachers understand and use a variety EDCI 427 students engage in of assessment strategies to monitor applying appropriate student learning, to inform language assessment strategies to and culture instruction, and to report monitor high school students’ student progress. learning. Principle 9: Reflective practice and EDCI 427 students are professional development. Language required to keep a reflective teachers are reflective practitioners journal whereby they are held who continually evaluate the effects of accountable for meaningful their choices and actions on others and entries focused on their who actively seek out opportunities to observations and reactions to grow professionally. their own teaching as well as other students' teaching. Principle 10: Community. Language EDCI 427 students are teachers foster relationships with expected to attend at least school colleagues, families, and one professional foreign agencies in the larger community to language conference to meet support students’ learning and well- colleagues around the state. being. MATERIALS REQUIRED:
Here's the basic idea behind the course. As you probably know from your own language learning, it is possible to teach language with emphases on getting skills or with emphases on using skills. As a group, much of our profession has decided to place those emphases on using skills. In such classes, using the language becomes at least as important as getting skills (grammar), possibly more so. Now, what we have decided to do is to teach people how to teach in the same way: by putting more emphasis on using the skills we try to impart than on lecturing about them. So, you will have three weeks of skill getting in the form of discussion. Then you will go to Jefferson High School for nine weeks of trying out some of your skills with guidance from me and the several professional foreign language teachers who work there (excepting our Wednesdays on campus). You will finish that up with two weeks of discussion on campus. Why should professional language teachers dedicate their scarce time to your professional development? They are not being paid and even if they were, there'd be no way to pay them enough for what they propose to do. Two reasons: One is altruism. These people know that today's generation of teachers is not immortal and they care deeply about the abilities of those who will someday replace them because, at the end of it all, they love kids and want them well taught. The other is the help you will be giving them. In return for the coaching you get from the teachers, you will be doing a host of repetitive tasks for them. It's only fair -- a question of your valuable time for theirs. The experience will show you some of those aspects of teaching that are something less than the proverbial milk and honey.. That's OK...everything in life has its various aspects. As the Spanish say,"No hay rosa sin espina" (All roses have thorns....though I am not sure they literally do.) You will observe a minimum of 3 language Classrooms while at Jefferson High School. Please post a brief record of your visit on Taskstream or via e-mail to the class. I have enabled the ITAP system for doing this. Mention what you will take away to add to your own professional repertoire.
You will be doing microteaching (to be arranged with your supervising teacher). You must provide him/her with a copy of your lesson plan, which should state ALL you will be doing. Use the lesson plan model from EDCI 270 and add the standards you are addressing. Please videotape your microteaching. Place your video on your PU career account and place a link to that account on Taskstream or on an e- mail to me. That will let me see your film without overloading the Taskstream capacity. The Digital Collaboratory will help you do this. Bring your own videotapes and make the pertinent arrangements to have the camcorder available and working. Report on attendance at professional meetings Post in the Taskstream folder "Professional Development" or on e-mail your reactions and what you learned at the meeting sessions you attended. Reflect on the specific standard to which you may address your participation. Please do not wait until the last day of class. Final portfolio You may present your final portfolio on Taskstream or use some other way of submitting them electronically (Your PU web space, for example). In your teaching portfolio you will include at least the following pieces of evidence of your teaching excellence: (1) Initial narrative and second narrative, (2) All your reflections and observations (3) Picture file in a Zip (compressed data) file , and (4) one short videotaped microteaching session. That session will reside on your career account and you are to provide an electronic link to it. It would be better to borrow a digital camcorder from the Digital Collaboratory in the basement of the Hicks Undergrad Library than to use the analog camera at Jefferson (two weeks notice required for the camera). COURSE EXPECTATIONS About attendance It does not seem reasonable that you would be absent from more than four of the 45 scheduled sessions of this class. That, after all, would be about ten per cent of the class. If you are absent more than four times, your instructor reserves the right to lower the total number of grade evaluation points by ten per cent for each absence in excess of four. Assignments Those materials that you are required to hand in must be typed in electronic format. Ypu may hand them in by adding them to your Taskstream portfolio, placing them on your own website, or by e-mailing them to me «[email protected]»
