Cleveland State University
Fall, 2008
Course Syllabus
EST 374
PRACTICUM IN FOREIGN LANGUAGE EDUCATION (K-12) 3 credits
Course Description: EST 374 Practicum in Foreign Language Education (3 credits). Prior
online application to the Office of Field Services is required. Prerequisites include: all
Foundations courses; EDB 305, EDL 305; 50% Major-Field courses; 2.50 Cumulative GPA;
2.50 Major-Field GPA; 2.75 Professional GPA. Must be taken concurrently with EDC 312 and
EDC 313. Structured field experience designed to prepare modern-language majors for student
teaching; stresses the practical application of theory and research to the planning, delivery, and
evaluation of instruction. Students explore the various roles of a teacher and begin formulating a
personal philosophy for teaching while working four half-days per week in a school under the
direction of a mentor teacher and a university supervisor; includes seminar. Placement must be
different than that received for EST 484 so that students gain both PreK-8 and 9-12 classroom
experience. Required for multi-age foreign language teaching license.
Professor:
Email:
Office Hours:
L. Wilberschied, Ph.D.
Office: RT 1610
l.wilberschied@csuohio.edu
Phone: 216-687-4648
Monday and Tuesday 7:30 a.m.-10:30 a.m. or by appointment
Course Text(s): Available online
Office of Field Services Handbook
Ohio Standards for Foreign Language
Websites—
OFLA,
ACTFL
FLTeach
Articles (available online)
Course Objectives, & Outcomes
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Knowledge objectives
describe the foreign language program of his/her schools and relate them to other
schools visited or described in class literature.
demonstrate understanding of the lessons being taught: the materials, the your role, and
the teacher’s planning.
Skills objectives
undertake a number of different observations and subsequent analyses of student and
teacher behaviors.
organize (write out) these observations and reflections for use in discussion with the
mentor teacher and the instructor of this course.
prepare a number of your own lesson plans and use these with the mentor teacher
and/or the course instructor as observer/analyst. The observations should provide
evidence that you can successfully do several of the following
1. demonstrate effective techniques for teaching FL in context
2. develop and execute standards-based, communicative lesson plans and
language experiences
3. begin to design lessons that connect to other content areas in school curriculum
4. begin to develop a file of teaching lessons and materials appropriate for FL
teaching
5. begin to develop appropriate assessment instruments
6. demonstrate effective self-assessment
Dispositions objectives
COEHS Dispositions: One important aspect of your education is the development of
professional dispositions —ways of working, thinking, and interacting with others—in three
areas: Professionalism, Work Ethic, and Communication Skills. You should be monitoring your
own development beginning now and continuing throughout your teaching career. The Student
List of Professional Dispositions you received with your acceptance into your program is your
guide.
And, specifically focusing on FL instruction:
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candidates believe, based on readings and field experiences, that all students should
have opportunities to learn a foreign language.
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become aware of the language students’ concerns, problems, need, and opportunities in
the classroom observed and in the classes taught.
•
become aware of the value of effective evaluation and planned cultural contrast as an
integral part of the total FL program.
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attend the field placement daily as assigned; any absence must be reported to your
mentor teacher first, and then let your supervisor know (XXX-XXX-XXXX). The only
allowable absences are for illness or family emergency (documentation required). You
will be held to professional standards of attendance, attire, and conduct.
Course Schedule/ Assignments
You are also expected to work in accordance with the CSU COE Office of Field Services
Handbook. References will frequently be made to this booklet.
Initial Activities: The following activities are designed to acquaint you with the schools and the
systems in place for foreign language teaching, in addition to its particular educational culture.
These activities are designed for a period of two to three weeks at the beginning and at the midpoint of the semester. After the activities that follow are completed and discussed, the mentor
teacher, you, and I will determine a more fixed schedule of activities that will provide you
opportunities for practice and growth in the field of foreign language education.
Refer to the Practicum Packet for your initial observations.
