Steinhardt School of Culture, Education and Human Development
Department of Teaching and Learning
Fall 2011
Course: FLGED-GE 2911.002 :Seminar for student-teachers of foreign languages
Instructor: Prof.Susanna J.Kardos-Kaplan
E-mail: [email protected]
Office: 637C East Building (239 Greene St.)
Mailbox: MMS Office, East Building, 6th floor
Office House: Please make an appointment
Course Location: Waverly 366
Course Day and Hours: Thursdays,
3:30-4:45 pm
Welcome to the class!
Catalog Description:
This is a university supervised student teaching experience in foreign languages 7-12 level for
20 school days minimum in each semester. Student teaching experiences will be used to support
theoretical and practical applications of the planning and implementation of curriculum. This
experience will also include a student teaching seminar that meets once a week.
Course Overview:
This course is a supervised teaching experience for M.A. students who are working towards New
York State teaching certification in foreign languages and are currently teaching in the public
schools. It is designed to provide support for student teachers’ teaching experiences in New
York City public schools and help them develop as reflective teachers. Their on-going feedback
and reflections about their teaching is necessary to make the seminar as valuable as possible for
all students.
Course Objectives:
This course is intended as a support to your supervised student teaching this semester.
Specifically, the course will help you:
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understand the academic, emotional and physical needs of a diverse student population, and their
characteristics.
learn to work with students of mixed levels and different learning styles.
develop basic classroom management and discipline skills.
learn about the curriculum, how to develop and execute different types of lesson plans.
learn instructional strategies in teaching elements of a foreign language (pronunciation, grammar, &
vocabulary) and language skills (listening, speaking, reading & writing).
create a facilitative, collaborative and low-anxiety learning environment.
foster a positive working relationship with your cooperating teacher and other members of the school
community.
assess students’ needs and achievements as well as become familiar with standardized tests (e.g SAT II,
Advanced Placement, etc.
learn the routines of the schools and the school community
learn to work with parents through open school day and individual meetings.
Learner Objectives:
Students will be able to…
1. Write a teaching philosophy in which they share their perspectives and values regarding what
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is important about the teaching of students who are learning a second language and culture.
2. Reflect upon their experiences teaching their students, interacting with their cooperating
teacher and important teaching-related issues that arise during the semester.
3. Share a teaching activity with their classmates and answer questions about it afterwards.
4. Write a case study paper about one of their students or a teaching-related issue of interest.
5. Create a teaching portfolio that demonstrates their teaching abilities and teaching experiences.
6. Participate in two language teaching professional conferences or professional development
workshops (or other teaching-related activities) in order to broaden their understanding of the
language teaching field.
Required Readings:
The required reading selections will be posted on Blackboard. We will be using excerpts from the following textbooks:
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Parkay, F.W, Stanford, B.H. BECOMING A TEACHER, Pearson, 2004,
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Diaz,C., Pelletier, C.M., Provenzano, E., Jr. TOUCH THE FUTURE: TEACH , Pearson, 2006
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Serdyukov, P., Ryan, M. WRITING EFFECTIVE LESSON PLANS – A 5 STAR APPROACH, Pearson,2008
.You will also read articles from THE NEW YORK TIMES and THE ATLANTIC MONTHLY. You will find these on Blackboard.
Course Format:
The course will be conducted with small and large group discussions and small group activities.
Blackboard:
The syllabus, details about assignments, required readings and any other general course
information will be available on the course Blackboard site. Postings will be made regarding
events or other items of importance about this course. The Blackboard forums extend our
classroom discussions which serves to focus our time in class. Feel free to use the site to
continue conversations in class or raise new points for discussion during future class meetings.
Students are encouraged to read the conversations before class, reply and post relevant resources,
advice, questions, experiences. We learn from each other.
Course Requirements
The following projects are required for the completion of this course.
1. Five reflective journals
2. Five model written lesson plans
3. Presentation of segment of a lesson
4. Teaching portfolio
5. Written case study
6. Written teaching philosophy
• Guidelines for the six projects are included in the syllabus
Seminar Grade
The seminar grade is based on a combination of 30% campus-based work and 70% field-based
work. The seminar instructor will contribute 30% to your final grade and your cooperating
teacher and supervisor will contribute a combined 70% of your final grade. The campus-based
grade of 30% consists of the completion of the assignments required by the seminar instructor.
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The field-based grade of 70% consists of the successful completion of the responsibilities
required for student teaching by the field office, your cooperating teacher and supervisor.
