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University of Colorado at Boulder

School of Education

EDUC 4125: World Languages Methods for Secondary Education

Fall 2014 Syllabus & Instructional Schedule

Instructor ________________________________________________________________________________________ David Burrous, B.A. Russian, M.Ed. Multi-Cultural Education

Email: [email protected] or [email protected],

Wiki: Standards-Based World Languages Classroom Wiki

Office Hours: Immediately after class and by appointment

Class information

__________________________________________________________________________________________

Time: Thursdays, 4:30 – 7:00 pm

Dates: August 28; September 4, 11, 18, 25; October 2, 9, 16, 23, 30; November 6, 13, 20;

December 4, 11. No class November 27 during Fall Break.

Room: School of Education 251

Course description ________________________________________________________________________________________ This course presents and discusses issues in secondary school curriculum, instruction, and classroom

management as they play out in world language classrooms. The course examines, analyzes and evaluates a

variety of teaching strategies, their effectiveness for students, and teacher dispositions to facilitate learning. The

course also includes in-school experiences. Registration in this course is restricted to students admitted to the

secondary teacher education program.

Goals ________________________________________________________________________________________

This course is designed to acquaint students who are preparing to teach world languages in secondary schools

with the Performance-Based Standards for Colorado Teachers and the Colorado Foreign Language Teacher

Standards.

This methods course is organized around the World-Readiness Standards for Learning Languages (formerly

The Standards for Foreign Language Learning in the 21st Century), commonly referred to as the Five Cs:

Communication, Cultures, Connections, Comparisons, and Communities. You will learn about current

theoretical bases for second language acquisition and how theory informs classroom practice. You will also

learn, and be able to use, techniques and methodologies to teach your students how to Communicate in three

different Modes (Interpretive, Interpersonal, and Presentational). In addition, you will learn how to augment

your teaching with the other Standards. In today’s classrooms with diverse learners and curricular options,

teachers must possess a repertoire of teaching practices based on an evolving research and knowledge base.

This course will assist you in planning, teaching and assessing world language learning through observation of

various world language teachers and completion of a unit plan based upon the Colorado Model Content

Standards in World Languages.

mailto:[email protected]

mailto:[email protected]

http://davidsworldlanguageswiki.wikispaces.com/


Objectives ________________________________________________________________________________________

Upon successful completion of this course, you will be able to:

Teach secondary students “to communicate in meaningful and appropriate ways with users of other

languages” (ACTFL).

Identify and describe effective approaches and methods in world language instruction.

Prepare instructional lessons and unit plans for secondary language students using a variety of

approaches and activities.

Align instruction and unit development with the World-Readiness Standards for Learning Languages

and the Colorado Model Content Standards in World Languages.

Develop and/or locate valid and reliable assessment tools, including rubrics.

Use technology in the planning and instructional processes of teaching and in the managing of

information.

Design lessons using differentiated instructional strategies in content, instruction and assessment.

Identify classroom management practices that ensure a successful learning environment.

Integrate mathematical elements, technology skills, and literacy skills in the teaching of world

languages.

Address diverse needs of learners in the language classroom.

Required texts/materials ________________________________________________________________________________________

The Keys to the Classroom - a basic manual to help new language teachers find their way, by Paula

Patrick (The ACTFL Guide for Professional Language Educators), ISBN 978-0-9705798-2-9

The Keys to Planning for Learning – effective curriculum, unit, and lesson design, by Donna Clementi

and Laura Terrill (The ACTFL Guide for Professional Language Educators), ISBN978-0-989-6532-2-0

Laptop or some other electronic device for each class so that you will be able to access the Internet,

review documents, and project items on the screen

Microsoft WORD for word-processing. The instructor needs to be able to read your documents,

comment directly on them and return them to you. Some software, like Pages won’t work since some

computers are unable to decipher it.

Practicum log – listing the dates, days, and times of school visits.

1 (one) Flash drive

Access to these documents at each class:

1. The Colorado World Language Academic Standards

2. The Standards document for your school’s language and level standards, if different from the state.

3. World-Readiness Standards for Learning Languages (formerly The Standards for Foreign Language

Learning in the 21st Century)

4. Performance-Based Standards for Colorado Teachers

5. ACTFL 21st Century Skills

Other readings / videos to-be-assigned


Course Expectations and Assessment Policies

World Languages Methods for Secondary Education

EDUC 4125, Fall 2014

Expectations regarding written work ________________________________________________________________________________________

Written work is to be

Typed in Times New Roman

12 point font

Double-spaced

.5 inch margins all around

Include a footer with

o Page numbers and

o Name of your assignment document exactly as listed in the Instructional Schedule including your

name

Submitted assignments lacking one or more of the above formatting requirements will be returned for

correction.

Writing should observe APA guidelines (American Psychological Association, 5th Edition). This includes, for

example, how references are cited (in the text and in reference section).

You will find a thorough online APA guideline at http://owl.english.purdue.edu/owl/resource/560/01/

Hand in assignments on time. Assignments for this course build on each other and are foundational to our class

discussions. In order to pass the class, you must complete every assignment at the level of Accomplished or

Adequate, so I will accept late work with a point penalty.

The final deadline for late work or to re-submit any assignment for a higher grade is 8:00 AM,

of the second-to-last class.

