Teaching Subject Matter
to Diverse Learners – Secondary FL
Spring 2005 - TE 407, Section 8
(5-credit Course)
Instructors:
Suzanne Kauer
kauersuz@msu.edu
Office: 118F Erickson Hall
517-282-6895
Cherice Montgomery
chericem@msu.edu
118 Erickson Hall, #28
517-803-9909
Class Meetings:
Tuesdays & Thursdays from 10:20 a.m. - 12:10 p.m. in 104 Berkey Hall
& Wednesdays from 4:10 p.m. – 6:00 p.m. in c214 Wells Hall (unless
otherwise announced)
Office Hours:
By Appointment
Required Texts:
ACTFL et al. (1999). Standards for foreign language learning in the 21st
century. NY: National Standards in Foreign Language Education Project.
ISBN 0-935868-85-2.
Albert, Linda. (2003). Cooperative discipline. Circle Pines, MN:
American Guidance Service, Inc. ISBN 0785433635. (2nd Semester)
Shrum, Judith L., & Glisan, Eileen W. (2000). Teachers’ handbook:
Contextualized language instruction (2nd ed.). Heinle & Heinle.
ISBN 0-8384-0879-6.
Supplementary reading materials as assigned.
Recommended:
Curtain, Helena, & Pesola, Carol Ann Bjornstad. (2004). Languages and
children: Making the match (3rd ed.). NY: Longman Publishing Group.
ISBN 0-205-36675-9.
Jonassen, David H. (2003). Learning with technology: A constructivist
perspective, 2nd ed. Upper Saddle River, NJ: Prentice Hall, Inc. ISBN
0130484032.
Weinstein, Carol Simon. (1996). Secondary classroom management:
Lessons from research and practice. NY: McGraw-Hill. ISBN 0-07-0691568. (2nd Semester)
Wiggins, Grant, & McTighe, Jay. (2005). Understanding by design:
Expanded 2nd Edition. Alexandria, VA: Association for Supervision and
Curriculum Development. ISBN 1-4166-0035-3. (2nd Semester)
Wong, Harry K., & Wong, Rosemary T. (2004). How to be an effective
teacher the first days of school. Mountain View, CA: Harry K. Wong
Publications, Inc. ISBN 0962936065. (2nd Semester)
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 1
Course Objectives
Welcome to TE 407! You come to us with skills in using one or more
foreign languages and you will leave us with skills in teaching
languages to students. In TE 407 we will learn about various
methods and theories of language instruction, and you will have
opportunities to show off your best ideas for each other. We intend
to balance the practical and the theoretical so that you can progress to your internship with
confidence. It is our desire that all of you succeed in this class and benefit from its content.
Please do not hesitate to contact us with any suggestions or concerns that you may have
during the year. (Note: The hotlinked items in this section will take you to a variety of websites
that you can use to explore the topic areas related to each objective. Links in the remaining
sections will take you to related information in other portions of this document.)
As a result of active participation in TE 407, you should begin to:
o
Identify some of the ways that classroom climate influences learning
o
Explore common classroom management techniques for a variety of typical situations
o
Investigate instruments and techniques for assessing students’ understanding and
experiment with routines and procedures for providing students with feedback
o
Adapt textbook lessons to make them more communicative in nature, more proficiencyoriented, more culturally contextualized, and better suited to students' individual needs
and interests
o
Plan and engage students in a culturally contextualized, standards-based,
communicative activity or lesson
o
Experiment with research-based best practices and instructional strategies in Foreign
Language teaching and learning that help secondary students meet each of the
National Standards for Foreign Language Learning
o
Recognize typical breakdowns in student learning
o
Consider the needs of culturally diverse learners, including students with a variety of
learning styles and special needs, when planning learning experiences for students
o
Develop skills in using technology typically found in schools for a variety of purposes
o
Find, evaluate, gather, organize, and incorporate culturally authentic materials and
supplemental resources into your lessons
o
Identify some of the strengths and weaknesses in the lessons you observe and consider
multiple hypotheses that might explain them
o
Participate professionally in the school community
o
Participate in professional development opportunities, organizations, and activities and
engage in dialogue with colleagues regarding instructional methods and materials
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 2
Course Format
We will be using a workshop format for much of our work together this semester. We hope that
doing so will give you more individualized, hands-on opportunities to explore, experiment with,
and apply the concepts and principles that we are studying in interesting and meaningful
ways that will allow you to feel confident in using them in "real" classroom situations. We also
hope that it will help us both to think more carefully about what it means to be a teacher and
a learner and about the structures, routines, and procedures that best support teaching and
learning.
FRAME
You, one of your colleagues, or one of the instructors will begin each class session by briefly
"framing" the content for the day's work. This "frame" time will be designed to help you to:
o thoughtfully consider the implications that the activities in which you participated in
preparation for class have for teaching and learning
o summarize, organize, and package important ideas from those activities so that you can
use them as viable options for thought and action in your work as a teacher
o connect the things you read or did in preparation for class with your own experiences,
other things you have been studying, and the work that you are doing in the field
o extract key concepts and principles from those ideas and experiences that will be useful to
you and to your students
o prepare you to experiment with important concepts, principles, and theories during the
hands-on activities you'll engage in during Workshop Time
WORKSHOP TIME
During this time, you will participate in several, 30- to 40-minute sessions of your choosing (for
which you will sign up in advance) designed to give you experiences that will allow you to
make more critical, reflective, confident, professional, and informed instructional
decisions. Choices will generally include at least 3 of the options below.
Field Discussion
Goal: To help you begin to connect the hands-on work that you are doing in
your field placement with the theoretical frameworks we have been
discussing in class so that you can develop a broader, more deliberate, and
more reliable repertoire of options for thought and action that will help you to
resolve concerns that arise with increasing confidence and success.
If you select this option, we will ask you to choose an insight or an issue from your field
placement that merits additional exploration and discussion. You will be given the opportunity
to consider these insights and issues with your peers using a framework that will help you to
refine your professional ability to examine such situations from multiple perspectives and to
generate a variety of practical alternatives for addressing them.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 3
Learning Center
Goal: To allow you to independently explore, investigate, or
study some element of the day's topic in more depth.
If you select this option, you will participate in a hands-on
activity that is designed to allow you to work independently or
with a small group of peers in order to examine some aspect of the topic
for the day in more depth. These experiences might include:
o the creation or examination of case studies
o exploration of supplemental resources—including art, CDs, children's books, culturally
authentic realia, DVDs, games, journal articles, literature, poetry, teaching aids, textbooks
and supplemental materials, videos, web sites, or workbooks
o games or other activities (such as interactive PowerPoint presentations) designed to help
you internalize important concepts, principles, theories, and ideas
o hands-on time to build your skills in using technology (computers, digital cameras,
scanners, etc.)
o opportunities to prepare materials "make-it-take-it" style
