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UNM College of Education’s Vision and Mission Statement

Excellence and diversity through people, ideas and innovation.

Our mission is the study and practice of education through teaching, research, and service. We address critical educational issues; test new ideas and approaches to teaching and learning; and educate professionals who can facilitate human growth and development in schools, homes, communities, and workplaces; prepare students for participation in a complex and challenging society.

 

In carrying out our mission, we value excellence in all that we do; diversity of people and perspectives; relationships of service, accountability, collaboration, and advocacy; the discovery, discussion, and dissemination of ideas; and innovation in teaching, technology, and leadership.

 

 
University of New Mexico

College of Education

LLSS 593 Educating Linguistically Diverse Studens

Fall 2008| Section 450| 3cr. hrs. | Rm#: UC-222

Thursdays | 1-4pm | Burlington Annex on 30th Street

Instructor, Dr. Frances Vitali

505.566.3480 (unm)

505.324.0894 (home)

Office: #233 Burlington Annex

Office Hours: By appointment

unm315@excite.com

Course Blog at http://www.unm315.blogspot.com/

Class Collection Webpages at http://fvitali.tripod.com/315f08.html

The stories we tell not only explain things to others, they explain them to ourselves.” (Donald Norman)

A man’s reach must exceed his grasp or what’s a metaphor?”

(Robert Browning in McLuhan, M. Understanding Media: the extensions of man, 1994, p. 85)

II.    Course Description

This course familiarizes students with history, theory, practice, culture, politics of second language pedagogy and orality and literacy.  Students will gain an understanding of effective teaching methods and cultural sensitivity for working with linguistically diverse students.

          Rationale: Most classrooms are comprised of uniquely diverse learners on all levels, including linguistically and culturally. As educators, we must learn to be flexible in our thinking, teaching and learning to address, respect and celebrate the rich diversity of the children we teach.

                Instructional Strategies: Students and instructor will engage in the following ongoing collegial learning interactions: reflective writing; guided reading, reciprocal learning, reflection/communication blog, research case study process, individual conferences, and cooperative and collaborative activities/projects, and Socratic seminars.

 

III.       Responsibilities

·          Integrate the New Mexico State Competencies for Entry-Level Teachers into course content.

·          Be professional at all times – in class and in the field.

·          Be receptive to feedback, being reflective while participating in an academic learning community.

·          Engage in conversation with educators, students, parents, administrators, support staff working with bilingual students.

·          Conduct and present projects and assignments with professional dispositions and ethical manner.

·          Take ownership of learning.

 

IV.    Textbook/Materials – Available at SJC Bookstore

            Power, B. M. & Hubbard, S. R. (2001). (Ed. 2) Language Development: A Reader for Teachers. New York: Prentice Hall.  (ISBN: 0130940631)

            Online REFLECTION BLOG at http://www.unm315.blogspot.com/

Class Collection Webpages at http://fvitali.tripod.com/315f08.html

Other Materials:

                Online COURSE BLOG at http://unm-farmington.tripod.com/315

 

Select and secure (via online or bookstore) one of the following books for Literature Circle Dialogue:

  • Mazer, Anne (ed.). Multicultural Streets by
  • Carlson, Lori Marie (ed.). Moccasin Thunder: American Indian Stories for Today, edited by (HarperCollins, 2005). An anthology collection of short stories about contemporary Native American teenagers.
  • Gallo, Donald (ed). Join In: Multiethnic Stories,

 

Additional Materials/Resources

·          Additional Articles may be provided by instructor and students.

