UTeach – Liberal Arts: UTL 303L
Course Syllabus – General Information
Instructor
Phone`
Office Hours
Class
Rose M Potter
(512) 232-7359
W 9:00-10:00
Or, by appointment
T/TH Assigned to MEZ 1.102
Office
E-mail
UTL303L
Class time
Alternative
1.308 Gebauer
rpotter@austin.utexas.edu
#:46830
Scheduled for 12:30 – 2:00
GEB 1.308 - 9:30 – 11:00
Prerequisites
 A grade of A, A-, B+ or B in UTL 101 and UTL202
 Grade point average minimum of 2.75 overall and 2.75 in your major
 Laptop computer – see requirements of the College of Education
Course Description
 UTL303L introduces you to the ideas and concepts of foreign language education
that will help you become an effective LOTE teacher.

UTL303L will provide students with field experience in a high school classroom
selected for the diversity of the student body and the quality of the classroom
teacher who serves as a cooperating teacher. For field experience, students will
attend forty-five or more participatory observation periods and teach nine
lessons. The observations and lessons should total 45 hours to meet the
requirements of UTL303L and EDC370S. You will receive additional information
regarding field experience requirements for EDC370S from the instructor of
that course.

The cooperating teachers for UTL303L/EDC370S will work with the UTeach-LA
students to improve their teaching abilities as the semester progresses. The
cooperating teacher will remain in the classroom at all times and will provide
immediate feedback on the quality of the UTeach-LA student’s instruction. A
university observer will evaluate two of the UTeach-LA student’s nine lessons. In
addition, one of the nine lessons taught is to be videotaped and self-critiqued. The
self-critique may serve as the reflection for the videotaped lesson.

The field experience is accompanied by a twice-weekly seminar on the UT campus.
The seminar includes an in-depth study of the theory and practice necessary to
design and deliver excellent instruction in LOTE.
Required Texts
Access the Blackboard site for A Texas Framework for LOTE, the required text.
Additional handouts will be provided in class or on the Blackboard site.
Recommended Text
Schrum, J. & Glisan. E. (2010) Teacher’s Handbook: Contextualized Language
Instruction 4th Edition. Boston, MA: Heinle/Cengage Learning (available at
Amazon.com and other web booksellers)
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UTL303L – Spring 2012
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Course Objectives
The student will
 Address curricular issues such as vertical and horizontal alignment, organization of
content, and development of skills specific to the future certification area.

Analyze his/her own personality and learning style as it relates to teaching.

Apply state and national standards when designing lessons.

Design and deliver interactive, learner-centered lessons.

Design and deliver lessons containing accurate content.

Design and deliver lessons that are age and subject appropriate.

Demonstrate how and when to assess student performance.

Focus on time-on-task issues during instruction.

Construct and implement a successful classroom management strategy appropriate
for high school students.

Implement instructional strategies that meet the needs of a diverse student
population.

Serve as a role model by demonstrating clear communication, pleasant demeanor,
and interest in each individual student.

Use reflection to improve over time.

Explore professional development opportunities.

Begin to prepare for state certification exams and appraisal systems.

Utilize technology to communicate, collaborate, investigate, and instruct.

Maintain a portfolio documenting the UTL 303L field and seminar experience.
Field Experience

