EDUC 472 D400 - SUMMER 2021 DESIGNS FOR LEARNING: ELEMENTARY LANGUAGE ARTS Time & Location: Tu 10:00 AM – 11:00 AM, Remote Instructor: Koichi Haseyama koichi_haseyama@sfu.ca Office Hours: By appointment Course Description The core goal of this course is to equip pre-service teachers and/or those who are interested in teaching language arts to young learners with a set of relevant practical knowledge and skills in curriculum and instruction. The students will gain opportunities to get hands-on practice in analyzing teacher language and behaviour in classrooms, examining pedagogical approaches and methods, understanding learner assessment, designing study materials, understanding curriculum and lesson planning, and looking into identities of teachers for young language arts learners. This course will tie together theories and practices in curriculum and instruction in elementary language arts. This course will also aid students in reviewing general theories of curriculum and instruction specifically for young learners of language arts from multiple perspectives such as developmental psychology, educational sociolinguistics and methodological approaches. Considering the sociocultural diversity in Metro Vancouver, the course will also inquire into English Language Learners and classroom discourses. Course Goals: By the end of the course, students will be able to: - Explain key concepts and characteristics of learning processes of children, and the BC Curriculum for Language Arts at elementary levels; - Develop and/or transform their own practical knowledge and skills to teach Language Arts programs in elementary education EDUC472D400 1 of 10 Summer 2021 Mode of Course Delivery This course will be conducted completely online in a synchronous/asynchronous blended mode. We will “meet” at 10:00 AM, Tuesdays for approximately ONE (1) hour through Zoom (synchronous work). Participation to the synchronous sessions is critical, since there will be in-class assignment tasks done during the class time; also, in principle, the classes will not be recorded for privacy concerns on students’ free and safe interactions. Outside of these weekly meetings, students will work on individual tasks and/or group activities through Canvas (asynchronous work). Required Readings: Required readings are specified for each week in the Course Outline and Reading List. All of the readings listed there will be provided by the instructor in Canvas, unless notified. You will also be provided additional resources for each week in Canvas. If any, all the additional learning materials for the week will be posted at least one week prior to the live session that the materials are intended for. You are expected to complete the required readings and other learning materials for each class, and be ready to share your thoughts and contribute to class discussions and activities. Assignments a) Teaching Portfolio 50% Each student will compile a portfolio of teaching-related materials (5 micro tasks, 10% each). Each task of creating a material will be introduced in class throughout the term. The materials in this assignment will normally be posted on the specified discussion boards in Canvas throughout the course for submission. Each student will make at least one peer comment on the peers’ initial posts each week. The set will include, but not be limited to, sample teaching materials, syllabus, analysis of teacher language & behaviour, assessment, and statement of teaching philosophy. Due: Ongoing, bi-weekly (See Canvas for exact due dates.) b) Individual Lesson Plan 20% For this assignment, you are expected to design a lesson. This assignment will give you the opportunity to: -design principles and lessons rooted in sound pedagogical methods and research on learning and teaching - put the principles of lesson planning into practice for a learning context of your choice, EDUC472D400 2 of 10 Summer 2021 -reflect on the appropriateness of instructional materials for different purposes and contexts - anticipate classroom practice issues and build in strategies for promoting and active and inclusive classroom You will be required to prepare one 45-minute, detailed lesson plan. The lesson plan will have 3 parts. Part 1: An introduction page Write a one-page introduction that briefly describes: • The age group of the target learners (e.g., Grade 2) • The cultural demographics of the class (e. g., ELL-dominated? Particular ethnic groups identified?) • A brief description of your main lesson objectives, a rationale for the activities you have designed, and the intended purpose of