Assessment levels: Accomplished, Adequate, Insufficient

________________________________________________________________________________________

In order to receive a passing grade for the course:

You must complete all items in every category at an Accomplished or Adequate level and with no

assignment assessments rated as Insufficient.

Grades will be averaged, if they are all Accomplished or Adequate. Some assignments will be weighted.

You may attempt a higher grade by re-submitting assignments after you have improved them.

I accept late work. You must submit late work no later than 8:00 AM on the second-to-last class

meeting, #14. Late work will incur a point penalty.

http://owl.english.purdue.edu/owl/resource/560/01/


Submitting assignments ________________________________________________________________________________________ Submit assignments by 8:00 AM on Wednesday, prior to class on Thursday, unless another deadline has been

designated. Assignments are to be submitted to me electronically. If you are re-submitting an assignment to be

re-assessed, please include the original assignment with my comments. When resubmitting an assignment,

change at least one letter in the file. For example, David Burrous Reflection #1 (original file) David Burrous

Reflection #1.1 (resubmitted file with original).

Include the file name which is based on the assignment names in the online grade book.

Individual Class Responsibilities: See WIKI SITE: http://davidsworldlanguageswiki.wikispaces.com/ ________________________________________________________________________________________

During the course of the semester, you will have responsibilities related to presenting a 3 minute mini lesson

(no English), leading class discussions, presenting a mini lesson of appropriate World Language technology and

leading discussion related to the edTPA. The table below outlines which class periods you are responsible for

individual class responsibilities.

On the first day of class, each student will be assigned a number. Your “student number” corresponds to the

lessons below when you are responsible for a class presentation.

Student #1: Student #2: Student #3: Student #4:

Student #5: Student #6: Student #7: Student #8: Student #9

Class

#

Mini-Content

Lesson

Mini-Culture

Lesson

Lead Class

Discussion of

Text(s)

Web

Technology

edTPA - Lead

Discussion

Drill

Glossary

Vocab

1

2 Everyone

3 Everyone

4 Everyone

5 Everyone

6 Everyone

7 Everyone

8 Everyone

9 Everyone

10 Everyone

11 Everyone

12 Everyone

13 Everyone

14

15



Important:

1. Please bring an electronic device to each class so that you will be able to access the Internet, review

documents, and project items on the screen.

2. David’s World Languages Wiki

3. Have access to these documents at each class:

The Colorado World Language Academic Standards

The Standards document for your school’s language and level standards, if different from the

state.

ACTFL World-Readiness Standards for Learning Languages (formerly The Standards for

Foreign Language Learning in the 21st Century)

Performance-Based Standards for Colorado Teachers

ACTFL 21st Century Skills

3-minute Content and Cultural Mini-Lesson guidelines. Performances beginning Week 2.

Submit a copy of your lesson plan electronically by 8:00 am on Wednesday before class on Thursday.

Use Content & Cultural Performance Sharing Template on Wiki

Be prepared to present a 3-minute mini-lesson for each class except for the final one.

Remember: No English and no explicit grammar explanations. Teach grammar communicatively.

See the most excellent list of Functions in The Keys to Planning for Learning, Appendix K, page 105.

Vocabulary-based to use with Functions: (not all-inclusive)

city, directions, professions, sports, foods, clothing, body parts, dining out, school schedule,

nationalities, daily routines, descriptions of things, descriptions of people, shopping, travel, family,

extended family, house, alphabet, classroom objects, clothing, days, months, dates, time, numbers,

greetings, farewells, seasons, weather, transportation, etc.

Structure-based to use with Functions: (not all-inclusive)

prepositions, regular verbs, irregular verbs, agreement, commands, pronouns, interrogatives, adjectives,

negatives, imperfect vs. preterite, conjunctions, adverbs, intonation, reflexives, subjunctive mood,

conditional mood, etc.

Culturally-based content: (not all-inclusive)

Holidays; National, Religious and Family Celebrations; Music, Poetry; Art; Food; Movement; Games;

Tongue Twisters; Poems; Nursery Rhymes; Maxims; etc.

Readings & Assignments Due

Readings and assignments listed are to be completed for the next class.

Be sure you have access to the document in class.

Assignments are due by 8:00 AM on Wednesday prior to class on Thursday.

Glossary:

Students will be responsible for drilling the class to make sure that they have learned the vocabulary that

has been assigned. Use one of the following activities: Fly Swatter, Concentric Circles, Round the

World, 2 Teams, Password, Tic Tac Toe, Hot Seat, Charades, College Bowl, ABCD Row, Jeopardy, etc.




How to annotate what you read:

When you are reading your 2 Keys texts, please annotate each paragraph in a fast and simple way. If

you like what you read, put a smiley face; if you don’t like it, put a frown; if you think it’s the best

ever, put an exclamation point; if you don’t get it, put a question mark. Any additional signs are up

to you.

Reflection Format:

Minimum of 400 words. Maximum of 500 words. Use Word Count under Tools to determine how many

words you’ve written.

The first week’s topic, due the send week, is: State what your practicum goals are for your World Language

classroom. Save file as: Your last name + Reflect #1

I know that Reflect #1 is submitted in the second week of class, but it’s still #1 and not #2.

This is the only Reflection where I have assigned a topic. For the rest of them, you will choose the topic to

reflect on, depending on what you see in your classroom.

