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EDCI 560

METHODS OF TEACHING FOREIGN/WORLD LANGUAGES FALL 2005

Tuesday 7:20-10:00 PM

Mailing Address: Office: Magda Cabrero Office hours: By AppointmentCollege of Education and Human Dev. Tel: MSN 4B3 FAX: George Mason University E-mail: Fairfax, VA 22030 magdacabrero@yahoo.com

COURSE OUTLINE

Course Description: Examination of past and current approaches, strategies, and techniques for teaching foreign/second languages. Students demonstrate teaching strategies; develop lesson and unit planning skills, and evaluate foreign/second language resources available in the field. The course includes a field experience component and meets Virginia licensure requirements for foreign language teachers. Required Textbook: Shrum, Judith & Eileen Glisan (2000). Teacher’s Handbook: Contextualized Language Instruction. 2nd Edition. Heinle & Heinle Required CD-Rom: NECTFL Review 50-Year Special Edition. Purchased from Magda Cabrero ($20) Course Delivery: This course is highly interactive by design. It is predicated upon learning by doing and discovery learning. Assessment is based on performance-based assignments. This class will be engaged in cooperative learning, small group discussions, whole class discussions, peer feedback, short lectures, student-led microteaching simulations, guest speakers, peer feedback, videos, multimedia, and reflection. Two options are offered on the midterm exam. Students are encouraged to select a project that has particular relevance to their own respective teaching circumstance. Rubrics are provided for the midterm project and the unit/lesson plan. Students With Special Needs: Students with disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations might be arranged.

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GSE Syllabus Statements of Expectations The Graduate School of Education (GSE) expects that all students abide by the following: Students are expected to exhibit professional behavior and dispositions. See gse.gmu.edu for a listing of these dispositions. Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code. Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen. Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.

Relationship to GSE Program Goals, National Standards, and Professional Organizations: Domain

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Course Student

tcomes CTFL Standards CATE TASC

OuA N IN

A. B. C. D. Key:

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ACTFL Standards = American Council on the Teaching of Foreign Languages

TASC =

e ge

cquisition/learning, and the teaching of other second and foreign languages,

ritically evaluate second language learning theories and engage in systematic

d

and linguistically diverse classrooms, so as to select appropriate aching procedures and adapt to teaching students with differing learning styles and

. Curriculum. Students will develop the skills needed to design, implement

cher Assessment and Support Consortium (INTASC) Standards ational Board for Professional Teaching Standards (NBPTS)Virginia Standards of

al

CTFL along with NABE and NAME, are the largest professional organizations that lly diverse populations.

innovative methods

NCATE = INThe EDCI 560 relationship to the GSE program goals include: 1. Knowledge base for teaching in the second language classroom. Learn thfundamental concepts of the knowledge base pertaining to second languaapsycholinguistics, sociolinguistics, pragmatics, and language pedagogy. 2. Utilization of research. EDCI 560 students should be able to understand and cinvestigation of the knowledge base to inform their own or others teaching practices. 3. Classroom teaching. EDCI 560 students should be able to plan and manage a seconlanguage class effectively and be able to evaluate and selectively apply a range of teaching strategies as appropriate to their students’ needs and characteristics. For this purpose, they will need to be able to assess different teaching situations and changing conditions in culturallytecultural backgrounds. 4foreign/second language teaching strategies. The EDCI 560 relationship to National and State Standards include: The ACTFL Standards for Pre-K-12 Students Interstate New TeaNLearning (SOLs) The EDCI 560 relationship to professional organizations include: EDCI 560 follows the guidelines and recommendations made by the American Council on the Teaching of Foreign Languages (ACTFL), the National Association for BilinguEducation (NABE), and the National Association for Multicultural Education (NAME). Aspecialize in research on working with culturally and linguistica Course Objectives: Students completing EDCI 560 will ....