                Supplemental Sources:

·          NCREL Educating Teachers for Diversity (http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe300.htm)

·          PRIME TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)

·          River of Words Poetry Contest (http://www.riverofwords.org/contest/)

·          Office of English Language Acquisition (http://www.ncela.gwu.edu/)

·          Storytelling Festival (http://www.storytellingfoundation.net/festival/about-fest.htm) (Oct. 9-11)

·          IRA NCTE Read/Write/Think/Lessons (http://www.readwritethink.org/)

·          FREE San Juan College Calendar of Events | Sept. 23-Jack Thorp’s Songs of Cowboys-7pm SJC Little Theater |

October 25-Chautauqua Series-J. Rankin-7pm SJC Rms. #9006-9008 | Oct. 10, 11, 17, 18-7:30pm & Oct. 12-2:30pm Oscar Wilde’s comedy The Importance of Being Earnest in SJC Little Theater

·          NM Endowment for the Humanities (NMEH) (http://www.nmhum.org/)

·          NMEH Chautauqua Characters http://nmhum.org/home/

·          Veteran History Project: The War by Ken Burns  (http://loc.gov/vets/vets-home.html)

·          Veteran History Project Interview Kit (http://www.loc.gov/vets/kit.html)

·          Prospective Guests: Laura McClenny, Vickie Bruno, Kristine Ashworrth, New Mexico Endowment for the Humanities (NMEH), FMS Bilingual Education Department   

 

Course Learning Invitations and Expectations (Assignments, projects, activities)

àRead course blog regularly as a communication tool and post reflections when assigned at

                http://unm-farmington.tripod.com/315

àRead your email regularly for course updates, reminders and communication in between sessions.

àPost reflections on our class blog page at http://unm-farmington.tripod.com/315 as needed.

àEach session, we will take turns highlighting the events of the session and posting them to the course blog page under   

      WEEKLY SESSION HIGHLIGHTS.

àCreate your own webpage including philosophy of education and diversity on www.tripod.com free webhosting. Your webpage

     will house most of your assignments and reflections.

àWork with Apache School students on family history project on specified Thursdays during course sessions and outside of 

     class. Participate in a Family Oral History Collaboration Project with students sharing along side them in writing conferences

     - writing, editing, reading, and storytelling culminating in an AUTHOR’S CHAIR presentation for family members, including book making and anthology collection.

àRead, reflect and discuss course text chapter content and issues with peers and guest visitors.

àParticipate in whole, group and individual classroom activities/projects:

                àà FACILITATE Book Talks (Literature Circles) in discussing issues and text chapter content.

àWriting Group conferences will be regularly held to share, edit, revise and refine family stories and writing pieces.

àParticipate in Midterm & Final conferences. Midterm and Final Assessments will be posted on your webpages.

àMaintain Weekly Practicum Observations of work with Apache School students-lesson planning, progress, differentiating instruction, process writing, writing conferences, documenting and evaluating progress.

àMaintain your webpage regularly updating and posting consistently in timely manner throughout semester – include your philosophy of education

àConduct research for Student Ethnography (Case Study)

·          Choose a student (no family member or relative) at Apache or other school and develop a case study narrative as described below

 

Evaluation

                    Midterm and final individual conferences will be held.

                    (INCOMPLETE GRADES WILL BE CONSIDERED ONLY IN EXTENUATING CIRCUMSTANCES.)

A

Exemplary completion of all Learning Invitations with adherence to all timelines. Evidence of significant development across

the five dimensions of learning and course strands.

B

Satisfactory completion of all Learning Invitations. Evidence of acceptable development across the five dimensions of learning and

course strands.

 

 

 

 

 

 

Attendance Policy

Attendance is required for each class session. Arrive on time to allow classes to begin (and end) at their scheduled times.  Attendance is a crucial and considered your professional responsibility.  Communication with instructor via email, phone or in person is considered proper professional and respectful etiquette. Lateness and leaving early are considered serious interferences with your progress in this class. Thus, you should come to all classes well prepared to assume an active and thoughtful role in the scheduled activities by having read all required readings and completed all class assignments. Attending all classes is for your benefit to fully experience and appreciate the world of children's literature. And further more, we will miss you and your contributions during our time together.

 

Please rearrange work and appointment schedules so that you can attend each session.

If you are absent more than two times this semester, you can be dropped from the course.

“The reporting of absences does not relieve the student of responsibility for missed assignment, exams, etc.  The student is required to take the initiative in arranging to make up missed work, and it is expected that faculty will cooperate with the student in reasonable arrangements in this regard” (UNM Pathfinder).