Keep a notebook of your observations and then complete the Class Profile for each
class in which you are an observer. Ask the teacher concerning #6 and #7 (this is not normally
your responsibility).
Look in the Handbook for questions to ask yourself or aspects to observe regarding the
classes in general, calling attention to anything particular to any class as you believe it is
relevant.
You will be asked to refer to your Handbook and your notebook and to turn in your
journal entries, as well as other forms, such as the Class Profile, as the semester progresses,
so keep up to date with these aspects, and please bring them to seminars.
Mentor Teacher Observation: Refer to the Practicum Packet
I. Philosophy of Education
Update your philosophy of education in light of your field experience and study of theory and
methods of FL teaching and learning. You should now go beyond the general philosophy of
education, to state who FL teachers and learners are, what they do, and how best to accomplish
the acquisition of a foreign language.
II. Journal entries
The following Journal entries should be submitted as 1½-page documents, double-spaced,
before the first conference and as 2-page documents, double-spaced, at end of the semester.
Journal #1: Reflections on Classroom management Techniques. Observe the mentor
teacher and describe the classroom routines, procedures and behaviors for each class. (Specify
the students’ ages in general and their FL class level—(for example, 8th grade FR II class). In
your notebook, outline a few class periods, so you can determine the “normal” course of events
for each class. How does the teacher manage to encourage desirable behaviors: How does
he/she manage inappropriate behavior? How does your knowledge in child growth and
development help you understand the children’s behavior in class?
Journal #2: Reflecting on achievement of learning goals. Describe the teaching techniques
your mentor teacher uses in class. Your reflections should be based on observing the teacher
working on a whole teaching unit/chapter/topic, which usually consists of several lessons. Think
about the techniques you are learning (or have learned) in your methods classes. Are any of
these being used in this particular classroom? If you were to teach this unit would you change
anything in the presentation of the content?
Journal #3: Teacher-student interaction. Observe the way the teacher establishes and
maintains rapport with her students. Pay attention to the classroom interactions. How does the
teacher provide input and feedback? What kind of error correction does he/she use in teaching
the language? How does he/she encourage students to extend their thinking?
Journal #4: Teaching to the students. Ask several of the students to consider the kinds of
work they like to do in their (foreign language) classes. What topics seem to have the greatest
appeal? What kinds of skills work do students seem to favor? What are the implications of your
findings for your professional development as a teacher?
Journal #5: Homework. For a period of one week, keep a record of all of the homework
assigned to the students of a couple of classes (choose classes that are different). How much
time is expected of the students, and what kinds of assignments are they assigned. How
successful to they seem to be? In a lower elementary class, there may be little or no assigned
homework (check to see if they have it in other classes--if so, then there should be FL
homework also). If there is not formal homework, there is always “headwork.” Observe how the
teacher checks to see how well information, concepts, etc. is being carried over (remembered,
worked with) from one class to the next.
Journal #6: Grading criteria: Observe the way the teacher assesses the students. Make a
photocopy of a student’s assignment and grade it. Compare your grade with that of the mentor
teacher. Discuss with the teacher the criteria he/she uses in grading. Interview the teacher
about different methods of evaluation students’ performance that he/she uses. Include both
formal and informal means, language skills and content assessments, anything the teacher
considers particularly noteworthy.
Journal #7: Teaching the curriculum: Obtain a copy of the curriculum guide for one of the
classes that you will be working with this semester. Attach it to this journal. Assuming that you
are a first-year teacher, what would you be expected to teach this class? Of these, which do you
like the most? the least? Which would be the most difficult? Why? What do you think you would
need to learn in order to better prepare yourself for this or a similar teaching assignment?
Journal #8: (for second half-semester only, although you are welcome to take notes
throughout.) Challenges to the profession. What have you observed in the way the foreign
language teachers at your school(s) relate to the school as a whole, its mission and its reality?
