Course Outline

Startalk Professional Development Course for LCTL Instructors: Theory and Practice

Summer 2015 Location: Holiday Inn Hotel 
                                   1710 Kinser Pike,
                                   BloomingtonIN 47404

PROGRAM DIRECTOR: Dr. Antonia Folarin Schleicher

INSTRUCTORS: Dr. Antonia Folarin Schleicher,  (AS – Indiana University), Dr. Jennifer Eddy, JE,   (Queens College), Dr. Esther Mukewa, EM  (Winston-Salem University)  
Office: 708 Eigenmann Hall, E. 10th Street, Bloomington, IN 47406
Telephone: 812-856-4185 (NCOLCTL Office) 
 
 
INTRODUCTION TO THE COURSE

The NCOLCTL LCTL Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of LCTL at the K-16 level. The program will be organized at Bloomington, IN. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison Language Institute and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Bloomington. During the first part of the program, participants will study theoretical aspects of teaching LCTLs in general. The participants are required to study modules of the online course before they arrive in Bloomington.  The purpose of the distance learning portion is to give the participants the opportunity to be familiar with some theoretical aspects of SLA so that the residential portion of the program will be mostly hands-on.  The residential program will provide the participants with hands-on training on the implementation of standards-based curriculum and instruction, backward curriculum design model and the Communicative Approach. During the first week of the residential program, the instructors will introduce the participants to the critical concepts of standards based instruction, understanding by design, use of target language, authentic materials, performance objectives and other goals of the workshop through a combination of lectures, discussions, hands-on activities, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching LCTLs as a foreign language. The second week of the residential program will involve the practicum.  During this period, participants will teach their respective languages to other program participants that do not speak that language to implement all the critical concepts that they learned and observed in action from the coaching Master Teachers during the first week.  They will receive feedback on their teaching activities. 

Where applicable, the program will consider instructors who have been teaching LCTLs for a long time but have never had the opportunity to participate in this kind of professional development programs. NCOLCTL will issue a certificate of completion to all the participants that successfully complete the program.

Major Focus of the Program 

    •    Standards-based Instruction
    •    Backward Curriculum Design
    •    Use of target Language
    •    Proficiency-Based Approach to FL Instructionp
    •    Strategies for Providing Comprehensible Input 

COURSE REQUIREMENTS

Prerequisite: Participants must be native or near native speakers of the language they are teaching. Advanced level speakers of the language will also be considered for the course.

Readings: This course is not a lecture course. Thoughtful reading is a high priority. Read all that you can, both on the syllabus and even beyond the titles given, by following up on interesting references from the bibliographies in the required readings. Come to class well-prepared to join in the class discussions. Your readiness to participate in the discussions or the lack of it will reflect in your class discussion. Please don’t come to class to merely take notes from those who have prepared. Everyone is expected to participate in the discussions.

Micro-teaching: You will teach or illustrate a module in the area given on the syllabus. For the modules on the three modes of communication re: interpersonal, interpretive, and presentational modes, you will teach your language to other participants who do not speak your language. These modules may be based on the themes and lesson plans agreed upon by you and the instructors.  Demos should last approximately 15-20 minutes. Any handouts, visuals, or board work should be done exactly as if in class. The goal is to DO the demo, not to tell us ABOUT it. You should turn in a written lesson plan for each demo and, a brief written self-critique of your teaching of the demo after you are done.

Assessment of Participants’ Progress and Performance

Evidence/Products

Brief description

Standards-based unit/lesson design

Participants will design standards-based thematic units/lessons.

Teaching demos

Participants will use volunteers and non-native speakers of an LCTL to practice teaching.

Daily written reflections

Participants will keep a daily journal and reflect on lectures and/or readings designated by the program.

Daily forum on material selection and adaptation

Throughout the program, participants will take turns sharing their analysis (e.g., pros and cons, recommendations for improvement, possible adaptation) of materials (e.g., textbooks, CDs, DVDs).

Unprompted evidence
• Classroom discussions

• Observations and feedback

• Participants will have group discussions on readings and presentations.

• Participants will observe the teaching of Master teachers and peer teachers and provide feedback.

Self-assessment list

Participants will conduct pre- and post-program self-assessment using TELL Self Assessment.

E-Portfolio

Participants will create an E-Portfolio that documents their learning and products created in the program. Components of the E-Portfolio include daily journals entries, unit/lesson plans, material critiques, observation logs, a self-assessment list, etc.

The instructors will guide you with respect to the above expectations. Issuing of certificates will depend on successful performance of program requirements. Please feel free to ask any questions that you may have with regards to the program.