the included activities; you should relate that to the literature of the course. • A brief description of why the assessment you have chosen is appropriate for the lesson objectives and social context. Part 2: A detailed lesson plan (Templates will be provided.) The plan will include, but not be limited to, the following sections: - objectives - resources in a list of references - student & teacher activity sequence - “assessment as learning” component(s) Part 3: Appendix Sample materials created for the plan, and other resources that you use with the plan should be included. Lesson plans will be assessed on the following aspects: - Clarity, completeness, and appropriateness of the lesson overview - Activities that meaningfully incorporate concepts learned in the course - Appropriateness and effectiveness of the instruction plan - Appropriateness and creativity of the teaching materials - Pedagogical meaningfulness, creativity, effectiveness, and timing of the learning activities during all the stages of the lesson. Due: Mid-term (See Canvas for exact due dates.) c) Group Unit Plan 30% EDUC472D400 3 of 10 Summer 2021 This assignment is done in small groups of 3 to 4 teacher candidates. The purpose of this assignment is to introduce you to the process of planning for language arts using an inquiry-based learning and B.C.’s curriculum. The goal is to reformulate a problem, issue, or theme into conceptual questions that you can focus on with your students. You will also select and curate a wide range of sources of information for students to use during this inquiry. Your unit plan should follow the outline below: 1. 2. 3. 4. 5. 6. 7. 8. Rationale (1 paragraph max.): Name the topic of inquiry and the grade level. Why does this topic deserve exploration? How is the inquiry linked to the needs and interests of the learners? Remember, this inquiry should: ◦ allow students to explore questions personally meaningful to them; ◦ involve students actively in the development of learning experiences; ◦ allow for high student engagement; ◦ be competency driven; and ◦ open up cross-curricular possibilities. Description of your classes (300 words max. about each class): Provide a brief overview or description of your class. Include important information that you need to take into account when planning for instruction for this particular group such as accounting for diverse learners, English language learners, class size, materials/technology available, etc. ELA Core Competencies and Big Ideas (5 max.): Be selective about which ones apply. Other Content Area Competencies and Big Ideas (5 max.) First People’s Principles of Learning (1 paragraph max.): How will you address the FPPL in this inquiry learning plan? Addressing Diversity (1 paragraph max): How will you address diverse perspectives, antiracism, and/or inclusion in your planning? Lesson Plans (1 per each group member/4 pages max. per LP): In the 10 activities listed above, each group member will write one lesson plan. At least one of the LPs should be for ELA specifically. You do not need to develop a lesson plan for field trips and guest speakers. They must be about classroom-based activities that you would be teaching. Assessment (1 paragraph): Briefly describe how you will assess the progress of the inquiry for yourself and your students. Think of how you will offer feedback, explore challenges, and suggestions for growth and further exploration. We will, of course, discuss these guidelines and expectations more in class before we work on this assignment. Due: End of the term (See Canvas for exact due date.) *Please type your assignments to submit via Canvas submission pages, in MS-Word or Mac-Pages. NO PDF, please. *Please note: There will be no final examination in this course. Course Outline and Reading List Week 1 - May 18: Introduction - Introductory discussions - Going through the syllabus EDUC472D400 4 of 10 Summer 2021 Week 2 - May 25: Starting to Know Young Language Learners - A perspective from developmental psychology and sociolinguistics together Required readings for Week 2: • Donaldson, M. (1978). Children’s Minds. London: Fontana Press. Chapter 2 • Haseyama, K. & Takahashi, F. (2019). Critical Content for Teacher Education: Implications from Cultural Interpretations in Clinical Diagnosis. SFU Educational Review. 