• Be able to demonstrate ability to teach a foreign/second language using a synthesis of both older and more recent

• Be able to use instructional strategies which accommodate methods of teaching foreign/second languages

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• Demonstrate ability to organize a detailed lesson plan for foreign/second language teaching, including all three communicative modes (interpersonal, interpretive, and presentational) while focusing on the end goal of oral proficiency and performance.

e 2 mini-lessons: 1 based on a method/approach and 1 on an

CoStu

• Plan and demonstratinstructional strategy

urse Requirements: dents must purchase a large 3” 3-ring binder!

1. 10 hours of field experience & paper (Pre-Service) (10 points) 2. Teacher Action Research Project (In-Service) (10 points) 3. Two teaching si a particular method/strategmulations - one based on y and the

4. Midterm Project - (20 points) . Fin

6. Class Participation and attendance (15 points)

• Using the designated ratings scale, ill be added to calculate a final course grade.

G

second based on a specific technique/skill (25 points)

5 al Project - (20 points)

requirements 1-6 w

RADE SCORE A 93.0-100 points

A- B+

90.0-92.9 points 88.0-89.9 points

B 83.0-87.9 points B- or below

Not an acceptable passing grade for CIFL

Students are encouraged to attend all professional conferences in the area Foreign Language Association 2005 in Richmond,

irginia.

Useful Foreign/Second Language Websites

of Virginia (FLAVA) – October 14-15, V

uncil on the Teaching of Foreign Languages (ACTFL) (1) American Cowww.actfl.org (2) Northeast Conference on the Teaching of Foreign Languages (NECTFL) www.nectfl.org (3) National Capital Language Resource Center (NCLRC) nclrc@nicom.com Keypals@teachnet.com www.stolaf.edu/network/iecc (4) Fairfax County Public Schools (Foreign Languages) http://www.fcps.12us/DIS/OHSICS/forlang/ WGBH Teaching Foreign Languages Library: www.learner.org (5) Foreign Language Association of Virginia (FLAVA)

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www.flava.org (6) Greater Washington A ges (GWATFL) www.gwatfl.org

ssociation Teachers of Foreign Langua

60 FALL 2004 SCHEDULE

EDCI 5

Aug 30 Introduction/Orientation

of

agda Cabrero an e-mail to verify your address

Review Course Outline Overview of foreign language teaching. Starting off the school year – planning and prepping ASSIGNMENT For Next Class: (1) Two Articles: Historical backgroundforeign language teaching in the US and FL Teacher Development (2) Shrum/Glisan – Chpt 1 (3) Send M . Remember to write

ISTSERV@listserv.acsu.buffalo.eduyour name and address in the message box! (4) Subscribe to listserv FL TEACH: L . In the message box write SUB FLTEACH first name, last name. ********************************************************************** SEP 6 Second language acquisition research: some theoretical background. Krashen: acquisition and learning, input hypothesis, socio-affective filter. Research on length of time, optimal age, and other factors influencing language acquisition. How do these affect Effective Planning? The Role of Effective Planning. Writing performance-based bjectives. Professional organizations and resources available. National Board for

45, #1-8 (must be word processed and ready to be handed in). (2) Search CD-

iscuss w/ class. (3) Video analysis: view video and prepare a 1-page reaction to teaching

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oProfessional Teaching Standards (NBPTS). Interstate New Teacher’s Assessment Consortium (INTASC). TFL Video Library: Best Practices. Discuss articles. ASSIGNMENT For Next Class: (1) Shrum/Glisan - Chpt 2; answer questions on pp. 44-Rom for 2 articles on Second Language Acquisition – bring citation and be ready to dpractices. * SEP 13 Site Visit: Details will follow from Magda Cabrero ASSIGNMENT For Next Class: (1) Bring an elementary or secondary (middle or high school) foreign language textbook to class. (2) Write (word process) 2 erformance-based objectives. These are to be shared in class and handed in. (3) Create a

(4) Read article on ethods and approaches of teaching languages.

