EDU 240 Augmented Provisional Structured English Immersion Course Package Approved: December 3, 2010 EFFECTIVE DATE: Fall 2011 MCC Form EDU 0007 (rev.10/19/10) COURSE PACKAGE FORM Team Leader and Members Date of proposal to Curriculum Sub-committee: Peggy Federici, Todd Miller, Steve Sorden, Fred Gilbert 12/2/2010 Purpose: ___New If this is a change, what is being changed? (Check ALL that apply) ___ ___ ___ ___ ___ Effective Semester/Year Fall 20______ X Change Update Prefix Title Learning Units Competencies Format Change __ Retire __ Course Description __ Course Number _X_ Textbook __ Credits __ Prerequisite Spring 2011___ Summer 20_____ COURSE INFORMATION Prefix & Number: EDU 240 Title: Augmented Provisional Structured English Immersion Catalog Course Description: Designed to meet the Structured English Immersion Endorsement provisional certification requirements of the State of Arizona. Addresses SEI instructional methods for English Language Learners, including instruction in SEI strategies, ELL State Proficiency Standards, and assessment of ELL student academic progress. This is a post‐baccalaureate course for professional educators only. Credit Hours: 3 Lecture Hours: 45 Lab Hours: 0 Prerequisite(s) EDU 205 or appropriate teaching experience Co-requisite(s) none Does this course need a separately scheduled lab component? ____Yes Does this course require additional fees? If so, please explain. ____Yes Is there a similar course in the course bank? _X_ Yes EDU 207, EDU 250 Articulation: Is this course or an equivalent MCC Form EDU 0007 (rev.10/19/10) ___No _X_No ____No offered at other two and four-year universities in Arizona? _X_ Yes ASU Polytechnic: ELL 415, Structured English Immersion (SEI) Methods; Pima Community College: EDU 281, Structured English Immersion Methods. While the MCC course will articulate, it will not meet Education program requirements at any state university. Writing Across the Curriculum Rationale: Mohave Community College firmly supports the idea that writing can be used to improve education; students who write in their respective content areas will learn more and retain what they learn better than those who don’t. Courses in the core curriculum have been identified as “Writing Across the Curriculum” courses. Minimum standards for the Writing Across the Curriculum component are: 1. The writing assignments should total 1500 – 2000 words. For example, a single report which is 1500 words in length OR a series of essay questions and short papers (example: four 375-word assignments) which total 1500 words could meet the requirement. 2. The writing component will represent at least 10% of a student’s final grade in the course. Is this course identified as a Writing Across the Curriculum course? ____Yes __X__No (See addendum for writing rubrics) Intended Course Goals By the end of the semester, students will be able to: 1. Examine alignment of AZ ELL Proficiency standards to the AZ Language Arts Academic Standards. 2. Demonstrate understanding of AZ ELL Proficiency Standards and their integration in all content areas at a level adequate to plan, deliver and evaluate instruction. 3. Identify and use alternative methods of assessment, including the Arizona English Learner Assessment (AZELLA) to guide ELL instruction. 4. Discuss the legal, historical and educational foundations of SEI, including the relevance of statemandated achievement for ELLs. 5. Analyze and apply the theoretical principles of language acquisition and the role of culture in learning, using appropriate foundational SEI terminology and 6. Identify and use varied SEI strategies to improve student achievement. Course Competencies and Objectives By the end of the semester, students will be able to: MCC Form EDU 0007 (rev.10/19/10) Competency 1 Examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. (Course Outcome #1) Objective 1.1 Compare ELL Standards alignment to “Listening & Speaking” portion of Language Arts Standards. Objective 1.2 Compare ELL Standards alignment to “Reading” portion of Language Arts Standards. Objective 1.3 Compare ELL Standards alignment to “Writing” portion of Language Arts Standards. Competency 2 Apply ELL Proficiency Standards to planning, delivery and evaluation of instruction. (Course Outcome #2) Objective 2.1 Design lesson plans which identify and address specific ELL Proficiency standards. Objective 2.2 Implement lesson plans addressing ELL Proficiency standards in respective classrooms and/or by role-playing Competency 3 Demonstrate the integration of ELL Proficiency Standards in all content areas. (Course Outcome #2) Objective 3.1 Evaluate ELL Proficiency Standards implementation through classroom discussion and writing, systematically addressing the following general content areas: the Arts, Language Arts, Mathematics, Social Studies, Science, Foreign Language, Technology and Workplace Skills. Competency 4 Analyze