It is responsible and respectful to contact instructor or leave message with Dawn in the UNM office if you are going to be late or absent from class. It is also your responsibility to check in with the instructor and consult with a class peer after the missed class for all makes up work.

 

Silence cell phones out of respect for all learners.

We will observe European etiquette of cell phone use (including texting). Cell phones should be turned off during class to avoid disrupting the   flow of communication & learning for colleagues. Please take care of phone calls before or after class. If you are expecting a necessary call during seminar, please inform instructor before session.

Peter Post of the Emily Post Institute and author of The Etiquette Advantage in Business highlights the tenets of good cell phone etiquette in public settings:

  • If your cell may be bothersome to those around you, do not use it
  • Put your cell on vibrate or turn it off as a courtesy to others
  • If you are expecting a critical phone call, inform instructor prior to seminar
  • If your cell phone does go off, quickly open and close it.
  • Above all, in encouraging an optimum learning environment we all contribute to being considerate, respectful and honest of ourselves and others.

Source: Wollman, D. (2008). Expert: cell phone etiquette 101. Retrieved August 14, 2008. Available at

http://blog.laptopmag.com/expert-cell-phone-etiquette-101

___________________________________________________________________________________

Accommodation Statement

                The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for a reasonable accommodation of their disabilities. If you have a disability requiring accommodation, please contact the instructor as soon as possible to make arrangements.

 

Plagiarism Statement

                Plagiarism is the presentation as original work by a writer of ideas, words, or thoughts belonging to someone else. You must provide a reference not indicating the source of any specific words borrowed from another source. Any project containing incidents of plagiarism will receive no credit or grade. Plagiarism is a serious offense in any college course and can lead to failure in that course or expulsion from UNM.

 

Accreditation Information

                The College of Education is an NCATE accredited institution.  NCATE stands for “National Counsel for Accreditation of Teacher Education” (http://www.ncate.org).  All COE courses address specific NCATE and professional society guidelines and support the College of Education’s Vision, Mission and Conceptual Framework.  I encourage you to learn about and spend some time thinking about the College of Education’s Vision and Mission Statements. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LLSS 315        FALL 2008

Tentative Course Schedule

AUGUST/SEPTEMBER 

Introduction: Culture (Customs, Beliefs, Language), I Am From Poem & Nacirema

BARNGA- Reflections post to blog at http://unm-farmington.tripod.com/315

DOWNLOAD Course Syllabus from http://unm-farmington.tripod.com/315

 

Course TEXT: choose 3 readings synthesize, dialogue, reflect and add to webpage

Optional-Vocabulary: negative cultural diversity, stereotyping, sociotyping, assimilation, acculturation, multiculturation, deep & surface culture, ethnocentrism, high-involvement, high-considerateness, low-context, high-context cultures, field-dependent, field-independent learners, RECONCEPTUALIST

 

(Sept. 4) SJC SMART LAB Computer Lab-Set up webpage sections & Email your tripod webpage URL to me at fvitali@unm.edu

Create webpages to maintain throughout semester as your intellectual property

Introduction to Case Study

Family Oral History Collaboration Project Overview

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)

See Resource: Creating Family Timelines (http://www.readwritethink.org/lessons/lesson_view.asp?id=870)

Webpage entries: I AM FROM poem

           

SEPTEMBER/OCTOBER

Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

Course TEXT: choose 3 readings synthesize, dialogue, reflect and add to webpage

Optional-Vocabulary: Process Writing, Observations, Language Functions, Anecdotal Observations, SOLOM, Strategies & Skills, Six Traits

Case Study: Phase I

Literature Circles-Harvey Daniels

Webpage entries: Practicum observations/reflections, family story draft

PRACTICUM: Drafts writing group & writing Conferences

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)

STORTYTELLING FESTIVAL, Oct. 9-11              

 

OCTOBER/NOVEMBER

Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

October 9 Midterm Conferences (complete your written five dimensions and four strands midterm summary and evaluation and post to your webpage)

Course TEXT: choose 3 readings synthesize, dialogue, reflect and add to webpage

Optional-Vocabulary: Integrated Language Approaches: Experiential, Content-Based, Sheltered English, LEA, MI, Five Generic Principles            

