Syllabus for SEDU 412
METHODS OF TEACHING SECONDARY FOREIGN LANGUAGE
Buena Vista University
Spring 2011
Instructor:
Office:
Phone:
Fax:
Email:
Time:
MWF 9:00 – 9:50 a.m.
Place:
TBA
Office hours: MWF – 10:00– 12:00
or by appointment
Dr. Katya Koubek
Smith 311
(712) 749-2215
(712) 749-1468
koubek@bvu.edu
Course Description
This course is designed for individuals who have an interest in teaching foreign languages at
the middle school/high school levels (Grades 7-12). Theories of second language acquisition
and effective teaching strategies are explored. Students are expected to formulate a teaching
philosophy that incorporates an eclectic approach to teaching foreign languages, to devise
testing materials that reflect interactive goals, to create and evaluate teaching materials, and
to become familiar with a variety of foreign language teaching resources. Note: Students
need to be registered for SEDU 405 during the semester that they are enrolled in SEDU 412.
Textbook
Shrum, J. L., & Glisan, E. W. (2010). Teacher’s Handbook: Contextualized Language
Instruction (4th ed.). Boston: Thomson Heinle.
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Resource Materials
https://lms.bvu.edu/default.asp - Angel – assignments, grades, emails, discussion
board, announcements for this course
http://www.uwsp.edu/psych/apa4b.htm - A.P.A. Manual
http://www.wisc.edu/writing/Handbook/DocAPA.html - A.P.A. Manual
http://webster.commnet.edu/apa/index.htm - A.P.A. Manual
http://www.mcrel.org/compendium/browse.asp - Content Area Standards
Professional Organizations:
 ACTFL
http://www.actfl.org
 IWLA
http://www.iwla.net/
 CSCTFL
http://www.csctfl.org/
Course Competences
The teacher candidate will:
1)
2)
create instructional lessons and a unit plan that reflect central concepts of learning
and teaching a foreign language (lesson plans, unit plan, microteaching)
evaluate microteaching and classroom teaching videos, and suggest alternative
teaching strategies and materials to meet student needs (self-evaluations)
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3)
4)
5)
6)
7)
assess individual and group development needs and design instruction to meet
cognitive, social, emotional, moral and physical needs of learners (self-evaluations,
video evaluations, classroom observations)
create a learning environment in which the participants are engaged in a variety of
social settings (pair work, group work, cooperative learning, project based teaching)
use classroom strategies designed to encourage independent thinking and active
inquiry (unit plan, videotapes)
reflect on instructional decisions to recognize relationship between reflective process
and effective instruction (portfolio)
develop and articulate a theoretical foundation for beliefs and practices in foreign
language teaching (microteaching, lesson plans, self-evaluations, portfolio)
The following course competencies align themselves with the principles set forth by the
Interstate New Teacher Assessment and Support Consortium (INTASC, 1992).
INTASC #1: The practitioner candidate understands the central concepts, tools of inquiry,
and structures of the discipline(s) he or she teaches and can create learning experiences that
make these aspects of subject matter meaningful for students.
INTASC #4: The practitioner candidate understands and uses a variety of instructional
strategies to encourage students' development of critical thinking, problem solving, and
performance skills.
INTASC #7: The practitioner candidate plans instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.
Course Requirements/Grading
Each student’s grade is based entirely on the quality of work in completing course
requirements, which are as follows:
1) Daily attendance is expected. If you are not present, you cannot participate in
discussions, presentations, and other learning opportunities.
2) Satisfactory completion of all projects, tasks, and other assigned work on time as
scheduled. All late papers, projects, and assignments may result in a reduced
grade or no credit.
Evaluation
Unit plan
Portfolio
Reflective narratives
Microteachings
30%
30%
20%
20%
2
Tentative Schedule
*Homework is due the next class day unless otherwise noted.