the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding ELL instruction. (Course Outcome #3) Objective 4.1 Review AZELLA and AZ Dept of Ed resources. Objective 4.2 Discuss SEI program models which use AZELLA as assessment instrument. Competency 5 Competency 5 Identify and use alternative methods of assessment. (Course Outcome #3) Objective 5.1 Integrate diagnostic, formative and summative assessments for ELLS. Objective 5.2 Discuss placement and accommodation for special education and gifted students based on assessment results. Objective 5.3 Analyze the use of standardized testing and language proficiency as methods for monitoring student progress. Competency 6 Describe the legal, historical and educational reasons for SEI. (Course Outcome #4) Objective 6.1 Discuss the relevance of state-mandated achievement for ELLs. Objective 6.2 Examine and discuss Flores Stipulation, Proposition 203, No Child Left Behind Act of 2001, and Title III (Language Instruction for Limited English Proficient and Immigrant Students) as they apply to current SEI practices. Objective 6.3 Review Arizona’s School Accountability System Technical Manual, Vol III: Title MCC Form EDU 0007 (rev.10/19/10) III Accountability, available at the AZ Dept of Ed website, for introductory historical, legal and educational background. Objective 6.4 Examine Arizon Administrative Code, Board Rule R7-2-306 and discuss its implications for teachers in relation to SEI practices. Competency 7 Apply basic SEI terminology. (Course Outcome #5) Objective 7.1 Lesson Plans Objective 7.2 Assignments Objective 7.3 Class Discussion Competency 8 List language acquisition theoretical principles. (Course Outcome #5) Objective 8.1 Analyze first language acquisition theories. Objective 8.2 Compare first and second language acquisition (SLA) theories. Objective 8.3 Identify how the SLA stages manifest at different ages and create a variety of methods to help ELL students show understanding while they are not able to use language to do so. Competency 9 Define the role of culture in learning. (Course Outcome #5) Objective 9.1 Examine ways of scaffolding home and school relationships. Objective 9.2 Identify the socio-cultural influences on ELLs (language shift, identity issues). Objective 9.3 Discuss the impact of bilingualism and home language use. Objective 9.4 Identify parental and community sources for aiding English Acquisition. Competency 10 Identify and use multiple strategies to improve student achievement. Objective 10.1 Create lesson plans which include information allowing for comprehensible input for ELLS. Objective 10.2 Implement strategies for ongoing, specific and immediate feedback. Objective 10.3 Discuss application of grouping structures and techniques within lesson plans. Objective 10.4 Apply techniques for building background and vocabulary. Objective 10.5 Extend SEI methods for beginning ELLS (TPR, Storytelling, contextual processes). Objective 10.6 Describe the Silent Period (ways of responding, developmental processes). Objective 10.7 Integrate current materials in ELL instruction (lesson and text modifications), selecting, adapting and sequencing appropriately Objective 10.8 Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods). MCC Form EDU 0007 (rev.10/19/10) Objective 10.9 Analyze and apply vocabulary development approaches in the content areas. Objective 10.10 Plan lessons based on prior knowledge. Objective 10.11 Evaluate strategies included in lesson plans to improve student engagement. ELL Proficiency Standards Objectives Minimum: Three (3) Clock Hours 1. Examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts (Listening & Speaking, Reading, and Writing) Academic Standards. Assessment Foundations of SEI Strategies Objectives SEI Objectives Objectives Minimum: Three (3) Clock Hours Minimum: Three (3) Clock Hours 1. Analyze the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding ELL instruction. 1. Know the legal, historical and educational reasons for SEI. Minimum: Twenty-four (24) Clock Hours 1. Identify and use multiple strategies to improve student achievement. Integrate: Comprehensible input; Ongoing, specific and immediate feedback; (1 hour of contact time) Grouping structures and techniques; Building background and vocabulary (1 hour of contact time) (1 hour of contact time) development; and, Student engagement. 2. Use ELL Proficiency Standards to plan, deliver and evaluate instruction. (1 hour of contact time) 2. Discuss the relevance of state-mandated achievement for ELLs. 2. Know basic SEI terminology. (1 hour of contact time) (1 hour of contact time) 3. Demonstrate the integration of ELL Proficiency Standards in all content areas. 