Send the numbered reflections to David each week by email by 8:00 AM on Wednesday before class on

Thursday.

Note: These are reflections not reports. Do not just report out to me what happened in your class. Reflect on

it. What do you think about what you saw? What did you like? What didn’t you like? What would you

change? How would you change it?

There needs to be more reflection than reporting of what happened.


The Role of Standards in this Course

In this course we will draw upon two sets of standards that shape teacher’s work. (1) The newly revised

Colorado K-12 Academic Standards outline the content and grade-level expectations for what youth need to

know/be able to do in World Language classrooms. (2) The Performance-Based Standards for Colorado

Teachers outline the knowledge and skills you need to develop, as a teacher.

The newly revised Colorado K-12 Academic Standards for World Languages are available online at:

http://www.cde.state.co.us/coworldlanguages/statestandards Download these standards. You will use these

standards and grade-level expectations when designing and teaching instructional plans.

The Performance-Based Standards for Colorado Teachers are available on line at

http://www.cde.state.co.us/sites/default/files/documents/cdeprof/download/pdf/li_perfbasedstandards.pdf

These “serve as standards for the licensing of all teacher education candidates in Colorado and reflect the

knowledge and skills required of beginning teachers.” This syllabus is marked throughout with bracketed

standards to give you clear indicators of your professional responsibilities. The brackets indicate when you are

“developing and practicing” [DP] a standard as well as the standards they must “satisfy” [S] in this class.

When a standard is met at the Developing/Practicing level [DP] that means you will have opportunities to

develop an understanding of the standard’s knowledge base and to develop/practice, with assistance, your

abilities to apply the element in a field setting/university classroom and to evaluate the success of your teaching

performance.

When a standard is satisfied [S] that means you have demonstrated proficiency on this standard. To

demonstrate proficiency you must demonstrate a substantial knowledge and understanding of the standard

element, the ability to apply the element in a field setting, and the ability to assess student learning and evaluate

your teaching performance.

Each of the assignments in the syllabus must be completed successfully in order to insure that you have

achieved proficiency on the various Performance Standards for Colorado Teachers that are attached to each

assignment. You will not pass this class unless all standards designated below at the “satisfying” (Accomplished

or Adequate) level have been met.

Performance-based Standards met at the developing/practicing (DP) level in this course are: 1.3, 1.4, 2.2, 3.1, 3.3, 3.4, 3.6, 3.8, 4.1, 4.3, 4.4, 5.1,

5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3, 8.2 Performance-based standards met at the satisfying (S) level in this course are: 8.1, 8.4, 8.5

http://www.cde.state.co.us/coworldlanguages/statestandards

http://www.cde.state.co.us/sites/default/files/documents/cdeprof/download/pdf/li_perfbasedstandards.pdf


Categories to be assessed in EDUC 4125 ________________________________________________________________________________________

Your final course assessment will be based on the tasks in the following categories:

1. Class participation, preparation, reflections, mini-lesson performances, and more

2. Quizzes

3. Philosophy of Education and a Professional Resume

4. Teach a Lesson in your Practicum classroom:

o Design, teach, and videotape a 10 minute lesson. Include a post-lesson reflection.

5. IPA: Create a 4-Week Unit Plan based on the Integrated Performance Assessment template.

6. edTPA: Complete tasks from the Teacher Performance Assessment Handbook

7. Final: Teach a 15-minute, differentiated, standards-based lesson, focusing on the Communication and

Culture Standards, in the world language you are teaching, with no English.

8. Practicum

1. Class Participation, preparation, reflections, mini-lesson performances, and more.

Your participation in class discussions and activities is of utmost importance. Weekly attendance is crucial.

If you will be absent, inform me prior to class and we will determine how you will make up the absence.

Please complete the readings in advance and come to class prepared with questions and thoughts about the

readings. Bring a copy of the reading/s to class, along with any notes you have taken.

Performance-based Standards for Colorado Teachers met in this assignment at the developing/practice level (DP): 3.4DP, 3.6DP, 5.1DP, 5.2DP, 5.3DP, 5.4DP, 5.5DP, 5.6DP, 5.7DP, 5.8DP, 5.9DP, 6.1DP, 6.2DP, 6.3DP, 6.4DP, 6.5DP, 6.6DP, 6.7S, 7.2DP, 7.5DP, 8.1DP, 8.2DP, 8.3DP

2. Quizzes

Be prepared for a quiz at the beginning of each class based on the reading material that was assigned. You

will have 5 minutes to complete the quiz. If you do not pass it, you will need to arrange with the instructor

for a re-take after class.

3. Philosophy of World Language Education included in a Professional Resume

Due: Class # 6.

When applying for a job, be prepared for questions regarding your philosophy of World Language

education. Write a one-page philosophy and a one-page professional resume that you would submit when

applying for a teaching position.

Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP):4.3, 5.4, 5.5, 6.1, 6.2, 6.3, 6.4,

6.5, 6.6, 6.7,8.1, 8.2, 8.3


4. Design, teach, and videotape a 10-minute lesson during your Practicum, in your Practicum classroom.

Upload the 10 minute video-clip to Youtube and send David the URL so that he can review it. Include a

written post-lesson reflection entitled Last Name + 10 minute post-lesson reflection

Due: Any time before the 10th

class meeting, end of October

Due: Submit your lesson plans to David one (1) week prior to the lesson for his review.

