Copyright ©2009 Tatiana Sildus, Ph.D.
Pittsburg State University
College Of Education
Department of Curriculum and Instruction
Spring 2010
Course Number: CURIN 854
Title: Advanced Methods and Instructional
Materials for the English Language Learner
Credit Hours: 3
Course Time Schedule: Mon. 5:00 – 9:00 pm
Instructor: Tatiana Sildus, Ph.D.
Office Hours: 1:30-5 pm. 9-9:30 pm. MON.
11:30-12:30; 1:45-3:30 TU; 11:30-12:30; 1:45-4:00
TH or by appointment
Office: 112-D Hughes Hall
Phone: (620)-235-4505 - work
e-mail: tsildus@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON THE WEBSITE
1. Access your internet service provider.
2. URL address: http//www.pittstate.edu
3. Click on ANGEL
4. Type in the following information:
Username: PSU ID Number (use all 7 digits)
Initial Password: First initial and entire last name (up to 12 characters, all lower case)
**You will be prompted to change this password after your first login.
5. Click on CURIN 854 Advanced Methods and Instructional Materials for the English
Language Learner
6. Course Announcements – Watch for updated information
7. Lessons – Course information, staff information, course documents, assignments
8. Resources – Important web-sites for the class
9. Course Syllabus – Syllabus
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Copyright ©2009 Tatiana Sildus, Ph.D.
I.
COURSE DESCRIPTION
The course provides an understanding of the role of language in learning and the
importance of developing ELLs’ communication skills. It includes methodology
and instructional materials for the school setting, strategies for native language
support, curricular and instructional adaptation, and advocacy for ELL students.
The course also acknowledges the important role of family literacy in second
language acquisition.
II.
PREREQUISITE
Graduate status
III.
PURPOSE OF THE COURSE
The course is designed to provide practitioners of all levels with information and
skills to develop a positive learning environment and appropriate instruction for
ESOL students. The focus is on the teacher's role as a decision-maker in selecting
and using instructional methods and techniques that facilitate the learning of
English as well as the content of the curriculum. Best current teaching practices,
such as cooperative learning, multiple intelligences and brain-based learning and
their role in making instruction comprehensible, interactive and cognitively
challenging for all students will be discussed.
IV.
COURSE OBJECTIVES
Teaching Standards for Kansas Educators – English for Speakers of Other
Languages (ESOL) as addressed through the PSU Graduate Knowledge Base:
Instructional Planning and Delivery (as demonstrated/evidenced in
differentiated instruction and student achievement).
Standard 4 (Graduate Knowledge Base)
The educator understands and uses a variety of appropriate instructional
strategies to develop various kinds of students’ learning including critical
thinking, problem solving, and reading.
Teaching Standard #1
The teacher of English for speakers of other languages understands the contributions of
general and applied linguistics to second-language education, demonstrates
understanding of the sound system, forms, structures, and lexicon of English.
Performance #1
The teacher uses techniques and curricula that encourage students to demonstrate English
pronunciation for meaningful communication.
Performance #2
The teacher engages students in activities that will enhance their grammatical awareness
and performance accuracy within a meaningful context.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Performance #4
The teacher develops and uses learning experiences that enable students to expand their
lexicon and their correct usage and use of word forms.
Performance #1(Teaching Standard #5)
The teacher effectively stimulates the development of English language learners' reading,
speaking, listening, and writing skills by using a variety of instructional techniques and
learning strategies.
Knowledge #3 (Teaching Standard #10)
The teacher understands the progression and sequence of literacy instruction for both
literate and non-literate students at all grade levels.
Teaching Standard #7
The teacher of English for speakers of other languages understands and uses a broad
range of methodologies to provide academic learning experiences for English language
learners, understands and uses strategies that encourage full participation of English
language learners in the school environment, and understands the foundations of secondlanguage instruction.
Knowledge #1
The teacher understands and uses appropriate methodologies to ensure that English
language learners can construct and apply academic knowledge.
Performance #1
The teacher develops and uses curricula and methodologies that enable English language
learners to develop academic knowledge and skills.
Knowledge #2 (Teaching Standard #10)
The teacher knows a variety of resources for current research-based methods and best
practices for teaching literacy.
Performance #2 (Teaching Standard #10)
The teacher uses a variety of current research-based methods and best practices for
teaching literacy.