o participation in a collaborative or an independent project
o work with audiotapes of classroom interactions
o work with video clips of classroom interactions—including your own teaching
o Webquests
Microteaching
Goals: To provide you with opportunities to practice teaching
others in your target language using research-based strategies
that effectively engage students with content, as well as to help
you become more comfortable with managing typical classroom
disruptions.
When this option is offered, it will be a required activity for all
members of the class. You will use this time to teach activities from
the lesson plans that you will be using in the field, from the unit plans
that you will develop assignment by assignment throughout the year, or based on some topic
that we assign to you. The other people who are assigned to this center with you may be
asked to play a number of different roles (including to watch and evaluate your teaching
using rubrics, to misbehave as directed by "misbehavior cards" so that you can practice some
of the classroom management techniques we have been working on, etc.). Sometimes,
Suzanne and I will be present at this center, at other times, we will not.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 4
One-on-one Consulting Time
Goal: To give you more frequent and extended opportunities to
interact with your instructors in order to better address your individual
needs and concerns.
When this option is offered, it will give you the opportunity to spend time consulting
with one of us. The length of time will vary depending on your needs and the other
activities that we have planned for the day, but will generally be organized in 10- to15-minute
segments.
You might choose to use this time to:
o Consult with us about your plans for framing a particular topic for your colleagues
o Discuss concerns about the semester or issues arising from your field placement
o Engage in a one-on-one conversation with one of us about some aspect of teaching or
learning that is important or of interest to you
o Obtain constructive feedback on activities, lesson plans, or resources you have developed
o Request clarification about assignments, concepts and principles from the readings,
program requirements, second language acquisition theories, teaching methodologies,
etc.
o Seek assistance with the process of developing a resume, planning a unit, or using specific
technologies
o Share an experience from your field placement that was meaningful to you
We may also require you to sign up for this option in order to:
o Discuss your progress in the course
o Orally "defend" your disclosure documents, your philosophy of evaluation, or your
philosophy of classroom management
o Practice conducting a conference with an administrator, counselor, nurse,
paraprofessional, psychologist, special education teacher, speech therapist, or parent
o Polish your skills in your target language
o Report on your field work
o Update us on your progress with course projects and activities
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 5
Workshop Time
Goal: To give you contextualized, hands-on opportunities to explore
and apply some of the concepts introduced in the frame.
These workshops will be based on the philosophy of "learning by
doing" and will be designed to help you to delve more deeply
into the particulars of a specific topic through hands-on
participation in a variety of interactive activities. Topics might
include:
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A Plethora of Projects and Performance-based Assessments
A Question of Class: Working with Students from a Culture of Poverty
An Art, or a Science? Interdisciplinary Activities for the Language Classroom
Blockbusters! Interactive Activities for Classes on the Block
Collaborate with Colleagues: Swap Shop
Communication, Content, & Culture Through Children's Literature
Disabled Doesn't Mean Dumb: Working with Students Who Have Disabilities
Don't Look at Me in That Tone of Voice!
Finding, Evaluating, and Using Culturally Authentic Materials
Flash Judgments: Conflict Resolution, Cross-cultural Communication, & Stereotypes
From Poetry to Proverbs—Interesting Activities in the Interpretive Mode
Fun in the Field
Games Galore
Grammar (I Mean Grammys) Please
Hands-on, Minds-on Activities: Creativity, Critical Thinking, and the 5 Cs
If You Build It, They Will Come: Establishing a Climate For Learning
It's For You!: What To Do When the Telephone Terrifies You!
Learning Through Leading: Developing Student Leadership Through Group Activities
Lift Up Your Voice and Sing!
Literacy for the 21st Century Language Learner
Make-it, Take-it!
Making it Meaningful: Culturally Authentic, Standards-based, Thematic Units
Metamorphosis: From Worksheets to Wow!
Mix Up the Middle: Cooperative Learning in the Language Classroom
My Mentor Is Making Me Miserable!
Organizing Your Chaos
Pages from the Panic File: Successful Activities for Substitutes
Remarkable Resources
Scintillating Strategies for Supporting Student Learning
Show That You Know: Using Assessment to Guide Instruction
Split-second Decisions: Effective Interventions for Typical Classroom Disruptions
Super Syllabi
Taking Control of Your Textbook
Tech Tidbits: Tips, Tools, and Templates for Teachers
When a Problem Becomes a Crisis: Drugs, Gangs, Suicide, & Violence
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 6
CLOSURE
We will conclude each class period with a brief "closure" segment during which we will help
you to synthesize what you have learned that day and to prepare you for upcoming
assignments.
The Closure Process
Perspectives (Why?)
1)
2)
3)
4)
5)
Summarize
Reflect
Connect
Extend
Preview
Products (What?)
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Practices (How?)
The Closure Process
• Summarize - Distill the material or experience to its most essential
elements. What is it?
• Reflect - Think about how the concepts relate to you and about
how you relate to the concepts. What does it mean?
• Connect – Examine how the concepts relate to one another and
to other things you know. How does it relate to other things?
• Extend (Recontextualization) - To consider how you might use
these concepts in a new way. How might this be useful to me?
• Preview - Provide students with the prior knowledge they will
need in order to successfully navigate the content or processes
of the subsequent activity. What do they need in order to be
ready for tomorrow?
Mentoring, Leadership, & Change ♦ 2003 ♦ Cherice Montgomery
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 7
Grades
This course includes the following required elements:
• The subject-specific seminar and lab sessions that you
attend with Cherice & Suzanne on Tuesdays,
Wednesdays, and Thursdays
• Your attendance and performance in your field
placement, including standards for reliability and
responsibility, communication skills and social
relationships, and comfort with and concern for the
learning of all children as described below and in the
Secondary Teacher Preparation Team Handbook.
ALL of these components must be completed successfully in order for you to pass this
course! If you fail to complete any of these components, you will receive a grade of
0.0 or Incomplete for the course. If you complete all of the components successfully,
your final grade will be determined by your performance in the following categories:
Attendance, Preparation, & Participation – 10%
Class Assignments – 22%
Field Work – 28%
Lab Assignments – 40%
Grading Scale
94% - 100%
89% - 93%
83% - 88%
78% - 82%
70% - 77%
66% - 69%
60% - 65%
< 60%
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.0
The following page contains a list of the major assignments for this semester. An
assignment sheet that details the requirements of each assignment, along with
rubrics, will be provided to you in class and will be posted on the course website. If,
for whatever reason, you miss instructions given in class, it is YOUR RESPONSIBILITY to
obtain the instructions provided online and to have assignments ready to turn in by
the deadlines that are noted on the assignment sheets.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 8
Grades (Con't.)
ATTENDANCE, PREPARATION & PARTICIPATION - 10 %