UST SIGN UP FOR FIRST TEACHING DEMONSTRATION

p“to do” list of things that successfully help start off the school year. m M ************************************************************************

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SEP 20 Teaching the Target Language - choice of methodology/pedagogy. Older methods and approaches for teaching foreign languages. How does the curriculum dictate decision? Share and discuss objectives assignment. ASSIGNMENT For Next Class: (1) Article on Multiple Intelligences (Magda Cabrero will provide.) (2) Shrum/Glisan - Chpt 10 (3) Go to the ACTFL website (www.actfl.org) and review the National Standards (5 Cs) and the Student K-12 Performance Guidelines ************************************************************************ SEP 27 National, State, Local Standards: Their impact on teaching. The Three

ddresses a topic from current discussions. (2) Write one activity for each

Communicative Modes: Interpersonal/Presentational/Interpretive. Selected videos from Teaching Foreign Languages Video Library. Multiple Intelligences: Multiple Ways to Help Students Learn Foreign Languages. PowerPoint presentation. ASSIGNMENT For Next Class: (1) Post a question on FLTEACH which a of the three

ECTFL CD-Rom for 1 ar************************************************************************

communicative modes. Remember to include objectives! (3) Search Nticle on Standards-based Teaching and Learning.

OCT 4 METHODOLOGY TEACHING DEMONSTRATIONS:

Audiolingual Method (ALM), Cognitive Approach Review and share communicative modes’ activities. Discuss mid-term project.

ASSIGNMENT For Next Class: Write a lesson plan for one day that includes 2 h of the three communicative modes, a

arm-up activity, a closure, and homework assignment. Mid Term Project Due Oct 19. performance-based objectives, 1 activity for eacw************************************************************************ OCT 11– NO CLASS. SEMESTER BREAK. ************************************************************************ OCT 18: NO CLASS IN LIEU OF ATTENDANCE OCTOBER 14 - 15 FLAVA

E

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th th

CONFERENC *OCT 25 : MID-TERM PROJECTS DUE – will be shared in class MUST SIGN UP FOR SECOND TEACHING DEMONSTRATION

**************************** ************************************** NOV 1 METHODOLOGY TEACHING DEMONSTRATIONS:

Direct Method, Total Physical Response (TPR) Review and share lesson plans.

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Mid-term projects questions. ASSIG ) Video analysis ****** NOV 8

NMENT for Next Class: (1) Shrum/Glisan Chapter 3 (2*****************************************************************

METHODOLOGY TEACHING DEMONSTRATIONS:

ASSIGNMENT for Next Class: Handout on Classroom Management & rum/

********************************

Natural Approach, Total Physical Response Storytelling

Sh Glisan, pp. 88-89, 182-199

**************************************** NOV 15 CLASSROOM STRATEGY TEACHING DEMONSTRATIONS:

.

ase Studies will be provided. Rom

for 2 ar**

NOV 2

Cooperative Learning, Games Or Other Interactive Activities. Classroom management. Handling discipline Field Experience Observations will be shared. C ASSIGNMENT for Next Class: (1) Shrum/Glisan Chpt 12 (2) Search CD-

ticles on FL Teaching and Technology *********************************************************************

2 CLASSROOM STRATEGY TEACHING DEMONSTRATION: Grouping. Computer Assisted Learning.

Review handout “Cooperative Learning and the MI” (will be given out during class)

ASSIGNMENT For Next Class: (1) Field Experience Reports, (2) Shrum/Glisan

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Interactive Activities in the Performance-Based Classroom

Chapt 11

N Assessment Practices HING DEMONSTRATION:

oficiency Testing. ssignment for Next Class: Work on Final Project

Questions on Final Projects

*********************************************************************** EC 6

CLASSROOM STRATEGY TEACAlternative Assessment. PrA

FIELD EXPERIENCE REPORTS DUE

*D LAST CLASS! FINAL PROJECT PRESENTED IN CLASS

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I ES, TEMPLATES, & RUBRICS

GUIDEL N

TEACHING DEMONSTRATIONS: Methods and Strategies to be demonstrated First Demonstration