Performance #3 (Teaching Standard #10)
The teacher uses literacy methods appropriate for both literate and non-literate at all
grade levels.
Standard 5 (Graduate Knowledge Base)
The educator uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Performance #3 (Teaching Standard #3)
The teacher creates an instructional environment, which enables students to understand
the role language culture plays in cross-cultural understanding.
Knowledge #3 (Teaching Standard #4)
The teacher understands how socio-cultural factors in the English language learners’
environment may affect communication.
Performance #3 (Teaching Standard #4)
The teacher demonstrates a multicultural perspective in the communication process,
which includes attention to English language learners’ personal and family experiences.
Knowledge #4 (Teaching Standard #5)
The teacher recognizes the importance of using a variety of communication techniques
and actively supports using verbal, non-verbal, and multimedia resources to enhance
English language learners’ achievement as appropriate to audience, purpose, and setting.
Performance #3 (Teaching Standard #5)
The teacher models effective communication strategies that are appropriate for the
language proficiency and age of the English language learners.
Performance #4 (Teaching Standard #5)
The teacher communicates in ways that demonstrate sensitivity to cultural and gender
differences.
Knowledge #4 (Teaching Standard #7)
The teacher understands strategies that result in full participation of English language
learners in the school environment.
Performance #3 (Teaching Standard #7)
The teacher uses a variety of methodologies and communication technologies to present
academic information in a culturally sensitive manner to meet the individual academic
needs of English language learners.
Knowledge #6 (Teaching Standard #9)
The teacher understands the effect of learning environment on individual needs.
Performance #2 (Teaching Standard #9)
The teacher identifies and designs instruction appropriate to English language learners’
diverse learning styles, cultural background experiences, and performance modes.
Performance #5 (Teaching Standard #9)
The teacher establishes a learning environment respective of individual differences.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Standard 6 (Graduate Knowledge Base)
The educator uses a variety of effective verbal and non-verbal communication
techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.
Performance #1 (Teaching Standard #1)
The teacher uses techniques and curricula that encourage students to demonstrate English
pronunciation for meaningful communication.
Performance #3 (Teaching Standard #4)
The teacher demonstrates a multicultural perspective in the communication process,
which includes attention to English language learners’ personal and family experiences.
Knowledge #2 (Teaching Standard #5)
The teacher understands the importance of developing English language learners’
communication skills in reading, speaking, listening, and writing as an important
contributor to academic success across the curriculum.
Knowledge #4 (Teaching Standard #5)
The teacher recognizes the importance of using a variety of communication techniques
and actively supports using verbal, non-verbal, and multimedia resources to enhance
English language learners’ achievement as appropriate to audience, purpose, and setting.
Performance #3 (Teaching Standard #4)
The teacher models effective communication strategies that are appropriate for the
language proficiency and age of the English language learners.
Knowledge #1 (Teaching Standard #7)
The teacher understands and uses appropriate methodologies to ensure that English
language learners can construct and apply academic knowledge.
Knowledge #2 (Teaching Standard #9)
The teacher understands the importance of using multiple forms of instructional
approaches to address native language proficiency, English language proficiency, cultural
and cognitive learning styles, and educational backgrounds.
Performance #2 (Teaching Standard #9)
The teacher identifies and designs instruction appropriate to English language learners’
diverse learning styles, cultural background experiences, and performance modes.
Standard 7 (Graduate Knowledge Base)
The educator plans effective instruction based upon the knowledge of students,
community, subject matter, curriculum outcomes, and current methods of
teaching reading.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Teaching Standard #5
The teacher of English for speakers of other languages understands the importance of
using language in socially and culturally appropriate ways by developing communication
skills in speaking, listening, reading, writing, viewing, and presenting visually across the
curriculum.
Knowledge #1
The teacher understands theories of communication, second language development, and
the role of language in learning.
Knowledge #2
The teacher understands the importance of developing English language learners'
communications skills in reading, speaking, listening, and writing as an important
contributor to academic success across the curriculum.
Knowledge #4
The teacher recognizes the importance of using a variety of communication techniques
and actively supports using verbal, non-verbal, and multimedia resources to enhance
English language learners' achievement as appropriate to audience, purpose, and setting.
Performance #5
The teacher is able to adapt content of the curriculum to meet the learning needs of the
English language learner; in particular the teacher can use linguistic analysis to determine
teachable content prior to sheltered activities in the ESOL classroom.
