Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL:
WORLD LANGUAGES
CONTACT PERSON:
ANNE NERENZ
CONTACT PHONE:
487-0130
REQUESTED START DATE: TERM FALL
COLLEGE:
ARTS AND SCIENCES
CONTACT EMAIL:
ANERENZ@EMICH.EDU
YEAR:
2012
A. Rationale/Justification for the Course
For the last 10 years, the three-credit elementary world language methods course FLAN 612 Teaching Modern Language in the Elementary
Grades has been taught as a large group lecture accompanied by mentored micro-teaching sessions and a 45-hour observation practicum.
• During the lecture, teacher candidates learn the concepts, theories and approaches to teaching a world language using content-related,
standards-based, modified immersion methodologies. This portion of the class meets on campus for two 50-minute sessions per week.
• During the practicum sessions, teacher candidates teach mini-lessons under the guidance of the methods professor and complete a minimum
of 45 hours of mentored observation in approved world language programs at the elementary level. This portion of the class is completed off
campus on a variety of pre-approved schedules, e.g. 3 hours once per week for 15 weeks, 3 hours 5 times per week for 3 weeks.
The lecture –practicum model allows candidates to plan, present, and analyze age-appropriate, content-related lessons which they have
designed as well as to perfect the skills they will need to be successful during student teaching and in their future careers as world language
teachers. The National Council on the Accreditation of Teacher Education (NCATE) as well as the American Council on the Teaching of
Foreign Languages (ACTFL) both recognize the powerful impact of a teacher development model that combines the efficiency of the large
group lecture with more faculty-intensive hands-on, mentored small group practice sessions and classroom observations. The fact that our K12 certified teacher candidates are employed as full-time language teachers within a semester of certification attests to the long-standing
tradition of excellence provided by the lecture – practicum model.
Under the original course model, students paid for three credits; however, mentoring teacher candidates during small group micro-teaching
sessions and supervising candidates’ in-school practicum experiences requires three or more hours of faculty contact time per week in addition
to the large group three-hour lecture.
Beginning in Fall 2011, the Dean’s Office in the College of Arts and Sciences 1) declared the original 3-credit FLAN 612 lecture-practicum
model to be financially unsustainable and 2) suggested that a new three-credit co-requisite micro-teaching practicum course (FLAN 542) be
created. This proposal describes the co-requisite micro-teaching practicum course (FLAN 542), a course that will continue to provide world
language teacher candidates with much-needed opportunities to develop the essential language skills and professional teaching behaviors
needed to design, deliver and sustain world language programs in K-5 settings.
Note: An elementary methods course accompanied by a 45-hour practicum experience is required by the Michigan
Department of Education in lieu of a 6-credit, 14-week K-5 student teaching experience.
Note: A mentored practicum experience is required by the National Council for Accreditation of Teacher Education
(NCATE) for K-12 certification.
B. Course Information
1. Subject Code and Course Number:
FLAN 542
2. Course Title:
Practicum in World Language Instruction - Elementary
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No__X__
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
Students apply concepts and theories learned in FLAN 612 to teach varied lesson designs in mentored, weekly small group micro-teaching
sessions and in school settings. Co-requite with FLAN 612.
Miller, New Course
Sept. 09
New Course Form
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
X
and
Off Campus in school practicum sites
X
b. Fully Online
c. Hybrid/ Web Enhanced
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
FLAN 611 Theory and Methods of World Language Instruction
FLAN 641 Practicum in World Language Instruction – Secondary
Successful completion of Phase I courses in the Teacher Preparation Program or Dept. Permission for M.A. or Certificate candidates
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
FLAN 612 Teaching Modern Languages in the Elementary Grades
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
None
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Miller, New Course
Sept. ‘09
Graduate
All undergraduates_______
All graduate students__X__
Freshperson
Certificate
X
Page 2 of 5
New Course Form
Sophomore
Masters
X
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
X
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X
No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Program
Program
Program
Program
Program
K-12 Arabic Language and Culture
K-12 Chinese Language and Culture
K-12 Japanese Language and Culture
K-12 teaching major in French Language and Culture
K-12 teaching major in German Language and Culture
K-12 teacher major in Spanish Language and Culture
15. Will this course replace an existing course? Yes
No
Required __X_
Required __X_
Required __X_
Required __X_
Required __X_
Required __X_
Restricted Elective
Restricted Elective
Restricted Elective
Restricted Elective
Restricted Elective
Restricted Elective
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
Miller, New Course
Sept. ‘09
Page 3 of 5
New Course Form
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$_________
$_________
$_________
SS&M
$_________
$_________
$_________
Equipment
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/School and College
1. Department/School
Vote of faculty: For __________
Miller, New Course
Sept. ‘09
Against __________
Abstentions __________
Page 4 of 5
New Course Form
(Enter the number of votes cast in each category.)
