Preparing Your Classroom For The ELL Student

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With many cultures represented in today's classrooms and schools it is crucial for an educator to be aware of the roles cultural background and English proficiency play on curriculum development and classroom management.

Educators in this course will examine cultural factors that must be considered when choosing a model of delivery of instruction, interacting with parents, implementing effective classroom management techniques, and developing school-wide discipline policies. Applying knowledge gained from a variety of sources, educators will be able to demonstrate their understanding by evaluating and modifying curriculum and materials to make them accessible to second language learners.

Learning Outcomes:

The student will be able to:

Discuss the impact parental involvement has on an English Language Learners' and/or Bilingual Learners' attitude and behavior

Develop effective ways in which to involve parents in a meaningful manner

Evaluate cultural issues for their impact on student behavior, teacher response and the classroom/school environments

Evaluate cultural issues and describe how they impact classroom and school policies for discipline

Examine programming options and analyze their effect on the classroom setting and the model of delivery of instruction

Apply pertinent learning theories in order to evaluate and modify classroom materials to make the curriculum accessible to English Language Learners and Bilingual Learners

Reflect on their individual teaching style, students' culture, students' learning styles and district policies as they pertain to scheduling, discipline and classroom management

Online Learning with Full Instructor Facilitation

Our institution maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. Instructors will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read about Parental Involvement

http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf

Promoting ELL Parental Involvement: Challenges in Contested Times

http://www.colorincolorado.org/families

For Families

Watch Video Clips

Clip 1: http://www.colorincolorado.org/webcasts/preschool - Interview with Rebecca Palacious, webcast and transcript

Clip 2: Preschool with ELL part II

Assignment: After reading the article and the information on Colorin Colorado's For Families section, review the recommendations on page 16 of Parental Involvement pdf. Focus on the third bulleted item (Support the professional preparation of teachers…) and with that in mind outline a program to be used to connect parents to a topic covered in your curriculum or in the For Families section. In the assignment state the curriculum topic and why parental involvement would be beneficial. How would you proceed with identifying the various roles that parents could have in the delivery of the lessons and units related to the curriculum topic?

What impact would you expect this type of parental involvement to have upon the parents, the students and the school as a whole?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read about Classroom management and cultural issues

http://4faculty.org/includes/108r2.jsp

Classroom Management

http://wik.ed.uiuc.edu/index.php/Culturally_responsive_classroom_management

Culturally responsive classroom management

http://www.intime.uni.edu/multiculture/curriculum/culture/Teaching.htm

Culturally responsive teaching

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=uKsz8yBdCvM

Cultural Consciousness

Assignment: What does it mean to be culturally responsive? What is the relationship between culturally responsive teaching and culturally responsive classroom management?

Prior to reading these texts what was your definition of culturally responsive teaching or classroom management? How and why have you revised your stance based upon the readings and video? Use examples to support your position.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read about programming options

http://blogs.edweek.org/edweek/learning-the-language/2008/06/research_on_pushin_versus_push.html

Education Week, Research on Push In Versus Pull Out

http://www.cal.org/resources/digest/rennie01.html

Center for Applied Linguistics, ESL and Bilingual Program Models

- Video Clips

Clip 1: http://www.youtube.com/watch?v=Ty3n07UaFUU&feature=related

New Instructional Strategies Helps ELLs Succeed

Clip 2: http://www.youtube.com/watch?v=THQRIs3_HMk&feature=related

Applied Differentiation

Assignment: How are classroom management and curriculum implementation influenced by the delivery of ESL/Bilingual instruction being push in or pull out? Which form of delivery do you prefer and why?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Read about Schema Theory

http://www.cluteinstitute-onlinejournals.com/PDFs/2006100.pdf

Schema Theory and L2 Reading Comprehension: Implications for Teaching

http://www2.yk.psu.edu/~jlg18/506/SchemaTheory.pdf

Introduction to Schema Theory

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=sShMA85pv8M

Abbott and Costello's -Who's on First

Assignment: Reread the section Implications and Concluding Remarks. Keeping the baseball theme in mind, read the baseball theme pages in See It, Be It, Write It, pages 79-81 and 168-169. Then, answer questions 3, 4, 5, 6 and 8, and answer those questions as they relate to the baseball theme.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read about making curriculum accessible to ELL and Bilingual students

http://www.njtesol-njbe.org/announcements/lit_position_paper.pdf

Literacy and English Language Learners in New Jersey Schools

http://www.doe.in.gov/lmmp/pdf/ELL_literacy_development.pdf

U.S. Department of Education: ELL Literacy and Language Development

Watch Video Clips

Clip 1: http://www.teachertrainingvideos.com/

Assignment: Given an exam, select two questions and explain how you could support the student's oral language and background knowledge in order to facilitate mastery of the concept assessed in those questions. Select three questions and explain how you could modify them for use with ELL and/or bilingual students. Use at least two resources from the teachertrainingvideos.com website to support your revisions.

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: Read about cultural perspectives

http://ncrtl.msu.edu/http/sreports/sr293.pdf

NCRTL Special Report: Educating Teachers for Cultural Diversity.

http://www.enquirer.com/discipline/disciplineday3main.html

The Enquirer: School Discipline

http://www.sasked.gov.sk.ca/docs/physed/physed1-5/ep_perspective3.html

Personal Social and Cultural Perspective in Physical Education

Watch Video Clips

Clip 1: http://www.youtube.com/watch?v=ji5_MqicxSo&feature=related

Randy Pausch Last Lecture: Achieving Your Childhood Dreams

Assignment: After reading the three articles, choose 2 themes that connect the readings. Explain the theme and the connections. Reread the special report in order to identify two things that have changed since it was published in the 1990s and two situations that still exist. Finally describe an instance in your school, district or your educational life that relates to one of the readings and the video clip. What is the relationship?

Discussion Board: Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m.

Final Project Due

Discussion Board:

Students must submit one unique comment each week in regards to each of the assigned text reading and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. Each comment should be at least three sentences in length. The week ends Sunday at 9:00 p.m. Pacific Daylight Time

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction (weekly submissions) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A course administrator will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples and lesson plans.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, required activities, and field assignments.

Students who do not attend the first night of class AND do not notify the instructor in advance will be dropped from the course and maybe charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments, projects, and examinations:

Midterm Due Dates:

Final Due Dates:

Discussion Board Interaction: One unique comment and one response to a students comment by Sunday of each week.

MIDTERM PROJECT

Date Due:

Look at your current teaching schedule and your lesson plans.

How flexible have those guidelines and timeframes become due to changes in the school schedule that are the result of the inclusion of ELLs or Bilingual students in the general education classes? How are schedules different in classes where the delivery of instruction is pull out as compared to and/or contrasted with push in programs?

How do your currently provide services to the second language learners in your classroom? How is instruction provided to such students throughout the school and the district? Which model do you prefer for yourself, the teacher, and why? Which model do you prefer for the students and why?

FINAL PROJECT

Date Due:

Based on the concepts presented in this course, analyze your classroom and your school's discipline plan. Include a discussion on how you communicate your expectations to the students and parents. How do you reach out to the parents/guardians of the ELL and Bilingual students? What has been tried and successful? What can be improved based on what you have learned?

How has the inclusion of ELL/Bilingual students in the general education setting impacted classroom management and discipline?

Why may classroom management and discipline be handled differently in general education classes, in ELL classes or in Bilingual classes? Should there be differences in approaches? Why or why not?

Submit a paper in APA style that is between 6-8 pages, not counting the cover page or reference page.

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