Regular attendance in class
Preparation of readings and other activities for class (as
evidenced by activities such as reading quizzes)
Attentive, appropriate, active participation in class discussion
and activities
10%
CLASS ASSIGNMENTS - 22 %
Field Discussions
In Class Assignments
MiWLA Conference & Debrief Assignment
Resource File
Resume & Teaching Philosophy Assignment
4%
6%
4%
4%
4%
FIELD WORK - 28 %
30 Field Hours (Recorded in Weekly Field Reports)
Field Teach 1 (Activity Plan, Self-reflection, Mentor T's Evaluation)
Field Teach 2 (Lesson Plan, Self-reflection, Mentor T's Evaluation)
Field Teach 3 (Lesson Plan, Self-reflection, Mentor T's Evaluation)
Interaction Patterns Field Observation
Interview with a Student Field Assignment
Meet Your Placement School Field Assignment
Target Language Field Observation
Teacher Talk v. Student Talk Field Observation
Wait Time Field Observation
10 %
4%
4%
4%
1%
1%
1%
1%
1%
1%
LAB ASSIGNMENTS - 40 %
Contextualization & Realia Lab
Cooperative Learning Lab
During Listening/Reading/Viewing Lab
Grammatical Concept Lab
How-to Presentation Lab
Information Gap Lab
Remarkable Resources Lab
Standards-based, Multiple Intelligences Lab
Story-based Instruction Lab
Vocabulary Lab
4%
4%
4%
4%
4%
4%
4%
4%
4%
4%
Again, grades are based on four components: Attendance, Preparation, & Participation;
Class Assignments; Field Work; and Lab Assignments. If you fail any one of these components,
your grade for the ENTIRE course will be 0.0, even if your averages in the other components
are high!
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 9
Attendance Policy
You will receive only one grade for TE 407, and
attendance in all its various session types has
implications for that grade. All class and lab activities
have been carefully designed to give you experiences that are essential to your
development as a foreign language professional. When you miss class sessions, lab
sessions, or field placement appointments, you are choosing to deny yourself
opportunities to participate in collaborative discussions, demonstrations, peer
teaching, and other interactions that are essential to formulating your professional skill
and understanding and that are impossible to “make up." You are expected to be
on time for and to attend all class, lab, and field placement sessions.
TE 407 Attendance:
Please be aware that according to the Secondary Teacher Preparation Team policy,
more than two unreasonable absences from TE 407 may result in a grade of 0.0 for the
course and/or may prevent you from advancing to your internship! Consequently, we
strongly encourage you to make every effort to attend each scheduled class session,
lab performance, and field placement appointment. If you must be absent due to
an emergency, please leave an e-mail or telephone message for your instructors as
soon as possible. Please note, however, that a message does not necessarily mean
that the absence will be excused. We care about your progress and your success, so
please communicate early and often with us!
If an emergency arises that causes you to miss a lab performance, you must make
arrangements with us to make up the missed session in order to receive a passing
grade for the lab component of this course!
Field Placement Attendance: Field visits are scheduled to begin within the first two
weeks of October. According to Secondary Teacher Preparation Team policy, more
than 2 unreasonable absences from your field placement may also result in a 0.0 for
TE 407 and/or may prevent you from advancing to your internship. You should treat
your field placement as you would any other professional responsibility—if you have
an appointment at your field placement, BE THERE!!! You should agree on a
procedure for notifying your mentor teacher in the event that an emergency causes
you to miss a scheduled visit. If you must miss a scheduled visit to your field
placement due to an emergency, please leave a message for your mentor teacher
as soon as possible, report the absence when you turn in your next field report, and
make a plan with your mentor teacher for making up the hours you missed.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 10
Professional Criteria for Progression to the Internship
In order to proceed to the internship, you must meet the academic
requirements listed in your Senior Handbook, pass the MTTC Test in both
your major and your minor, submit a complete
Criminal Disclosure Form, and meet the Professional Criteria set forth
below in the judgment of your course instructors and your mentor
teacher. A teacher candidate who meets the Academic Requirements
may be denied the opportunity to do an internship if, in the judgment of the Teacher
Education Department, the teacher candidate has failed to meet any of the following
Professional Criteria.
(1) Reliability and Responsibility
Teacher candidates must generally have been present and on time for professional
commitments, including classes and field experiences. Teacher candidates must have
regularly communicated about necessary absences or lateness according to the guidelines in
the Professional Conduct Policy. Teacher candidates must have a record of meeting
deadlines for course assignments and program requirements. A pattern of repeated
absences, lateness, and failure to meet deadlines in courses or fieldwork is not acceptable.
Any form of dishonesty (lying, plagiarism, forged signatures, etc.) about these and other
requirements is not acceptable.
(2) Communication Skills and Social Relationships
Teacher candidates must have demonstrated the ability to express their viewpoints and
negotiate difficulties appropriately, without behaving unprofessionally with instructors, peers, or
students. Teacher candidates must have shown that they are ready to accept constructive
feedback in a professional manner. Teacher candidates must have demonstrated an
awareness of appropriate social boundaries between students and teachers and have shown
that they are ready and able to observe those boundaries. Extreme forms of behavior (such as
outbursts in class, sexual or other harassment, threats of suicide or of harm to others) are not
acceptable.
(3) Comfort with and Concern for the Learning of all Children
Teacher candidates must be able to engage in informal conversations with children and keep
their attention in such conversations. Teacher candidates must interact courteously, fairly, and
professionally with people from diverse racial, cultural, and social backgrounds and of
different genders or sexual preferences. Racial and other slurs are not acceptable, nor is
conduct that violates the University’s Anti-Discrimination Policy or that would violate the AntiDiscrimination Policy if it were directed at a member of the University community.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 11
Technology Requirements
Your assignments for this course are designed to help you to develop the
technological skills listed below as a means of improving your professional
productivity and supporting and enriching student learning.
1
Communicate efficiently and professionally with students, parents, and
colleagues using e-mail (including sending and receiving attachments)
