NEW YORK UNIVERSITY
STEINHARDT SCHOOL OF CULTURE, EDUCATION, AND HUMAN DEVELOPMENT
Department of Teaching and Learning
Multilingual Multicultural Studies
Seminar and Practicum in Adult Second/Foreign Education
LANED-GE.2035.001
Spring 2015
Wednesday, 6:45 – 8:00 pm
25 W. 4th Street, C-12
Professor: Heather Homonoff Woodley, PhD
Office: East Building, 239 Greene Street, 318
Office Hours: Wednesday 1:00 – 4:00 pm & Thursday 1:00 – 3:00 pm by appointment
E-mail: [email protected]
Phone: 212-998-5494
I have learned much wisdom from my teacher, more from my colleagues and the most from my students.
–The Talmud
Catalog Description
Students participate in a university-supervised practicum experience in TESOL or foreign language education,
adult or college level for 6-hours per week. Practicum experiences will be used to support theoretical and
practical application of the planning and implementation of curriculum. This experience will also include a
student teaching seminar, which meets once a week.
Course Overview
This course represents the fieldwork (practicum) course in adult education designed to provide a culminating
hands-on teaching experience to teacher candidates completing the MA in TESOL. It is designed to facilitate
your development as a teacher by linking observation, theory and practice. Teacher candidates are responsible
for the instruction of emergent bilinguals in TESOL programs in colleges, language schools, community-based
organizations, and professional settings.
This course includes a classroom practicum and a seminar. The practicum is your opportunity to observe and
provide instruction in an English or foreign language classroom and to apply the concepts and strategies you
have learned about in your coursework. The seminar is an opportunity to explore professional, pedagogical and
communication issues related to your classroom practicum experiences and your role as a teacher. It will
explore such issues as strategies for teaching adult learners, planning lessons, materials and technology,
culturally-relevant teaching, and community connections.
Learner Objectives
Students will be able to…
Apply the various roles of a teacher to their practicum experiences and future teaching.
Plan lessons, curriculum, and classroom environment considering concerns and needs of diverse adult
learners
Build and support an engaging and positive learning environment
Address the cultural and linguistic needs and concerns of second language learners
Design and implement authentic assessments for adult leaners in various modalities and learning styles.
Form cooperative relationships with colleagues, mentor teachers, and co-plan for shared and
independent teaching.
1
Academic Integrity: You are expected to read and adhere to NYU’s and MMS’ policies on academic honesty,
to produce work of your own doing and credit any secondary sources used in your writing appropriately. Any
use of others’ words/phrases or ideas without proper credit and documentation and claiming it as one’s own
constitutes plagiarism; it is a serious offense with severe consequences. And then you miss out on the learning
too. The full Steinhart statement of Academic Integrity www.steinhardt.nyu.edu/policies/academic_integrity.
Students with Special Needs: 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.
Required Reading
Selections from Issues, Challenges and Alternatives in Teaching Adult ESL (Sauve, 2000)
Gradual Release of Responsibility (Levy, 2007)
Authentic activities and materials for Adult ESL Leaners, Journal of Adult Education, Vol. 40, No.1
(Huang et. al., 2011)
Adults Teaching Adults: The Role of Equality between Teacher and Students in the ESL Classroom as a
Factor in Successful Learning (Neuda, 2010)
Selections from Translanguaging: A CUNY-NYSIEB Guide for Educators (Celic & Seltzer, 2011)
Course Format: Classes will be conducted using direct and interactive instruction, student led discussions and
activities, small and large group discussions, small and large group activities and teaching demos.
NYU Classes: This course has an active NYU Classes site. The syllabus, rubrics, and other details for the
course will be available on the site as well. In addition, postings will be made regarding events or other items of
importance. Please also feel free to use the site to continue conversations started in class or raise new points or
questions for discussion from your practicum site. For the You Bring assignments, selected Reflective
Journals, and your Activity Lead we will use the Forum section of NYU Classes to post and share ideas.