Knowledge #4 (Teaching Standard #7)
The teacher understands strategies that result in full participation of English language
learners in the school environment.
Performance #1 (Teaching Standard #7)
The teacher develops and uses curricula and methodologies that enable English language
learners to develop academic knowledge and skills.
Performance #3 (Teaching Standard #7)
The teacher uses a variety of methodologies and communication technologies to present
academic information in a culturally sensitive manner to meet the individual academic
needs of English language learners.
Performance #5 (Teaching Standard #7)
The teacher identifies and designs instructional activities based on the research efforts of
second language educators and advocates.
Knowledge #1 (Teaching Standard #8)
The teacher knows the grammar, usage, and conventions of Standard English.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Performance #1 (Teaching Standard #8)
The teacher uses the grammar, and conventions of standard written and oral English.
Performance #3 (Teaching Standard #10)
The teacher uses literacy methods appropriate for both literate and non-literate at all
grade levels.
Teaching Standard #10
The teacher of English for speakers of other languages understands and uses a broad
range of literacy methodologies, programs, and assessment tools for English language
learners and acknowledges the important role of family literacy in second language
acquisition.
Knowledge #1
The teacher understands literacy acquisition and development in language learners.
Knowledge #3
The teacher understands the progression and sequence of literacy instruction for both
literate and non-literate students at all grade levels.
Performance #1
The teacher uses methods of literacy acquisition and development processes in educating
English language learners.
Standard 11 (Graduate Knowledge Base)
The educator demonstrates the ability to integrate across and within content
fields to enrich the curriculum, develop reading and thinking skills, and
facilitate all students’ abilities to understand relationships between subject
areas.
Knowledge #2 (Teaching Standard #7)
The teacher understands the connection between language and subject matter content as
essential to English language learners’ academic success.
Knowledge #3 (Teaching Standard #7)
The teacher understands the importance of building relationships and working with
content area specialists, administrators, and other professionals in the educational setting
to facilitate the academic success of English language learners.
Knowledge #1 (Teaching Standard #8)
The teacher knows the grammar, usage, and conventions of Standard English.
Performance #1 (Teaching Standard #8)
The teacher uses the grammar and conventions of standard written and oral English.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Knowledge #2 (Teaching Standard #10)
The teacher knows a variety of resources for current research-based methods and best
practices for teaching literacy.
Performance #1 (Teaching Standard #10)
The teacher uses methods of literacy acquisition and development processes in educating
English language learners.
Performance #2 (Teaching Standard #10)
The teacher uses a variety of current research-based methods and best practices for
teaching literacy.
Performance #3 (Teaching Standard #10)
The teacher uses literacy methods appropriate for both literate and non-literate at all
grade levels.
Standard 3 (Graduate Knowledge Base)
The educator demonstrates the ability to provide different approaches to
learning and creates instructional opportunities that are equitable, that are
based on developmental levels, and that are adapted to diverse learners
including those with exceptionalities.
Knowledge #3 (Teaching Standard #5)
The teacher understands how culture, language, and gender can influence communication
in the classroom.
Performance #5(Teaching Standard #5)
The teacher is able to adapt content of the curriculum to meet the learning needs of the
English language learner; in particular the teacher can use linguistic analysis to determine
teachable content prior to sheltered activities in the ESOL classroom.
Knowledge #1 (Teaching Standard #7)
The teacher understands and uses appropriate methodologies to ensure that English
language learners can construct and apply academic knowledge.
Knowledge #3 (Teaching Standard #7)
The teacher understands the importance of building relationships and working with
content area specialists, administrators, and other professionals in the educational setting
to facilitate the academic success of English language learners.
Knowledge #4 (Teaching Standard #7)
The teacher understands strategies that result in full participation of English language
learners in the school environment.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Performance #3 (Teaching Standard #7)
The teacher uses a variety of methodologies and communication technologies to present
academic information in a culturally sensitive manner to meet the individual academic
needs of English language learners.
Knowledge #3 (Teaching Standard #10)
The teacher understands the progression and sequence of literacy instruction for both
literate and non-literate students at all grade levels.
Performance #1 (Teaching Standard #10)
The teacher uses methods of literacy acquisition and development processes in educating
English language learners.
Performance #2 (Teaching Standard #10)
The teacher uses a variety of current research-based methods and best practices for
teaching literacy.