45 hours: You are responsible for 36 hours of observation/participation and nine lessons
for a total of 45 hours. Your seminar instructor will provide specific guidelines for the
fieldwork and the evaluation of your work.
o
Observations
The student will
 Document observed activities and procedures.
 Participate in classroom activities as suggested by cooperating teacher.
 Write reflections concerning pedagogical issues raised during the
observations.
 Observe, reflect on, and research answers to specific questions concerning
observations.
 Participate in class discussions concerning the observations and the
various strategies and rationales used by the cooperating teacher, as well
as alternate options.
o
Lessons
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
The student will
 Design and implement nine lessons of approximately one hour each
based on the TEKS and strategies covered in the UT seminar.
 Provide lesson plans to the cooperating teacher, the UT instructor, and
the UT observer before the lesson.
 Receive evaluative, constructive, and specific feedback from the
cooperating teacher over nine lessons as well as an overall, final
evaluation.
 Receive evaluative, constructive, and specific feedback from the university
observer over two lessons. Additional observations may be required for
students with an IGP.
 Write reflections on lessons and participate in class discussions
concerning positive and negative aspects of the lesson and changes that
should result in future lessons.
o
Final Reflection
The student will
 Write a final reflection over the entirety of the field experience.
 Make initial contact with the cooperating teacher.
 Know the check-in procedures for the assigned school. For security
reasons most schools have a system that guests must follow.
 Have the cooperating teacher sign the observation and lesson verification
form for observations and lessons each time that the student visits the
school.
 Give the cooperating teacher a lesson evaluation form before each lesson
and get the form back before leaving. Give a copy of the completed form
to the UT instructor at the next seminar.
 Dress appropriately and professionally when going to schools. Ask the
cooperating teacher what is acceptable and what is not.
 Report any problems to the UT seminar instructor immediately.
 Be on time and prepared. Follow the schedule agreed upon for
observations and lessons.
 Act in a professional manner at all times.
If an emergency arises and you have to miss your scheduled high school class,
notify your cooperating teacher and your seminar instructor immediately. Do not
miss your teaching assignment due to a transportation problem. Be sure to
reschedule and complete the missed activity within one week. All fieldwork must be
complete in order to receive credit for the course.
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
UT Seminar Expectations

Attend class regularly. Five points will be deducted from the final average for every
absence after the first two absences.

Complete assignments on time. All late work will receive a reduced grade. Work more
than 48 hours late will result in a grade of 0.

Complete readings as listed on your detailed syllabus before the seminar. Come
prepared to participate! Class participation is a portion of your seminar grade.
Note: The instructor maintains the right to change the syllabus and will inform you during
class. You are responsible for changes even if you are absent. Check BlackBoard frequently.
Technology