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 5 of 5
SYLLABUS FLAN 542 (Part I)
PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY
Professor:
Anne Grundstrom Nerenz, Ph.D.
Office:
Office Hours:
344 Alexander
Monday
Wednesday
Friday
And by appointment
Office
Departmental Office (Messages only)
Home before 9:00 p.m. daily
anerenz@emich.edu
Telephone:
e-mail:
8:00 - 9:30 and 3:45 - 4:30
8:00 - 9:30 and 3:45 - 4:30
8:00 - 9:30 and 11:30 - 12:30
(734) 487-0191
(734) 487-0130
(734) 668-0097
Description
FLAN 542 is a three-credit practicum course designed to prepare teacher candidates of
Arabic, Chinese, French, German, Japanese, or Spanish for careers as world language
teachers in elementary schools. Students participate in weekly guided discussion sessions
based on concepts and theories learned in FLAN 612, prepare and present micro-teaching
lessons in mentored small-group settings, and complete a minimum of 45 hours of guided
observation of master teachers in a variety of approved K-5 auxiliary, elementary,
exploratory, and immersion world language programs.
Prerequisites: FLAN 611 Theory and Methods of Modern Language Instruction
FLAN 541 Practicum in Modern Language Instruction – Secondary
Co-requisite: FLAN 612 Teaching Modern Languages in the Elementary Grades.
A. Course Goals and Objectives
Teacher candidates will deepen the knowledge, skills and dispositions needed to teach
world languages in a variety of K-5 standards-based, modified immersion settings and
programs. Specifically, teacher candidates will be able to:
• compare and evaluate varied program models and goals;
• analyze the impact of program type, curriculum, and teacher use of language on
students’ level of proficiency in the world language;
• compare and evaluate language-based versus content-based curricula;
• analyze and design developmentally-appropriate teaching strategies and
activities;
• analyze the role of cultural practices, products, perspectives and comparisons;
• describe and compare classroom management systems and strategies;
• design formative and summative assessments based on authentic print and audio
texts.
B. Outline of content to be covered
See the attached course syllabus for a detailed outline of content to be covered.
C. Student assignments and presentations
Students are expected to:
• present a minimum of five original micro-teaching lessons;
• spend a minimum of 45 hours observing in approved K-5 auxiliary, elementary,
exploratory, and immersion world language programs;
• prepare detailed written notes and reflections on each observation;
• summarize reflections and lead discussions on assigned themes from FLAN 612 lectures,
e.g. teachers’ and students’ use of the target language, classroom management, engaged
learning time.
• demonstrate and lead discussions of teaching strategies and activities that they have
observed;
• write a10-page analysis and reflection comparing programs and strategies observed;
• write a 5-page research paper identifying the benefits of teaching world languages in K-5
settings;
and
• prepare a research paper on children with special needs and present key findings to
the class.
See course syllabus Part II for a detailed list of discussion themes and assignments.
D. Method of evaluation
Discussions led by teacher candidates, class participation, written homework, teaching
demonstrations, observation notes and reflections, and both major papers are evaluated using
rubrics. Rubrics are made available to teacher candidates prior to each assignment.
Graded course work is weighted as follows:
Homework, in-class presentations and quizzes
Teaching demonstrations
Observation log, written notes and daily reflections
Rationale paper
Review presentations and participation in discussions
Final reflection paper
Graduate research paper and presentation
E. Grading scale
A
A-
93-100
90-92
B+
B
B-
87-89
83-86
80-82
C+
77-79
10%
10%
15%
15%
20%
20%
10%
C
C-
73-76
70-72
D+
D
D-
67-69
63-66
60-62
F
0-59
F. Special Requirements
None
G. Bibliography and Reading List
Languages and Children: Making the Match (4th edition)
Helena Curtain and Carol Ann Dahlberg
Pearson, 2010
Standards for Language Learning
ACTFL, 2010
Michigan Guidelines for World Language Learning
Michigan Department of Education, 2008
Michigan Standards and Benchmarks for World Languages
Michigan Department of Education, 2008
H. Other pertinent information
Scheduling: FLAN 542 is offered in the winter semester, and sometimes also in the spring
semester, of each academic year and is a co-requisite with FLAN 612 Teaching Modern
Languages in the Elementary Grades.