**The guidelines and rubrics for these assignments can be found on Angel.
Date
1/29
1/31
2/2
Topic
Syllabus
Input, Output, and Interaction
Input, Output, and Interaction
Goals and Standards
2/4
Goals and Standards
2/7
Content and Planning
2/9
Content and Planning
2/11
Content and Planning
2/14
Content and Planning
2/16
FL in the Middle School
2/19
FL in the Middle School
2/21
FL in the Middle School
2/23
Modes of Communication
2/26
Modes of Communication
Microteaching 1
2/28
3/2
3/4
Modes of Communication
PACE
No class – CSC conference
3/7
3/9
PACE
PACE
Homework
Chapter 1
Chapter 2
Chapter 2
Article critiques (2) – FL
instruction
Chapter 3
Select a literary text for a
unit plan
Chapter 3
Teach and Reflect Episode Three
Chapter 3
Chapter 3
Teach and Reflect Episode One
Chapter 5
Chapter 5
Teach and Reflect Episode Three
Chapter 5
Create lesson plan 1 for
microteaching 1
Chapter 6
Chapter 6
Analysis of a textbook
Chapter 6
Self-Evaluation of
Microteaching #1
(videotape, lesson plan,
analysis)** due on 3/
Chapter 7
Chapter 7
Create a lesson plan for
microteaching 2
Chapter 7
Chapter 7
Prepare a grammar lesson
3
plan
Chapter 8
Self-Evaluation of
Microteaching #2
(videotape, lesson plan,
analysis)** due on 3/18
Chapter 8
Chapter 8
Prepare an information
gap activity lesson plan
Chapter 9
Create a lesson plan for
microteaching 3
3/11
PACE
Microteaching 2
3/14
3/16
Oral/Written Interpersonal Communication
Oral/Written Interpersonal Communication
3/18
Oral/Written Interpersonal Communication
3/203/25
3/28
Spring Break – No class
Oral/Written Presentational Communication
Chapter 9
3/30
Oral/Written Presentational Communication
Chapter 9
4/1
4/4
Oral/Written Presentational Communication
Diverse Needs of Students
Microteaching #3
4/6
4/8
Diverse Needs of Students
Diverse Needs of Students
4/11
4/13
4/15
4/18
4/20
Assessment of Standards
Assessment of Standards
Technology
Technology
Technology
Chapter 10
Chapter 10
Self-Evaluation of
Microteaching # 3
(videotape, lesson plan,
analysis)** due 4/11
Chapter 10
Chapter 11
Write a paper on FL
differentiated instruction
Chapter 11
Chapter 12
Chapter 12
Chapter 12
Prepare a technology
lesson plan
4/22 –
4/25
4/27
4/29
5/2
5/4
5/6
5/9
5/11
5/13
5/18
Easter Break – No class!
Work on Portfolio
Work on Portfolio
Work on Unit plan
Work on Unit plan
Work on Unit plan
Review
Review
Review
Individual conference
Due: Portfolio
Due: Unit Plan
4
Electronic Devices and Computer Policies
Inappropriate use of computers (such as MSN, email, any non-class material related uses,
games, etc.) during class is prohibited. As a class, you will receive one warning if a student
is caught violating the computer policy (the individual student will not be able to use his/her
computer for the remainder of the class period). A second violation of the laptop policy will
result in use of computers being restricted for ALL students are (students would use
computers only when instructed by professor).
All electronic devices such as cell phones, pagers, iPods, etc., have to be turned off before
class begins.
Academic Honesty
Students must neither cheat nor contribute to cheating by others in the taking of
examinations, tests, quizzes, etc., or in the writing of papers, themes, reports, laboratory
exercises, etc. Plagiarism can be avoided by thorough documentation and the observation of
the following rules: (1) when students use another writer’s ideas or facts, they must cite the
source, and (2) when they use another writer’s phrasing, they must not only cite the source
but must also use quotation marks or indent from the body of the paper. In other words, there
is an expectation to turn in work that is your own and reference and cite all sources that you
use to create your papers. The expectation of you producing your own work on exams and
papers is also assumed.
The instructor will immediately report all documented cases of cheating and/or plagiarism to
the Dean, School of Education and to the Teacher Education Committee. The first instance of
cheating or plagiarism will result in the student’s immediate failure in and dismissal from the
course. An appeal by the student may be made to the Teacher Education Committee if the
student feels necessary. A final appeal may be made to the Dean of Faculty/Vice President
for Academic Affairs. Please refer to the University Catalog and Student Handbook for more
details relating to the Academic Honesty position of BVU.
Academic Services
Buena Vista University provides academic services through the Center for Academic
Excellence which serves as the university's academic support unit. Students may access
tutors by logging on to http://www.bvu.edu/learning_at_bvu/academic_affairs/cae/ and making
an appointment with the appropriate tutor.
Accommodations
According to ADA Law, Buena Vista University provides reasonable appropriate
accommodations through an organized process. Students are responsible to advocate for
themselves and to provide adequate documentation. Students requesting accommodations
must follow this process. Contact Donna Musel, Director of the Center for Academic
Excellence (CAE) and go the following website to download appropriate forms:
http://www.bvu.edu/learning_at_bvu/academic_affairs/cae/storm_lake_accommodations.dot
Unit Plan Guidelines
Develop a unit plan draft based on a thematic instruction with sheltering strategies,
opportunities for collaboration, comprehension and participation on behalf of all English
learners, and sufficient scaffolding. This unit plan will be due at the end of the semester so it
is in your best interest to start working on it now and allocate time to continue developing
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and refining it until is it time to submit it. This is the major assignment of this course with the
30% of the grade allocation.
