Syllabus
Professional Development in Education
School of Education, Health and Human Performance
College of Charleston
Course Number and Title: EDPD 818-J60 English for Life TESOL Certification part
II of II: Methodologies, Materials, and Instructional Design in the English Language
Classroom
Graduate Hours: 3
Location of Course: Greenville Literacy Association–McAlister Square - Greenville, SC
Dates and times Course will be offered: Dates: Nov 7 – Nov 16. Times: Fridays (5:00 –
9:00pm), Saturdays (9:00 am – 6:00pm), and Sundays (10:00am - 2:00pm)
Practicum: 15 hours to be completed before January 30, 2015. Total contact hours: 50
Instructor: Kim Carroll
105 Chalet Place
Greenville, SC 29607
kimcarroll@english-forlife.com
Semester credit earned: Fall 2014
Text/Materials: Brown, Douglas H. (2007). Teaching by Principles: An Interactive Approach
to Language Pedagogy, 3rd Edition. Addison Wesley Longman. Inc. White Plains, NY.
Purpose of the course and expected participation outcomes:
This course is designed to help teachers make informed decisions in the classroom based
on current theories of language learning and culture, and critical reflection. The focus is
on creating an environment in which learning can take place, and in focusing on the
student by using cooperative, communicative, whole-language techniques. This course
assists the participants in teaching and learning reflectively so that changes in knowledge,
skills, and dispositions are an ongoing process. Additionally, the course provides an indepth look at specific aspects of teaching language, and encourages teachers to reflect on
their own teaching and learning experiences, and create, enlarge, or amend their own
philosophies of teaching. Teaching techniques and strategies for all language skills will
be explored and practiced, assisting participants in refining their abilities to effectively
work with English language learners. To this end, this course will increase the ability of
teachers to assure that their ESOL students will be able to achieve to their true learning
potential, empower them to acquire language faster, and assist them in becoming
successful and more productive citizens.
Course Description:
Methodologies, Materials, and Instructional Design in the English Language Classroom
is the second in a series of 2 courses which together make up the International TESOL
Certification. In Methods, Materials, and Instructional Design in the English Language
Classroom, participants acquire theory and practice in teaching specific language skills,
classroom management, cooperative learning techniques, and assessment and evaluation
of ESOL students. This course helps participants increase their understanding of and
effectiveness in dealing with English language learners in the classroom. Topics that
focus on understanding and valuing the learner include Classroom Management.
Teaching Grammar and Pronunciation, Lesson planning, Assessment and Evaluation,
and The Cooperative Classroom focus on knowing what to teach and how to assess,
which relates to the College of Charleston’s conceptual framework and theme of making
the teaching and learning connection. Professional, Educational, and Electronic
Resource Selection and Development are topics that focus on understanding ourselves as
professionals and working to enhance the profession. One of the major intrinsic goals of
the complete course is an analysis of how to create an environment in which real learning
occurs.