K-12 Certification: Teacher candidates seeking K-12 certification in Arabic, Chinese,
French, German, Japanese or Spanish must complete a major in the language and
demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low (French,
German, Spanish) or Intermediate High (Arabic, Chinese, Japanese).
K-8 Certification: Teacher candidates seeking K-8 highly qualified status in Arabic,
Chinese, French, German, Japanese or Spanish may complete a major or minor in the
language and demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low
(French, German, Spanish) or Intermediate High (Arabic, Chinese, Japanese).
Course and University Policies
LiveText subscription
All students seeking teacher certification or endorsement are required: 1) to subscribe to LiveText and 2) submit
portions of their work via LiveText; a subscription to LiveText is required for these students. Contact the College
of Education to obtain a key code that will allow you to purchase LiveText at a discounted rate.
Academic dishonesty
Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class.
Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment
to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student
Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student
Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure
about whether something you are doing would be considered academic dishonesty, consult with the instructor.
Classroom Management Issues
Students are expected to abide by the Student Conduct Code and assist in creating an environment that is
conducive to learning and protects the rights of all members of the University community. Incivility and
disruptive behavior will not be tolerated and may result in a request to leave class and referral to the office of
Student Judicial Services (SJS) for discipline. Example of inappropriate classroom conduct include repeatedly
arriving late to class, using a cellular phone, or talking while other are speaking. You may access the code online
at www.emich.edu/sis
Student and Exchange Visitor Statement (SEVIS)
The Student Exchange Visitor Information System (SEVIS) requires F and J students report to the Office of
International Students, 229 King Hall within 10 days of the event:
Changes in your name, local address, major field of study, or source of funding.
Changes in your degree-completion date.
Changes in your degree level (ex. Bachelors to Masters).
Intent to transfer to another school.
Prior permission from OIS is needed for the following:
Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours.
Employment on or off-campus.
Registering for more than one ONLINE course per term (F-visa only)
Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have
questions or concerns, contact the OIS at 487-3116, not your instructor.
Special Needs Accommodations
If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first
register with the Disability Resource Center, 240 Student Center.. You may contact the Disability Resource
Center by telephone at 487-2470. Students with disabilities are encouraged to register with ASO promptly as you
will only be accommodated from the date you register with them forward. No retroactive accommodations are
possible.
SYLLABUS FLAN 542 (Part II)
PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY
Session 1
Topics:
• Syllabus
• Introduction to the course
• Principles of critical, analytical observation
Homework for Session 2,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. When was the program established?
2. What type of program (Auxiliary, FLEX, FLES, immersion) is it?
3. What are the program’s overall goals?
4. In what regard is the program held by stakeholders e.g. students, families,
classroom teachers, administrators, and the community at large?
Session 2
For review (student presentation): program models; language-based and content-based
curricula
Homework for Session 3:
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. Name and describe the key features of the curriculum.
2. To what extent does the curriculum emphasize language goals and/or core content
goals?
3. Evaluate the curriculum goals for each level or grade.
4. By whom was the curriculum prepared?
5. To what extent does the curriculum allow for articulated progress toward overall
oral proficiency and the new Michigan world language high school graduation
requirement?
Session 3
For review (student presentation): program types, curriculum models; analysis of K-5
programs since 1960
Homework for Session 4,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. Elementary programs since the 1960s have not been uniformly successful. List
and compare the strengths and weaknesses of the programs you have observed.
2. To what extent do these programs exhibit the flaws and problems that made early
attempts to integrate world languages into every child’s K-5 experience?
Explain.
3. In what ways could these programs be strengthened and these problems
eliminated?
Session 4
For review (student presentation): Enrollment and funding trends
Homework for Session 5,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent do the programs in which you have observed explicitly state to
stakeholders the benefits of early language learning?
2. To what extent were stakeholders involved in developing the program rationale?
3. How is the program rationale disseminated?
4. To what extent do you believe the rationale to be appropriate and effective?
Explain.
• Rationale paper due. See assignment directions and rubric.
Session 5
For review (student presentation): curriculum types; program types and strengths;
making connections to and supporting core curriculum and district goals
Homework for Session 6,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent have connections been made to the 8 elementary content areas
(language arts, math, science, social studies, music, art, health/physical fitness,
information technology)?
2. What connections could have been made or strengthened?
3. In what ways does, or would, making connections to core content influence the
relationship between the classroom teacher, the world language teacher, and other
stakeholders?
