University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2157 (Fall 2015)
Subject Area - Course Number: CIFLD 406
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Field Study ESL/Bilingual Education for Elementary/Middle School
25-Character Abbreviation:
FLD STUDY ESL/BE EL-MID
Sponsor(s):
Wallace Sherlock, Julie Minikel-Lacocque, and Melanie Schneider
Department(s):
Curriculum and Instruction
College(s):
Education
Consultation took place:
Programs Affected:
NA
Yes (list departments and attach consultation sheet)
Departments:
Minors in Teaching English as a Second Language, Teaching English
as a Second Language/Bilingual-Bicultural
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
CIGENRL 403 or permission by instructor
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location
College:
Education
Dept/Area(s): C&I
Instructor:
Julie Minikel-Lacocque, Melanie Schneider, Wallace Sherlock
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
1-2 Total contact hours:
Total lecture hours:
16-32
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
Revised 10/02
No of credits in major:
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32
No of times in degree:
Revised 10/02
1
No of credits in degree: 1-2
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Proposal Information: (Procedures for form #3)
Course justification:
This field study is required of students minoring in Teaching English as a Second Language and Teaching
English as a Second Language/Bilingual-Bicultural to provide field experience working with emergent
bilingual learners in elementary or secondary classrooms. Undergraduate students and post-baccalaureate
students who require placement with a licensed ESL or ESL+BE teacher enroll for 2 cr. Postbaccalaureate students who are already teaching in an ESL or ESL/BE setting enroll for 1 cr.
Relationship to program assessment objectives:
This course meets several program assessment objectives, applied within the school setting. These include
building understanding of:
 effective curriculum design for English language learners (ELLs)
 research-based instructional practices for the academic success of ELLs
 research-based assessment practices for the academic progress of ELLs and to inform instruction
and, in the case of those pursuing licensure through the ESL/Bilingual-Bicultural minor, to build
understanding of different models of bilingual instruction, including dual language instruction)researchbased practices in bilingual curriculum design, instructional practice, and assessment.
Budgetary impact:
Field study is part of departmental load. No impact is anticipated. This two-credit course does not add
credit toward degree or program. This proposed field study replaces the three-credit CIFLD 492 field study
and reduces the credits to two.
Course description: (50 word limit)
Offered on a Satisfactory/No Credit basis only. Designed to give the student experience in working under
the guidance of ESL or bilingual teachers in affiliated public schools in ESL or bilingual education.
If dual listed, list graduate level requirements for the following:
1. Content (e.g., What are additional presentation/project requirements?)
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
Course objectives and tentative course syllabus:
(see attached)
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Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.)
Brookhart, Susan M.
Formative Assessment Strategies for Association for Supervision & Curriculum
Every Classroom: An ASCD Action Development (2010), Edition: 2, Paperback,
Tool
265 pages
Conzemius, Anne
Building shared responsibility for
student learning
Alexandria, Va. : Association for Supervision
and Curriculum Development, c2001.
Echevarria, Jana J.
Using the SIOP Model with Pre-K
and Kindergarten English Learners
(SIOP Series)
Pearson (2011), Edition: 1, Paperback, 144
pages
Echevarria, Jana J.
Making Content Comprehensible for Pearson (2012), Edition: 4, Paperback, 360
English Learners: The SIOP Model pages
(4th Edition) (SIOP Series)
Fisher, Douglas
Content-Area Conversations: How
to Plan Discussion-Based Lessons
for Diverse Language Learners
Association for Supervision & Curriculum
Development (2008), Paperback, 175 pages
Frey, Nancy
Productive Group Work: How to
Engage Students, Build Teamwork,
and Promote Understanding
Association for Supervision & Curriculum
Development (2009), Paperback, 127 pages
García, Ofelia
Bilingual Community Education and Multilingual Matters (2012), Paperback, 360
Multilingualism: Beyond Heritage
pages
Languages in a Global City
(Bilingual Education and
Bilingualism)
Gibbons, Pauline
Learning to Learn in a Second
Language
PETA (1991), Paperback
Haynes, Judie
Teaching English Language
Learners: Across the Content Areas
Association for Supervision & Curriculum
Development (2010), Paperback, 183 pages
Hill, Jane
Classroom instruction that works
with English language learners
Alexandria, Va. : Association for Supervision
and Curriculum Development, c2006.