Using authentic materials, formulate a standards-based, differentiated WL lesson that highlights at least two

of the following modes:

Interpretive Mode (listening or reading)

Interpersonal Mode (listening/speaking or reading/writing)

Presentational Mode (speaking or writing)

The lesson plan should be clear and easy to follow, with language objectives and Colorado standards and

benchmarks noted, and include copies of any materials that you intend to use. Differentiation must be

apparent and may be demonstrated in a variety of ways.

Your lesson will be taught in your target language. Include some sort of a student “exit slip” for you to be

able to assess the level of success of your lesson. Your video must show evidence of a classroom in which

secondary students are engaged in communicative interactions (teacher-to-student, student-to-student) in

the target language.

Components of your post-lesson reflection must include:

Reflections on what went well, what didn’t, and what you would do differently and why.

Analyses of differentiation and student comprehension.

A revised lesson plan that shows what you would do differently.

Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP): 1.1, 3.1, 3.2, 3.3, 3.8, 4.1, 4.2,

4.3, 4.4, 5.1, 5.2, 5.3, 5.5, 5.6, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3


5. Create a Unit Plan with an Integrated Performance Assessment (IPA)

Design a standards-based, differentiated unit plan that covers 4 weeks based on topic(s) and key concept(s)

from your school’s curriculum guide. Your unit plan must include formative assessments as well as a

summative assessment in the form of an IPA. Include analytical formative rubrics and a holistic

summative rubric.

Use the IPA lesson plan template, available from the instructor. See the template on pp. 108-109 – Effective

Curriculum…

Ask your Cooperating Teacher if you may plan a unit for the two of you to actually use, all or in part, in the

classroom. Start planning this early enough to be able to help teach, and support the unit plan as it unfolds

during your practicum time.

Ensure that you use:

Colorado Model Content Standards and district curriculum.

Backward Design process.

Authentic materials to support learning.

Visuals and “in context” presentations to help students understand the new concepts.

Technology such as podcast, webcast, online news, Google voice, screencast, etc. to support your

lesson.

Due Class #11. Submit copies of all authentic materials, online aids, etc. as part of

this assignment. Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP): 1.1, 3.1, 3.2, 3.3, 3.8, 4.1, 4.2,

4.3, 4.4, 5.1, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9, 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3

6. Complete tasks from the Teacher Performance Assessment (edTPA) Handbook

Read the edTPA World Language or Classical Language Handbook.

In addition, you will be responsible for becoming an “expert” on one section of the Teacher Performance

Assessment (edTPA) Handbook. After you have read and digested your section, be prepared to teach it to

your colleagues in class in an interactive way.

Due Class #12: In-class presentation and discussion of the Teacher Performance Assessment

(edTPA) Handbook

Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP): 2.2, 3.1, 3.3, 3.6, 5.1, 5.2, 5.3, 5.7, 5.8, 5.9, 8.2


7. Final Presentation: Teach a standards-based, differentiated lesson based on the

Communication and Culture Standards to the EDUC 4125 class.

Class # 15, The Last Class Meeting

Plan and teach, in your target language, a 15-minute, standards-based lesson for this class, focusing on the

Communication and Culture Standards from the Colorado Academic Standards – World Languages,

adopted 12/10/09.

Determine a particular Range Level for your presentation. Remember that students must be interacting with

each other in the language early on in the lesson in a communicative way.

You might want to choose a holiday and to consider language, food, music, art, dancing, and/or movement;

as well as a tongue twister or nursery rhyme or sayings or proverb etc., as part of your lesson. Design a

lesson plan that your “students” will never forget.

Your detailed lesson plans must include the state standards that will be addressed, as well as a timed plan as

to how you will navigate through the lesson. Include some type of “exit slip” so you can determine whether

or not the “students” met your objectives.

Use the lesson plan template developed by David. Your lesson will include the following:

Beginning of Period work

Content Development #1

o Teacher Present

o Students Practice

o Assessment of Students’ Skill(s)

o Transition

Content Development #2 (only if needed)

o Teacher Present

o Students Practice

o Assessment of Students’ Skill(s)

o Transition

Exit Slip

o What can your students do at the end of the class that they couldn’t do at the beginning?

Submit a digital copy of your detailed lesson plans to David for review by Class #13.

Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP): 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,

3.7, 3.8, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4, 5.5, 5.7, 5.8, 6.1, 6.2, 6.3, 8.1, 8.2


8. Practicum

Your practicum involves the completion of 52 hours over the course of the semester in a secondary school

setting. During your practicum, you will have the opportunity to work with a variety of teachers – to

observe and assist them as they teach the target world language (WL) to their students. Closely observe

what WL teaching strategies are used, how the students are engaged in the learning process, how the teacher

differentiates to meet their diverse learning needs, and what could also be done, in your opinion, to improve

the lesson. In addition, you will develop your own set of personal practicum goals to work toward during

the semester.

After taking some time at the beginning of your practicum experience to make analytical observations, you

will teach mini-lessons, reflect upon them, and ask your cooperating teacher (CT) for constructive feedback.