Skills developed in the previous UTL courses include
o
Communication via e-mail including attachments.
o
Word-processing.
o
Searching web sites for new materials, educational resources, and school
information.
o
Design interactive multimedia lessons.
In addition to the previously listed skills, you will now
o
Present multimedia lessons to small or large groups of students.
o
Explore sample subject-specific educational software.
o
Create learning scenarios that incorporate the use of technology by students.
o
Create a webpage as a teacher would for students and parents.
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
Grading:
Field Experience
Attendance/Tardiness
Cooperation with cooperating teacher
o E-mails, telephone calls, face-to-face interactions
o Evaluations
o Midterm and final evaluation
Lessons
o Delivery of lessons
o Evaluation by cooperating teacher
Observations
o Completion of observations
o Write-up of observations
30%
University Observations
o Evaluations by university observer
o Communication with university observer
o Cooperation with university observer
10%
Seminar
o
40%
o
o
o
o
Quality Participation
 Group activities
 Discussions
 Assignments
Presentations
Lesson plans
Reflections on lessons
Technology
 Use of technology for communication
 Web Activities
 Multimedia Presentation
Portfolio
20%
__________________________
TOTAL:
100%
Reminder: 5 points are deducted from your total grade for each absence in the seminar beyond
the second.
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
UTL303L Detailed Syllabus
Week 1 – TH
CLASS 2
19 JAN 2012
Overview of Course
Standards for Foreign Language
Learning
• The 5 Cs: National and State
Standards
• TEKS for LOTE
Standards, cont’d.
• Communication: Interpersonal,
Interpretive and Presentational Modes
• Integrated Skills
• Culture, Connections, Comparisons,
Communities
Week 2 – TU
CLASS 3
24 JAN 2012
Teaching for Proficiency
• The Concept of Proficiency
• The ACTFL Proficiency Scale
Week 2 – TH
CLASS 4
26 JAN 2012
Backward Design:
Organizing Content and Designing
Lessons
• Daily, weekly, unit, semester, and
yearly plans
• Vertical and Horizontal Alignment
Week 3 – TU
CLASS 5
31 JAN 2012
Meeting the Needs of All Students
• Differentiating Instruction in LOTE
Classes
*Web Activity #1 due. Bring to class
today.
A Texas Framework for LOTE
Appendix C - Multiple Intelligences
and Instructional Strategies
A Texas Framework for LOTE C 5 (102110)
A Texas Framework for LOTE Frequently Asked
Questions/Abbreviations and Acronyms
(111-118)
- Web Activity #1: Due 1/31/2012
Reading: Teacher’s Handbook:
Contextualized Language Instruction from
C. 10
Article: “Differentiating Instruction in the
LOTE Classroom: Focus on Special
Education Learners”
Week 3 – TH
CLASS 6
2 FEB 2012
Meeting the Needs of All Students
• Differentiating Instruction in LOTE
Classes
Article: “Best practices for teaching LOTE
students with learning differences”
Handouts: Two short information
pieces on inclusion
Using Technology in the Classroom
• Orientation to the laptop
• Webquests
• Technology as a teaching tool
Teacher’s Handbook: Contextualized
Language Instruction from C. 12
Handouts: “Webwatch”
Priming Activities/Best Practices
A Texas Framework for LOTE C 4 TEKS for
LOTE (33-51)
Priming Activities/Best Practices
A Texas Framework for LOTE C 4 (52-71)
Priming Activities/Best Practices
Prepare portfolio
• Create Priming Activity –Due: 2/23
Week 1 - TU
CLASS 1
17 JAN 2012
Week 4 – TU
CLASS 7
7 FEB 2012
Week 4 – TH
CLASS 8
9 FEB 2012
Week 5 – TU
CLASS 9
14 FEB 2012
Week 5– TH
CLASS 10
16 FEB 2012
A Texas Framework for LOTE C 1Introduction (1-6)
C 2-Guiding Principles (7-21)
Reference: Appendix H-TEKS for LOTE
A Texas Framework for LOTE Appendix I ACTFL Proficiency Guidelines
C 3-Language Proficiency (23-31)
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
Week 6 – TU
CLASS 11
21 FEB 2012
Week 6 – TH
CLASS 12
23 FEB 2012
Week 7 – TU
CLASS 13
28 FEB 2012
Week 7 – TH
CLASS 14
1 MAR 2012
Week 8 – TU
CLASS 15
6 MAR 2012
Week 8 – TH
CLASS 16
8 MAR 2012
MAR 12-16
Week 8 – TU
CLASS 16
20 MAR 2012
Week 9 – TH
CLASS 17
22 MAR 2012
Week 9– TU
CLASS 18
27 MAR 2012
Week 10 – TH
CLASS 19
29 MAR 2012
Week 10 – TU
CLASS 20
3 APR 2012
Week 11 – TH
CLASS 21
5 APR 2012
Week 11 – TU
CLASS 22
10 APR 2012
Priming Activities/Best Practices
Student Presentations: Priming
Activities
Prepare portfolio. Due 4/26/2012
Prepare portfolio. Due 4/26/2012.
Begin to work on Web Activity #2 due
3/20/2012
Student Presentations: Priming
Activities
Prepare portfolio. Due 4/26/2012
Integrating Language Skills and Culture
Reading: C.5-Teacher's Handbook:
Contextualized Language Instruction
Integrating Language Skills and
Culture
Teaching for Interpersonal
Communication• Strategies and
Activities• E-mail Technology