Himmele, Persida
The Language-Rich Classroom: A
Research-Based Framework for
Teaching English Language
Learners
Association for Supervision & Curriculum
Development (2009), Edition: 1, Paperback,
197 pages
Linan-Thompson, Sylvia
Research-based Methods of Reading Association for Supervision & Curriculum
Instruction for English Language
Development (2007), Paperback, 184 pages
Learners, Grades K-4
O'Malley, J. Michael
Authentic Assessment for English
Language Learners: Practical
Approaches for Teachers
Addison-Wesley (1996), Edition: 1st,
Paperback, 268 pages
Ovando, Carlos J.
Bilingual and ESL Classrooms:
Teaching in Multicultural Contexts
5TH EDITION
McGraw-Hill Humanities/Social
Sciences/Languages (2011), Edition: 5th,
Paperback, 544 pages
Revised 10/02
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Reyes, Sharon Adelman
Diary of a Bilingual School: How a
Constructivist Curriculum, a
Multicultural Perspective, and a
Commitment to Dual Immersion
Education Combined to ... in
Spanish and English-Speaking
Children
DiversityLearningK12 LLC (2011),
Paperback, 136 pages
Thornton, Stephen J.
Teaching Social Studies to English
Language Learners (Teaching
English Language Learners Across
the Curriculum)
Routledge (2008), Edition: 1, Paperback, 256
pages
Tomlinson, Carol Ann
The Differentiated Classroom:
Responding to the Needs of All
Learners
Association for Supervision & Curriculum
Development (1999), Edition: 1st, Paperback,
132 pages
Vogt, MaryEllen
99 Ideas and Activities for Teaching Pearson (2007), Edition: 1, Paperback, 208
English Learners with the SIOP
pages
Model
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
Spring 2015 Course Syllabus for CIFLD 406
Course Title: Field Study in Elementary ESL/Bilingual Education
Instructor:
Office Hours:
Revised 10/02
Contact Information:
Office:
Email:
Phone:
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Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying
structure in our teacher preparation program at UW-Whitewater that gives conceptual meanings
through an articulated rationale to our operation. It also provides direction for our licensure
programs, courses, teaching, candidate performance, faculty scholarship and service, and unit
accountability. In short, our teacher education program is committed to reflection upon practice;
to facilitation of creative learning experiences for pupils; to constructivism in that all learners
must take an active role in their own learning; to information and technology literacy; to diversity;
and to inquiry (research/scholarship) and assessment. Therefore, all syllabi pertaining to
courses required for licensure reflect commitment to these underlying principles.
Course Description: Being involved in an elementary, middle, or high school classroom
enables students to apply theoretical understandings regarding positive discipline approaches
for students and the adaptation of both curriculum and the environment to meet individual needs
and abilities. Field Experience Students will practice written and oral reflection. It is expected that
reflective thinking will assist the student in accommodating her/his beliefs and knowledge of
theory to classroom realities. This experience will assist students in showing evidence toward
completing several of the Wisconsin Teacher Standards.
Prerequisites: To be eligible for Field Study/Alternate Student Teaching, the student must meet the
following criteria:



Successful completion of the Pre-Professional Block.
Admission to professional education.
Enrollment in the Professional Block during the designated reserved semester, as
specified in the letter verifying admission to professional education. Any deviation
from the reserved semester must be approved in advance by the Department of
Curriculum and Instruction or the Department of Special Education.
For Elementary/Middle, Middle/Secondary and K-12 majors, the field experience portion of the
Professional Block partially fulfills the Wisconsin Department of Public Instruction requirement for hours of
pre-clinical experience, and the Alternate Student Teaching experience partially fulfills the Wisconsin
Department of Public Instruction requirement for student teaching. For Special Education majors, the Field
Study: General Education experience partially fulfills the Wisconsin Department of Public Instruction
requirement for hours of pre-clinical experience.
Expectations:
 Students attend the methods courses appropriate to their licensing program.
 During a six to seven week period, students are assigned to a placement for
approximately 3 hours per day, Monday through Friday, in the morning or afternoon.
o For the Alternate Student Teaching experience, students assume major
responsibility for teaching during the final two weeks of their assignments.