2
Create professional documents that support student learning using Microsoft
Word (This task includes cutting/pasting/formatting text and images and
managing associated files efficiently)
3
Use appropriate search tools and web-based applications to quickly locate,
critically evaluate, and effectively utilize online resources in support of your
curricular goals and objectives
4
Manage information using a database or spreadsheet (such as Excel)
5
Create multimedia materials (that include formatted text, hyperlinks, images,
sound files, and video files) using Microsoft Word and PowerPoint to better
meet the needs of diverse learners
6
Use developmentally appropriate and pedagogically sound educational
software to support students' learning
You will have some time during class to learn and practice these skills. If, however,
you find that you do not have all the skills you need, technology resources are
available both within the College of Education as well as in the larger MSU
community. Among the most useful resources are the Tech-Guides. They are
available to help you work through any problems you have with technology, and are
particularly focused on educational uses of technology. They can help you with
everything from basic e-mail to developing web pages and beyond. Contact the
Tech-Guides by phone at 432-3531, or by stopping in at the Center for Teaching and
Technology in 115 Erickson Hall during their posted hours. Additional information
(including tutorials) can be found at their website (http://ott.educ.msu.edu/ctt/).
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 12
Assignment Descriptions
Attendance, Participation, & Preparation (10 % of Final Grade)
This portion of your grade will be determined by your regular attendance in class,
appropriate, attentive, timely participation in class, and your preparation for class (as
determined by instructors' notes and reading quizzes). Note: Reading assignments
will be made at the end of each class period for the subsequent class period.
Class Assignments (22% of Final Grade)
Field Discussions
You will participate in field discussions on a regular basis as a part of the work that we
do in class. During field discussions, you will jot down an insight or an issue from your
field placement that you believe merits additional exploration and discussion. You
will be given the opportunity to discuss these insights and issues with your peers using
a process that will help you to refine your professional ability to examine such
situations from multiple perspectives. From time to time, we may ask you to present
your thoughts in writing. The primary goal of this assignment is to help you begin to
connect the hands-on work that you are doing in your field placement with the
theoretical frameworks we have been discussing in class so that you can more
develop a broader, more deliberate, and more reliable repertoire of options for
thought and action that will help you to resolve concerns that arise with increasing
confidence and success. This assignment will also help you to develop a broader
sense of the diversity of approaches currently being used in second language
classrooms, as well as of the problems that are common to language classrooms and
schools in general.
In Class Assignments
Assignments from this category will be limited. They will generally help to prepare
you to participate in a future activity during class, or will provide us with information
we need in order to make class more meaningful and relevant to you. These
assignments may consist of things such as preparing a 3-5 minute PowerPoint
presentation to introduce yourself to the class, bringing an item of authentic realia for
class discussion, brainstorming a list of ideas related to a particular topic, jotting down
a sentence or two that describes the topic you have selected for a specific project
and your rationale for doing so, or providing us with feedback about your current
needs and concerns. Due dates for these assignments will be announced at the
time they are given. For the most part, they will be due by the end of the class period
in which they were assigned.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 13
MiWLA Conference and Debrief Assignment: 10/20/05 & 10/25/05
This class assignment will give you the opportunity to develop a more professional
perspective by participating in the professional development that attendance at a
professional conference provides. You will have opportunities to become more
comfortable interacting with practicing foreign language teachers in a professional
setting; to explore the variety of curricular models, instructional methods, and
materials that are currently being advocated by practicing foreign language
professionals in Michigan; to network with other foreign language teachers both
within Michigan and from across the country; to examine the variety of textbooks,
commercial resources, and supplemental materials currently available to foreign
language teachers; to experience the benefits of involvement with professional
organizations such as the Michigan World Language Association (MiWLA); and to
engage in professional dialogue with peers as you reflect, discuss, and evaluate your
conference activities.
We will not have class on 10/20/05 so that you can attend the Michigan World
Language Association Conference on either 10/20/05 and/or 10/21/05. While at the
conference, you should attend at least one session with another student from this
class, visit the exhibit hall, and talk with a teacher you do not know about the MiWLA.
Be prepared to discuss your experiences at the conference in class and/or via Angel
by 10/25/05. We will provide you with a list of questions to guide your preparation for
this discussion. Registration forms are available online at http://www.miwla.org
(Please note that if you show proof that you are a full-time student (go to
http://www.reg.msu.edu/ROInfo/EnrReg/Certify.asp to get a certificate that you can
save as a .pdf file and e-mail to MiWLA), you can receive a discounted rate.)
Register online at http://www.miwla.org/online-reg.htm. Print a hard copy of your
registration receipt and proof of full-time student status certificate to turn in to us by
9/14/05.
(See next page for more Class Assignments.)
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 14
Resource File: 11/17/05
The purpose of this assignment is to help you to develop a well-organized collection
of practical resources that reflect research-based strategies and best practices and
can be used to support students' learning in the world language classroom. It will
consist of two parts: a collection of the materials themselves (most of which you will
have opportunities to prepare in conjunction with other course assignments
throughout the semester) and a searchable database (done in Excel—you will have
some class time to work on this) in which you catalogue them. You may include
materials that you produce yourself, items that your mentor teacher shares with you,
materials that we give you in class, and commercially-produced materials. The file
should contain (but is not limited to) 10 different examples from each of the following
topic areas:

Culturally Authentic Artwork, Photos, Pictures, Slides, or Overhead
Transparencies (Hard copies of 10 items total—a list of links is not acceptable)

Games & Puzzles (Hard copies of 10 items total—at least one must be a game
and at least one must be a puzzle)

Culturally Authentic Internet Sites (A list of at least 10 sites that could be used
as the basis for language activities)

Culturally Authentic Music (10 different songs—sheet music, actual CDs, actual
records, actual tapes, or links to functional audio files online are acceptable)

Culturally Authentic Poetry, Proverbs, Quotes, Stories, & Tongue Twisters (Hard
copies of each of these—at least 2 of each item, 10 items total)

Culturally Authentic Realia (Brochures, food containers, forms, magazines,
maps, menus, money, newspapers, receipts, stamps, tickets, etc. – 10 items
total; the more variety, the better; a digital photo index is acceptable)
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Grammar Practice Activities (Hard copies of 10 different activities)
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Sponge Activity Ideas (Hard copies of 10 different activities)
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Teaching Aids (Such as balls, bean bags, beanie babies, bingo chips,
blindfolds, bubbles, buzzers, cue cards, dice, die cuts, finger puppets, flannel
boards, flash cards, flyswatters, golf tees, magnets, magnifying glasses,
manipulatives, mirrors, pocket charts, puppets, question & answer cards, rings,
sentence strips, signal cards, spinners, white boards, wrap-ups – A digital photo
index is acceptable)

Vocabulary Practice Activities (Hard copies of 10 different activities)
You may also wish to include items in your resource file such as:
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 15

Culturally Authentic Children's Books (Digital photos of these will eliminate the
need to bring them to class)

Posters (Digital photos of these will eliminate the need to bring the posters to
class)

Props & Costumes (Aprons, canes, capes, hats, objects, play food, stuffed
animals, sunglasses, telephones, ties, toys – A digital photo index of these items
is acceptable)

Resource Books (A list of these is acceptable, as long as you own the books)

Software for the second language classroom (a list of CD-Roms you own is
acceptable)

Video Clips (A list of links or a digital photo index is acceptable)