Audiolingual Method (ALM) Cognitive Approach Direct Method (such as Berlitz, Jespersen, de Sauze)

sponse (TPR) rell and Krashen)

TPRS) Sec d

Total Physical Re Natural Approach (Ter Total Physical Response Storytelling (

on Demonstration Cooperative Learning Games or other Interactive Activities Grouping Computer Assisted Learning A Proficiency Testing

ATIONS

eaching emonstration. You have 30 minutes. Plan your time carefully. You have a maximum

teach. Your team may take another 5 minutes to pro e and we will take 5 minutes at the end of y r 3.

for, e.g., level of

e teaching and basic objectives of the lesson ials; props and realia are strongly

lternative Assessment

GUIDELINES FOR METHODS AND STRATEGIES TEACHING DEMONSTR

1. Prepare a lesson plan using the template provided. Read at least three articles on the method/approach or instructional strategy you have chosen. Try to find at least one source by the original developer (if possible). 2. You will work with one or two other people as a team for your tdof 10-15 minutes for each person to

vid background information about the methodou demonstration to give you feedback and answer questions from the class.

The demonstration may include: Background information about the method The type of class your particular demonstration is intended

proficiency, grade level, type of class, etc. Skills you ar

Special teacher-made mater encouraged Possible follow-up activities to the lesson you have presented

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How you might conduct assessment of the lesson you have presented, if

. BE CREATIVE!

appropriate Others you can think of....

4 5. Try to spend less time talking about the method, more time demonstrating it. You

be your students. You may assign us whatever roles and ages you wish.

imum 30 inutes).

re a handout for the class AND your lesson plan. It can be short. It might be a summary of some points you have made or it might be sharing something from the lessonyou have developed that class members might like to use in their own teaching. EV

may decide to introduce your lesson by describing the method first or you may wish to immerse us in the experience and explain after the demonstration. 6. We will 7. As a team, you may try any combination of team teaching, or each of you may demonstrate a separate activity. If you wish, you may divide teaching responsibilities by proficiency level of students. Remember that you do not have a lot of time (maxm 8. Prepa

ALUATION of your teaching demonstration will be based upon the following crit

of the method chosen ues of the method chosen

f preparation Use of teacher-developed materials Flexibility in response to students’ spontaneity Efficient use of time Class rapport, warmth, and enthusiasm of teacher Creativity

eria:

Quality of lesson plan Usefulness of handout An accurate summary Faithfulness to the general philosophy and techniq Evidence o

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Sample Lesson Plan – Secondary Level FOREIGN/SECOND LANGUAGES

_____ School_____________________

ade(s)_____________ Language(s)_________________ Level(s)______________ te________________ Number of Students __________ Time________________

LANNING PHASE

Teacher__________________________GrDa P

e/Task-based Objectives:

.

Performanc1. 23. Standards: National_______________________________________

_______________________________

State___________ Local_________________________________________ TEACHING PHASE (1) Preparation Lesson Outline: Warm-up Activity______________________________ Theme or Topic_________________________________

________________ ________________________________

ultural perspectives____________________________

) Presentation and (3) Practice

terpersonal Activities:___________________________________

resentational Activities:___________________________________

terpretive Activities:_____________________________________

ethods/Approaches/Strategies:

Vocabulary____________________Verb(s)_______Grammatical structure(s)_________________________ CListening/Reading/Viewing selection(s)_____________ (2Three Modes: In P In M

_______________________________________________________ _

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(4) Evaluation

) Expansion/Extension

ample Lesson Plan continued

(5 S

ther Activities:

aterials:_____________________________________________

ssessment:___________________________________________

echnology:___________________________________________

omework:____________________________________________

_______________

ollow

O M A T H Closure:________________________________ F -up:_____________________________________________ REFLECTION PHASE Efforts to Accommodate Visual learners___________________________________

ers_________________________________ Kinesthetic learners_______________________________ Specials needs learners (Disabled and/or Gifted)_______

akers___________________________

hat worked well?

hat didn’t work well?

hat will you do differently as a result of this plan?