You are expected to fulfill your 52 hours of practicum time and are encouraged to set a weekly schedule

with your CT early in the semester to accomplish that requirement. Your CT will expect you to arrive

promptly according to your schedule. If you are ill or otherwise unable to attend your practicum session on

a scheduled day, you must inform the CT of your absence and reschedule those hours.

In order to successfully complete your practicum experience, you must fulfill the 52-hour requirement,

attend your practicum every week, have acceptable evaluations by your CT, perform proficiently on your

practicum-based assignments, and teach one or more full lessons at your assigned school.

Submit the following to David by 8:00 AM on the Wednesday, prior to Class #15.

A detailed log of your practicum days, dates and hours.

A summary and reflection of your practicum experience.

Special note: Mandated Reporter laws are designed to catch child abuse in its early stages. Mandated

Reporters are individuals who are obligated by law to report suspected cases of child abuse and/or neglect.

Any person who has contact with children in a professional capacity is a mandated reporter. When you are

in schools, you are a Mandated Reporter. Please visit this link for further information:

<http://www.cde.state.co.us/cdeprevention/download/pdf/child_abuse_manual_2002.pdf

Performance-based Standards for Colorado Teachers met in this assignment at the develop/practice level (DP): (3.4DP, 3.6DP, 5.1DP, 5.2DP, 5.3DP, 5.4DP, 5.5DP, 5.6DP, 5.7DP, 5.8DP, 5.9DP, 6.1DP, 6.2DP, 6.3DP, 6.4DP, 6.5DP, 6.6DP, 6.7DP, 7.2DP, 7.5DP, 8.1DP, 8.2DP, 8.3DP)

http://www.cde.state.co.us/cdeprevention/download/pdf/child_abuse_manual_2002.pdf


University Policies

Academic Integrity / Honor Code

_________________________________________________________________________________________ All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying, bribery, and threatening behavior. All

incidents of academic misconduct shall be reported to the Honor Code Council ([email protected]; 303-735-2273). Students who are found to be

in violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and non-academic sanctions

(including but not limited to university probation, suspension, or expulsion). Other information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at http://www.colorado.edu/academics/honorcode

Final exams

_________________________________________________________________________________________ Final exams are to be taken on the day determined by the university and the department. No excuse such as family meetings, employment, travel,

etc. will grant an exception to this. If you have three or more final exams scheduled on the same day, you are entitled to arrange an alternative exam

time for the last exam or exams scheduled on that day. To qualify for rescheduling final exam times, you must provide evidence that you have three

or more exams on the same day, and arrangements must be made with your instructor no later than the end of the sixth week of the semester. For the complete final examination policy, see the University of Colorado at Boulder Catalog at http://www.colorado.edu/catalog/2012-13

Classroom Behavior

_________________________________________________________________________________________ Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral

standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing

with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of

this preference early in the semester so that I may make appropriate changes to my records. See policies at

http://www.colorado.edu/policies/classbehavior.html and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

Disability Services / Accommodations

_________________________________________________________________________________________ If you qualify for accommodations because of a disability, please submit to me a letter from Disability Services in a timely manner so that your needs

may be addressed. Disability Services determines accommodations based on documented disabilities. Contact 303-492-8671, Willard 322, and http://www.colorado.edu/disabilityservices

If you have a temporary medical condition or injury, see guidelines at http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html

Disability Services' letters for students with disabilities indicate legally mandated reasonable accommodations. The syllabus statements and answers

to Frequently Asked Questions can be found at http://www.colorado.edu/disabilityservices

Religious Observances

_________________________________________________________________________________________ Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and fairly with all students who, because of

religious obligations, have conflicts with scheduled exams, assignments or required attendance. In this class, please contact your instructor during the

first two weeks of class to let him know of any possible conflicts in order to reschedule the work. See full details at http://www.colorado.edu/policies/fac_relig.html

Discrimination and Harassment

_________________________________________________________________________________________ The University of Colorado at Boulder policy on Discrimination and Harassment, the University of Colorado policy on Sexual Harassment and the

University of Colorado policy on Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty member who believes

s/he has been the subject of sexual harassment or discrimination or harassment based upon race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of

Judicial Affairs at 303-492-5550. Information about the ODH, the above referenced policies and the campus resources available to assist individuals

regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh

http://www.colorado.edu/policies/honor.html

http://www.colorado.edu/academics/honorcode

http://www.colorado.edu/catalog/2012-13

http://www.colorado.edu/policies/classbehavior.html

http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code

http://www.colorado.edu/disabilityservices

http://www.colorado.edu/disabilityservices/go.cgi?select=temporary.html

http://www.colorado.edu/disabilityservices

http://www.colorado.edu/policies/fac_relig.html

http://www.colorado.edu/odh


Class # Date Activities Read/Prepare the following for the next week:

1 Welcome, introductions, snacks

Course requirements, syllabus review

Pass out Rubric for Final

Practicum placements

Expectations

Celebrations

Taking care of our needs (sign up)

Norms:

Be present, on time & prepared.

Be respectful of others.

Refrain from checking social

media during class.

Share speaking time equitably.

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24 hour rule

Zip Zap – different names?

Russian Content Mini-Lesson

Russian Culture Mini-Lesson

Content Lesson: 3-minute Mini-Lesson,

in the target language: explanation

Culture Mini-Lesson: 3-minutes, in the

target language:

1. Tongue twister

2. Song (1 verse)

3. Nursery rhyme, poem or maxim

4. Movement: dance or game

5. Recipe preparation (real time and

Power Point)

The Communication Standard PPT

1. Introduction

2. Keys to Assessment

3. Assessing Proficiency

as we go along.