How do you think FL teachers can have a greater impact? What would be needed? Or do you
observe that the FL teachers are having an impact? If so, to what institutional aspects do you
attribute this success?
Portfolio – Stage Two and Three:
This is a College of Education requirement; therefore, no grade is given in this course. You
cannot proceed to student teaching if your portfolio does not meet the requirements specified in
the OFS Handbook. However, time during the seminars will be devoted to contents, artifacts,
rubrics, etc., necessary in the Portfolio process. Portfolios are due on November X.
Course Activities / Assessment
Course Grading
Grades for the course are based on participation, completion of all class activities, and
assignments that prepare participants to implement Standards-based teaching and assessment
in the coming school terms.
Besides having materials and assessments to use next year, you will come away with a deeper
understanding of the foreign language standards, and with ideas for implementing effective
assessment strategies and working with learners across a range of language and skill levels.
-Performance Assessments and Criteria
The following items and areas contribute to your grade for this course
Journal entries (8)
Philosophy of Education (see OFS Handbook) with additional
Area of focus on foreign language education
Attendance, preparation, & participation at practicum seminars,
including quizzes; preparation of all sections of the
pre-/post observation forms, participation in pre-/post-observation
conferences
Attendance, punctuality, and professionalism at practicum sites, including
growth in domains (see OFS Handbook)
/20%
/20%
/30%
/30%
The standard CSU grading scale is followed: 94-100% = A, 90-93%= A- etc.
Attendance at seminars and teaching sites accounts for a considerable portion of your grade. It
is also something about which potential employers inquire frequently when they ask for
recommendations concerning your professionalism. After one absence, your attendance grade
is lowered 1% each time. Arriving more than 15 minutes late and leaving more than 15 minutes
early from seminars will count as ½ of an absence. If you are ill, please bring a doctor’s excuse.
Dates and times of seminars (to be determined in first practicum seminar, Tuesday, September 7,
1:00-2:00 in room RT XXXX (location subject to change)
Seminar 2
Seminar 3
Seminar 4
Seminar 5
Seminar 6
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Recommended Artifacts from this course, to be included in your portfolio
Observation forms completed by your mentor and/or your supervisor
o (including pre- and post-observation forms)
Lesson plans and materials for lessons that you presented
Journal entry or entries
Philosophy of education, revised to include FL teaching
Grading Scale
Undergraduate
94-100 A
70-79 C
90-93
60-69
AD
88-89
0-59
B+
F
83-87
B
80-82 B-
Grading—There are several assignments that ask you to write a reaction, answer questions or prepare
an aspect of lessons/assessments. Each of these assignments is graded on a scale that corresponds
roughly to the overall course grading scale appearing above. These assignments are graded on the
bases of the following: completeness, effort, professional appearance, timeliness, and insight.
Selected References
Shrum, J., & Glisan, E. (2006). Teacher’s handbook. Florence, KY: Thomson.
Grading Rubric for Reflection Assignments
Categories
Self-disclosure
Connection to
outside experiences
Undergraduate: Exemplary
Graduate: Acceptable
Undergraduate:
Acceptable
Graduate: Redo +
Resubmit
Undergraduate: Redo +
Resubmit
Graduate: Unacceptable
You try to understand concepts by
examining openly your own
experiences in the past as they relate
to the topic, to illustrate points you are
making. You cite the readings. You
demonstrate an open, non-defensive
ability to self-appraise, discussing both
growth and frustrations as they related
to learning in class. You ask probing
questions about self and seek to
answer these.
Seek to understand concepts
by examining somewhat
cautiously your own
experiences in the past as they
relate to the topic. Sometimes
defensive or one-sided in your
analysis. Ask some probing
questions about self, but do not
engage in seeking to answer
these.
Little self-disclosure, minimal
risk in connecting concepts from
class to personal experiences.
Self-disclosure tends to be
superficial and factual, without
self-reflection.