Formula for the Campus-Based Seminar Grade
(30% of the Final Seminar Grade)
1. Teaching Philosophy
2. Reflective Journals (5)
3. Model Lesson plans (5)
4 .Case Study
5. Teaching Activity Presentation
6. Teaching Portfolio
5%
5%
5%
5%
5%
5%
30 Total possible points
Midterm Grade
There is also a midterm grade which is a temporary grade. If you have earned an A or A- you
will receive a grade of UE. If not, you will receive a letter grade.
Other Important Information
Signed Weekly Time Sheets
Obtain weekly time sheets (also health forms) at the Office of Clinical Studies on the second
floor of the East Building. Keep a record of your daily student teaching hours on the time sheets
and ask your cooperating teacher to sign them every week. Submit signed weekly time sheets to
the Field Placement Office. Submit health forms and get fingerprinted before you begin your
student teaching.
Observations
During the second half of the semester, you are expected to observe other teachers who teach
courses similar to or different from your own style of teaching. You are also expected to attend
staff development days, parent-teacher conferences, test days, and other activities in your
schools.
New York State Certification and NYC Teaching Information
Andrea Vallani, T&L Department Certification Specialist, East 200, [email protected]
Mark Perez, NYU Certification Officer, Pless Hall 2nd floor, [email protected]
(not available at this time) T&L Department Student Teaching Coordinator, East 200,
Frank Pignatosi, Director, T&L Department Office of Clinical Studies, [email protected]
Important website: http://steinhardt.nyu.edu/apprentice
CALENDAR:
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9/15 Course overview Questionnaires Student teachers check list 3
• WRITING A LESSON PLAN – generic format for foreign language • Model Lesson: Italian 1 9/22 • JOURNAL 1 DUE • Discussion: The classroom and the school environment 9/29 • MODEL LESSON PLAN 1 DUE • Discussion: The students (preparation for case study) 10/6 • Discussion: Your colleagues and professional growth • Model lesson: French 1 10/13 • JOURNAL 2 DUE • Discussion: My personal development 10/20 • MODEL LESSON PLAN 2 DUE • Differentiation and what it means in a foreign language classroom 10/27 • JOURNAL 3 DUE • Strategies for teaching grammar concepts in a motivating way 11/3 • MODEL LESSON PLAN 3 DUE • Strategies for teaching problem solving skills in a foreign language class 11/10 • JOURNAL 4 DUE • Strategies for classroom management in a foreign language setting 11/17 • MODEL LESSON PLAN 4 DUE • Presentations of model lesson will begin • CASE STUDY DUE 12/1 • Presentations of model lesson will continue • TEACHING PHILOSOPHY DUE 12/8 • JOURNAL 5 DUE • MODEL LESSON PLAN 5DUE • Preparation for portfolio presentation 12/15 PORTFOLIO GUIDELINES FOR COURSE PROJECTS: • CASE STUDY REPORT: 4
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Begin by observing students’ behavior in your class and in other classes, as well as in the school environment (i.e. lunchroom, hallways, outside of school building, etc.) Take notes and reflect on what you see. Choose a student who will be your case study and notify your CT about your project. Write a report (3‐4 pages) and describe the student as you observe him/her on a daily basis. Include the following in your project: 1. A statement of intent of our case study. Why are you doing this project, what do you expect to learn from the study and how can you apply it to your teaching style? 2. Describe the methods you will use to observe the student. Will you observe, interview, refer to classroom work, etc.? Include descriptions of classroom behavior, interaction with other students, observed learning style and reaction to different teaching styles. Your CT and colleagues may be your best source of information in this case. 3. Include your conclusions: what have you learned? How can you apply this knowledge to your own experience as a teacher? TEACHING PHILOSOPHY PROJECT One of the key questions you will be asked during an interview is: “What is your teaching philosophy?” This assignment will prepare you to reflect and to write about your philosophy. This project is about YOU and YOUR philosophy. So, don’t quote other people’s philosophies. We are interested in what YOU think about education at this stage in your life and based upon YOUR experience. Write an essay of 3‐4 pages . Refer to these key questions as your guide: 1. What do you think is the role of the teacher in today’s social, economic and political environment? 2. What do you think are the qualities of a good teacher? Why? 3. What are some of the successful methods that you think motivate students and why? 4. How can you motivate and evaluate students with different learning styles? 5. What are your values as a teacher? REFLECTIVE JOURNALS You are expected to keep a daily journal of your student teaching experience and share it with your NYU supervisor on a regular basis. You are also required to hand in 5 reflective journals for your Seminar Class. If you are having problems with your placement, be specific in your journals and inform both your supervisor and myself as soon as possible. In writing your journals, be brief and straight to the point in your descriptions: focus on describing situations in an objective manner; avoid value judgment, hearsay and generalizations about people and places you observe. As the semester progresses, you will become more aware of your placement and its environment. If you are observant, you may see and describe changes. Be open to these changes and reflect on how they influence you as a teacher. 5
