SYLLABUS
CIED 5243: Special Methods I
Summer 2008
University of
Department of
Curriculum and Instruction
Instructor: Freddie Bowles
Office:
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
H. reflect upon their growth as emerging professionals;
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
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
The application of the
XI. Inclement
Weather Procedure:
If
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,
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.
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- )
Learning a language is a life-long adventure!