Goals and Objectives: are correlated to the C of C Teaching and Learning Standards
Overall Goal: To increase participants’ ability to work effectively with ESOL students
and their families; increase ability to understand and use techniques and strategies for all
language skills; to help them to make informed decisions in the classroom based on
sound theory, practical knowledge, and critical reflection. The focus is on building
expertise in teaching specific language skills, creating an environment in which learning
can occur, and in using cooperative, communicative, whole-language techniques that put
the student at the center of the learning process. (EHHP I, II, III, IV, V, VI, VII)
By the end of this course, participants will be able to…
 Write a comprehensive lesson plan including both content area and language
learning objectives (EHHP I, II, VI)
 Evaluate and participate in a variety of Cooperative and Participatory Learning
methods in the classroom (EHHP II, III, IV)
 Inventory and critique professional, educational, and electronic resources related
to the field of ESOL (EHHP III, IV, VII)
 Evaluate and write assessments and evaluations appropriate to English language
learners of all levels (EHHP VI)
 Analyze lessons and activities in texts, and enhance them for maximum
effectiveness corresponding with the needs of their students (EHHP I, II, III)
 Create dynamic and creative vocabulary, grammar, and pronunciation lessons for
their students (EHHP III, IV, VI)
 Explore the theoretical basis of teaching each of the above skills, and implement
theory in the creation of classroom activities (EHHP I, II, III, IV)
 Gain an in-depth understanding of grammar structures, and use new
understanding to clarify grammar lessons for English language learners (EHHP I,
II, III)
Topics and Objectives:
School of
Education,
Health, and
Human
Performance
Standard
I, II, III, V,VII
I, III, VI
I, II, III, IV
I, II,, III
III, IV, VI
I, III, VII
III, VI
I, III, IV, V
III,V
IV, V, VII
III, VII
Topic
Teaching
Writing
Teaching
Reading
Teaching
Pronunciation
Teaching
Grammar
Resumes and
Teaching
Portfolios
Lesson
Planning
Finding and
Creating
Resources
Assessment
and Evaluation
Planning and
Taking Fieldtrips
Cooperative
Classroom
Classroom
Management
Practicum
Objective
Participants will be able to:
Adapt writing lessons to the needs of English Language learners, create
excellent writing lessons, explore the needs of students who are preliterate or come from a pre-literate home environment
Discuss and apply schema theory to reading lessons, appropriately use
different types of comprehension questions
Discuss and apply knowledge of English pronunciation and the English
phonology system to create lessons to meet the pronunciation/spelling
needs of learners
Understand and teach complex grammar topics using a communicative
lesson format
Create a resume and teaching portfolio appropriate for English language
teaching jobs
Create long-, mid-, and short-term lessons plans that include both
language and content area goals
Locate and use hard copy and electronic resources for classroom use
and professional development
Evaluate and create a variety of traditional and nontraditional
assessments for classroom use
Discuss the value of experiential learning, and plan field and lifeskills
trips that are curriculum-enhancing
Inventory and facilitate a variety of cooperative learning structures and
evaluate the pros and cons of using the structures
Explore a variety of situations and discuss the classroom management
options in each situation
Teach ESL classes
Scientifically-Based Research
The text used for the course, Teaching by Principles: An Interactive Approach to
Language Pedagogy, is a research-based overview of historical and current approaches to
language acquisition and language learning pedagogy/androgogy. Additional readings by
the field’s leading researchers such as Jim Cummins, Paolo Friere, and Diane LarsenFreeman are assigned in addition to the main text. Finally, participants do their own
fieldwork through observations and critical reflection.
In-class Course Activities:
All topics are taught interactively, creating a collaborative learning environment based on
the theories of adult education and cooperative learning. In this way, participants
experience and critically reflect on the designs and techniques used in successful ESOL
classrooms. Modes of instruction include: lecture, cooperative group structures, whole
and small group discussions, presentations, role plays, microteaching, reflection, and
other forms of active participation. Because the focus is on teaching language skills,
many language teaching techniques are demonstrated and used. Students have the
opportunity to practice their new knowledge through microteaching. Forms of technology
include using the internet for research, as a professional resource, and to connect to the
larger teaching community.
Graded Assignments
Students will be assessed on the following when determining the final grade.
Class Participation
Your full participation is crucial to your success, and the success of the class.
For each topic of the course, students will be graded on their ability and willingness to
participate in class discussion. Receiving a 1 indicates that the student was late and/or
largely disengaged. Receiving a 2 indicates that the student participated in discussions
and activities.
Total pts possible = 40
Final Exam
Total points possible = 50 pts
Resource Reviews
There are hundreds of resources available online that you will find useful both
professionally (professional organizations, job searches, research, studies) and practically
(activities, game suggestions, grammar point explanations). Locate 1 professional
organization and one practical resource, and write a 1/2 page critical review of each.
Please email me your review. You will present your findings to your colleagues the
following class. Total points = 25
Lesson Plans
You will create a monthly, weekly, and daily lesson plan for a class that meets 4 hours
per day, 5 days per week. Be sure to include all parts we talked about in class, including
a copy of any worksheets used or created for your lesson. Don’t forget to credit the
source of your worksheets, including your own! You can begin your Practicum
Observations as soon as you pass this assignment.