Case Study: Phase II

Webpage entries: Practicum observations/reflections, family story draft & final draft

Family Stories Writing Group Conferences & Six Traits Evaluations

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)

 

OCTOBER/NOVEMBER

Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

Course TEXT: choose 3 readings synthesize, dialogue, reflect and add to webpage

Optional-Vocabulary: Acquisition theories-Behaviorist, Innatist, Interactionist; second language acquisition; Krashen model; ESOL methods; communicative language teaching principles

Case Study: Phase III / Present Nov. 20-27

Family Oral History Collaboration Project:

Dress Rehearsal AUTHOR’S CHAIR

PRINTING INDIVIDUAL BOOKS & ANTHOLOGY

AUTHOR’S CHAIR Performance  for invited parents & family

Web Page Presentations (Nov. 20)

Final Conferences (complete your written five dimensions and four strands final summary and evaluation and post to your webpage)

Webpage entries: Practicum observations/reflections, family story draft & final draft

Family Stories Writing Group Conferences & Six Traits Evaluations

Final Exam, optional, as needed (Dec. 11)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course Strands and Dimensions of Learning

as correlated with UNM Conceptual Framework (Understanding, Practice, Professional Identity)

 

Means of interpreting and assessing student achievement will involve Course Strands and Dimensions of Learning.

 

Course Strands

1. communication   2. research/content  3.  technology, and  4. collaboration

components describing your development as readers, writers, storytellers and users of technology.

 

Five Dimensions of Learning

 

1. Confidence and Independence (Understanding)
Confidence and independence in your own reading, writing, and thinking abilities. We see growth and development when learners' confidence and independence become coordinated with their actual abilities and skills, content knowledge, use of experience, and reflectiveness about their own learning. The overconfident student learns to ask for help when facing an obstacle; the shy student begins to trust her own abilities and begins to work alone at times, or to insist on presenting her own point of view in discussion. In both cases, students develop along the dimension of confidence and independence.

2. Skills and Strategies (Practice)
Specific skills and strategies involved in composing and communicating effectively, from concept to organization to polishing grammar and correctness, and including technological skills for computer communication and adherence to APA style. Skills and strategies represent the "know-how" aspect of learning. When we speak of "performance" or "mastery," we generally mean that learners have developed skills and strategies to function successfully in certain situations. In this course, it will be communicating as practicum educators in wrapping your own ideas and questions around what educating linguistically diverse children means and how as professionals we can meet their diverse needs of the students with whom you are working.

3. Knowledge Content (Understanding)
Knowledge content refer to the "content" knowledge you gained about this course, your experiences, and communication technologies for expression. Knowledge and understanding is the most familiar dimension, focusing on the "know-what" aspect of learning. What do I know about this content and how can I extend my learning on different levels? What have I learned about nurturing diverse learners?

4. Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your own experience and connect it to your work. A crucial but often unrecognized dimension of learning is the ability to make use of prior experience as well as emerging experience in new situations. It is necessary to observe learners over a period of time while they engage in a variety of activities in order to account for the development of this important capability, which is at the heart of creative thinking and its application. In focusing, reflecting and designing our own research proposal and agenda, our prior experience might be tapped to help scaffold new understandings, or consider how ongoing experience shapes the content knowledge or skills and strategies we are developing.

5. Critical Reflection (Understanding, Practice, Professional Identity)
Reflection refers to your developing awareness of our own learning process, as well as more analytical approaches to reading, writing, and communication. When we speak of reflection as a crucial component of learning, we are not using the term in its commonsense meaning of reverie or abstract introspection. We are referring to the development of your ability to step back and consider a situation critically and analytically, with growing insight into your own learning processes as a kind of metacognition. Have I explored my own personal biases and prejudices, aware of cultural stereotypes and cultural and linguistic sensitivities?