Performance #3 (Teaching Standard #10)
The teacher uses literacy methods appropriate for both literate and non-literate at all
grade levels.
Standard 12 (Graduate Knowledge Base)
The educator understands the role of technology in society and demonstrates
skills using instructional tools and technology to gather, analyze, and present
information, enhance instructional practices, facilitate professional productivity
and communication, and help all students use instructional technology
effectively.
Knowledge #4 (Teaching Standard #5)
The teacher recognizes the importance of using a variety of communication techniques
and actively supports using verbal, non-verbal, and multimedia resources to enhance
English language learners' achievement as appropriate to audience, purpose, and setting.
Knowledge #4 (Teaching Standard #5)
The teacher recognizes the importance of using a variety of communication techniques
and actively supports using verbal, non-verbal, and multimedia resources to enhance
English language learners' achievement as appropriate to audience, purpose, and setting.
Performance #2(Teaching Standard #5)
The teacher uses verbal, non-verbal, and multimedia resources to enhance English
language learners’ achievement, including communication technology.
Performance #3 (Teaching Standard #7)
The teacher uses a variety of methodologies and communication technologies to present
academic information in a culturally sensitive manner to meet the individual academic
needs of English language learners.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Performance #2 (Teaching Standard #8)
The teacher models a high level of English language proficiency in reading, writing,
listening, speaking, viewing, and presenting visually.
V.
REQUIRED TEXT AND MATERIALS
1. Kagan, S, & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente,
CA: Kagan Publishing. ISBN: 978-1-879097-10-0
VI.
INSTRUCTIONAL RESOURCES
ANGEL
One extra-large 3 ring binder
Notebook(s)
Internet Resources
VII.
TEACHING STRATEGIES
Readings in textbooks and professional publications
Presentations and demonstrations accompanied by student feedback
Cooperative activities
Modeling
Use of audiovisual technologies - videotapes
Internet and computer
VIII. REQUIREMENTS AND EVALUATION
A.
ATTENDANCE
Attendance in class is expected of all students. Because of the nature of the class
(combined schedule), any student who misses 1 class session will be dropped
from class. The instructor must be notified of absences (for any reason) via email before the beginning of the class session. It is the students' responsibility to
make sure that the assignments due are submitted by the beginning of the class
session. Otherwise, the assignments are considered late. When an assignment is
submitted by e-mail for an absence, the date/time stamp on the e-mail will
determine if the assignment is on time. Please submit assignments via regular email (NOT ANGEL).
B. PROFESSIONALISM
Students are expected to maintain a positive, professional attitude at all times by
showing respect to the instructor and classmates, actively listening to them;
devoting class time only to activities related to this class; taking notes when
appropriate; participating in class discussions; being punctual and leaving class
when dismissed. Cell phones should be turned off for the duration of the class
session.
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Copyright ©2009 Tatiana Sildus, Ph.D.
C. ACTIVITIES
Video Lesson Analysis: students will analyze performance of classroom teachers
and comment how their instruction is compatible with meeting the needs of ELLs.
Cooperative Learning/Multiple Intelligences Mini-Lesson: See Examinations
(9 min max.)
Cooperative Structure: Each participant will model teaching a different
cooperative structure to classmates by using the content/age level that he/she
teaches. (4 min max.)
Let’s Play Games! Each participant will come up with a game appropriate for
ELLs in a classroom context and teach it to the classmates. (7 min max.)
What does it mean to me as a teacher (Reflections)? Every day after class
students will reflect on their learning and write one or two paragraphs in their
Journals. Research shows that “processing” information, i.e., taking the time to
think about new information and how it relates to you personally, is an important
step in being able to retain and use what you have learned. The entries will be
collected at the beginning of the next class. Please word process reflections!
**NOTES:
 To do well, you will need to address ALL rubric categories.
 Keep all your course assignments and documents. You will
need them during your practicum class.
D. GRADING
Assignment
points
Cooperative Learning/Multiple Intelligences (Final)
100
Video lesson analysis Part I & II (2 @ 20pts ea)
40
Cooperative learning structure taught
40
What does it mean for me as a teacher?
6@5 pts ea = 30
Let’s Play Games!
40
Total semester points
250
Late Projects: Points equivalent to one letter grade will be deducted for each day
the project/assignment/test is late. The assignment not turned in at the collection
time is automatically considered one day late. The final project is due on the day
before the last day of class.