Session 6
For review (student presentation): Child development and implications for
developmentally-appropriate practice
Student presentation: Classroom teaching strategies and activities
Homework for Session 7,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. During each observation, describe the developmental level of five randomly
selected students. Justify your response using specific examples.
2. To what extent were the lesson content, materials, and activities appropriate for
world language learners at this (these) developmental level(s)? Explain and
provide examples.
Session 7
For review (student presentation): Developmentally-appropriate practice
Student presentation: Classroom teaching strategies and activities
Homework for Session 8,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. With the help of the world language teacher, identify in each class period at least
one child with special needs and/or a child who struggles with world languages
and/or a child who excels in the world language.
2. To what extent were lesson content, materials, and activities adapted to
accommodate individual children’s needs and skill levels? Explain and provide
examples.
Session 8
For review (student presentation): Adaptations and accommodations
Student presentation: Classroom teaching strategies and activities
Homework for Session 9,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent was the target language used by the world language teacher?
2. For what purposes (rote Q and A, rewards, directions, presentations,
management, interactive communication using IRF) was the target language used
by the world language teacher?
3. To what extent and in what ways did the world language teacher support and
reinforce meaning?
4. To what extent did the teachers’ use of language simulate the first/native
language learning environment? Explain.
Session 9
For review (student presentation): Tailoring target language input and supporting
meaning
Student presentation: Classroom teaching strategies and activities
Homework for Session 10,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent do teachers use formulaic language?
2. What types of formulaic language (question/answer pairs, directions, rewards,
management, songs, …) were used and with what effect?
3. How do teachers support and monitor students’ comprehension? Describe and
explain the impact of these strategies.
Session
10
.
For review (student presentation): Input and output – teacher and student use of the
target language
Student presentation: Classroom teaching strategies and activities
Homework for Session 11,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. In what ways do teachers model and present new language to students?
2. To what extent do teachers use IRF to engage students in meaningful
communication?
3. To what extent and using what strategies do teachers correct errors in students’
speech? With what effect?
Session
11
For review (student presentation): Lesson formats, IRF and error correction
Student presentation: Classroom teaching strategies and activities
Homework for Session 12,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. Consider Harry Wong’s emphasis on classroom procedures. What role do
routines and procedures play in the classrooms you have observed? With what
impact on student learning?
2. Compare the classroom routines and management strategies in self-contained
world language classes with those in “guest teacher specialist” classrooms.
Explain.
Session
12
For review (student presentation): Management strategies
Student presentation: Classroom teaching strategies and activities
Homework for Session 13,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. What types and genres of reading materials have teachers used (environmental
print, authentic texts, board and story books, poems, lists, recipes, …)?
2. Which core curriculum standards for reading and listening/viewing have teachers
integrated into and supported in the lessons you have observed? What standards
and core content areas could also have been addressed?
3. What types of writing activities have you observed (letter and character
formation, copying, …)?
4. Which core writing goals have teachers integrated into and supported in the
lessons you have observed? What additional standards and benchmarks could
have been addressed?
Session
13
For review (student presentation): Role of and emphasis on core curriculum standards
for reading and writing
Student presentation: Classroom teaching strategies and activities
Homework for Session 14,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. To what extent have cultural practices, products, perspectives and comparisons
been integrated into the lessons and overall instructional units you have
observed?
2. To what extent are world language cultural goals linked to school-wide diversity,
global education, or multi-cultural goals?
3. To what extent does the curriculum emphasize language and culture in contrast
with language and core curricular content connections?
4. How do teachers balance these two differing approaches to curriculum and lesson
design?
Session
14
For review (student presentation): The role of cultural practices, products, perspectives
and comparisons in the K-5 curriculum
Student presentation: Classroom teaching strategies and activities
Homework due with final reflection paper,
• In writing, answer the following questions:
1. What is the role of formative and summative assessment in the K-5 classroom?
2. What daily assessment strategies have you observed? What impact have they had
on curriculum design and how have assessment results been used to adjust lesson
plans?
3. Explain the importance of summative assessment and its impact on K-5 program
articulation in the classrooms you have observed.
4. To what extent are the programs in which you have observed aligning their
curriculum goals and assessments with the new 2-credit world language high
school graduation requirement?
5. To what extent do the teachers you have observed communicate assessment
results with stakeholders and advocate for their programs? Explain.
By final
exam
date
DUE: Observation log, written notes and daily reflections; see assignment directions and
rubric.
DUE: Final analysis and reflection on observation experience; see assignment directions
and rubric.
DUE:
Content-related instructional unit and assessments