Activity #2
Reading: sample speaking and writing
activities, partner activities
Spring Break
Teaching for Interpersonal
Communication• Strategies and
Activities
E-mail Technology Activity #2
Avoid Sunburn
Web #2: Class Evaluation
Teaching for Interpretive
Communication
• Strategies and activities
• Use of authentic materials
Teaching for Interpretive
Communication
Strategies and activities
Articles on developing reading and
listening comprehension skills
Articles on developing reading and
listening comprehension skills
Prepare portfolio. Due 4/26/2012. You
may submit an electronic portfolio.
Reading: C. 8-Teacher’s Handbook:
Contextualized Language Instruction
Reading: C. 8-Teacher’s Handbook:
Contextualized Language Instruction
Teaching for Presentational
Communication
Reading: C. 9-Teacher’s Handbook:
Contextualized Language Instruction
Teaching for Presentational
Communication
Reading: C. 9-Teacher’s Handbook:
Contextualized Language Instruction
A Texas Framework for LOTE C 5–
Classroom Assessment Strategies (97101)
Teaching for Presentational
Communication
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
Week 12 – TH
CLASS 23
12 APR 2012
Week 12 – TU
CLASS 24
17 APR 2012
Week 13 – TH
CLASS 25
19 APR 2012
Week 13 – TU
CLASS 26
24 APR 2012
Week 14 – TH
CLASS 27
26 APR 2012
Week 14 – TU
CLASS 28
1 MAY 2012
Grading and Assessment: An
Overview
Comparing Traditional and
Performance-based Assessment
Developing Rubrics for
Performance-Based Assessment
Read: Wiggins and McTighe handout
from Understanding by Design
Reading on assessment from
Teacher’s Handbook: Contextualized
Language Instruction
Developing Rubrics for
Performance-Based Assessment
Rubric project: Due 4/24
Ethics, Legal issues, Rubric Project
due today by email
Prepare portfolio. Due 4/1
Group Forum - Hindsight
Perspective
Prepare portfolio. Due 4/1
Portfolio Due
You may turn in/submit your portfolio
before the due date.
CALENDAR
ASSIGNMENT
DUE DATE
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
1.
Reading – Framework 1-6/ C2 ( 721)
Tuesday, 1/19 (for class discussion)
2.
Reading – Framework C3 (23-31)
Thursday 1/24 (for class discussion)
3.
Reading – Framework Appendix C
Tuesday, 1/26 (for class discussion)
4.
Reading – Framework 5 (102 – 110)
& Web Activity #1
Thursday, 1/31 (bring Web 1, completed work, to
class)
5.
Reading – Handbook C10; Article
on Differentiation
Tuesday, 2/2 (for class discussion)
6.
Reading – Best
Practices/Differentiation
Thursday, 2/7 (for class discussion)
7.
Reading – Handbook C12; Handout
“Web Watch”
Tuesday, 2/9 (for class discussion)
8.
Reading – Framework – C4 (35-51)
TEKS for LOTE
Thursday, 2/14 (for class discussion)
9.
Reading– Framework – C4 (52 - 71)
TEKS for LOTE
Tuesday, 2/16 (for class discussion)
10. Begin to organize your portfolio.
Start to create Priming Activity
Portfolio: Thursday 4/26; Priming Activity: 2/23
11. Create Priming Activity
Tuesday 2/23, (for class presentations)
12. Web Activity #2 – Get started.
Tuesday, 3/20 – email; Present Thursday 3/22
12. 10 Readings over 10 class days
Read one for class day: 3/1 – 4/19 (for class
discussion)
13. Rubric Project
Tuesday, 4/24
UTL303L
– Spring 2012
14. Portfolio
Rose M Potter: rpotter@austin.utexas.edu
Thursday, 5/1
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UTL 303L – Fall 2011
OBSERVATIONS: 36 hours
The first four observations include specific questions. After Observation #4, turn in one write-up per
week in narrative form. YOU determine the topic of your observation based on what happens in the
classroom during your visit and based on what we have discussed in seminar.
Observation write-ups are due the TUESDAY of the week following the listed dates. Examples: Writeups for observations #1 and #2 are due Tuesday, February7; #8 is due Tuesday, March 20 and so on.
Points are deducted for late write-ups according to the general syllabus information packet.
After 48 hours write-ups are not accepted and will result in a zero.
WEEK
DATE
OBSERVATION
DUE NO LATER THAN TUESDAY…
3
JAN 30 – FEB 3
Observation Write-ups: #1, #2
FEB 7
4
FEB 6 – 10
Observation Write-ups: #3, #4
FEB 14
From February 10 on: one write-up per week according to this schedule:
5
FEB 13 – 17
Observation Write-up: #5, #6
FEB 21
6
FEB 20 – 24
Observation Write-up: #6
FEB 28
7
FEB 27 – MAR 2
Observation Write-up: #7
MAR 6
8
MAR 5 – 9
Hours only – no write-up
MAR 12 – 16
SPRING BREAK
9
MAR 19 – 23
Observation Write-up: #8
MAR 27
10
MAR 26 – 30
Observation Write-up: #9
APR 3
11
APR 2 – 6
Hours only – no write-up
April 6 = Passover/Good Friday
12
APR 9 – 13
Observation Write-up: #10
13
APR 16 – 20
Hours only – no write-up
14
APR 23 – 27
Hours only – make-up
APR 17
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
UTL 303L – Fall 2011
LESSONS, REFLECTIONS, and EVALUATIONS