with instructions attached herein. accord with instructions instructions Total: 100% grade: A grade: B grade: C or below Course Calendar August 2005 S M T W T F S 1 2 3 4 5 7 7 8 9 10 11 12 14 14 15 16 17 18 19 21 21 22 class begins introductions 23 24: discuss prelim. chapter 25 26: discuss video 1 /Ch. 1 27 28 29 ch. 1 cont’d 30 Tentative meet at jeff 3 1: video 2/ chap. 2 context September 2004 S M T W T F S Aug 31: Video 2/ chapt. 2 context 1 2: context (Ch. 3 ) Cont’d. 3 4 5: School closed 6 7: Video 3 /Chapter 3 planning 8 9: Video 3: Ch. 3 (planning): Use Taskstream planning tool or EDCI 270 chart to add a culturelesson to your portfolio 10
11 12: Video 3/ Ch 3 (planning) cont’d. 13 14: Video 4/ Ch 4 (FLES) 15 16: Video 5 /Ch. 4 Middle School 17 18 19 1st day at Jeff 20 21:Video 6/ Ch 6 Interactive 22 23 24 25 26 27 28: Video 7/ Ch 7 Story- based 29 30 October 2004 S M T W T F S 1 2 3 4 5: Video 8/ Ch 8Inter- personal Comm. 6 7 8 9 10: Get permission for Oct. Brk. 11 12: Video 9/ ch 9 rdg. / writ 13 14 15 16 17 18 19: Video 10/ ch 10 Diversity 20 21 22 23 24 25 26: Video 11 / Ch 11: assessment 27 28 29
I. Initial Narrative Foreign Language Autobiography Integrative Narrative This assignment provides the reader with a snap shot of your experiences and an introduction to your views regarding the teaching of a foreign language. Carefully consider your experiences as a student in your foreign language classes and describe your reaction to these classes in elementary, middle and/or high school. You need not list a chronology of every school year. Well-written essays will answer some, but not all of the following questions: What were the purposes of the teacher? What content was taught? What do you remember? What did students do in class? What did the teacher do? What made teachers good and what characteristics did you associate with poor teachers? Please limit your essays to no more than three pages of double space typing with 1” margins and a 12-point font such as Times New Roman. The second narrative is written during the final week of the EDCI 427 course and reflects the fact that students have had opportunities to read and reflect on issues of the purposes methods and content of foreign language instruction in middle and high schools. The format is as follows: II. Second Narrative Teaching Philosophy Develop a reflective essay that reflects your beliefs regarding the purposes methods and content of foreign language teaching. Consider this essay as a written interview that you are having with a panel of middle or high school foreign language teachers. Please consider the following topics as you explain your rationale and teaching practices. Address these issues, but organize your answer according to beliefs regarding effective practices in foreign language instruction. 1.What is your rationale for teaching language in the middle or high school? It includes the knowledge you believe is most important, the values you will teach, and the skills that students will master in your classes.
Professionalism Agreement During my field experiences, I am a guest at the school site or other educational or community setting. I understand that my task is to learn so that I can become a more effective educational professional. I agree to abide by the specific institutional values and policies as well as highest standards of professionalism at all times. I agree to maintain professional, legal, and ethical conduct at all times. I will respect the privacy of children, families, and school personnel and protect the confidentiality of confidential academic or personal information that I encounter. I agree to be on site when and where I am expected. In the event that I cannot attend or will be late, I will follow proper notification procedures to let the appropriate individuals know in advance. I agree to maintain a professional demeanor and appearance, in accordance with the standards of the site where I am placed. I agree to complete my assigned tasks, duties, and responsibilities on time. I agree to interact and communicate in a positive and professional manner with students, peers, school and university personnel, and others. I will avoid bias, prejudice, or lack of fairness toward individuals or groups of people. I agree to act in a safe and responsible manner, avoiding any action that might put students at physical and emotional risk. I agree to remain committed to student learning at all times. I will not make offensive or demeaning comments about students/participants or their abilities to learn or about teachers or their abilities to teach. I agree to remain committed to improving my own instructional practices and teaching activities. I will remain flexible and open to feedback from others. I agree to demonstrate commitment to my field of study and to the teaching profession. I understand that failure to comply with this agreement may result in the execution of a disposition assessment form (Form D-2) and/or placement termination. (The accumulation of three disposition assessment forms will result in a disciplinary review that may result in removal from the teacher education program.)