ATTENDANCE: Attendance counts towards your successful participation in this program. It is impossible for you to participate in class discussions if you are not in class. Coming late to class will affect your participation so please plan to arrive on time every day.  Missing class sessions can result in your not receiving a certificate of completion.

Remember to turn off your cellular phones as you come into the classroom. Side talks that distract others from learning or concentrating should be avoided.  If you need any printing assistance, please make sure you give the documents to be printed to Nana Amoah at least the day before you need it.  Please do not expect her to get you what you need for your presentation a few hours before your presentation.  Give her plenty of time to get what she can help you with for you. 

Discussion of Online Teaching Methods Course Questions:  Please write down your answers to these questions and turn them in the first day of classes in the morning.  I will collect your written responses to these questions on the first day of the workshop.  We will also discuss these questions on the first day of classes.

Online Teaching Methods Course Questions

  1. There is a general misconception that Grammar has no place in a Proficiency-Based Curiculum?  What is your opinion about the role of Grammar in a Proficiency-Based instruction (module #1)
  2.  In module #1, briefly summarize the difference between the ACTFL Proficiency Guidelines and World Language Standards formally known as Foreign Language Standards.
  3.  What is the role of Vocabulary teaching in a Standards-Based Curriculum?
  4. What are major differences between the teaching of LCTLs and languages such as French, English, German, Italian and Spanish?
  5.  What is the difference between teaching language through the culture and teaching culture through the language? (When it comes to the teaching of cultural understanding in a language class, there are two opposing views.  One view is “teaching language through culture” while the other is “teaching culture through language”.  Discuss in detail each of these views, noting the advantages and disadvantages of each view.  In your own opinion, discuss which view supports the basic tenets of the communicative approach and illustrate how you would use this view to teach a culture topic of your choice in a language class. 
  6. How can you incorporate language, content, and culture in your lesson plans?  (Extra question)

SCHEDULES

Morning Sessions:  9:00-12:00noon

Lunch Period:  12:00-1:20pm

Afternoon Sessions:  1:30-4:30pm

Course Outline

Date Evidence/Products Brief description
Day 1: Introduction to the class

Focus Questions:

1. How would you rate yourself as a Foreign Language teacher?
2. What are Startalk endorsed principles and characteristics of effective language lessons?

3.  How do you plan learning experiences based on National Standards?

4. What are the three communicative modes?

5.  How can you prepare a lesson plan that will target one mode of communication or the other?

-Go over the syllabus (AS)
-Introduce the Workshop. (AS)
-Get to know each other. (AS)
-Google group discussions (EM)
-Discuss TELL Self Assessment. (JE)
-Discuss Online Teaching Methods Ques (AS)
-Discuss STARTALK-Endorsed Principles and Characteristics of Effective Lang Lessons (JE)

- Discuss National Standards- Implementing Standards-Based Thematically Organized Curriculum Coded in Three Modes of Communication.  (JE)

- Master Teacher gives a demo based on one mode of communication with a clearly defined lesson plan (AS-Interpersonal Mode; EM- Interpretive Mode (listening); JE-Presentational Mode-Writing; EM-Presentational Mode-Speaking) 

Day 2:Using Units based on Proficiency Targets and Backward Design Principles

 

 

 

Focus Questions

• What does "Proficiency" mean?
• Why are they important for planning instructional objectives?

• How are the levels defined?

• What are reasonable expectations for attaining proficiency in a school setting?

• What is the difference between the "traditional grammar approach" and the "proficiency" approach?

• Why should I use the proficiency approach if it's not the way I learn?

 

What are performance objectives and tasks?

-Have each student participate in discussing each of the focus questions.
-Discuss what proficiency means and why they are important for planning instructional objectives.

-Design a mini-lesson in which you introduce your students to the concept of proficiency and the different proficiency levels. (JE and EM)

-Design a brochure for your language course in which you explain the proficiency concept and the different levels of proficiency. (JE and  EM))

-Explore the ACTFL proficiency website, looking at various examples at different proficiency levels (JE)

-Make a presentation in your department in which you explain to them your department’s switch from a traditional approach of language teaching to a proficiency-based approach. (EM)

-Look at a video of a lesson and identify various activities by mode. (JE)

 

-Write learning targets for a particular unit for each mode and create and teach a lesson that incorporates one or more modes of communication. (JE, EM)

Day 3: Use Backward Curriculum Design Process to plan lessons that lead students to meet the unit performance objective/Thematic Units and Lesson Plans

 

Focus Question

 - What is Backward Design?

