SYLLABUS

CIED 5243:  Special Methods I

Summer 2008

University of Arkansas College of Education and Health Professions

Department of Curriculum and Instruction

 

Instructor:      Freddie Bowles          

Office:            Peabody 314

Phone:            479-575-3035

E-Mail:           fbowles@uark.edu

Website:         Planet Gnosis:  http://www.corndancer.com/vox/gnosis/gno_now.html

Office Hours: Tuesdays and Wednesdays 1:00-4:00 p.m. Also by appointment

                       

I.          Program Affiliation:  Curriculum and Instruction

 

            Course Number and Title:  CIED 5243:  Special Methods I

 

Catalogue Description: 

CIED5243 Special Methods of Instruction I (Su) Study of the methods and materials in the special content areas. Includes philosophical, cognitive, and psychological dimensions of teaching the content area. The planning of instruction, microteaching, and the development of instructional materials are included. Prerequisite: Admission to the M.A.T. program.

 

Prerequisites:  Admission to the M.A.T. program

 

            Required Texts:

            Blaz, D. (2002). Bringing the Standards for foreign language learning to life.

                        Larchmont, N.Y.: Eye on Education.

            Blaz, D. (2006). Differentiated instruction: A guide for foreign language teachers.

                        Larchmont, N.Y.: Eye on Education.

            Blaz, D. (2001).  A collection of performance tasks and rubrics: Foreign

                        languages. Larchmont, N.Y.: Eye on Education.

            Shrum, J.L., & Glisan, E.W. (2005).  Teacher’s handbook: Contextualized

                        language instruction, 3rd.ed. Boston, MA: Thomson/Heinle.

 

II.        Relationship to Knowledge Base:  This course is a pedagogical studies course and is related to the Scholar- Practitioner model through studying theoretical and practical aspects of methods, techniques, and materials for effective teaching of second languages in secondary schools.

 

III.       Goal:  The purpose of this course is to introduce students to the theoretical and practical aspects of teaching foreign languages at the middle and secondary levels of schooling using the framework of national and state standards.  Students will also be introduced to the professional organizations that support the standards and development of pre-service and in-service teachers.

 

IV.       Competencies:  Upon completion of the sequence of CIED 5243, students will:

            A. become familiar with the profession and expectations for language teachers;

            B. understand the role of contextualized input, output, and interaction in language learning;

            C. contextualize language instruction to address goals of the standards for foreign language learning;

            D. organize content and planning for integrated language instruction;

            E. use an interactive approach to develop interpretive communication;

            F. use a story-based approach to teach grammar

            G. develop lesson plans that reflect both national and Arkansas standards;

            H. reflect upon their growth as emerging professionals;

            I. become familiar with current research in the profession.

 

V.        Content:

            A. Shrum and Glisan, Teacher’s Handbook

                  Preliminary Chapter, Chapters 1, 2, 3, 6, 7

            B. Blaz, Bringing the Standards for Foreign Language Learning to Life

                  Chapters 1, 2, 3

            C.  Teaching Practices Library: Teaching Foreign Languages K-12

                  1.   Standards and the Five Cs

                  2.   Interpreting Picasso’s Guernica

                  3.   Happy New Year

                  4.   Food Facts and Stories

                  5.   Hearing Authentic Voices

                  6.   A Cajun Folktale and Zydeco

                  7.   Sports in Action

                  8.   Hearing Authentic Voices

           

VI.       Assignments:

o        Letter to Principal: Justification for a Foreign Language Program—due Friday, 7-18

o        Three Professional Article Evaluations—due each Wednesday: 7-16, 7-23, 7-30

o        Four Presentations of Mini-Teaching Activities—due as scheduled by professor

o        Four Reflective Case Study Reports—due as scheduled by professor

o        Two Graded Homework Assignments—due as scheduled by professor

o        Attendance—mandatory

o       Final Project—One lesson plan for Chalk and Wire from HW assignments

           