Note: Reflections are accepted only on or before the days they are due.
The class ends on May 10. After this date, no assignments are going to be
accepted from students who plan to finish the session and receive grades for the
spring semester.
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Copyright ©2009 Tatiana Sildus, Ph.D.
Incompletes: According to the policy concerning incomplete grades adopted by
the Faculty Senate, the students are granted an extension of time (up to a year) to
complete the course work ONLY if the course work could not be completed for
reasons beyond the student’s control, due to outstanding circumstances. An
incomplete not removed within one year shall be regarded as a failure and the IN
grade will be changed to F and included in the computation of the student’s GPA.
GRADING SCALE:
224 – 250
A
223 - 199
B
198 - 174
C
149 – 173
D
148 - 0
F
E. EXAMINATIONS
Cooperative Learning/Multiple Intelligence Mini-Lesson (Final): students are
to teach the classroom content of their choice in a mini-lesson to classmates. It
should include cooperative learning and multiple intelligences strategies, and
be no longer than 9 min. (see Rubric for requirements). The students will find a
thematic age-appropriate set of interactive, multi-sensory activities (part of a
mini-lesson) that can be conducted with English Language Learners in the
classroom (the activities can be obtained from different resources, including
books, internet, or from a practicing school teacher, including the participants
themselves). The mini-lessons will be “taught” by using classmates as students. It
will also include a written part of the lesson plan. The lesson plan should follow
the format requirements, be no longer than 1 page, state specifically what
intelligences are involved and CL structure/s are used, as well as the
connections to other subject areas and the level/s of thinking skills it
addresses.
Academic Honesty
Please refer to the catalog for the university policy on academic dishonesty. You
are expected to do and submit your work and not that of others.
Academic Accommodations: If you have any condition, such as a physical or
learning disability, which will make it difficult for you to carry out the work as
outlined or which will require academic accommodations, please notify the
instructor during the first class session.
More on Assignments: The instructor may find it necessary to modify
assignments as the course progresses. Always make sure that all assignments
submitted to the instructor are titled, dated, and your name is written on
each assignment. Keep track of your graded assignments by periodically
checking the syllabus and the digital grade book on ANGEL.
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Copyright ©2009 Tatiana Sildus, Ph.D.
PLEASE make and keep copies of your work. It does not happen often, but
papers can be misplaced or lost.
All collected assignments are stamped right after they are received. If, for
some reason, a graded and returned assignment is not in the gradebook, we
would be glad to enter it when the STAMPED paper is presented.
IX.
COURSE CONTENT AND CLASS SCHEDULE
Date: Content
03/22 (1)* Introduction
Course requirements and specifics
Welcoming ESOL students
Very Important Information PPT
Foundations of ESOL Methodology
Three basic principles for lesson modification
Increasing comprehensibility (Video segment)
Increasing thinking skills (Bloom’s taxonomy)
Increasing interaction (Cooperative learning)
Cooperative Learning introduction
Benefits of Cooperative Learning, MI handouts
03/29 Due 03/29: Class notes/handouts, CL articles, MI info to review, Reflection 1
(2) Student Team Selections
Cooperative Learning Questions and Answers PPT
Multiple Intelligences Review Activity
Cooperative Learning/MI Video
Order of all assignments
CL explained
04/05 Due 04/05: Class notes/handouts, prepare a CL structure – 4 minutes,
Reflection 2
(3) Cooperative Learning Structure
Presentations (4 min)
Games explained
M & M PPT
04/12 Due 04/12: Class notes/handouts, prepare a game (7 minutes), Reflection 3
(4) Let’s play games! (7 min.)
Final project explained (CL/MI presentations)
Literacy handouts
04/19 (5) Building on L1 literacy
Culturally Relevant Books
Writing activities
Reflection 5
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Copyright ©2009 Tatiana Sildus, Ph.D.
04/26 (6) Video Lesson Critiques (I and II)
05/03 (7)Due 05/03: Reflection 5 on literacy; last video critiques; prepare a CL/MI
presentation
CL/MI Presentations (9 min)
05/10 Due 05/10: Reflection 6 over presentations
(8) Resources for Teaching ELLs
*session number
Hope you have a productive and enjoyable semester!
Sincerely,
Tatiana Sildus, Ph.D.
Last updated: 03/10
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