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Include ALL 7 of the following topics in ALL your journals. Be sure you highlight each topic: 1. THE SCHOOL ENVIRONMENT: What have you observed in the classroom, the hallways, the teachers’ room and cafeteria, the school library, the students’ cafeteria, outside of school, the neighborhood, etc. How does the neighborhood effect the students’ activities before and after school? 2. THE CLASSROOM:What have you observed in the classes; what kind of methods and assessment are being used; are these successful, why/why not; dscribe the relationship between the CT and the students, etc. 3. THE STUDENTS: Give a brief description of 2 or 3 situations you have encountered with students in your class and how you or the CT have reacted; describe classroom management techniques you have observed; were they successful, why/why not? 4. MY PROFESSIONAL GROWTH: What have you done each week to improve your knowledge and skills in the language you are teaching? List films, music, books, articles, TV programs in the target language, etc. How can you incorporate these activities in your lesson plans? 5. MY COLLEAGUES: What have you observed in other teachers’ classes? What have you learned? What have you observed about their behavior towards you, their colleagues, their supervisors and the students? 6. MY LESSON PLANS: Explain how you plan and write your lesson plans. What questions do you ask yourself? Why? What methods do you use? How were the results? 7. MY PERSONAL GROWTH: What are you learning about yourself, your needs (social, professional, etc.) and your values? Describe how they are changing as the semester progresses. PRESENTATION OF MODEL LESSON PLAN (a segment) This semester you will be presenting in your seminar class a segment of a model lesson plan . This project will help you prepare for future job interviews where you will be asked to do the same activity. You can choose any segment of a lesson (i.e. the motivational or summary activity, for example) and present it within a time span of 10 minutes. I have created rubrics which your classmates and I will use to evaluate your presentation. You will receive our anonymous assessment at the end of your presentation. Use the generic lesson plan format that you received in class. Write the entire lesson plan and post it on Blackboard so your classmates can read and bring to class. TEACHING PORTFOLIO PROJECT 6
This project will represent your growth and development as a teacher. It will also be a very useful document for future job interviews. Prepare a 1‐2 page hand out with a description of your portfolio . This will be given to your classmates. The following categories are required: 1. Your teaching philosophy document 2. Five model lesson plans 3. Your current resume 4. Examples of assessment instruments 5. Student activity sheets 6. Photos of you and your current students 7. Observation reports written by your NYU supervisor 8. Your CT or supervisors written comments 9. Letters from administrators commenting on your professional qualities Be sure you submit the portfolio in a binder with the following sections: 1. Cover page 2. Table of contents 3. Page numbers and dividers between sections 4. Dividers should be labeled 7
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Course Policies
Attendance
No more than two absences will be excused. You are responsible for making up all the
assignments and written assignments. Material is presented in class that is unavailable in
assigned readings, so it is highly recommended that you attend every class. There are no texts or
notes that can substitute for the discussion and interaction that will take place in class. Please be
on time for class. You are responsible for turning in assignments when they are due and for
knowing information in class, whether or not you were in class on any particular day. It is your
responsibility to obtain handouts, assignments, and information you missed when absent.
Any student who can not attend class is expected to let me know beforehand.
Participation
Your participation is essential for your learning and your classmates. You are expected to read
every assignment before the start of class and participate actively in all discussions.
Your meaningful and productive participation in the seminar means a great deal to the success of
this course. This also includes your participation on the Discussion Board of the Class
Blackboard.
• PLEASE DO NOT USE YOUR CELL PHONE OR LAPTOP IN CLASS
Late work
All papers and projects are due at the beginning of class on the date that they are due, unless
you have made other arrangements with me before the due date. DO NOT leave a paper in my
mailbox, outside my office, or under my door UNLESS this is an arrangement that we have
agreed upon. Always keep a copy of any paper or assignment that you turn in.
Syllabus
While some portions of the syllabus are non-negotiable, I approach it as a working document
that should reflect the needs of the class community, of which we are all members. I reserve the
right to make adjustments to this syllabus should the need arise, and you should know that you,
too, have the right to make suggestions for modifying its content.