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Next week’s assignments

Exit Ticket: What can you do now that

you couldn’t do 2 ½ hours ago?

Student Info Questionnaire (perhaps sent

before class begins?)

3-minute –Novice Low, Interpersonal Mode

Title: your last name + Content Mini Lesson

Written #1 (Use the template on David’s

Wiki)

Reflection #1:

The first week’s topic, due the second week, is:

State what your practicum goals are for your

World Language classroom. Save file as:

Your last name + Reflect #1

Cooperating Teacher (CT) information on a

Word document, not email:

Letter of Intro to CT, send David a copy first

CT Contact Information: Name, School, Phone

numbers, Email, etc.

CT Schedule: Classes, Levels, Times

Keys to the Classroom –

Afterword,

Appendix. and

Chapter 1: The First Week

Keys to Planning for Learning,

Appendix K: Language Functions

Keys to Planning for Learning – Glossary:

Authentic Tasks – Brain-Based Learning



2 Snacks, celebrations

Norms

Quiz #1

3-minute – Novice-Low, Interpersonal

Mode Content Mini Lesson Perform #1

Student-lead Discussion:


Afterword, Student #

Appendix, Student #

Chapter 1: The First Week, Student #


Appendix K: Language Functions


Glossary: Authentic Tasks – Brain-

Based Learning Student #

Communication Standard PPT

4. Backward Design

5. 21st Century Skills Map

6. Grammar and Pronunciation

7. 3 Modes of Communication &

Introduction to IPA

as we go along

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Reflection #2

3-minute

your last name + Culture Mini Lesson

Written #2 (tongue twister)


Chapter 2: The First Year

Keys to Planning for Learning –

Appendix A: World-Readiness Standards


Can-Do Statements – Cohesive Devices




Norms

Quiz #2

3-minute Culture Mini Lesson Perform

#2 (tongue twister)

Student-lead Discussion:


Chapter 2: The First Year, Student #


Appendix A: World-Readiness

Standards, Student #


Glossary: Can-Do Statements –

Cohesive Devices, Student #

Technology Mini-Lesson

Polleverywhere

Communication Standard PPT

8. 7 Steps to Design an IPA

9. Rubrics

Lead discussion (What do we need to

know, what’s clear, what’s not, about the

Templates?):

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Reflection #3

Novice Low and Interpersonal Mode

Your last name + Content Mini Lesson

Written #3


Chapter 3: Difficult Moments


Appendix B: ACTFL Proficiency Guidelines

Summary


Common Core State Standards - Context

Download from Wiki:

David’s Daily Lesson Plan Template.

Bring a hard copy of a reading passage in

your language. It should be something that

you would use in a classroom with students

to practice reading. Check the Range Level.

1-2 pages should be sufficient.





Norms

Quiz #3

Collaborative Strategic Reading:

Guest Speaker:

Mr. Nick Burrous, Kindergarten Teacher,

Red Hawk Elementary School, Erie CO

Saint Vrain Valley School District

How to teach students to read.

How will you teach your students to

read?

Templates for transfer of model

Novice-Low Interpersonal Mode:

Content Mini Lesson Perform #3


Glossary: Common Core State

Standards – Context, Student #

Annenberg Video: TFL Assess: IPA

Backward Design: 43.19 – 58.23

Technology Mini-Lesson – YouTube

demonstration by David: making,

uploading and sharing a video.

Keys to the Classroom, Chapter 3-

Difficult Moments, Student #


Appendix B – ACTFL Proficiency

Guidelines Summary, Student #

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Reflection #4

Culture Mini Lesson Written Song, 1 verse

#4


Introduction and

Chapter 1: 21st Century World Languages

Curriculum


Appendix C: Methods, Theories, and

Approaches of Language Acquisition


Cultural Awareness – Discourse

Prepare a Collaborative Strategic Reading (CSR)

lesson for the language you teach based on the

models and documents that Nick Burrous

presents.

Produce a 1-minute YouTube Video:

Introduce and talk about yourself in a

language other than English. Upload, &

send the URL to the class and to David by

8:00 am on Wednesday before class on

Thursday.

Starting next week, one student per week will

be responsible for introducing and

demonstrating a high quality technological

website that could be useful for teaching a

world language.



5

Snacks, celebrations

Norms

Quiz #4

Reminder: CCFLT Fall Conference,

Saturday, October 4.

When will you teach & videotape a lesson?

Culture Mini Lesson Perform Song, 1

verse #4

Technology Mini-Lesson, Student #__

Keys to Planning and Learning,

Introduction and Chapter 1, Student #


Appendix C: Methods and Theories,

Student #


Glossary: Cultural Awareness to

Discourse, Student #

View in class and discuss:

Steven Krashen: http://www.youtube.com/watch?v=4K11o19YN

vk

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Reflection #5

Novice-Mid, Interpersonal Mode Content Mini-Lesson Written #5


Chapter 2: Unit Design


Appendix M: Blank Lesson Plan Template

Appendix D: Education Unit Plan

Appendix L: Balanced Lifestyle Unit Plan

Appendix N: Chinese Lesson Plan for 3rd

Grade


Domains of Performance - Feedback

Philosophy and Professional Resume

http://ccflt.org/conferences/upcoming-ccflt-conference/

http://www.youtube.com/watch?v=4K11o19YNvk

http://www.youtube.com/watch?v=4K11o19YNvk



6

Snacks, Celebrations, Norms

Question: Polleverywhere: D2L

Quiz #5

Novice-Mid, Interpersonal Mode:

Content Mini-Lesson Perform #5

Technology Mini-Lesson, Student #__ When will you teach & videotape a lesson?