Course Requirements
Attendance & Active Participation [20%] Participation, preparation and punctuality are highly valued
components of this course as the learning process is a mutually constructed event. The degree to which students
prepare for class meetings will maximize the learning that takes place. Course credit is based on: consistent and
punctual attendance; active participation in discussions and activities (pair or group work); discussion postings
on NYU Classes; readiness with class materials; You Bring assignments, and on-time completion of all required
work. More than two unexcused absences will lower your grade. If you are absent or late, please make
arrangements with another student to get class information and materials, and visit your instructor during office
hours. Your meaningful and active participation in this seminar means a great deal to the success of this course
and your own progress, as you and your fellow students share your practicum experiences.
Reflective Journal Responses [20%] Reflection, connection and questioning are valuable parts of the teaching
experience. Posted on NYU Classes under Assignments will be prompts for each journal response in which you
reflect on your experiences in your practicum placement, and make personal connections to your own learning.
Details for each journal response include:
2-3 pages double-spaced handed in to instructor
Respect professional confidentiality (use pseudonyms)
Address the prompt with detailed description and evidence from your Intern Teaching, own
learning experiences and educational studies
Some posting of selections will be required and you may post additional selections or questions
from your journals on NYU Classes for participation credit (in Forums)
2
Activity Lead [10%] Each student will lead an activity in our seminar during the semester. This should be
something that all students can participate in during either the Warm-up, Guided Practice or Independent
Practice portion of a lesson. The activity you chose to facilitate should ideally relate to what you plan to teach in
your practicum class, or something you have already taught but would like an opportunity to revise and teach
again. You may also use this opportunity to get feedback on an activity you will facilitate for a teaching job
interview. The activity can focus on any skill, topic or technique you wish to explore and should be anchored
with both a content objective and a language objective. Each Activity Lead will include:
10 minutes of activity
5 minutes feedback session with the class
A 1-page handout explaining your activity to teachers so that others may use this idea (copies for
whole class). This should be a detailed step-by-step instructional guide for future teachers to follow.
Share your 1-page handout on NYU Classes (Forum) for your classmates’ future reference
Practicum [50%] Each student will be placed in a classroom with a Mentor Teacher. Your experience as an
intern teacher will be unique as you and your Mentor Teacher negotiate a gradual increase in your
responsibilities over the semester, which may include observation, assisting students one on one or in group
work, leading activities, assessing students, and planning and teaching lessons. Be open to opportunities to learn
and acquire skills. You are expected to behave professionally and to be respectful to your Mentor Teacher and
to the students in the class. You are also expected to be timely and to attend all classes in your practicum class
for the semester (twice a week for the entire length of the scheduled class). The flow of the semester is flexible
based on intern teacher and mentor teacher – every experience is different.
o Active observation
Observe teaching closely
Work with small groups/1-on-1 support (follow lead of mentor teacher)
Small facilitation, planning or instruction tasks
o Facilitation of activities
Based on plans of mentor teacher
o Collaborative planning and facilitation of lessons/activities
o Independent planning and facilitation of lessons/activities
Teaching observations (2) by your NYU supervisor: Visits by your NYU supervisor will be to observe your
progress in teaching and to focus on your own personal areas of need. There will be two visits and
observations: once at the midway point of the semester, and one towards the end, lasting the length of your
facilitation of a full lesson. A pre-planning reflection and lesson plan should be provided no less than two days
before the observation date to both your NYU supervisor and your Mentor Teacher. Each visit will include:
Pre-planning reflection (via email)
Detailed lesson plan (via email and/or hard copy on day of observation)
Observation visit
Post observation conference
Post observation reflection (via email)
Practicum Feedback (2) by your Mentor Teacher: Your Mentor Teacher will complete a Practicum
Feedback Form for you twice during the semester: once at the midway point, and one towards the end. The
form consists of a checklist of positive teaching behaviors and actions, and space for your Mentor Teacher to
discuss your strengths, areas of improvement, and suggestions for continued study and resources. It is your
responsibility to provide your Mentor Teacher with this form (on NYU Classes) and submit it to your seminar
instructor once completed. It is also highly recommended that you take the time to conference with your Mentor
Teacher once the form has been completed so you can apply the feedback to your future teaching.