Teach a total of 9 lessons. These may be from 30 minutes in length to the entire class period. You may
teach two lessons twice (see below for additional information).

Consult with your cooperating teacher as to length of lessons and topics to be covered.

Lesson plans are to be submitted 48 hours in advance to your cooperating teacher and to your UTL303L
instructor. When you e-mail plans to your cooperating teacher, CC me.

You will be observed twice by University Facilitator, Mary Diehl; more, if she deems it necessary. If you
are going to be observed by the university observer, submit a lesson plan to her also, at least 24 hours
before your observation. It is your responsibility to initiate communication with the university
observer concerning the lessons you wish her to observe.

You may teach the same lesson three times to three different classes. Indicate on your lesson plan that
you will do this (for example: Lessons 5 and 6). Do the same for your reflection (Reflection 5 and 6) and
compare how the lesson went in each class in which you taught the lesson. (You may teach additional
lessons twice but it only “counts” two times: thus, you design 6 lessons, but teach 9 classes if you teach
three lessons twice.)

Giving a test does not count as a lesson unless you review the class 30 minutes before the test.
Remember your minimal instructional time is 30 minutes.

Lesson reflections should be completed and e-mailed to me by the Tuesday seminar following the lesson.

Submit lesson evaluations to me in the seminar following your lesson. I encourage you to write these as
soon as possible after the lesson and submit them as soon as possible. The sooner you receive my input,
the more valuable that input will be to you.
(Use of E-mail for Official Correspondence to Students)
All students should be familiar with the University’s official e-mail student notification policy. It is the student’s
responsibility to keep the University informed as to changes in her or his e-mail address. Students are expected to check
e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that
certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice
per week. The complete text of this policy and instructions for updating your e-mail address are available at
http://www.utexas.edu/its/policies/emailnotify.html. In this course, e-mail will be used as a means of communication
with students. You will be responsible for checking your e-mail regularly for class work and announcements.
Core Values and Policy on Scholastic Honesty:
The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity
and responsibility. Each member of the University is expected to uphold these values through integrity, honesty, trust,
fairness, and respect towards peers and community. Students who violate University rules on scholastic dishonesty are
subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University.
Refer to the Student Judicial Services website at http://deanofstudents.utexas.edu/sjs/scholdis.php to access official
University policies and procedures.
Accommodations for Students:
The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students
with disabilities. For more information, contact the Dean of Students at 471-6259; 471-4641 TTY.
Emergency Evacuation Policy
Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire
alarm is activated. Alarm activation or announcement requires exiting and assembling outside.
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu
Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest
exit door may not be the one you used when entering the building.
Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class.
In the event of an evacuation, follow the instruction of faculty or class instructors.
Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas
at Austin Police Department, or Fire Prevention Services office.
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UTL303L – Spring 2012
Rose M Potter: rpotter@austin.utexas.edu