Choose an authentic (written for native speakers of the language) text (e.g., folk tale, fairy
tale, story, report, etc.) appropriate for the grade/language proficiency level of the students
whom you would like to teach. Think about how you can use this text to create a unit plan
that consists of at least 5 lesson plans. The unit plan has to be thematic and incorporate
content besides the English language itself. The content should include some of these
subject areas: science, math, social studies, language arts, etc. You also need to keep in
mind different learning styles and multiple intelligences. The lessons need to be interactive
and content-based.
To better organize your lesson plans, materials, assessments, etc., have a document folder
with the UNIT PLAN title and store all the documents there. Make sure to label your lesson
plans and indicate which one is first, second, etc.
At the beginning of the unit plan present a rationale for this thematic unit where you would
explain why you have chosen this theme and how important it is for your students to know
about it. This rationale is usually a one-two paragraph in length. After the rationale, include a
thematic web with content area subjects as headings and concrete ideas for their integration.
In addition, provide a graphic organizer with three distinct sections such as “what to teach”,
“how to teach”, and “how to assess”.
The following rubric will be used to assess your Unit Plan.
Unit/Lesson Plan Rubric
Element 1: Selection of Assessment Strategies/Objectives/Standards
DISTINGUISHED
4
PROFICIENT
3
BASIC
2
UNSATISFACTORY
1
All assessment
strategies are
consistently aligned
with clear, measurable
objectives and
appropriate
standards/benchmarks/
goals.
For the most part,
assessment strategies
are aligned with
clear, measurable
objectives and
appropriate
standards/
benchmarks/goals.
Some assessment
strategies are not
consistently aligned
with objectives and/or
appropriate
standards/benchmarks/
goals.
Little connection is
made between
assessment strategies
and objectives
and/or standards/
benchmarks/goals.
Element 2: Selection of Teaching Strategies/Materials
DISTINGUISHED
4
All academic
tasks/materials are
well focused,
PROFICIENT
3
For the most part,
academic
tasks/materials are
BASIC
2
UNSATISFACTORY
1
Not all academic
tasks/materials are
focused, scaffolded and
Academic
tasks/materials are
not identified clearly
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scaffolded and aligned
with the unit plan
objectives as well as
standards/
benchmarks/goals. The
emphasis in on a
variety of diverse
learner-centered,
content and task-based
activities with a
variety of language
modalities, learning
styles, and multiple
intelligences.
focused, scaffolded
and aligned with the
unit plan objectives
as well as standards/
benchmarks/goals.
The emphasis in on
many diverse learnercentered, content and
task-based activities
with many language
modalities, learning
styles, and multiple
intelligences.
thought-out and not
adequately aligned with
the unit plan objectives
as well as standards/
benchmarks/goals.
Some diversity of
learner-centered,
content and task-based
activities with some
integration of language
modalities, learning
styles, and multiple
intelligences.
and/or there is no
apparent alignment
with the unit plan
objectives as well as
standards/
benchmarks/goals.
Little evidence of
diversity of learnercentered, content
and task-based
activities and
integration of
language modalities,
learning styles, and
multiple
intelligences.
Element 3: Selection of Teaching Methods/Approaches
DISTINGUISHED
4
All teaching
methods/approaches
are well identified and
integrated.
PROFICIENT
3
For the most part,
teaching
methods/approaches
are well identified
and integrated.
BASIC
2
UNSATISFACTORY
1
Some teaching
methods/approaches are
identified and
integrated.
Teaching
methods/approaches
generally are not
well identified and
integrated.
Element 4: Provisions for Individual Differences
DISTINGUISHED
4
PROFICIENT
3
The content is clearly
modified to meet the
individual needs of the
learner.
Most of the content is
modified to meet the
individual needs of
the learner.
BASIC
2
Some difficulty in
recognizing the
modifications made
with the alternative
assessments being
used throughout the
unit plan.
UNSATISFACTORY
1
Little, if any
recognizable
modifications to meet
individual needs of the
learner.
Element 5: Conventions/Documentation
DISTINGUISHED
4
PROFICIENT
3
The writer
demonstrates a strong
grasp of standard
writing conventions
(e.g., spelling,
punctuation,
The writer
demonstrates a good
grasp of most of the
standard writing
conventions, and
most of time is able
BASIC
2
The writer
demonstrates
reasonable control
over a limited range
of standard writing
conventions,
UNSATISFACTORY
1
The writer
demonstrates little or
no control over
standard writing
conventions. Errors in
spelling, punctuation,
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capitalization,
grammar, usage,
paragraphing). The
sources are well
documented.
to articulate his/her
expressions correctly.
Errors are kept to a
minimum,
occasionally
appearing, but not
disrupting the
message conveyed by
the writer. The
sources are
documented.
although some
mistakes are
becoming a
distraction to the
message conveyed.
Some of the sources
are not documented.
capitalization, usage,
and grammar and/or
paragraphing distract
the reader and make
text difficult to read.
The sources are not
documented at all.
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