 Students are placed in an elementary, middle, or secondary school setting appropriate to
the licensing requirements for their major.
 Transportation is the responsibility of the students.
 University supervisors will be assigned for all Field Study assignments.
o The supervisor will plan with students regarding reports and plans to be
submitted.
o The supervisor will make a minimum of one visit to observe the student and
confer with the cooperating teacher.
Fieldwork Placements:
The office of field experiences will notify students of their placements.
Evaluation of Field Study:
This evaluation is completed once by the cooperating teacher at the end of this fieldwork
experience. Students are responsible for making copies of the evaluation tool available for
cooperating teachers. The evaluation tool is available on line:
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The final grade of Satisfactory/No Credit will be assigned by the university supervisor in consultation with
the cooperating teacher.
Policies:
Honoring Intellectual Integrity, Fair-Mindedness, and Honesty: The University of WisconsinWhitewater is dedicated to a safe, supportive, and non-discriminatory learning environment. It is
the responsibility of all students to familiarize themselves with University policies. Please refer to
http://www.uww.edu/Catalog/02-04/index2.html for legal issues listed in the catalog. Refer to
http://www.uww.edu/stdhdbk/ for University policies listed in the Student Handbook.
Attendance, Notification of Absence
Students are under the same obligation for regular attendance as school and agency personnel.
Personal illness or family emergencies are the usual reasons for approved absences. Special
requests for absences must be discussed with and approved by the cooperating teacher and by
the university supervisor. Such requests must be limited in number and mutually agreeable
arrangements regarding student’s responsibilities must be made between the cooperating
teacher and the student in advance whenever possible.
Excessive absence can result in a recommendation for withdrawal from the experience or
a grade of "Incomplete." Absence is dealt with on a case-by-case basis by the Director of
Field Experiences in consultation with the university supervisor and cooperating teacher.
Students are required to notify their cooperating teachers (and sometimes principals) and their
university supervisor of all absences. Students are also required to inform their university
supervisor when they will be absent from their assigned school due to school-sponsored
activities, e.g., field trips, to prevent university supervisors from making unnecessary trips to
observe students.
Military Duty
Students who are called to active military duty during their field experience assignment are
required to contact the Director of Field Experiences as soon as they receive their orders to
discuss their options.
Reasonable Modifications
Students who have any special needs which may require reasonable modification, are required
to contact the Director of Field Experiences immediately. In addition, they should meet with their
cooperating teacher and university supervisor prior to the starting date of the assignment to
discuss any reasonable modifications to meet the requirements of the experience.
Religious Observances
Students requesting absence from a field experience assignment because of religious
observance should notify the cooperating teacher and university supervisor within the first two
weeks of the starting date of the assignment. Strategies for making up missed work, if deemed
necessary, should be formulated.
Modifications to the expectations for Field Experience may be made by the University
Supervisor for licensure and other reasons.
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Recommended Activities for Field Experience:
Observation
______
Make descriptive, critical, and reflective observations of the classroom.
Planning
______
Prepare materials
______
Plan learning activities
______
Plan instruction
______
Plan evaluation/assessment
Instruction
______
Prepare a bulletin board
______
Prepare the classroom for instruction
______
Provide individual instruction
______
Provide small group instruction
______
Assist with whole group instruction
______
Team teach whole group instruction
______
Aim for 2 weeks of whole group instruction
Evaluation
______
Correct/record pupil work
______
Grade pupil work
______
Give pupils corrective feedback
______
Choose appropriate evaluation measure(s)
______
Prepare evaluation instrument(s)
______
Diagnose/Remediate Pupil Errors
Classroom Management
______
Correct/distribute papers/materials
______
Take attendance
______
Circulate around class for assistance
______
Help supervise field trips, etc.
______
Enforce classroom/school rules of behavior
______
Establish expectations for behavior and success
Professional Activities
______
Join a professional organization
______
Attend team/department planning sessions
______
Attend faculty/department meetings
______
Attend school in-services
The complete handbook for Field Experience can be found at
http://www.uww.edu/coe/fieldex/Handbooks/preclinical/index.php
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