It is important that you are made aware of the course strands and the five dimensions of learning because the ownership of your learning in relation to this course content is a focus of your assessment and evaluation. This evaluative process provides a framework with which you can evaluate your own growth. As learners, you are measuring your own learning given the strands and dimensions, considering them in relation to your prior learning. In assessing your progress, you will provide a midterm and final reflection which will be posted on your webpage. See Guideline below:

 

LLSS 315/593    EVALUATION & ASSESSMENT GUIDELINE

 

 

PROVIDE WRITTEN MIDTERM & FINAL SUMMARIES AND EVALUATIONS at Individual CONFERENCES as well as downloading to your webpage.

______________________________________________________________

 

Due October 9 – post to your webpage

Midterm Summary

Summary interpretation of observations and evidence in terms of the four major strands of work and the five dimensions of learning.

1.      Four major strands of work: communication, research, technology, and collaboration

2.      Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)

 

Midterm evaluation

  • Estimated evaluation in terms of grade
  • Suggestions for your own further development during remainder of semester
  • Suggestions for class activities or for the professor to better support learning

________________________________________________

 

 

Due Dec. 4 – post to your webpage

Final Summary

Summary interpretation of observations and evidence covering the whole semester in terms of the four major strands of work and the five dimensions of learning. Be sure to connect your interpretations with specific examples included in the observations and samples of work.

 

1.      Four major strands of work: communication, research, technology, and collaboration

2.      Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)

 

Final evaluation

  • Reflections on semester's learning experience
  • Any suggestions for the professor for future classes
  • Estimated evaluation in terms of grade

 

 

 

ETHNOGRAPHIC CASE STUDY  (LLSS 315/395)

As a researcher your goal will be to try to see and perceive the world through the student’s eyes and experiences. Your anecdotal notes and journaling will guide you to identify themes, events, situations, people that motivate, challenge, inspire this child, eventually leading to how can we teach effectively for the child to learn successfully.

  • Your final narrative will include:

                        à        Profile of Student, family and community [Backstory/background information]                   

                        à        Academic History (Reading/Writing and other academic subjects0

                        à        THEMES: emerging from your research [students who have differences in communication styles                                                 across cultures causing misunderstandings; do not seem to participate; how communication takes                                        place; cultural barriers; linguistic concerns; family concerns; how students communicate with                                                 each other; effective use of teaching techniques and teaching models, socio-economic issues,                                                 cultural misunderstandings]                   

                        à        Interpretation/Reflection (Your own reflection of the process and                                                                                   what you learned)

  • Researcher’s Chair: Present Case Study (approx. 15 minutes – Nov. 20-27)

 

Objective: Conducting field research with a child you are trying to relate to and understand by listening carefully to what you see, hear and feel; looking for significant details in what you see, hear and feel; and systematically organizing the process and product.

 

Methodology: (Ethnography means learning from people)

Gather, Organize, Reflect and Synthesize Data

Need a returned permission form (provided by instructor) signed by parent, student, principal (optional), instructor and researcher.

 

Phase I: Anecdotal Notes & Reflection

Location : PVHS Date 8/23/05

Date: 8/23/06

Observation

Reflection

Bernardo is in the school library on the computer. He is on yahoo’s teen chatroom where he seems to be chatting online.

 

 

 

_____________

I asked Bernardo if he likes to chat and he said he does because he thinks it helps him with his learning of the English language.

 

Bernardo talked about some of his chatroom buddies. I asked him if I could include some of his conversations in this research.

 

 Bernardo printed out chatroom conversations with a friend from Ethiopia and PVHS today.

I wish I could see who he is chatting with.

 

How come these chatrooms are so popular?

Sometimes it is hard to understand Bernardo’s broken English and I am not sure if I totally understand what he is saying. That is why I need to constantly restate what I think he is saying when conversing with him.

__________________

Bernardo is sociable. He enjoys talking and expressing himself even though he is not confident speaking English. He wants to become a  better English speaker and his own desire and motivation is his greatest incentive.

 

 

B. seems to feel part of this research

 

 

 

 

 

 

 

 

 

 

 

 

 

 

·        Observe student’s family and community, the school, the classroom(s), and the student. Take notes on what you observe (field notes) and make notes of your reflections/impressions. You can accomplish this by using a parallel journal format (see below). Try to see life through their eyes and ask questions. Let your curiosity (while being sensitive) lead your way. Try to suspend your own beliefs, attitudes, assumptions.