Any item which might be used to teach a particular aspect of the language or
culture
Evaluation will be based on appropriateness of materials for language learning at the
secondary level, efficiency of organization, quality, quantity, and variety.
Resume & Teaching Philosophy Assignment: 11/30/05 (Draft) & 12/13/05 (Final
Copy)
For this assignment, you will need to bring to class a list of previous employers (names,
dates, places—along with contact information for each one), as well as a list of your
extracurricular activities, service activities, community-related activities, awards, study
abroad experiences, and scholarships. You will be given class time during which you
will create a draft of a résumé (a Secondary Teacher Preparation Team
requirement), along with an outline of your personal philosophy of teaching and
learning (written in the form of a letter to parents that could be distributed at Open
House at the beginning of the year).
Field Work (28 % of Final Grade)
30 Field Hours (Recorded in Weekly Field Reports): Every Tuesday
You should spend a minimum of 30 hours at your field placement school between
October and December. Each week, you should fill out a Field Report/Checklist
(available on Angel) about what you are doing in your placement. These need to
be signed by your mentor teacher and will be collected each Tuesday.
Meet Your Placement School Field Assignment: 10/25/05
This assignment asks you to gather information about your placement school. You will
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 16
be given a list of questions about your school (physical layout, information on the
student population, etc.) and teachers in general (Why do they teach? How do they
teach?, etc.) to consider. It will probably be easiest to talk with your mentor teacher,
but you are also welcome to discuss the questions with other people in the school. Be
sure to take notes on the answers you are given. Use your notes to help you write a
brief description of what you learned about learning, teaching, and school from the
conversation and come to class prepared to discuss your findings.
Teacher Talk v. Student Talk Field Observation: 11/1/05
This field observation asks you to chart who does most of the talking in your field
placement, and for what purposes. You will then be asked to answer some questions
designed to help you analyze, interpret, and draw conclusions from what you
observed about promoting student engagement. The write-up will be minimal—a
paragraph or two—followed by classroom discussion.
Field Teach 1: 11/1/05
Plan a 10-minute learning activity with your mentor teacher and lead it with one of
his/her classes. This assignment has 3 parts. First, you must plan the activity with your
mentor teacher. Once s/he has approved the plan and scheduled your date to
teach, you should submit the plan to your TE 407 instructors PRIOR to leading it (so
that we can give you feedback). Once you have led the activity, you should submit
your completed Learning Activity Plan, a self-evaluation, and your mentor teacher's
feedback to your TE 407 instructors.
Target Language Field Observation: 11/8/05
This field observation is designed to help you learn more about what kinds of
interactions promote students’ use of the target language. You will spend 30 minutes
observing a language teacher interacting with students during a language class and
should chart those interactions using codes provided on your assignment sheet. You
will then be asked to consider some questions designed to help you analyze,
interpret, and draw conclusions about target language use from what you observed.
The write-up will be minimal—a paragraph or two—followed by class discussion.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 17
Interview with a Student Field Assignment: 11/15/05
This assignment will give you a chance to look at life in a second language classroom
(and in school in general) through the eyes of a student. Think about the statement,
"Why do students . . . ?" Use it to help you decide what kinds of things you would like
to know, then consult with your mentor teacher in order to determine a student that
you could interview who might be able to give you information about those issues.
Set up a time to conduct the interview that is convenient for your mentor teacher
and for the student. You can write your own interview questions to use as the basis
for your interview, or you can use the list of questions that we have provided on
Angel. Be sure to take notes on the student's answers. Use your notes to help you
write a brief description of what you learned about learning, teaching, and school
from the student and come to class prepared to discuss your findings.
Wait Time Field Observation: 11/22/05
This field observation asks you to chart what kinds of questions, commands, and
requests are made by your mentor teacher, and to note how long s/he waits for
students to respond before saying something else. You will then be asked to consider
some questions that are designed to help you analyze, interpret, and draw
conclusions about teaching and learning from what you observed.
Field Teach 2: 11/22/05
Plan a 20- to 30-minute lesson (two different, short activities with a transition between
them) with your mentor teacher and to teach it to one of his/her classes. This
assignment has 3 parts. First, you must plan the lesson with your mentor teacher.
Once s/he has approved the plan and scheduled your date to teach, you should
submit the plan to your TE 407 instructors PRIOR to teaching it. Once you have taught
the lesson, you should submit your completed Lesson Plan, a self-evaluation, and your
mentor teacher's feedback to your TE 407 instructors.
Interaction Patterns Field Observation: 11/29/05
This field observation asks you to chart teacher-initiated interactions. You’ll be looking
at how and why teachers call on students, and may learn something about
tendencies to favor certain populations, etc. You will chart interactions during a class
visit. Additional write-up will be minimal—a paragraph or two—followed by
classroom discussion.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 18
Field Teach 3: 12/6/05
Plan a 20- to 30-minute lesson (two different, short activities with a transition