In-depth synthesis of thoughtfully
selected aspects of experiences
related to the topic. Make clear
connections between what is learned
from outside experiences and the
readings and the topic/question.
Go into some detail explaining
some specific ideas or issues
from outside experiences
related to the topic. Make
general connections between
what is learned from outside
experiences and the topic.
Identify some general ideas or
issues from outside experiences
related to the topic
In-depth synthesis of thoughtfully
selected aspects of readings related to
Connection to
the topic. Makes clear connections
readings (assigned between what is learned from readings
and the topic. Demonstrate further
and ones you have
sought on your own) analysis and insight resulting from
what you have learned from reading.
Include reference to two or more
readings assigned for class.
Goes into more detail
explaining some specific ideas
or issues from readings related
to the topic. Makes general
Identify some general ideas or
connections between what is
issues from readings related to
learned from readings and the the topic.
topic. Includes reference to at
least one reading assigned for
class.
Connection to class
discussions &
course objectives
Synthesize, analyze and evaluate
thoughtfully selected aspects of ideas
or issues from the class discussion as
they relate to this topic.
Synthesizes clearly some
directly appropriate ideas or
Restate some general ideas or
issues from the class
issues from the class discussion
discussion as they relate to this as they relate to this topic.
topic.
No spelling or grammar errors.
Adheres to format
Few spelling and grammar
errors. Some deviation from
format.
Spelling & grammar
errors (for native
speakers only) +
format (see below).
Many spelling and grammar
errors, use of incomplete
sentences, inadequate proof
reading. Deviation from format.
Reflection papers should be one and a half to two pages, word processed, double spacing ONLY, 1” margins,
neatly done with your name, date, section, and topic. Describe what you learned, why that is important, and
how it relates to Teacher Education Outcomes (Domain A, B, C, D) and our readings.
COEHS Concern Flag Form
For Use by Faculty and Staff
I have made the student aware of this
concern
I have provided remediation to address
this concern
Date:
Student Name:
Student CSUID:
Faculty/Staff Name:
Relationship with student:
If course instructor, please note the following: Course Number:
Grade:
Use this form only when you have serious concerns that a student may be unsuccessful in a field
experience. Flagging a student does not prevent the student from continuing in the program, it merely
identifies a concern. Each time a student receives two or more flags in one of the three areas
(Professionalism, Work Ethic, and Communication Skills) by two different faculty/staff members, the
program coordinator will review the file and communication will be made with the student’s advisor.
When filling out the form please focus on student behaviors. Check the appropriate box(es) and
provide a concise, clear statement elaborating on the behaviors that led to the concern. Before filing
the form every attempt should be made to make the student aware of the concern and to provide
remediation for the student.
Communication Skills*
Desired Behaviors Demonstrating this Disposition.
The student does
NOT …
1. Demonstrate appropriate verbal communication.
2. Demonstrate appropriate written communication.
3. Demonstrate a disposition toward inquiry and problem solving.
4. Work collaboratively with parents, colleagues, and professionals.
5. Demonstrate consistently positive attitudes toward learning and teaching.
6. Accept responsibility for decisions and actions.
7. Establish and maintain mutually respectful interactions.
Explanation of Concerns:
Work Ethic*
Desired Behaviors Demonstrating this Disposition.
8. Demonstrate regular attendance.
9. Demonstrate punctuality.
10. Complete work in a timely manner.
11. Demonstrate organizational skills.
12. Observe all pertinent policies and procedures.
Explanation of Concerns:
The student does
NOT …
Professionalism*
Desired Behaviors Demonstrating this Disposition.
13.
Demonstrate a commitment to working with children, youth, and their families in
developmentally appropriate ways.
14. Demonstrate an awareness of community, state, national, and world contexts that have
an impact on the teaching profession and the learning process.
15. Treat university faculty/staff, colleagues, parents, and students fairly, equitably, and
respectfully.
