Study Guide - UNC Extended Campus - University of …extended.unco.edu/.../Fall_2016/TASL_594_StudyGuide_5.16.pdfAssignment 2 Readings & Reflections-Week 1: Read Chapter 1 & 2 in Mali’s

TASL – Teaching American Sign Language, MA

Study Guide

TASL 594

Practicum for ASL Teaching II

Fall 2016

University of Northern Colorado

Master of Arts in Teaching American Sign Language

Copyright 2016 by the University of Northern Colorado-Department of American Sign

Language and Interpreting Studies

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other

electronic or mechanical methods, without the prior written permission of the UNC-

ASLIS.

The faculty and staff of the ASLIS and the University of Northern Colorado bring

expertise and many years of experience, passion, and dedication to supporting students

working towards educational goals. While students can grow substantially from that

platform of support, individual success or failure in achieving the outcomes of your

specific program is ultimately your own responsibility. Communication is especially

important within any distance education program. If questions or concerns arise or if

something outside your control is interfering with your education, please contact your

instructor, advisor or the administrative office.

Department of American Sign Language and Interpreting Studies University of Northern Colorado McKee Hall 114 Campus Box 106 Greeley, CO 80639 1-866-885-6087 http://www.unco.edu/doit http://www.unco.edu/tasl

http://www.unco.edu/doit

Table of Contents Course Overview ........................................................................................................................... 1

Purpose ......................................................................................................................................... 1

Impact............................................................................................................................................ 1

Objectives ...................................................................................................................................... 1

Plagiarism Policy ............................................................................................................................ 2

Inclusivity Statement ..................................................................................................................... 2

Students with Disabilities .............................................................................................................. 2

Grading Scale ................................................................................................................................. 3

Late Assignment Policy .................................................................................................................. 3

Required Text/Readings ................................................................................................................ 4

Course Preview .............................................................................................................................. 5

Course Organization ...................................................................................................................... 5

Course Roadmap ............................................................................................................................ 6

Assignments ................................................................................................................................. 11

Course Summary .......................................................................................................................... 12

Appendix A .................................................................................................................................... 2

Appendix B .................................................................................................................................... 3

Appendix C .................................................................................................................................... 4

Appendix D .................................................................................................................................... 5

TASL 594 Page 1

Course Overview

Purpose The purpose of this course to have in-depth teaching and learning experiences in teaching ASL

as a first or second language in an educational setting.

For this course, MA Only students will need to complete 400 teaching hours while MA

Plus Licensure students will need to complete 500 teaching hours – at least half of which

will need to be on the K-12 setting.

Exact hours will be determined depending on the number of hours completed in TASL

593 as MA Only students will need to complete a total of 600 hours and MA Plus

Licensure students will need to complete a total of 800 hours.

This course is in compliance with the ASL Teacher Standards as established by Colorado

State Standards and Competencies.

Impact

Research has shown that teaching preparation programs would not be complete without a

teaching practicum experience. Future educators require not only coursework that provides

them with the solid foundation to teach, but also a platform to bridge their coursework to

practice and to develop their teaching competencies before entering the real world. This course

aims to provide students with the opportunity to link their theoretical knowledge with the

realities of the classroom. Through reflective practice and with the guidance of a

supervisor/mentor, this experience would allow them to acquire the understanding and skills to

teach effectively in a range of classroom situations.

Objectives By the end of this course, you will be able to:

Further develop teaching skills with an introduction of ASL lexical terms, fingerspelling

and lexicalized fingerspelling, grammar, and Deaf culture in classes through 400-500

hours of ASL teaching experiences.

TASL 594 Page 2

Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or

musical composition of another, or portions thereof; or the ideas, language, or

symbols of same and passing them off as the product of one's own mind.

Plagiarism includes not only the exact duplication of another's work but also the

lifting of a substantial or essential portion thereof (UNC definition). Regarding

written work in particular, direct quotations, statements which are a result of paraphrasing or

summarizing the work of another, and other information which is not considered common

knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks

or a proper form of indentation shall be used to indicate all direct quotes. Regarding class

projects, you are not to use as your entire presentation the completed works of faculty

members, fully imported websites, or any other body of work in which you are not the

author. Of course, with proper referencing, you can import portions of such works and websites

to enhance and illustrate your presentation, and you can provide references to these other

works for students who have an interest in pursuing a topic further. Students suspected of

plagiarizing will be referred to the Dean of Students Office (DOS) for further action.

For more information see: Student Code of Conduct

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an

inclusive learning environment where diversity and individual differences

are understood, respected, appreciated and recognized as a source of

strength. We expect that students, faculty and staff within CEBS will be

accepting of differences and demonstrate diligence in understanding how

other peoples’ perspectives, behaviors, and world views may be different

from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful

discrimination in…educational services against any person because of race, religion, gender, age,

national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination

in…educational services on the basis of sexual orientation or political affiliation.” (See

http://www.unco.edu/hr/AAEO_TitleIX.htm).