3. Identify and use alternative methods of assessment. MCC Form EDU 0007 (rev.10/19/10) 3. List language acquisition theoretical principles. Recommendations for Augmentation: -Develop specific content lesson plans that incorporate all of the above to improve student achievement. -Present these lesson plans during a minimum of 24 hours of (1 hour of contact time) (.5 hour of contact time) class/contact time. 4. Define the role of culture in learning. -These contact hours must include, but are not limited to, discussion, identification, and application of these strategies. (1 hour of contact time) (.5 hour of contact time) -An evaluation/synthesis of these lessons will also be included in these contact hours. *Training time must total 45 clock hours, which includes twelve (12) flex clock hours to be used at the instructor’s discretion to augment any combination of the four areas. Given the additional hours provided in this framework, professionals will be expected to be engaged, in depth, in each one of the four areas required in the training sessions. The minimum number of contact hours in each section of the curricular framework is recommend above. Additionally in the last frame, recommendations are given for implementation of the objectives, Finally, this framework allows for (12) flex hours to be used at the instructor’s discretion to augment any combination of the four areas. Teacher’s Guide Course Textbook, Materials and Equipment Textbook(s) Software/ Equipment/ Other Textbook Costs Modality Title Author(s) Publisher ISBN “Reading, Writing & Learning in ESL” 5th edition Peregoy Pearson 978-0-205-62684-7 Title Author(s) Publisher ISBN http://www.ade.az.gov/asd/lep/ The AZ Dept of Ed, Accountability Office of English Language Acquisition Services web site has a great many links to SEIrelated resources. $97.35 (subject to change) _____ On-ground _____ On-line Course Assessments Description of Possible Course Assessments (Essays, multiple choice, etc.) Essays, assignments, projects and examinations. Essays, assignments, MCC Form EDU 0007 (rev.10/19/10) projects and examinations. Exams standardized for this course? __ Midterm __ Final __ Other (Please specify): Such activities include summarizing education policies and how they affect English language learners, learning the theories of language acquisition, developing school and home environments that promote literacy, developing lesson plans in vocabulary and writing or adapting lessons and activities to accommodate students who learn differently. Are exams required by the department? ___Yes __X_No If Yes, please specify: Where can faculty members locate or access the required standardized exams for this course? (Contact Person and Location) Example: NCK – Academic Chair Office Student Outcomes: Identify the general education goals for student learning that is a component of this course. Check all that apply: 1. Communicate effectively. a. Read and comprehend at a college level. b. Write effectively in a college setting. Method of Assessment Examinations, reading and writing assignments. 2. Demonstrate effective quantitative reasoning and problem solving skills. Cooperative learning, experiential learning, assignments and examinations Cooperative learning, experiential learning, assignments and examinations 3. Demonstrate effective qualitative reasoning skills. 4. Apply effective methods of inquiry. a. Generate research paper by gathering information from varied sources, analyzing data and organizing information into a coherent structure. b. Employ the scientific method. 5. Demonstrate sensitivity to diversity a. Experience the creative products of humanity. b. Describe alternate historical, cultural, global perspectives. MCC Form EDU 0007 (rev.10/19/10) Assignments, discussions, and examinations on how cultural differences affect teaching and learning. Learning Units Learning Unit Topic 1: Arizona Standards: ELL Proficiency and Academic Standards Competency: #1, 2 , 3 & 7 Objectives: 1.1-1.3, 2.1-2.2, & 3.1 Activities/ Assignments: Laboratory Activities: Helpful link: http://www.ade.state.az.us/standards/contentstandards.asp http://www.ade.state.az.us/oelas/downloads/6‐FinalListeningandSpeakingCorrelationGuide‐Revised05‐ 09‐07.pdf http://www.ade.az.gov/oelas/ELPS Learning Unit Topic 2: SEI & Assessment Competency: #4 , 5 & 7 Objectives: 4.1-4.3 & 5.1-5.2 Activities/ Assignments: Laboratory Activities: Helpful link: http://www.ade.az.gov/ELLTaskForce/2008/SEIModels05-14-08.pdf http://www.ade.az.gov/oelas Learning Unit Topic 3: SEI Foundations Competency: #6 & 7 Objectives: 6.1-6.4 Activities/ Assignments: Laboratory Activities: Helpful links: http://www.ade.state.az.us/oelas/downloads/TitleIIIAccountabilityTechnicalManual.pdf http://www.ade.state.az.us/stateboard/rules/approved/R‐7‐2‐306.pdf Learning Unit Topic 4: Theoretical and Cultural Aspects of SEI Competency: 8 & 9 Objectives: 8.1-, 9.1-9.4 Activities/ Assignments: Laboratory Activities: MCC Form EDU 0007 (rev.10/19/10) Learning Unit Topic 5: Applied SEI Strategies Competency: 10 Objectives: 10.1-10.11 Activities/ Assignments: Laboratory Activities: MCC Form EDU 0007 (rev.10/19/10)