16. Accept constructive criticism and adjusts performance accordingly.
17. Express and demonstrate interest in and enthusiasm for teaching and learning.
18. Adapt to new and diverse learning situations.
19. Accept diverse learners and their needs.
20. Adapt to differences among people including differences of SES, gender, age, ability,
sexual orientation, race, ethnicity, religion, language, etc.
21. Maintain confidentiality about student records unless disclosure serves a professionally
compelling purpose or is required by law.
22. Demonstrate discretion when discussing colleagues, faculty, field sites, and personal
information.
23. Respect the points of view of others.
24. Develop and explain professional judgments using research-based theory and practice.
25. Contribute meaningfully and appropriately to discussions by asking questions and
giving opinions, and listening to others.
26. Project an appropriate professional appearance in professional settings.
27. Project an appropriate professional demeanor in professional settings.
28. Accept leadership opportunities.
29. Understand and practice professional ethical standards.
Explanation of Concerns:
Other Comments:
*These disposition statements have been modified slightly from Kent State University
The student does
NOT …
Cleveland State University - College of Education - Conceptual Model
The Teacher As A Responsive, Reflective Professional: A Partner In Learning
Course number and title_________________________________________________________________
The table below lists the program outcomes for the College of Education teacher education model. They are
followed by the standards of the Council for Exceptional Children that are which guide programs in the preparation
of teachers in Special Education. Your instructor has indicated with a code of E, D, RA, or N how this course
prepares you for these outcomes.
Program Outcomes
E = Explore, D = Develop, RA = Refine/Apply, N= Not a Focus
1. COE Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching
and learning that is grounded in theory and practice [Knowledge Base: Professionalism]
2. COE Social Foundations. The CSU teacher education student possesses knowledge and understanding of the
social, political, and economic factors that influence education and shape the worlds in which we live [Knowledge
Base: Contextualism]
3. COE Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content,
disciplinary concepts, and tools of inquiry related to the development of an educated person [Knowledge Base:
Inquiry]
4. COE Knowledge of Development and Learning. The CSU teacher education student understands how
individuals learn and develop and that students enter the learning setting with prior experiences that give meaning
to the construction of new knowledge [Knowledge Base: Contextualism]
5. COE Diversity. The CSU teacher education student understands how individuals differ in their backgrounds
and approaches to learning and incorporates and accounts for such diversity in teaching and learning [Knowledge
Base: Contextualism]
6. COE Learning Environment. The CSU teacher education student uses an understanding of individual and
group motivation to promote positive social interaction, active engagement in learning, and self-motivation
[Knowledge Bases: Contextualism, Partnerships]
7. COE Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and
media communication techniques to foster inquiry, collaboration, and engagement in learning environments
[Knowledge Bases: Inquiry, Partnerships]
8. COE Instructional Strategies. The CSU teacher education student plans and implements a variety of
developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem
solving, as well as to foster social, emotional, creative, and physical development [Knowledge Bases:
Contextualism, Inquiry]
9. COE Assessment. The CSU teacher education student understands, selects, and uses a range of assessment
strategies to foster physical, cognitive, social, and emotional development of learners and give accounts of students'
learning to the outside world [Knowledge Bases: Inquiry, Contextualism]
10. COE Technology. The CSU teacher education student understands and uses up-to-date technology to enhance
the learning environment across the full range of learner needs [Knowledge Base: Contextualism]
11. COE Professional Development. The CSU teacher education student is a reflective practitioner who
evaluates his/her interactions with others (e.g., learners, parents/guardians, colleagues and professionals in the
community) and seeks opportunities to grow professionally [Knowledge Bases: Inquiry, Professionalism,
Partnerships]
12. COE Collaboration and Professionalism. The CSU teacher education student fosters relationships with
colleagues, parents/guardians, community agencies, and colleges/universities to support students' growth and wellbeing [Knowledge Bases: Professionalism, Partnerships]
Code
RA
RA
RA
RA
RA
D/RA
RA
D/RA
RA
RA
RA
D/RA