Polleverywhere

o David’s Lesson Plan Template

Alec Baldwin, SNL

Communication Standard PPT (3 Modes

IPA) (86-116)


Chapter 2, Student#


Appendix M, Student #


Appendix D, Student #


Appendix L, Student #


Appendix M


Glossary, Domains of Performance –

Feedback, Student #

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Reflection #6

Culture Mini-Lesson #6 Nursery rhyme,

poem or maxim

Due Next Class:

Course Assessment Category 3:

Philosophy of world language education

included in a professional resume


Chapter 3: Lesson Design


Appendix E: ACTFL Performance

Descriptors for Language Learners


Appendix I: Blank Unit Template


Fluency - Genre



7 Snacks, Celebrations (CCFLT) & Norms

Mid-semester Pause: We’re ½ Way

Through the Class: How’s it going?

What do you now know how to do that

you didn’t know how to do at the

beginning of the term?

Quiz #6

Culture Mini-Lesson Perform

(Nursery rhyme, poem or maxim) #6

Technology Mini-Lesson, Student # When will you teach & videotape a lesson?

o David’s Lesson Plan Template

(Just use 1 Content Development)


Chapter 3: Lesson Design, Student #


Appendix E: ACTFL Performance

Descriptors for Language Learners,

Student #

Keys to Planning for Learning

,Appendix I: Blank Unit Template

(Unit Plan due Class 11)

Glossary, Fluency – Genre, Student #

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Reflection #7

Novice-Mid, Interpretive Mode

Content Mini-Lesson #7


Chapter 4: Assessment of and for Learning


Appendix F: NCSSL-ACTFL Global Can-

Do Benchmarks


Interculturality – Learner-Centered…




Norms

Quiz #7

Unconscious Incompetence

Reminder: David’s Grading Policy –

Sign Sheet

Novice-Mid, Interpretive Mode: Content

Mini-Lesson #7


Comparison of # of hours to study a

language.

Keys to Planning for Learning, Chapter

4: Assessment of and for Learning,

Student #


Appendix F: NCSSL-ACTFL Global

Can-Do Benchmarks


Glossary, Interculturality – Learner-

Centered, Student #

I Can Self Assessments – Kentucky.

World Language Association – David’s

Wiki Page

PALS Performance Assessment for

Language Students

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Reflection #8

Culture Mini-Lesson Written (movement,

dance or game) #8


Chapter 5: Curriculum Design


Appendix G: Essential Questions


Lexical – Multiple Intelligences






Norms

Quiz #8

Culture Mini-Lesson Perform

(movement, dance or game) #8


Keys to Planning for Learning, Chapter

5: Curriculum Design, Student #


Appendix G: Essential Questions,

Student #


Glossary: Lexical – Multiple

Intelligences, Student #

Due the 11th

Class Meeting:

Course Assessment Category 5.

Create a Unit Plan with an Integrated

Performance Assessment (IPA)

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Reflection #9

Novice-High, Interpersonal Mode

Content Mini-Lesson Written #9


Appendix H: Balanced Lifestyle Unit &

Appendix L: Balanced Lifestyle Lesson Plan


Narrative – Paragraph

Due the 11th

Class Meeting:




Reminder: This assignment is due Class

meeting #10, end of October, or sooner:

4. Design, teach, and upload to Youtube a

video of a 10 minute lesson during your

Practicum. Send David the url. Include a post-

lesson reflection.




Norms

Quiz # 9

Novice-High, Interpersonal Mode

Content Mini-Lesson Perform #9

Technology Mini-Lesson, Student #


Appendix H: Balanced Lifestyle Unit,

Student #


Appendix L: Balanced Lifestyle Lesson

Plan, Student #


Glossary: Narrative – Paragraph,

Student #

Video: Annenberg films: TFL Assess:

IPA (0-14:40)

Video Clip: Herring Under a Hat

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Note: There is no assignment Reflection

#10. Instead replace it with a

reflection of your 10 minute

Practicum-class video-taped lesson.

Entitle it: Last Name + 10 minute

post-lesson reflection

Culture Mini-Lesson Written: Recipe Prep #10


Appendix J: Common Core Anchor

Standards


Paraphrase - Rubric

Due the 11th

Class Meeting:







Norms

Quiz # 10

Circumlocution: 3 activities + 1 present

Culture Mini-Lesson Perform: Recipe

Prep #10



Glossary: Paraphrase – Rubric,

Student #

Annenberg Video: TFL Assess: IPA

(14:40 – 27.57)

o

Discussion: Grading

o Assessing your students

o Formative

o Summative

o Integrated Performance

Assessments (IPA)

o What is a grade? What does it

represent?