Please visit the CEBS Diversity and Equity Committee website for more information on our

commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this

class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax

(970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations

are implemented in a timely fashion.

http://www.unco.edu/dos/assets/pdf/StudentCodeofConduct.pdf

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

TASL 594 Page 3

Grading Scale The points for all of the assignments in the TASL courses will add up to 100 and letter grades are

assigned as follows:

A 93-100 Above Average achievement of objectives

B 85-92 Average achievement of objectives

C 77-84 Below average achievement of objectives

Below 77 Unacceptable level of achievement of objectives and considered failing.

Reminder: You must maintain at least a “B” average (3.0 GPA) to meet graduation

requirements.

Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been approved in advance with the respective instructor will NOT be graded and

students will receive a zero as the assignment grade.

Extensions for assignment due date and time must be approved in advance with the respective

instructor based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member.

TASL 594 Page 4

Required Text/Readings

Textbooks

Mali, T. (2012). What teachers make. New York, NY: Berkley Books.

Note: The chapters are not numbered in Mali’s book and thus, they have been numbered here

for simplicity.

1. Introduction

2. Making Kids Work Hard

3. Your Child is My Student

4. A Poet Becomes a Teacher (and Vice Versa)

5. Calling Home

6. Lightbulb Moments and Happy Accidents

7. Definitely Beautiful

8. Keeping Your Eye Out for the Teachable Moment

9. In Praise of Thoughtful Uncertainty

10. Encountering Genius

11. The Student Becomes the Teacher

12. My Best Day as a Teacher

13. E-mail, Islam, and Enlightenment (Insha’allah)

14. Lessons You Can Touch

15. The Value of What You Cannot Test

16. No One Leaves My Class Early For Any Reason

17. My Bad (Apologize and Mean It!)

18. MEG: Mali’s Electronic Grade Book

19. Teachers Make Technology Work!

20. Thinking It Through: The Timeline at the Back of the Classroom

21. What Teachers Get: Presents from Parents

22. Fighting Back Against the Attack on Teachers

23. Where Do the Best Teachers End Up?

24. The Importance of Mentoring

25. Teachers Who Made a Difference for Me

26. The Quest for One Thousand Teachers

27. There Can Never Be a “Lost” Generation

28. Epilogue

TASL 594 Page 5

Course Preview During this course, you will complete 400-500 hours of teaching experiences, the number

depending on your academic goals, in an ASL classroom or ASL classrooms while reflecting on

best teaching practices while also submitting four lesson plans and videos of lessons you have

conducted this semester. In addition, at the end of the semester, both you and your supervisor

will complete evaluations of your teaching experiences. You will also submit your final portfolio

as part of your graduation requirements.

Course Organization

This course contains several elements:

Teaching Experience: You are to complete 400-500 hours of teaching experiences, the

number depending on your academic goals and as arranged with your practicum

instructor, in an ASL classroom or ASL classrooms. You are to document your teaching

hours daily to be submitted biweekly.

Reflection Assignments: You are to complete a weekly reflection assignment on best

teaching practices based on chapters you have read in Mali’s What teachers make.

Lesson Plans & Videos: You are to submit four complete lesson plans along with videos

of those lesson plans. These four lesson plans and videos are due four times throughout

the semester.

Self-Evaluation: You are to complete a self-evaluation of your teaching experiences at

the end of the semester.

Supervisor’s Evaluation: Your supervisor is to complete an evaluation of your teaching

experiences at the end of the semester.

Portfolio: You are to submit your final portfolio as part of your graduation

requirements at the end of the semester.

TASL 594 Page 6

Course Roadmap Use this as your “map” while traveling on your distance learning journey. Use the last column to

check off each item as you complete it. Dates before or next to any activity indicate specific

dates for that item.

Week 1

8/22-8/26

Dates Activities Done

8/22-8/26 Record your teaching hours on the Teaching Chart as provided.

8/26

Assignment 2 Readings & Reflections-Week 1: Read Chapter 1 & 2 in Mali’s

book and submit no more than one page typewritten or two minute signed

video reflecting on best teaching practices using the examples you have

observed and read this week.

Week 2

8/29-9/2

8/29-9/2

Assignment 1 Bi-weekly Report 1: Record your teaching hours on the

Teaching Chart as provided. Submit your biweekly report to the appropriate

assignment tool.

9/2

Assignment 2 Readings & Reflections -Week 2: Read Chapter 3 & 4 in Mali’s




Week 3

9/6-9/9 (Labor Day 9/5 UNC closed)


9/9





TASL 594 Page 7

Week 4

9/12-9/16

9/12-9/16


Teaching Chart as provided. Submit your biweekly to the appropriate

assignment tool.