between them) with your mentor teacher and to teach it to one of his/her
classes. This assignment has 3 parts. First, you must plan the lesson with your
mentor teacher. Once s/he has approved the plan and scheduled your date to
teach, you should submit the plan to your TE 407 instructors PRIOR to teaching it.
Once you have taught the lesson, you should submit your completed Lesson
Plans, a self-evaluation, and your mentor teacher's feedback to your TE 407
instructors.
Lab Assignments (Microteaching) (40% of Final Grade) Please inform us of any
technology needs on the Tuesday before you present your lab assignment.
How-to Presentation Lab: 9/8/05
Prepare with a partner to teach us how to do something exclusively in your
target language within 5 to 7 minutes by giving and modeling (using visual
aids) at least 7 instructions in your target language. You may wish to prepare a
poster that includes key vocabulary to help us follow your presentation more
easily. This lab assignment is designed to help you become more comfortable
making presentations in front of a class in your target language and will focus
on your ability to give and model instructions in your target language in a
systematic way, to monitor student comprehension, and to adjust your
instructions accordingly.
Standards-based, Multiple Intelligences Lab: 9/22/05
Lead the class in a 5 to 7-minute activity in your target language designed to
address students in your class who might have different learning styles than you
do. We will assign your classmates to cause minor disruptions during this lab.
Grammatical Concept Lab: 9/29/05
You will have 5 to 7 minutes to teach the class a grammatical concept in your
target language using the principles we discussed in class. You are encouraged
to challenge yourself by choosing a concept that might at first seem more
difficult to present than most. This lab will focus on how well you present an
efficient, contextualized, grammar-based lesson using as much TL as is
reasonably possible.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 19
Contextualization and Realia Lab: 10/6/05
Choose an activity from the textbook and use realia creatively to better
contextualize the lesson. You will have 5 to 7 minutes to lead your colleagues in
the new, improved version you have created. We will videotape your
performance so that you can evaluate your own work! (The exercises in Shrum
& Glisan, pp. 38-41 will help you to prepare for this assignment.)
Remarkable Resources Lab: 10/13/05
Prepare with a partner to teach a 5 to 7-minute activity in your target language
on the cultural concept of your choice. You will present a product or practice
of the target culture, and then give students opportunities to explore the
perspectives (the "why") that underlies them. Incorporate a supplemental
resource into your activity, using it as a tool (in conjunction with pre- and/or
during listening/reading/viewing activities) to help students understand the
cultural perspective you have chosen with more success. Come prepared to
justify why you selected this particular resource as a tool for teaching this
concept. This lab assignment will focus on your ability to help students
understand the relationships between products, practices, and perspectives,
and on your ability to scaffold student interaction with supplemental resources,
to use them effectively, and to justify their use (to administrators, parents,
students, and colleagues). Your National Standards book will help you to
prepare for this assignment.
Vocabulary Lab: 10/19/05
Choose 5 to 7 vocabulary words from a middle or high school textbook. You will
have 5 to 7 minutes to teach the words in your target language using the
principles we discussed in class. Remember that your ultimate goal is to prepare
students to USE these words in communicative situations. This lab will focus on
how well you provide students with multiple, contextualized opportunities to
learn and practice the vocabulary in the target language. We will also be
watching to see how well you monitor and evaluate students' learning.
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 20
Information Gap Lab: 10/27/05
Prepare a 5 to 7-minute activity that will help your colleagues to practice a
grammatical concept using an information gap activity (NOT a cooperative
learning activity). Your activity should be as student-centered as possible—after
concise, brief directions your role will be to monitor progress and guide the
activity. This lab will focus less on your performance and more on the materials
you create and how they affect students. (See Shrum & Glisan, p. 210, Episode
One, #2 for additional details.)
Cooperative Learning Lab: 11/3/05
Prepare a 5 to 7-minute activity that will help your colleagues to practice a
grammatical concept using a cooperative learning activity (NOT an information
gap activity). Your activity should be as student-centered as possible—after
concise, brief directions your role will be to monitor progress and guide the
activity. This lab will focus on your ability to facilitate student participation.
During Listening/Reading/Viewing Lab: 11/10/05
Prepare to lead the class in one, 5 to 7-minute during-reading, during-listening,
or during-viewing activity in your target language that is grounded in an audiobased, print-based, or video-based text. Come prepared to describe (in
English) what kinds of pre-listening/reading/viewing activities you would use to
prepare students to be successful with the during listening/reading/viewing
activity you are presenting. This lab assignment will focus on how well you
scaffold the activity to improve students' comprehension of and engagement
with audio-, print-, and video-based texts.
Story-based Instruction Lab: 12/6/05 (Group 1) & 12/7/05 (Group 2)
Use the principles we discussed in class to select an authentic (written by a
heritage speaker for heritage speakers) children's book in your target language.
Use the story you have selected as the basis for a 10 to 12-minute grammar
lesson in your target language that would be appropriate for 2nd year language
learners. Prepare a written outline for the class that includes a list of the prereading/listening activities that you would use with this story in order to prepare