-How does Backward Design differ from the Traditional Curriculum Design?

-What are Performance Objectives?
- What are components of a good lesson plan?
- What are the major issues in curriculum development in language instruction? (Backward Curriculum Design) 


- Observation and analysis of exemplars

- View Startalk videos that show traditional vs proficiency-based approach (JE)

- Select a unit theme, write an essential question and include proficiency targets for the unit (JE)

- Explore the components of a lesson plan based on principles of Backward Curriculum Design. (JE)

- Explore what performance objectives are and what they are not. (JE)

- Look at different lesson plans and identify which lesson plans are based on Backward design and those that are not. (AO and KW)

- Project:  Facilitate Unit/Lesson Design in Teams by Themes (JE)

- Design a lesson plan using the principles of Backward Curriculum Design (JE)

Day 4: Thematic Unit / Lesson Plan Continues / Use of Target Lang. / Comprehensive Input / Strategies for Providing Comprehensibe Input

Focus Questions:

1. How do you plan a Unit / a lesson?
2. Why is it so critical to use the Target language 90% or more in a foreign language classroom?

3. Can one use the Target language 90% or more at the elementary level?

4. What are strategies and tools frequently used to make language comprehensible?

5. How can I be sure the language I use each day will be comprehensible?

6. How do we teach grammar in a communicative oriented classroom?
7. Should students’ oral errors be corrected in the language-learning process? If not, why not?
8. If errors should be corrected, what criteria would you use for giving feedback on error? 


- Participants present their assignments on Thematic Units and Lesson Plans  (JE)

- Lecture and group discussion on the Use of Target Language  (JE and EM)

- Observation and analysis of exemplars

- Watch a video of a lesson where the target language is used at least 90% of the time and discuss the strategies used to maintain the level of target language while ensuring understanding. (EM- Use Zablon's Startalk video)

- Project:  Prepare a lesson and teach an elementary level using 90% or more of target language. (JE)

- Instructional coaching

- Observation and analysis of exemplars

- Project:  Choose a comprehensible input strategy and demonstrate how it is used (JE)

- Project:  Teach a lesson based on performance objectives targeting one or two modes of communication and use 3 different strategies to check for comprehension (JE)

- Project:  Present a 5-minute talk to a group of new teachers about why comprehensible input is so important and give them 5 strategies they can use to make their input comprehensible. (EM)

- Peer and Master Teachers’ feedback


Topics (All these topics will be followed with a demo. Instructors will give a brief presentation and then give a real life demo of how these are accomplished in the classrooms. Debriefing follows each demo by instructors) 

Day 5: Teaching Vocabulary and Grammar in Context / Teaching Culture in Context

Focus Questions: 

1. What does it mean to teach Vocabulary in Context? 
2. How do we teach Grammar in Context? 
3. How can authentic materials be used in teaching comprehension skills in the lower proficiency ranges?

- Review
- Have each student participate in discussing each of the focus questions

- Discussion of Teaching Vocabulary and Grammar in Context (JE and EM)
- Discussion of Teaching Culture in Context (JE and EM)

****Microteaching by Master Teachers  with Volunteer Students and Debriefing****

• Demo on Teaching Vocabulary in Context (EM)

• Demo on Teaching Grammar in Context (JE)
• Demo on Teaching Culture in Context (EM)
- JE and EM prepare participants for their microteaching, unit themes, lesson plans and debriefing

Day 6 Micro-teaching by the participants and debriefing Micro-teaching by the participants and debriefing
Day 7 Micro-teaching by the participants and debriefing Micro-teaching by the participants and debriefing. And SITE VISIT DAY
Day 8 Micro-teaching by the participants and debriefing Micro-teaching by the participants and debriefing
Day 9 Micro-teaching by the participants and debriefing Micro-teaching by the participants and debriefing.
Day 10: Building a Community of Language Teaching Professionals Focus Questions

1. How do you build a viable LCTL Program?
2. What are the available professional organizations for LCTL instructors?
3. How do you build a support group for LCTL instructors?
4. How do you showcase your students’ performances?
5. How do you reach out to the LCTL speaking community as resources?

 Topics

(All Instructors Participate in discussing these topics (JE, EM)

• Teacher Credentialing Pathways 

• What Constitutes an Effective LCT Language Program 

• Networking for Professional Development and Growth 

• Professional Organizations 

• Building Positive Community Relations and Gaining Support for LCT Language Programs 

• Showcasing Students Performances

• Community Resources

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