Lesson Plans
Lesson plans, the organization and style of which will be covered in-depth during the
course, will be scored based on the following outline of criteria:
 A monthly, weekly, and daily plan
 Inclusion of all necessary parts of the lesson plan
 A logical flow of activities, taking into account the class statistics and dynamics
 Enough information and detail that another person could teach from the plan
 All handouts (cited) to be used in the class
 Inclusion of speaking, listening, reading, and writing activities
 Activities that address all learning styles
total points = 150
Grammar Research and Microteaching
You will have 20-30 minutes to teach us a point of grammar. Although you will not be
able to teach the entire topic to us in one lesson, research your topic so you feel
comfortable presenting it to us and are able to answer any questions we might have.
While preparing your lesson, keep these points in mind:
 Include opportunities for your students to practice (read, write, speak, listen to)
the new grammar.

Don’t forget to teach us the meaning, form, and function of your grammar point.
(you can do it implicitly, without actually mentioning what you are doing)

Grammar means nothing without communication! Involve your students in the
class, and keep your explanations short and to the point.
You will be assessed on the above points as well as your ability to clearly get your point
across to your students.
Total points = 150
10-hour student teaching
You should begin student teaching as soon as you have completed and passed
your lesson planning assignment as well as the observation, one on one tutoring, and
teacher assisting parts of the practicum from the previous course. Student teaching
includes: creating lesson plans for your classes, preparing materials, writing lesson plan
reflections, working and consulting with your host teacher, teaching or team teaching 10
class hours, and writing a 2-page reflective account of your experience. For each class
you teach you will turn in lesson plans along with the Lesson Plan Reflection/Cover
Sheet. Student teaching is quite time consuming and is an important part of the course.
All practicum hours and assignments must be completed by Sept 30, 2013.
Total points teaching = 100
Total points evaluation = 100
Total points reflection = 50
Grading Scale:
Class Participation
Grammar Microteaching
Resource Reviews
Lesson Plan
Final Exam
Practicum Student Teaching
Pass/Fail
40 points
150 points
30 points
150 points
50 points
100 points
Practicum Evaluation
Practicum Reflection
Total points available
100 points
50 points
670 points
Pass – 469 points or higher + the student must pass the Final Exam and Practicum
Evaluation
Fail – 468 points or less
Attendance:
For a grade to be awarded, students must attend at least 85% of the class hours. Students
may be withdrawn by the instructor for absences that exceed this limit.
Course Calendar:
Class date
11/07/14
11/07/14
11/08/14
11/08/14
11/09/14
11/09/14
Topic
Teaching Writing
Teaching Reading
Teaching Grammar
Teaching Pronunciation
Grammar Microteaching
Lesson Planning/ Finding and Creating
Professional, Educational, and
Electronic Resources
11/14/14
11/14/14
Assessment and Evaluation
Planning and Taking Fieldtrips
11/15/14
The Cooperative Classroom
& Classroom Management
11/15/14
11/16/14
Resumes and Teaching Portfolios
Final Exam and Celebration
11/16/14
Practicum
Readings and
assignments due today
Brown
Brown
Brown
Brown
Grammar microteaching
coursebook
Brown ch 22
Brown and coursebook
Resource Review Due Lesson
Plans Due
Brown ch 13
Selected readings
Lesson plans, reflections,
practicum evaluation
Class Participation
Your full participation is crucial to your success, and the success of the class.
For each topic of the course, students will be graded on their ability and willingness to
participate in class discussion. Receiving a 1 indicates that the student was late and/or
largely disengaged. Receiving a 2 indicates that the student participated in discussions
and activities.
Total pts possible = 40
Grammar Microteaching
Students’ presentations will be graded on the following:
 In regards to the grammar point, did the lesson include:
• Form
• Meaning
• Function



Did the lesson follow a communicative lesson plan structure?
How clear was the explanation of the grammar point?
How much were the students involved in the class?