ow might this lesson be improved?

arned was…

Auditory learn Heritage/Native spe W W W H One important thing I le

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_________________Created by: Dr. Marjorie Hall Hale ason University

GUIDELINES FOR MID-TERM PROJECT

___ y - 2001 - George M

Due Oct 25, 2005

Option A Using The Internet and Its Resources Successfully Objectives:

terials and activities to be used with second nguage learners.

and

iency appropriateness

each of the five sites

This project will provide you with the opportunity to use the Internet as a primary resource for locating and analyzing mala Participate in the creative process of developing strategies and gathering materialsresources for teaching communicatively. Tasks: 1. Identify and critique curriculum materials and resources available on the Internet 2. Locate materials pertaining to PreK-12 student populations. Identify age, grade, and language profic3. Select no fewer than five (5) URL web sites on the Internet. 4. Write a two-page analysis (critique) for of your findings. This

ls ill be useful.

alysis, mention how these sites will be of particular use to you, i.e., with

that help demonstrate their usefulness.

. Critiques are clear, concise, and will help enhance methodology

. Web sites selected represent a wide variety

. Reference is made to content of this course to support analysis

. Analyses include usefulness as well as limitations

should include methodology and curriculum approaches. Samples of suggested materiaw5. In your anwhom, age, level of proficiency, grade, etc. 6. Include one or two pages from the web sites Evaluation: 1234

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Option B Using Technology to Enhance the Foreign/Second Language Classroom Video tape, HyperStudio, PowerPoint, Clip Art, or Other Technology-based Project 1. Prepare a 30-minute videotape, electronic game/grammar book, Web Page, Power

project on a course outline pic of your choice and apply it to a teaching setting. The purpose of the project is to

aching.

ds.

e it.

. Submit your project on both diskette and in paper format.

. Final projects are due on or before October 25, 2005

Point slide presentation, or other type of technology-basedtofocus on one topic and inform teachers about its implications for te 2. Describe the teacher/student population and their nee 3. Prepare a printed guide to your product to help a novice us 4. Refer to course topics to add support to this project. 5 6

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GUIDELINES FOR FINAL PROJECT

ption A

EDCI 560 Due December 6, 2005

O

“MULTIPLE INTELLIGENCES AND THE FOREIGN/SECOND LANGUAGE CLASSROOM OF THE NEW MILLENNIUM”

Description Howard Gardner’s Multiple Intelligences Theory presents the notion that there is no “general intelligence,” but rather that each person has at least eight distinct intelligences

at can be developed throughout their lifetime. A broader understanding of these is, in fact, enhancing current foreign/second language methodology and

power their students, success truly abounds!

reign/second language

s and The Foreign/Second Language

area of focus:

thintelligencespedagogy. When teachers discover the keys that unlock the mystery of language learning and acquisition and therefore em Tasks 1. You are to prepare a two-hour workshop for your school’s fodepartment’s staff development 2. The theme/topic is Multiple IntelligenceClassroom of the New Millennium” 3. You must select one of the following as a major Multiple Intelligences and Effective Planning Multiple Intelligences and Interactive Activities

lligences and Integrating TechnologyMultiple Inte Multiple Intelligences and Special Needs Learners Multiple Intelligences and Alternative Forms of Assessment Objectives 1. Provide hands-on, user-friendly information for teachers 2. This product should be something that a foreign/second language teacher can reach for

you were the teacher

ons for open discussion as well as activities for the group

achers )

ch to draw additional information on this topic or related subjects

when looking for “how to” information. Create this as thoughwanting to know more about this topic. 3. Include questi Guidelines - Your training session must include the following: 1. Introduction to the topic, stating its relevance and importance to both pre and in-service te2. A user-friendly guide (no fewer than 5 double spaced pages of text3. References should be interspersed throughout the document in order that teachers may have other sources from whi