 

·        (Formal or informal Interviews): Interview student, parent, family, teacher, principal, etc. Involve your student/family in helping you gather information about them-assignments, writing, hobbies, photos, etc.

·        Data includes charts, maps, sketches, photos, brochures, other concrete visual or written materials

·        Data triangulation: using more than one method of gathering data (interviews, direct observations, artifacts

·        Capturing the richness of quotes from parents, teachers, and student is important so you can use their words in the retelling of your story.

 

Phase II : When Data becomes Information

·         Emerging Themes-What threads of discovery emerged in the process? What did you learn that will make a definite impact on how you will teach this child differently or with more sensitivity or awareness?

 

Reflections: reflect on the meaning and implications of your observations, trying to understand things from the student’s experience and perspectives. What do you THINK and what do you KNOW? Ask more questions for clarification if and when necessary. Questions are what guides this inquiry.

 

·         How will you choose to tell the student’s story? This narrative will be your gift to the student and family for allowing you to learn from them. Give thought to how you want to tell your student’s story. Consider style, voice, perspective-all aspects of sharing a compelling story. This narrative will give others a sneak preview into the life of your student.

 

            Phase III: Interpretation/Reflection

·        Your reflections on the process of learning about your student and what you learned in the process.

 

Reminders: When you talk and write about your student be aware of how you are depicting them, checking to make sure your words and descriptions are well-chosen, thoughtful and sensitive. Remember that authenticity will be preserved when you use quotes, phrases and language from your student and parents’ voice.  In other words, do not tell us about your student; as let them tell it though their own words and voice. This is an academic piece of work that could be included in your professional portfolio and added to your UNM CD-ROM program course collection/reflection.

 

 

 

 

 

NM Language Arts Standards

A.       LANGUAGE DEVELOPMENT

(1)Teachers of English language arts shall: demonstrate knowledge that growth in language maturity is a developmental process.

1(a) Elementary language teachers shall understand developmental theories and processes by which children acquire, understand and use language from infancy through childhood.

(3) will demonstrate knowledge that speaking, reading, writing, listening and thinking are interrelated.

Understandings

 

 

 

 

 

 

 

B.       LANGUAGE DEVELOPMENT

(1)Teachers of English language arts shall: demonstrate knowledge that growth in language maturity is a developmental process.

1(a) Elementary language teachers shall understand developmental theories and processes by which children acquire, understand and use language from infancy through childhood.

(3) will demonstrate knowledge that speaking, reading, writing, listening and thinking are interrelated.

Understandings

 

 

 

 

 

C.       LANGUAGE DEVELOPMENT

(1)Teachers of English language arts shall: demonstrate knowledge that growth in language maturity is a developmental process.

1(a) Elementary language teachers shall understand developmental theories and processes by which children acquire, understand and use language from infancy through childhood.

(3) will demonstrate knowledge that speaking, reading, writing, listening and thinking are interrelated.

Understandings

D.       COMPOSING & ANALYZING LANGUAGE

(2) Teachers of English language arts shall: understand the importance of rich oral language experiences in early grades and how those experiences can lead to writing skills.

(4) All language arts teachers shall understand the importance of learning about practicing various aspects of composing processes. (prewriting,writing,revising,editing,evaluating) in order to achieve the knowledge rewuired to teach those processes well.

Understandings & Practices

E.        READING & LITERATURE

2(c) All language arts teachers shall be able to teach students to ask questions that elicit both oral and written responses at a variety of levels.

4(g) All language arts teachers shall draw upon literature in many genres from many historical periods, and of varying degrees of complexity in order to develop and elicit critical insights from their students.

Understandings & Practices

F.        NONPRINT MEDIA

(3) All language arts teachers shall be familiar with aspects of electronic media-internet, word processing, CD-RPM and other relevant media to be able to effectively teach through the use of both verbal and visual media.