Grammar Microteaching Rubric – 150 pts
30
20
15
Form
---
New grammatical
form was clearly
presented and
accessible to students
New grammatical
form was presented,
but students did not
have continued
access
The meaning of the
new grammatical
form was presented
---
The meaning of the
new grammatical
form was clearly
presented in context
The use of the new
grammatical form
was presented
---
The use of the new
grammatical form
was clearly presented
and contextualized
Presentation follow a
clear structure
including :
Warm up
Presentation
Controlled Practice
Communicative
Practice
Presentation
followed a clear
structure and
included most parts
of a lesson
Meaning
Use
Communi
cative
Lesson
Plan
--Structure
10
5
0
New
grammatical
form was
presented, but
not clear, not
complete, or
difficult to
follow
The meaning of
the new
grammatical
form was
presented, but
not clear, not
complete, or
difficult to
follow
The use of the
new
grammatical
form was
presented, but
not clear, not
complete, or not
in context
Presentation
generally
followed a
Communicative
structure, but
was somewhat
difficult to
follow
New
grammatical
form was
not
presented
No
pre
on
Meaning of
new
grammatical
form was
not
presented
No
pre
on
Use of new
grammatical
form was
not
presented
No
pre
on
Presentation
didn’t
follow a
communicat
ive structure
No
pre
on
Clarity of
Informati
on
Presented
---
Student
Involvem
ent
---
Context
New
grammatic
al
structure
was
presented
within the
context of
a real-life
situation
or theme,
and the
entire
lesson
stayed
within the
context
Conclusion/Review/E
valuation
Information
presented was
extremely clear ;
various modes of
presenting were
expertly employed
(visual, auditory,
kinesthetic)
Students were
involved throughout
the lesson and had the
opportunity to
practice using the
new information in a
variety of ways
New grammatical
structure was
presented within the
context of a real-life
situation/theme, and
most of the lesson
stayed within the
context
Information was
generally clear;
various modes of
presenting were
used (visual,
auditory,
kinesthetic)
Information was
somewhat clear;
the board or
other visual
presentation
was used
Students were
involved through
most of the lesson
and had the
opportunity to
practice using the
new information in
more than one way
Students were
involved during
parts of the
lesson and have
the opportunity
to practice
using the new
information
A theme was
mentioned, but the
new grammatical
structure was
presented with little
relation to the
theme.
New structure
was presented
without relating
it to any theme
or context, or
there was little
coherence
Lesson Plan Rubric
Monthly Plan -- total possible pts 10
Points 10 Points
6 Points
2 Point
0
Information
was
generally
confusing;
only one
mode of
teaching
was used
Students
were not
very
involved in
the lesson
and have
little
opportunity
to practice
using the
new
information
New
structure
was
presented
without
relating it to
any theme
or context
No
pre
on
No
pre
on
Points
__ What you already know (holidays,
school assemblies, fieldtrips, etc)
__ Themes for each week
__ Culminating Activity for each
theme: (guest speaker, movie,
simulated activity, etc.)
2 of 3 items 1 of 3
present
items
present
not
handed in
Weekly Plan – total possible pts 20
Points 20 Points
__ Regular routines
__ Class divided into periods
__ Varied activities (speaking, listening,
reading, writing, grammatical structures,
conversational functions)
12
Points
6 Point
0 Points
2 of 3
items
present
1 of 3
items
present
not handed
in
Daily Plan – total possible 120 points
Points 15 Points
10 points
5 Points
0
Points
Inclusion of necessary
informational parts of
lesson plan:
__ Class level
__ Theme
__ Class duration
__ Materials needed
3 of 4 items
present
2 of 4 items
present
not
handed
in
Inclusion of well-written,
appropriate specific and
general objectives
Inclusion of some
appropriate and
general objectives
Some objectives
are missing, or
objectives don’t
match with lesson
not
handed
in
Inclusion of coherent and
effective lesson plan parts
__ Warm up/icebreaker
__ Presentation
__ Controlled and Semicontrolled Practice
__ Communicative
Plan is generally
coherent and
effective.