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4. Include one lesson plan covering the topic (Use suggested model) 5. Activities are to be included to provide opportunity for practice, thoughtful

ons, color transparencies, clip art, etc. are required. This must be visually

teachers with an activity bank of at least 3 useful models to use in their

oup and pair

. Remember if you suddenly could not facilitate this workshop, teachers should be able to read your guidebook and participate in a successful collaborative activity 10. Due Dec 6th

consideration and reflection 6. Illustratiappealing to teachers 7. Provideclassrooms 8. Include an agenda of the two-hour session (this should entail both gractivities) 9

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GUIDELINES FOR FINAL PROJECT EDCI 560

Option B Due December 6, 2005

GUIDELINES FOR UNIT LESSON PLAN

Foreign/Second/World Languages K-12 Follow the outline below for planning a unit/lesson plan. This plan should cover 5 days nd each day’s plan must include preparation, presentation, practice, evaluation, and

plan template provided in the syllabus. Choose one theme or nt to teach. Include this in the title.

I. PLA ormance Objectives

dents be able to do? te/Local Standards

II. TEAA. Preparation

ivity

B. Presentation

s – Days 1-5 Communicative Modes

. Practice

D. Evaluation

E. Expansion/Extension

2.

aches/Strategies

aexpansion Use the lessontopic and the level/age/grade/content you wa

NNING PHASE A. Identify Perf

1. What should stu2. National/Sta CHING PHASE

1. Warm-up act2. Theme or Topic

1. Activitie2.

C1. 2.

1. 2. 1. F. Methods/Appro III. Other Activities: Follow-up Assessment

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Homework assignments Use of technology Materials used

EDCI 560 Teaching Foreign/World Languages

in PK-12 Settings

eaching Demonstration

T

______________________________________________________________________________________

Strategy_____________________ Date_____________

=Poor 1 2 3 4 5

Presenter(s)______________________________________________ Method/ 5=Excellent 1Target Language Proficiency

Quality of Lesson Plan Usefulness of

HandoutAccurate Summary

True to Method/Strategy

Evidence ofPreparatio

n

Use of TeacheDeveloped Materials

r-

Flexibility in Response to Students

Efficient UTime

se of

Class rapport, armth, w

enthusiasm

Creativity

Quality/Usefulness of Handout

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Comments:____________________________________________________________________________________________________________________________________ Recom ____ ____________________________________________________________

GUIDELINES FOR FIELD EXPERIENCE

EACHING FOREIGN/SECOND LANGUAGES

OURSE DESCRIPTION: with practical

mendations:___________________________________________________

COURSE TITLE: TIN PK-12 SCHOOLS (EDCI 560)

INSTRUCTOR: Magda A. Cabrero CLOCK HOURS: 10 CStudy of theories and methods of foreign/second language teaching, application to the classroom. Field experience required for those seeking initial teacher certification. FIELD EXPERIENCE OBJECTIVES: PRE-SERVICE TEACHERS 1. To observe the application of foreign/second language teaching strategies and methods embodied in the classroom procedures of the cooperating teachers at K-16 levels

(where used), its functioning, specific pes (or software) available for use; (b) films, tapes, slides, records, or any other

2. To learn and become familiar with successful and innovative practices 3. To gain valuable insight into student responses to each type of activity 4. To get to know students at a given age and grade, areas of strength and weakness, and general learning pace 5. To become familiar with special foreign/second language resources and activities in the particular school: (a) computer laboratory tamultimedia relating to language; (c) special foreign/second language classrooms, i.e., electronic, transition immersion, self contained, as well as those decorated with posters, interactive bulletin boards, and learning centers. Method: As a requirement of the GMU Graduate School of Education, participants will engage in 15 hours of school-based field experiences. Students will engage in

bservations, interactions with students and in teacher interviews in the school setting. A

duce where you observed, ol community, etc. Follow the list below as a guidepost for

bserve. It is not necessary to try and cover all 20 items.

oshort written report, Nov 29, 2005 should consist of three principle parts and be a total of 4-5 pages, single-spaced, 12 point font. Guidelines and suggested report format are listed below. Part I -- INTRODUCTION – Use this section to introdemographics of the schothings you may wish to o

lems

4 skills?