Accommodations for NYU Students with Disabilities
Any student attending NYU who needs an accommodation due to a chronic, psychological,
visual, mobility and/or learning disability, or is Deaf or Hard of Hearing should register with the
Moses Center for Students with Disabilities at 212 998-4980, 240 Greene Street.
www.nyu.edu/csd
Academic Integrity
The following is adapted from the NYU Steinhardt Student’s Guide (p.24) and the Policies and
Procedures of the NYU Expository Writing Program (available from
http://www.nyu.edu/cas/html/policies_procedures.hml):
The relationship between students and faculty is the keystone of the educational experience in
the Steinhardt School at New York University. This relationship takes an honor code for granted.
Mutual trust, respect, and responsibility are foundational requirements. Thus, how you learn is as
important as what you learn. A University education aims not only to produce high quality
scholars but also to cultivate honorable citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral
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presentations, to writing term papers. It requires that you recognize and acknowledge
information derived from others, and to take credit only for ideas and work that are yours. You
violate the principle of academic integrity when you
• cheat on an exam;
• submit the same work for two or more different courses without the knowledge and the
permission of all professors involved;
• receive help on a take-home examination that calls for independent work;
• “collaborate” with other students who then submit the same paper under their individual
names.
• give permission to another student to use your work for a class
• plagiarize
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended
or not, is academic fraud. In a community of scholars, whose members are teaching, learning,
and discovering knowledge, plagiarism cannot be tolerated. Plagiarism is failure to properly
assign authorship to a paper, a document, an oral presentation, a musical score and/or other
materials, which are not your original work. You plagiarize when, without proper attribution,
you do any of the following:
• copy verbatim from a book, an article or other media;
• download documents from the Internet;
• purchase documents;
• report from others’ oral work;
• paraphrase or restate someone else’s facts, analysis, and/or conclusions;
• copy directly from a classmate or allow a classmate to copy from you.
For a very helpful self-test on what constitutes plagiarism, please visit
http://www.indiana.edu/~istd/practice.html. This link will also be available on the Blackboard
site.
Appendix A
Steinhardt School of Education Grading Scale
There is no A+
A
A–
B+
B
BC+
C
CD+
D
There is no DF
IP
IF
N
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
65-69
60-64
Below 60
Incomplete/Passing
Incomplete/Failing
No Grade
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Letter Grade Rubric
A--- Outstanding Work
An “A” applied to outstanding student work. A grade of “A” features not simply a command of
material and excellent presentation (spelling, grammar, organization, writing, etc.), but
importantly, sustained intellectual engagement with the material. This engagement takes such
forms as shedding original light on the material, investing patterns and connections, posing
questions, and raising issues.
An “A” paper is excellent in all respects:
• It is well argued and well organized, with a clear thesis.
• It is well developed with content that is specific, interesting, appropriate and convincing.
• It has logical transitions that contribute to a fluent style of writing.
• It has few, if any, mechanical, grammatical, spelling, or dictation errors.
• It demonstrates command of a mature, unpretentious dictation.
B--- Good Work
A “B” is given to work of high quality that reflects a command of the material and a strong
presentation but lacks sustained intellectual engagement with the material.
A “B” paper shares most characteristics of an “A” paper, but
• It may have some minor weaknesses in its argumentation.
• It may have some minor lapses in organization and development.
• It may contain some sentence structures that are awkward or ineffective.
• It may have minor mechanical, grammatical, or diction problems.
• It may be less distinguished in its use of language.
C --- Adequate Work
Work receiving a “C” is of good overall quality but exhibits a lack of intellectual engagement as
well as either deficiencies in the student’s command of the material or problems with
presentation.
A “C” paper is generally competent; it is the average performance. Compared to a “B” paper, it
may have a weaker thesis and less effective development.
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It may have serious shortcomings in its argumentation.
It may contain some lapses in organization.
It may have poor or awkward transitions.
It may have less varied sentence structures that tend toward monotony.
It may have more mechanical, grammatical, and dictation problems.
D or F ---Unsuccessful Work
The grade of “D” indicates significant problems with the student’s work, such as a shallow
understanding of the material or poor writing.
• It presents no clear thesis.
• It displays major organizational problems.
• It lacks adequate support for its thesis.
• It includes irrelevant details.
• It includes confusing transitions or lacks transitions altogether.
• It fails to fulfill the assignment.
• It contains ungrammatical or poorly constructed sentences and/or demonstrates problems
with spelling, punctuation, dictation or syntax, which impedes understanding.
An “F” is given when a student fails to demonstrate an adequate understanding of the material,
fails to address the exact topic of a question or assignment, or fails to follow the directions in an
assignment, or fails to hand in an assignment. Pluses (e.g., B+) indicate that the paper is
especially strong on some, but not all, of the criteria for that letter grade. Minuses (e.g., C-)
indicate that the paper is missing some, but not all, of the criteria for that letter grade.
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