Plan lacks
coherence or is
somewhat
confusing.
not
handed
in
Practice
__ Summative
Evaluation/Assessment
Logical flow of activities
and clear transitions
appropriate for class level
Logical flow of
activities but some
lesson parts seem
disconnected.
Activities seem
disconnected and
lack a clear flow.
It is difficult to
follow the lesson.
not
handed
in
Enough information and
detail that another person
could teach from the plan
Some information
and detail. A few
activities need
additional
clarification.
Little information
and detail. Most
activities need
additional
clarification.
not
handed
in
All handouts (cited) to be
used in the class
Some handouts
(cited) to be used
in the class
Few handouts
(cited) to be used
in the class
not
handed
in
Inclusion of speaking,
listening, reading, and
writing activities as
appropriate to the class
and communicative
context.
Some inclusion of
speaking, listening,
reading, and
writing activities as
appropriate to the
class and
communicative
context.
Some speaking,
listening, reading
and writing
activities don’t
match a
communicative
context in class.
not
handed
in
Activities that appeal to a
variety of learning styles
Activities that
appeal to more
than 1 learning
styles
Activities that
appeal to 1
learning style
not
handed
in
Resource Review Rubric (2). Each review worth 15 points, 30 pts total
for both reviews
Points 15 Points
10 points
5 Points
0 Points
Review
1
4 of 5 items
included
2-3 of 5
items
present
Review not
handed in
Review includes
__ Name of Organization/
company/website
__ Contact information/web
address
__ Description of what the
organization does/provides
__Opinion about the source:
Would you use this resource, and
for what?
__No spelling or grammar errors
Review
2
Review includes
__ Name of Organization/
company/website
__ Contact information/web
address
__ Description of what the
organization does/provides
__Opinion about the source:
Would you use this resource, and
for what?
__No spelling or grammar errors
4 of 5 items
included
3 of 5 items
present
Review not
handed in
Practicum Student Teaching – 100 pts
100 pts
-- 10 hours of
teaching are
completed
-- complete and
detailed lesson
plans are turned in
for each class
-- a class
reflection/cover
sheet is completed
for each class
75
-- 10 hours of
teaching are
completed
-- lesson plans
with some detail
are turned in for
each class
-- a class
reflection/cover
sheet is
completed for
some classes
50
-- <10 hours of
teaching are
completed
-- undetailed
lesson plans are
turned in for most
classes
--a class
reflection/cover
sheet is
completed for
some classes
25
-- 4–7 hours of
teaching are
completed
-- some lesson
plans are turned
in
-- some class
reflection/cover
sheets are
completed with
minimal detail
0
-- 1-4 hours of
teaching are
completed
-- few lesson
plans are turned
in
-- few class
reflection/cover
sheets are
completed with
minimal detail
In addition to getting 70+ points on the above assignments, participants must “pass” the
practicum evaluation.
Practicum Evaluation – 100
Observation measures
exceeds criteria
(90 – 100)
meets criteria
(70 – 90)
approaches
criteria
(0 – 70)
Overall Planning
Instructor Skills
Lesson & Instruction
Students must achieve at least a “meets criteria” in at least 2 of the 3 sections of
observation measures to pass the practicum evaluation. (see attached evaluation form)
Final Reflection – 50 pts
50 pts
Final reflection
is 2 pages, and
demonstrates
exceptional
ability to
thoughtfully
synthesize
participant
learning
throughout the
practicum
process
40 pts
Final
reflection is 2
pages, and
demonstrates
solid ability to
thoughtfully
synthesize
participant
learning
throughout
the practicum
process
30 pts
Final
reflection is 2
or fewer
pages, and
demonstrates
general ability
to address
participant
learning
throughout
the practicum
process
20 pts
Final
reflection is 2
or fewer
pages, and
demonstrates
some ability
to address
participant
learning
throughout
the practicum
process
10 pt
Final
reflection
is fewer
than 2
pages and
is
completed
with
minimal
effort
0 pts
No final
reflection
form
turned in