1. Observe how the teacher handles multiple learning styles 2. Seating arrangements 3. Discipline prob4. Daily routine 5. What percentage of time is devoted to each of the

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6. Describe the way the teacher began the class. Did it lead into the lesson effectively?

? dents’ L1 used

7. Were the objectives of the day’s lesson given to the students? If yes, what were the

he teacher keep the students on task? 20. PART II – INTERVIEWS WITH TEACHER(S) – plan to conduct at least two inteapprop

2. egies are most effective for your

s/assessments for working with

4. What are the areas of weakness or difficulty for students at your grade level and

to practice. As you think nd write about these school-based experiences, refer to the course content, readings, and

********************************************

Why or why not? 7. Combined classes 8. Homework – how was it assigned and checked9. Amount, if any of stu10. Variety of activities 11. Use of daily lesson plan 12. Use of visuals and/or technology 13. Works with accelerated and slower students 14. Use of textbook(s) 15. Classroom appearance 16. How the teacher creates a community of learners 1objectives and how were they given? 18.Was the atmosphere conducive to motivating students to participate actively? Explain. 19. How did t

Describe the rapport between teacher and students

rviews with teacher(s). Use the following questions as guides (add your own as riate).

1. What instructional approaches work well for this age group? In terms of classroom management, what stratstudents?

3. What are some effective methods/strategiestudents from many different countries?

what do you do to overcome these difficulties? 5. In what ways do you assess student progress? 6. How would you describe your teaching style? 7. How has your teaching style changed since your started your career?

PART III – REFLECTION - Summarize your learning from each observation and interview. This provides you the opportunity to connect theoryadiscussions. Synthesize this information and apply it to the class content as well as your future (or current status) as an foreign/second language teacher. ****************************SUGGESTED ACTIVITIES FOR FIELD EXPERIENCE: 1. Ask to conference with the teacher both before and after your observation to discuss the day’s lesson and to ask questions. While this is NOT possible for each visit, a minimum of 3 times is expected. 2. Work with individual students or small groups to gain confidence and make some initial contact with students.

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3. Seek advice and guidance in preparing for teaching assignment from faculty

the activities sufficiently, along with games, visuals, and innovative rategies.

e attire and conduct are mandatory. Professional ourtesy is essential. If you must cancel a scheduled visit, call as soon as possible to let e teacher know.

hese teachers are not on display. They have willingly agreed to make themselves vailable to you. Try to be helpful and lend assistance where possible. This is to be an teractive experience - not passive.

supervisor and cooperating teacher. 4. As student teaching time approaches, begin to plan in written form some general format for each week’s work, including types of exercises in logical sequence, with an attempt at varyingst Note: Pay strict attention to the above guidelines. Remember, you are a guest in these schools and classrooms. Appropriatcth Tain

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GEORGE MASON UNIVERSITY Graduate School of Education

Field Experience Reporting Form

ameN : _________________________________ Semester/Year Fall ‘04

chool

S : _________________________________ Course: EDCI 560

rofessor: P Magda Cabrero Clockhours: 10

chool te/class/grade

eacher ate ours on site

Ssi

T D H

Use this form as a way of keeping track of your required 10 hours of field experience.

eturn this form when you submit your written report. R

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FIELD EXPERIENCE OBJECTIVES: IN-SERVICE TEACHERS Details for Teacher Action Research

In-service Teachers Only

In order to satisfy VA’s requirement of 10 hours of field experience for this course, you

brie research project (5 hours) in your own will (a) observe and collaborate with colleagues in your school (5 hours), submitting a

f summary and (b) conduct an actionclassroom. Refer to http://www.gse.gmu.edu/research/tr for additional resources. Instructions for Teacher Action Research

Develop a research question (puzzlement) based on your own curiosity about

learning Systematically collect data from and with your students

me responsibility for your own professional growth

Sample “puzzlements” – 1.) How do I get my students to do their homework? 2) How

teaching and learning in your classroom Examine your underlying assumptions about teaching and

Share and discuss data and research methodology with fellow teacher researchers Analyze and interpret data Write about your research Share your findings with students, colleagues, and classmates Assu

can I be sure that I’m reaching all my students? 3) How can I move toward more learner-centered instruction without losing control? 4) How can I motivate my students more to

antw to learn? 5) What can I do to ensure that I accommodate all my students’ learning yles?