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Schedule of Classes
Class
Meeting
Essential Questions
Readings & Resources
Read prior to class meeting
Strategies &
Activities
What’s due
January 28
Who are we? Who are
our students? What are
our expectations?
How can I establish and
maintain a positive
learning environment?
What is my teaching
philosophy?
Glasser’s 5 basic student needs
The Wind
Blows
Your presence
Ch. 1 Metaphors and Modalities Human Bingo,
& Ch. 3 Principles in the ESL
Appointment
Classroom, Issues, Challenges
Clocks
and Alternatives in Teaching
Adult ESL (Sauve)
Journal 1: My teaching
philosophy and style
How can I plan a lesson
using Gradual Release
of Responsibility?
How can I plan to meet
both language and
content objectives?
How can I plan for
authentic learning?
Gradual Release of
Responsibility (Levy)
Blank is Like
Blank
Journal 2: Learning Context
Authentic activities and
materials for Adult ESL
Leaners, Journal of Adult
Education, Vol. 40, No.1
(Huang et. al.)
Ch. 6 Participatory Education:
A Critical Alternative, Issues,
Challenges and Alternatives in
Teaching Adult ESL (Sauve)
Give One, Get
One
February 4
February
11
February
18
February
25
How can I differentiate
learning for all diverse
learners to participate?
Role play &
Theater
4 Corners
Activity lead
Journal 3:
Diverse needs
in your class
March 4
How can I address issues Adults Teaching Adults: The
of equity in my
Role of Equality between
classroom?
Teacher and Students in the
ESL Classroom as a Factor in
Successful Learning (Neuda)
March
12-14
March 11
NYSABE (NY State Association for Bilingual Education) annual conference in
downtown White Plains, NY (Metro North from Grand Central)
You Bring &
Post: a
controversial
statement
How can I utilize home
languages as a valuable
tool in learning?
Introduction plus 1 choice
Translanguaging
selection from
Translanguaging: A CUNYNYSIEB Guide for Educators
(Celic & Seltzer)
No class – Spring Break
Journal 4:
My
educational
diversity
March 25
How I bring issues of
race, culture and class
into my classroom?
Ch. 10 Race and Ethnicity in
the ESL Classroom; Ch. 11
Social Class, Status and the
ESL Classroom
Visual arts
Mid-way
practicum
feedback
(Mentor
Teacher)
April 1
How I integrate gender
and LGBTQ issues into
my classroom?
Ch. 12 Gender and Sexual
Preference in the ESL
Classroom, Issues, Challenges
and Alternatives in Teaching
Adult ESL (Sauve)
PSAs
Journal 5:
Affirming
diversity in
my classroom
March 18
4
Activity lead
Teaching
observation
#1
(NYU
Supervisor)
April 8
April 15
April 22
April 29
May 6
How can I engage my
students in critical social
justice issues?
How can I integrate
popular music into my
teaching?
How can I bring the city
into my classroom…and
my classroom to the
city?
How can I integrate
media in my classroom?
Current events reading on
issues of social justice
Jigsaw
In class: learning soundtrack
Music
Activity lead
TBD
Field trips
In class:
Media That Matters short films
Def Poetry Jam
“The Lunch Date”
Media &
technology
How did I grow and
change as a teacher this
semester?
You Bring &
Post: a song
for learning
(YouTube,
email, online
storage, etc.)
Journal 6:
Fieldtrip
planning
You Bring &
Post: website
or online
video for
learning
Final
practicum
feedback
Journal 7:
My change
and next
steps
Rubric for Reflective Journal Responses
Student: ___________________________________
Journal # ____________
Criteria
All parts of the journal prompt are explicitly addressed
Points possible
1
Ideas are clear and concise
3
Ideas are supported with specific details and evidence from
teaching and learning experiences
4
Writing mechanics
1
On time
1
Total: 10
5
Points earned
Activity lead
Teaching
observation #2
(NYU
Supervisor)
6