Understandings & Practices

G.       EVALUATION

(1)Teachers of English language arts shall demonstrate knowledge of evaluative techniques to be used to describe a student’s progress in English.

(a) All language arts teachers shall demonstrate competence in applying a number of evaluative techniques, including individual conferences, for determining and reporting student progress.

(c) All language arts teachers shall be proficient at ”student watching” and other informal ways of describing student progress in all language processes.

2(b) All language arts teachers shall be able to select the most appropriate formal and informal ways to assess or evaluate growth in oral and written language and reading skills.

Understandings & Practices

H.       RESEARCH

(2)(iv) All language arts teachers shall that students of diverse cultures interpret written and oral language in different ways.

Understandings & Practices

I.         PEDAGOGY

(1) Teachers of English language arts are able to effectively deliver instruction using a variety of approaches.

(2) Teachers of English language arts shall understand that the classroom is composed of students with varied needs such as physical disabilities, learning disabilities, limited English proficiency, and cultural diversity.

(b) All language arts teachers need to be aware of varied students needs and how to modify and implement instruction for diverse learners.

(c) All language arts teachers need to be aware of strategies for helping students be sensitive to and understanding of each other’s learning and social needs.

(3) Teachers of English language arts shall understand that the educational process includes families, and the social and economic communities.

Understandings, Practices & Professional Identity

 


Activities/Topics

Format

Due

Completed a 

Download Syllabus available on Course Blog

 

http://unm-farmington.tripod.com/315

Sept. 4

 

VICKIE BRUNO

 

Sign Language & Communication Disorders

 

Sept. 11-October 2

 

Session Scribe

COURSE BLOG

http://unm-farmington.tripod.com/315

As scheduled throughout semester

 

ORAL HISTORY: Family Story

1. writing, editing, refining, storytelling, final copies

2. collaborating w/ students

3. Peer & teacher conferencing

4. AUTHOR CHAIR for family & friends

Ongoing sessions throughout semester with peers and with elementary school children

 

 

Sept.-Dec.

 storytelling and writing process

AUTHOR’S CHAIR Dress Rehearsal

AUTHOR’S CHAIR  for  invited parents & family (Dates TBA)

 

Course TEXT 3 readings

Case Study Introduction

 

synthesize, dialogue, reflect and add to webpage

 

August/September

 

 

Course TEXT 3  readings

Case Study: Phase I

synthesize, dialogue, reflect and add to webpage

September/October

 

Course TEXT 3  readings

Case Study: Phase II

synthesize, dialogue, reflect and add to webpage

October/November

 

Course TEXT 3  readings

Case Study: Phase III

synthesize, dialogue, reflect and add to webpage

October/November

Present Case Study Nov. 20-27

 

STORYTELLING FESTIVAL  October 9-11

 

Reflection on Your webpage

Week of Scheduled Event  session

 

 

Apache School Practicum

Reflection on Your webpage

Weekly throughout semester

 

Webpage sections: IAM From Poem | Practicum Observations |  Oral History Family Story| Guests | Text Vocabulary | Weekly Scribe | Sign Language | Book Talks | Midterm Reflection | Final Reflection | Course Reflection | STORYTELLING FESTIVAL

Your Webpage (free webhost on Tripod.com)

 

Email your webpage address to fvitali@unm.edu

Webpage presentations at

Class Collection Webpages at http://fvitali.tripod.com/315f08.html

Create Sept. 4 & maintain throughout semester.

 

Nov. 20

 

Guest Speaker Reflections

Reflection on Your webpage

Due week following each presentation

 

Reading Books-Carlson, Gallo, Mazer

Literature Circles & Video

Order books online-amazon.com

Sept.-October

 

ORAL HISTORY Family Story

 

Process Writing-drafts/writing/performance

Sept.-December

 

Midterm semester Course reflections

Your Webpage

October 9

 

Final  semester Course reflections

 (add to your digital professional portfolio)

Your webpage

Dec. 4

 

 

CHECKLIST OF LEARNING OPPORTUNITIES

LLSS 315 EDUCATING LINGUISTICALLY DIVERSE STUDENTS  FALL 2008