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st

*

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CTION RESEARCH TITLE

chool

etting, Program, or Class Description

ethodology: Participants, Data collection procedure, data collection instruments,

lysis

eferences

ppendices: Instruments developed and used, surveys, questionnaires, etc.

A

Your Name S

Introduction including the rationale Puzzlement S Mresearch procedures Results/Ana Conclusion or Discussion R A

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Foreign/Second Languages in PK 12 Schools ort – Pre-Service Teachers

EDCI 560 – TeachingField Experience Rep

-

1 = Does not meet requirements 2 = Meets requirements 3 = Exceeds requirements

Part I - Introduction

Introduce where you observed, demographics of school c

ommunity, etc.

Use list of guideposts for observation

Part II – Interviews With Teacher(s)

Conduct at least two interviews with teacher(s)

Questions asked

Part III – Reflection

Summary of your learning from observations

How observations connect theory to practice

Synthesize what you learned with class ontent (readings, discussions, teaching

demos)

c

Total 4-5 pages, single-spaced, 12 font

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EDCI 560 – Teaching Foreign/Second Languages in PK-12 Schools Teacher Action Research – In-Service Teachers

= Does not1 meet requirements 2 = Meets requirements 3 = Exceeds requirements

Introduction including rationale

Puzzlement

Setting, Program, or Class Description

Methodology: Participants, Data collection rocedure, Data collection, Instruments,

Research procedures p

Results/Analysis

Conclusion or Discussion

References

Appendices: Instruments developed and sed, surveys, questionnaires, etc.

u

Brief summary of 5 hours in-house field xperience (minimum ½ page in length)

e

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Class Assignments for EDCI 560

Project Goal Points Due Date

FP

ield Experience: re-Service Teachers –

Field Experience Logs

achers In-Service Te – Teacher Action

: Research question is based on your

10 Points Nov 29

Research

Pre-Service: To observe the application of Foreign/Second language teaching strategies and methods embodied in the classroom procedures of the cooperating teachers. To learn and become familiar with innovative practices. In-Serviceown curiosity about teaching and learning. You will collect, analyze, and share data. How do you connect theory to practice in your own teaching?

2 Teaching Simulations

ne template

25 Points Dates selected

Simulate a teaching method/approach and oinstructional strategy, using lesson plan provided.

Mid-Term Project

activities to be used with

s

20 Points Oct 25 Option A: to use the World Wide Web as a primary resource for locating and analyzing materials andEnglish Language Learners.

Option B: to create a multimedia resource that will inform teachers about its implicationfor teaching.

Final Project: UnitLesson Plan

vering 5 days. Plan must include preparation, presentation, practice, evaluation, and expansion.

Option A: Two-hour workshop on learner-centered instruction and the Theory of Multiple Intelligences. Option B: Create a unit lesson plan co

20 Points Last Class

Class Attendance nd Participation

Attend all class sessions, arriving on time, and actively participate during large and small group discussions and activities.

15 Points Every class a

Readings Prepare for thorough class discussion 10 Points Every class

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Student Biographical Information Course:___________ Semester:_________

____________

HONE: (H)_________________ (W)_______________

evel of proficiency_______________________

re you currently teaching?_____ Where?___________ _

here?____________ For how long?__

eisure/pastime ctivities:_______________________________________

________________________________________________

NAME:__________________________________ PROGRAM:________ ADDRESS:________________________________________________________________________P Language(s)_____________________________ L AFor how long?_________ Language(s)______________ Travel?______ W Career goals?_________________________________ La

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