12(3) (Recommended readings) • Gardner, H. (1994). The Theory of Multiple Intelligences. In B. Moon & A. Shelton Mayes (eds.) Teaching and Learning in the Secondary School (pp. 38-46). London: Routledge. Week 3 - June 1: Looking at Some Samples / BC Curriculum - Examining sample lesson plans - Undserstadning BC Curriculum No required readings Week 4 - June 8: Pedagogical Approaches at a Glance: Cooperative Learning - Framing ideas of teaching language arts Required readings for Week 4: • Richards, J. C. and Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed). Cambridge: Cambridge University Press. Chapter 2 • Richards, J. C. and Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed). Cambridge: Cambridge University Press. Chapter 16 (Recommended readings) • Rixon, S. (1992). English and Other Languages for Younger Children: Practice and Theory in a Rapidly Changing World. In Language Teaching (p. 73-93). Week 5 - June 15: Principles of Lesson Plan for Young Learners (ELLs/Non-ELLs) - Planning of our lessons with a perspective Required readings for Week 5: • Miyazaki, K. (2013). From “Unknown Questions” Begins a Wonderful Education. In Egan, K., Cant, A. and Judson, G. (Eds.). Wonder-full Education: The Centrality of Wonder inTeaching and Learning Across the Curriculum. New York, NY: Routledge Week 6 - June 22: Principles of Evaluation and Assessment for Teaching and Learning - Why do we assess and/or evaluate? Can we? Should we? Required readings for Week 6: • Fisher, R. (2005). Teaching Children to Learn. Cheltenham: Stanley Thornes. Chapter 9 EDUC472D400 5 of 10 Summer 2021 • Botelho, M., Kerekes, J., and Jang, E. (2004). Assessing Multiliteracies: Mismatches and Opportunities. Language and Literacy, Vol.16(1) (Recommended readings) • Tierney, R. J. & Rogers, T. (2004). Process/content/design/critique: Generative and dynamic evaluation in a digital world. The Reading Teacher 58, 218-221. Week 7 - June 29: Examining Practice in Language Arts Learning and Teaching - How children learn 1st language - Some teaching techniques and ideas Required readings for Week 7: • Fisher, R. (2005). Teaching Children to Learn. Cheltenham: Stanley Thornes. Chapter 2 (Recommended readings) • Fenning, K. and Wylie, S. (2011). Observing Young Children: Transforming Early Learning Through Reflective Practice. Toronto: Nelson Education. Pp. 1, 5-7,15-17, 30-34 • Lightbown, P. and Spada, N. (2006). How Languages are Learned. (3rd ed.). Oxford: Oxford University Press. Pp. 10-24 Week 8 - July 6: Principles and Practice of Materials Design for Young Learners - Exploring ideas for teaching/learning materials Required readings for Week 8: • Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher’s Guide (New Edition). Harlow: Pearson Education Limited. Pp. 151-152, 162-163, 172-174, 186-187,203-205 (Recommended readings) • Brewster, J., Ellis, G. and Girard, D. (2002). The Primary English Teacher’s Guide (New Edition). Harlow: Pearson Education Limited. Part 3 • Tomlinson, B. (Ed). Materials Development in Language Teaching. Cambridge: Cambridge University Press. Pp. 67-71 Week 9 - July 13: Ideas from Sociolinguistic Perspectives - Looking into ideas of language learning and teaching from sociocultural perspectives Required readings for Week 9: • Moore D. & Gajo, L. (2009). Introduction - French Voices on Plurilingualism and Pluriculturalism: Theory, Significance and Perspectives. International Journal of Multilingualism and Multiculturalism, 6(2), 137-153. • Lippi-Green, R. (1997). English with an Accent: Language, Ideology, and Discrimination in the United States. London: Routledge. Chapter 5 (Recommended readings) • pp. 11 - 15 of Bernaus, Andrade, Kervran, Murkowska and Saez (eds). (2007). Plurilingual and Pluricultural Awareness in Language Teacher Education. Council of Europe Publishing. Week 10 - July 20: Micro Teaching Demo Details TBA EDUC472D400 6 of 10 Summer 2021 Week 11 - July 27: Principles and Process Options for Training and Development - How can we as educators educate ourselves? Required readings for Week 11: • Woodward, T. (1991). Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press. Chapter 1 (Recommended readings) • Woodward, T. (1991). Models and Metaphors in Language Teacher Training. Cambridge: Cambridge University Press. Week 12 - August 3: Towards Reflective Practice Details TBA EDUC472D400 7 of 10 Summer 2021 Grading Scheme Your final grade will be determined according to the following scale. Percentage Letter Grade 97–100 A+ 94–96 A 90–93 A− 86–89 B+ 82–85 B 78–81 B− 74–77 C+ 70–73 C 66–69 C− 56–65 D 0–55 F Should you foresee or have been experiencing any difficulty, consult the instructor anytime for possible arrangements!!!! EDUC472D400 8 of 10 Summer 2021 General Evaluation Criteria for Written Assignments EDUC472D400 9 of 10 Summer 2021 EDUC472D400 10 of 10 Summer 2021