VII.     Evaluation: The grade for each student is based upon the following items:

            A.           10 pts.                 Letter to principal

            B.            90 pts.                 Article Evaluations (3 X 30)         

            C.            100 pts.               Mini-Teaching Activities (4 X 25)

            D.           100 pts.               Reflective Case Study Reports (4 x 25)

            E.            50 pts.                 Homework (2 x 25)

            F.            20 pts.                 Attendance (1 x 20)

            G.           30 pts.                 Final Project

            Total:     400 pts

 

VIII.    Course Requirements:

Class participation based on readings and other assignments:

Assigned readings from these books should be read prior to the class session in which they will be discussed.  Students are expected to participate in class discussions.  Contributions may also include outside readings and/or personal experience. 

 

IX.       Grading Scale:

            A   =    100-90

            B   =    89-80

            C   =    79-70

            D   =    69-60

            F    =    below 60

 

X.        Academic Honesty:

Academic honesty involves acts, which subvert or compromise the integrity of the educational process at the University of Arkansas.  Included is an act by which a student gains or attempts to gain an academic advantage for himself or herself or another by misrepresenting his or her or another’s work or by interfering with the completion, submission, or evaluation of work.

 

The application of the University of Arkansas Academic Honesty Policy, as stated on in the 2007-2008 Undergraduate Studies Catalog, will be fully adhered to in this course.  Grades and degrees earned by dishonest means devalue those earned by all students; therefore, it is important that students are aware of the University of Arkansas Academic Honesty Policy.  Academic dishonesty involves acts, which may subvert or compromise the integrity of the educational process.

 

XI.       Inclement Weather Procedure:

If Fayetteville schools are closed due to inclement weather, we will not have class.

 

XII.    Attendance Policy and Late Work Policy:

Attendance—you have to be present to win!  Attendance is mandatory.

All assignments are due in class on the due date unless otherwise required.  Failure to meet this requirement results in a zero for that assignment unless previous arrangements have been made with me. No late work is accepted (you can arrange to turn assignments in early).

*** Incompletes will not be given this semester due to departmental recommendations.

 

XIV.    Syllabus Changes: The instructor reserves the right to make changes as necessary to the syllabus. If changes are necessary during the term of this course, the instructor will post both notification and nature of the change(s) on the course bulletin board.

 

XV.     Course Resources:

            A. Mullins Library

            B. Internet

            C. Professor's Library

 

XVI.    Research Base:

            Texts:

                        Brown, H. D. (2007). Principles of language learning and teaching (5th ed.).

                                    White Plains, NY: Pearson.

            Brown, J. D., & Rodgers, T. S. (2002).  Doing second language research.  Oxford:

                        Oxford University Press

                        Celce-Murcia, M. (2001).  Teaching English as a Second or Foreign Language

                                    (3rd ed.). Boston: Heinle & Heinle.

            Hadley, A. O. (2001). Teaching language in context, Third Edition .Boston:  Heinle

                        & Heinle Publishers.

                        Lewis, M. (1993). The lexical approach: The state of ELT and a way forward.

                                    Hove, UK:  Language Teaching Publications.

                        Nation, I. S. P. (2001). Learning vocabulary in another language.  Cambridge: 

                                    Cambridge University Press.

                        Nattinger, J., & DeCarrico, J. (1992). Lexical phrases and language teaching.

                                    Oxford: Oxford University Press.

                        Nunan, D. (1989). Understanding language classrooms. London:  Prentice Hall.

                        O'Grady, W. (2005).  How children learn language. Cambridge:  Cambridge

                                    University Press.

 

            Journals:

            Selected articles may be assigned from the following professional journals:

                  Foreign Language Annals

                  The Modern Language Journal

                  Hispania

                  The French Review

                  Canadian Modern Language Review

                  Le francais dans le monde

                  The German Quarterly

                  Unterrichtspraxis

                  English Language Teaching

                  The TESOL Quarterly

                  Classical Journal

The ACTFL Foreign Language Education Series (Yearbooks 1985- ) Lincolnwood, IL:  National Textbook Co.

 

Learning a language is a life-long adventure!