9/14

Assignment 3-Lesson Plan 1: Submit a lesson plan using the most appropriate template and a video of the lesson plan.

9/16





Week 5

9/19-9/23


9/23





Week 6

9/26-9/30

9/26-9/30



assignment tool.

9/30

Assignment 2 Readings & Reflections -Week 6: Read Chapter 11 & 12 in

Mali’s book and submit no more than one page typewritten or two minute

signed video reflecting on best teaching practices using the examples you

have observed and read this week.

Week 7

10/3-10/7


TASL 594 Page 8

10/7





Week 8

10/10-10/14

10/10-10/14



assignment tool.

10/12

Assignment 3-Lesson Plan 2: Submit a lesson plan using the most appropriate

template and a video of the lesson plan.

10/14





Week 9

10/17-10/21


10/21





Week 10

10/24-10/28

10/24-10/28



assignment tool.

10/28





TASL 594 Page 9

Week 11

10/31-11/4


11/4

Assignment 2 Readings & Reflections-Week 11: Read Chapter 21 & 22 in




Week 12

11/7-11/11

11/7-11/11



assignment tool.

11/9



11/11





Week 13

11/14-11/18


11/18





Week 14

11/21-11/25 – Thanksgiving Week! (11/23-27: UNC closed & No classes)

11/21-11/23



assignment tool.

TASL 594 Page 10

Week 15

11/28-12/2


Complete the course evaluation. Check your Bearmail for the dates this is

open. Once closed it cannot be reopened.

12/2





Week 16

12/5-12/9

UNC – Finals Week

12/5-12/9


Teaching Chart as provided. Submit your entire report in a nicely scanned

PDF format. All hours must add up to 400-500 hours (or more if needed) and

all pages must be signed. If you are currently employed, don’t forget to

include a copy of your contract in lieu of the signatures.

12/5

Assignment 4 Self-Evaluation: Submit your self-evaluation of your teaching

experiences this semester using the Self-Evaluation guidelines as provided.

12/7



12/9

Assignment 5-Supervisor’s Evaluation: Have your supervisor submit his/her

evaluation of your teaching experiences after he/she has discussed it with

you using the evaluation form as provided.

12/9

Assignment 6-Portfolio: Submit your final portfolio. (Must be in electronic

form.)

End of Semester!

Congratulations!

Final grades will be posted within 3 days of the end of the semester.

TASL 594 Page 11

Assignments

Assignment Overview Assignments Description Pts. Due

Assignment 1

Teaching Hours

Record your teaching hours on the Teaching Chart as provided. (Modify the chart as

needed.) Be sure to have your supervisor sign the chart daily and again biweekly

certifying the total number of hours every two weeks. If you are employed as an ASL

teacher, you may submit a copy of your contract at the end of the semester with your

hours in lieu of obtaining signatures. (Please black out any personal information.) Your

teaching charts are due biweekly on Fridays. You are responsible for making sure that you

have completed the required number of hours by the end of the semester.

Teaching hours are worth 50 points.

50 Biweekly

on

Fridays

Assignment 2

Weekly Readings & Reflective Assignment

Read the chapters in Mali’s book as assigned in the Roadmap and submit no more than

one page typewritten or two minute signed video reflecting on best teaching practices

using the examples you have taught and read this week.

Each reflective assignment is worth 1.5 points.

20 Weekly

on

Fridays

Assignment 3

Lesson Plans & Videos

Submit four lesson plans using the most appropriate template and videos of the lesson

plans.

Each lesson plan & assessment method is worth 5 points and they are due four times this

semester.

20 9/14

10/12

11/9

12/7

Assignment 4

Self-Evaluation

Complete a self-evaluation of your teaching experiences using the Self-Evaluation

guidelines as provided.

The Self-Evaluation is worth 10 points.

10 12/5

Assignment 5 Supervisor’s Evaluation

Have your supervisor submit his/her evaluation of your teaching experiences after

discussing it with you using the evaluation form as provided.

This is a pass/fail assignment. If your supervisor does not believe you are satisfactorily

prepared to teach ASL, you will receive an “F” for the assignment and therefore, fail this

course.

P/F 12/9

Assignment 6 Portfolio

Complete and submit your final portfolio. (Must be in electronic form.)

The portfolio is a pass/fail assignment. The portfolio is part of your graduation

requirements. If you do not submit your complete portfolio, you will “F” for the

assignment and therefore, fail the course.

P/F 12/9

TASL 594 Page 12

Course Summary

Conclusion

Research has shown that teaching experiences is vital to learning how to teach. As a teaching

practicum course, this course has allowed students to bridge their coursework to practice and

develop their teaching competencies before entering the real world. In addition, this course

allowed them to acquire the understanding and skills to teach effectively in a range of classroom

situations.