students for this grammar lesson; a list of the during reading activities that you
might use to help learners to participate in the reading and to understand the
structure, grammar, vocabulary, and content of the story; and a list of the postreading activities that you might use (to reinforce grammar and vocabulary, to
check for comprehension, to strengthen both oral and written interpersonal and
presentational skills, and to build on the language, content, and culture
introduced by the story). Come prepared to explain how you would help
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 21
readers to actively engage with the text multiple times, in a variety of ways, and
for various purposes. The focus of this lab will be how well you use authentic
children's literature as a tool for teaching language, content, and culture, and
how well you support students' comprehension of and engagement with the
text through pre-, during, and post-listening/reading/viewing activities. (In other
words, this is your chance to show us just how much you have learned this
semester in a single performance!) (See Shrum & Glisan, pp. 164-165, Episode
Two: 1-6 for some helpful steps.)
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 22
Tentative Schedule for TE 407.8
Date
Topics
8/30 T
* Introductions
* Model: PowerPoint
Assignment
9/1 Th
* On Knowing a
Language
Notes
Assignments Due
Berkey 104,
End in
Erickson 132
 Read Syllabus
* Model: How-to Lab
9/6 T
On Students & Multiple
Intelligences
9/7 W
Goals & Objectives:
What do we want
students to know and be
able to do? What does
"learning" look like in a
foreign language
classroom? How can we
tell when students are
learning?
9/8 Th
* How-to Presentation
Lab
Meet in
Bessey 216
* PowerPoint Presentations
Due
 How-to Presentation Lab
* Model: Multiple
Intelligences
Lab
9/13 T
National Standards
9/14 W
Scope & Sequence, Unit
Planning, Block
Scheduling, and a Model
Lesson
9/15 Th
* Introduction to Field
Placements (Kelly
Hodges)
 Register for MiWLA
* Lesson Planning
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 23
Date
Topics
9/20 T
Teaching Grammar
9/21 W
Communicative,
Proficiency-oriented
Approaches
9/22 Th
* Standards-based
Multiple Intelligences
Lab
Notes
Assignments Due
 Standards-based Multiple
Intelligences Lab
* Model: Grammatical
Concept Lab
9/27 T
* Contextualization:
Culture & Realia
* Bring a copy of a Level I middle
school or high school textbook
for your target language
* Explanation: Realia
Show & Tell
9/28 W
Finding Culturally
Authentic Resources
9/29 Th
* Grammatical
Concept Lab
Meet in Ernst
Bessey 216
 Realia Show & Tell
 Grammatical Concept Lab
* Model:
Contextualization &
Realia Lab
10/4 T
Evaluating Culturally
Authentic Resources
Meet in
Erickson 132
10/5 W
* Using Culturally
Authentic Resources
Meet in Ernst
Bessey 317
* Using Excel
10/6 Th
* Contextualization &
Realia Lab
 Contextualization & Realia Lab
* Model: Remarkable
Resources Lab
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 24
Date
10/11 T
Topics
Notes
* Teaching Vocabulary,
Circumlocution,
Dictionary Skills, &
Pronunciation
Assignments Due
 Start Field Placement
* Explanation: Field
Reports
10/12 W
* Interpersonal
Communication:
Cooperative Learning
Structures
 Remarkable Resources Lab
* Remarkable
Resources Lab
10/13 Th
* Remarkable
Resources Lab
 Remarkable Resources Lab
* Model: Vocabulary
Lab
10/18 T
(MIDTERM)
* Information Gap
Activities
 Field Report
* Explanation: MiWLA
Conference Report
* Explanation: Meet
Your Placement
School Field
Assignment
10/19 W
* Vocabulary Lab
 Vocabulary Lab
* Model: Information
Gap Lab
10/20 Th
MiWLA Conference – NO
CLASS ON CAMPUS
Meet at
Holiday Inn
South in
Lansing
 Attend MiWLA Conference
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 25
Date
10/25 T
Topics
* MiWLA Debrief
* Explanation: Teacher
Talk v. Student Talk
Field Observation
10/26 W
Instructional Design in the
Interpretive Mode
10/27 Th
* Information Gap Lab
Notes
Assignments Due
 MiWLA Conference Report &
Debrief
 Field Report
 Meet Your Placement School
Field Assignment
 Information Gap Lab
* Model: Cooperative
Learning Lab
11/1 T
* Pre-reading/listening/
viewing Activities
* Explanation: Target
Language Field
Observation
11/2 W
Duringreading/listening/viewing
Activities
11/3 Th
* Cooperative Learning
Lab
 Field Report
 Teacher Talk v. Student Talk Field
Observation
 Field Teach 1
 Cooperative Learning Lab
* Model: During
Listening/Reading/
Viewing Lab
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 26
Date
11/8 T
Topics
Notes
* Story-based Instruction
Assignments Due
 Field Report
 Target Language Field
Observation
* Explanation: Interview
with a Student Field
Assignment
11/9 W
Story-based Instruction
 Prepare Shrum & Glisan, Ch. 7:
pp. 164-167 (Either Episode 2, Case
Study 1, or Case Study 2 as
assigned)
11/10 Th
DuringListening/Reading/
Viewing Lab
 During Listening/Reading/Viewing
Lab
11/15 T
* Post-reading/listening/
viewing Activities
Meet in
Erickson 132
 Field Report
 Interview with a Student Field
Assignment
* Model: Story-based
Instruction Lab
* Explanation: Wait Time
Field Observation
11/16 W
Assessing Interpretive
Skills (In the
Presentational Mode)
11/17 Th
* Assessing Interpretive
Skills (In the
Presentational Mode)
 Resource File (Draft Due)
* Explanation:
Interaction Patterns
Field Observation
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 27
Date
Topics
Notes
Assignments Due
11/22 T
Résumé & Teaching
Philosophy Workshop
 Field Report
 Wait Time Field Observation
 Field Teach 2
11/23 W
Small Group Work Day –
NO CLASS AS A WHOLE
GROUP
 NO CLASS
11/24 Th
THANKSGIVING DAY – NO
CLASS
 NO CLASS
11/29 T
Pre-writing Activities
 Field Report
 Interaction Patterns Field
Observation
11/30 W
Teaching Writing
 Draft of Résumés and Teaching
Philosophies
12/1 Th
Assessing Writing
12/6 T
Story-based Instruction
Lab
 Story-based
Instruction Lab
(Group 1)
 Field Report
 Field Teach 3
12/7 W
Story-based Instruction
Lab
 Story-based Instruction Lab
(Group 2)
12/8 Th
Review & Course
Evaluations
12/13
Resource File
Presentations
Meet in 216
Bessey from
10:00 a.m. to
12:00 noon
(Scheduled
Final Exam
Time)
 Final Copy of Résumés and
Teaching Philosophies
 Resource File Presentations Due
* Subject to change
TE 407 Syllabus ♦ 2005 ♦ Suzanne Kauer & Cherice Montgomery ♦ 28