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Reflection #11

Novice-High, Interpretive



Scaffolding – Summative Assessment

Read the EdTPA World Languages or

Classical Languages Handbook

Due Next Week: In-class presentation and discussion of the

Teacher Performance Assessment (edTPA)

Handbook

Course Assessment Category #6

Completing tasks from the Teacher

Performance Assessment (edTPA Handbook

Each of you will be responsible for becoming

an “expert” on one section of the Teacher

Performance Assessment (edTPA) Handbook.

After you have read and digested your section,

be prepared assess your colleagues’

comprehension of the material in an interactive

way.

Intro – Student #

Task 1, Plan…, Student #

Task 2, Instruct…, Student #

Task 3, Assess…, Student #

Professional Responsibilities, Student #

World/Classical Lang. Context, Student #

World/Classical Lang. Evidence, Student #

Glossary, Student #

Overview, What’s EdTPA? Student #



12 Year In Provence, Summer (54.20 –

60.38) Snacks, Celebrations


Norms

Quiz # 11

Hay un amigo en mi Video Clip

Novice-High, Interpretive Mode:




Glossary: Scaffolding – Summative

Assessment, Student #

Tampopo Video Clip (Noodle Bowl)

Lead discussion of edTPA: Intro – Student #

Task 1, Plan…, Student #

Task 2, Instruct…, Student #

Task 3, Assess…, Student #

Professional Responsibilities, Student #

World/Classical Lang. Context, Student #

World/Classical Lang. Evidence, Student #

Glossary, Student #

If time: History of Language Teaching

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Reflection #12

Culture Mini-Lesson Written – Art #12


Target Language – Twenty-First Century

Skills

Submit a digital copy of your detailed lesson

plans to David for review by Class #13.



13 Video: World Order Machine

Civilization + World Order Karaoke

Contest Yo Ozama


Norms

Quiz # 12

Culture Mini-Lesson Perform - Art #12


Glossary: Target Language – Twenty-

First Century Skills, Student #

Smart Board – Student #

Video Clip: Did you know? III

Did you know – V?

https://www.youtube.com/watch?v=IZeg

g_iVFDM

o How does that change things in

the classroom? How could we

find out what our kids use?

Review Final Grading Rubric

Web 2 & language learning

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Reflection #13

Due: (If not turned in yet.) A copy of your

15-minute, standards-based,

differentiated, final lesson presentation

for our class, focusing on the

Communication and Culture Standards

from the Colorado Academic Standards

– World Languages, adopted 12/10/09;

Teaching Form and Function through a

Cultural lens.

Practice Time in Class (Class #14): Final

Presentation: Practice Time. In groups of 2

you will each have 15 minutes to practice

your Final Presentation

o Groups of 2

Pairs:

o 15 minutes – 1 student presents

other student assesses

o David circulates and coaches.

o 1 minute using Rubric

o Switch roles and repeat

o entire process

Note: You must submit late work no later than

8:00 AM on the second to last class meeting,

#14. Late work will incur a point penalty.

Remember, if you have 1 or more Insufficient

grades, your grade for this class is F.

Fall Break – No Class

https://www.youtube.com/watch?v=IZegg_iVFDM

https://www.youtube.com/watch?v=IZegg_iVFDM



14 Snacks, Celebrations

Norms

Quiz 13

Practice Time in Class: Final

Presentation: Practice with Rubric

o Groups of 2

o 15 minutes – 1 student presents other

student assesses

o David circulates and coaches.


o Switch roles

o 15 minutes – 1 student presents, other

student assesses


o entire process

Annenberg Video Clip: La Belle et le

Bete o http://www.learner.org/libraries/tfl/french/pa

squier/analyze.html

o

Bloom’s Taxonomy Pyramid

Bloom’s Taxonomy – Questions

Web 2.0 Film Clip 7 minutes

Bloom’s Taxonomy Web App Evaluation:

http://www.chambersburg.k12.pa.us/education/c

omponents/scrapbook/default.php?sectionid=23

65

Evaluate your Web App according to the

Bloom’s Taxonomy Web App Graphic

o Think, Pair, Share

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Exit Ticket: What can you do better now

that you couldn’t 2 ½ hours ago?

Questionnaire: How useful were texts,

activities and assignments?

Submit the following to David:

A summary and reflection of your

practicum experience.

A detailed log of your practicum days,

dates and hours.

Assignment name:

Last Name + Practicum Reflection & Log

http://www.chambersburg.k12.pa.us/education/components/scrapbook/default.php?sectionid=2365






Norms

Due Today -- Final Presentation (15

minutes).

Course Assessment Category # 8

Final presentation: Teach a standards-

based, differentiated lesson based on the

Communication and Culture Standards to

the class.

3 - Final Presentations

Break

3 – Final Presentations

Break

3 – Final Presentations

If time: Video Clip Funny Video about

Teaching English

Discussion

Pull it all together.

o Exit Ticket: What can you do now

that you couldn’t do 15 weeks

ago?

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Love Actually: Chapter 18 – 4:38

(Bottom line: 2:02:56 – 11:57) with

David’s 3 different Rubrics

(Grammatical, Analytical

Communicative, Holistic

Communicative)

Documents

University of Colorado at Boulder School of Education EDUC ... · Page 6 of 28 EDUC 4125: World Languages Methods for Secondary Education 2014 – Syllabus – David Burrous How to