Key Points

Teaching Experience

Reflective Practice

Lesson Plans & Videos

Self-Evaluation

Supervisor’s Evaluation

Portfolio

What’s Next?

Congratulations!! By finishing this course, you have successfully completed the requirements

for the Masters in Teaching ASL (TASL) Program. Unless you have already done so, you will now

transition to the real world of teaching.

Although you have completed your formal education, you are encouraged to continue learning

and to never give up the joy of learning. Commit to be a life-long learner, if you will.

Remember also the wonderful privilege and important responsibility that comes with being an

ASL instructor.

“Learning is about living and as such is lifelong.”

Bente Elkjaer

See Appendices below!

Quality Instruction

Preparing

Qualified Instructors

Appendix A

Teaching Hours Chart

Date

Time From/To

Number of Minutes

Total Time

Class & Summary of Lessons Taught

Supervisor’s Initials

Expand Table as Needed

Total Hours:

I, _______________________, certify that I have completed the teaching hours listed above.

I, _______________________, certify that that the above named teacher candidate completed the

total teaching hours listed above.

*If starting a new page - the first line of “Total Time” should contain the hours from the previous chart.*

Appendix B

Self-Evaluation Guidelines Prior to meeting with your supervisor to discuss your final evaluation, complete a self-evaluation of your teaching experiences this semester. Be sure to reflect on the following (you do not need to discuss all of them, but these are starting points):

Content Knowledge

Instruction

Assessment

Classroom Management

Affective Skills

Professionalism

Strengths

Areas of Improvement

Teaching Readiness Submit no more than five pages typewritten or 10 minutes signed video reflecting your teaching experiences this semester.

Appendix C

Supervisor’s Evaluation Teacher Candidate’s Name: Supervising Teacher’s Name:

CRITERIA Developing (1) Proficient (2-3-4) Advanced (5) Score

CONTENT KNOWLEDGE

Errors, inability to answer some questions, unsure of connections.

Knows enough content to teach classes; obtains more information as needed.

Knowledge of content is accurate and presented with confidence.

INSTRUCTION

Instruction is haphazard, lacking focus or flexibility. It does not appear adequately planned. Poor choice of methods. Student learning is unlikely.

Instruction is coherent, occasionally flexible. Lesson plan reflect diversity and is specific to individual students’ needs. Student learning is evident.

Instruction is confident, uses original lesson plan & appropriate technology; flexible & differentiated, focused on learning objectives. Advanced student learning is evident.

ASSESSMENT

No evidence of assessment, or no connection between assessment and instruction.

Periodically assess student performance; minor adjustments of instruction.

Consistently assesses student performance in several ways; assessment drives instruction.

CLASSROOM

MANGEMENT

Behavior problems in classroom negatively affect learning. Little control over classroom.

Manages behavioral problems and maintains control of the classroom at all times.

Most discipline problems are prevented through engaging instruction and building a safe and tolerant classroom community. Full control of classroom.

AFFECTIVE SKILLS

Has difficulties relating to students; resorts to disrespectful treatment of students.

Works to create a healthy classroom community where students are treated with sensitivity and respect.

Consistently treats students with sensitivity and respect.

PROFESSIONALISM

Lacks habits and skills to be reliable and collegial. Effort lacks consistency.

Reliable, punctual, hard-working and collaborative. Pays attention to school’s culture, norms and traditions

Consistently reliable, punctual, hard-working, willing and able to collaborate. Consistently learns and supports school’s norms and traditions.

COMMENTS (continue on the back or attach another sheet if necessary)

Strengths:

Areas of Improvement:

Evaluation of Performance: _____ Satisfactory _____ Unsatisfactory

Evaluator Signature: Date:

Teacher Candidate Signature: Date:

Appendix D

Portfolio Requirements Compile your portfolio in an organized fashion and in electronic form while including the following materials from your courses. You may include other materials if you wish, but not in lieu of these materials. TASL 501

TASL 501 Portfolio

TASL 502

Mock Lesson Plan

Lesson Analysis

Reflective Paper/Video

TASL 503

Receptive Test Design

Expressive Test Design

Feedback Design

TASL 504

Mock ASL Curriculum TASL 505

Cumulative Project

TASL 506

Logs

Feedback Reflection Paper

Research Paper

TASL 507

Research Proposal

TASL 593

Observation Charts

Program Analysis Report

TASL 594

Teaching Charts

Self-Evaluation

Supervisor’s Evaluation Professional Development (i.e. conferences)

Must have at least two ASL Rating (i.e. ASLPI, OPI, etc.)

Documents

Study Guide - UNC Extended Campus - University of …extended.unco.edu/.../Fall_2016/TASL_594_StudyGuide_5.16.pdfAssignment 2 Readings & Reflections-Week 1: Read Chapter 1 & 2 in Mali’s