FLLT/LING 422/622 practicum

Syllabus Design

Fall 2005

Professor: Bonnie Robb

Office: 426 Smith Hall

Hours: Wed 1:00-2:00pm, Thu 1:00-3:00pm, and by appointment

Phone: 831-6141

E-mail: brobb@udel.edu

Course Description:

The Syllabus Design Practicum, which complements the Syllabus Design seminar, is designed for students who will be student teaching in the spring semester. In the practicum, students will apply and continue to build on the knowledge and skills they have gained in their training in foreign language and educational studies courses, in order to be fully prepared and able to perform successfully and professionally as student teachers.

Activities will include: the preparation and presentation of lessons in application of the theory learned in the syllabus design seminar; peer and self-analyses of lessons presented; 25 hours of observation of foreign language classes in local schools, including 8-10 hours of guided participation in teaching; discussion of models and case studies of discipline and classroom management and the development of a personal discipline plan. Students will interact with foreign language colleagues both in the classroom and the schools.

The Practicum grade, which constitutes 25% of the course grade, will be determined as follows:

Presentation of lessons and self-evaluation	10%
Discipline plans and class discussion	5%
Written analysis of observations and reflective paper	10%
TOTAL	25%

Texts:

Shrum and Glisan, Teacher’s Handbook, ch. 3 (Heinle and Heinle)

C.M. Charles, Building Classroom Discipline (Longman)

Standards for Foreign Language Learning, ACTFL

Course Objectives:

In the preparation of foreign language students for student teaching and career planning, the following objectives have been set. During the Practicum, students will:

• Develop and demonstrate lesson-planning skills
• Design standard-based and performance-based activities
• Build a personal system of classroom management and discipline
• Become familiar with the uses of technology in delivering instruction in the Foreign Language classroom
• Practice teaching sample lessons
• Align performance tasks with objectives
• Gain information regarding student teaching protocol, testing requirements for teacher certification, résumé preparation and career planning, and membership in professional organizations

Conceptual Framework:

In accordance with the University of Delaware’s Conceptual Framework for Teacher Education, the Syllabus Design Seminar and Practicum seek to train educators who will be "reflective practitioners serving diverse communities of learners as scholars, problem solvers, and partners."

In the Practicum, emphasis is placed on reflective teaching through numerous self-evaluation tasks, analyses and observations. Teacher candidates become increasingly aware that teaching is an ongoing process of lifelong learning.

Candidates’ scholarship and research-based information on language learning are discussed and applied in the area of lesson planning and delivery.

Problem solving pertains to all aspects of teaching. In the Practicum, candidates discuss problem solving in terms of discipline problems, classroom management, and development of motivational activities.

In the Practicum, teacher candidates experience cooperative learning and peer interaction. They bring to class and share their observations and experiences from the clinical sites. They become involved in the school community by interacting with students, teachers, parents and the staff. They are encouraged to attend conferences, to network with colleagues and to join professional organizations.

Schedule:

September 1	Introduction to Practicum Discussion of Goals for Clinical Experience Explanation of Teacher Exams Mrs. Barbara Van Dornick Delaware Center for Teacher Education School of Education
September 8	Rationale for Foreign Language Study/Philosophy Statements Lesson Planning (Chap. 3, Teacher’s Handbook) Sign-up for Discipline Project - Handout 1
September 15	BCD, Application Models of Classroom Discipline Students’ Presentations: Canter Model: Assertive Discipline  (ch. 3) Jones Model: Positive Classroom Discipline  (ch. 4) Glasser Model:  Noncoercive Discipline (ch. 5) Sign-up for Practice Lesson I - Handout 2
September 22	BCD, Application Models of Classroom Discipline Students’ Presentations: Curwin and Mendler Model: Discipline with Dignity (ch. 8) Kagan, Kyle and Scott: Win-Win Discipline (ch. 11) Albert Model:  Cooperative Discipline (ch. 12)
September 29	Presentations of Discipline Plans  (ch. 1, ch. 16) Handout and discussion of Lesson planning - Handout 3 and Handout 4
October 6	Practice Lesson I - Handout 5 Foreign Language Technology Dr. Thomas McCone Director, FL Media Center (Class will meet in Media Center, 211 Smith)
October 7	State Teachers’ Conference in Dover, Delaware
October 13	Practice Lesson I
October 20	Practice Lesson I
October 27	Discussion and sign-up for Practice Lesson II Using technology – Handout 6 Student Teaching Protocol Ms. Angela Case Director, Office of Clinical Studies
November 3	Discussion of Practice Lesson II, under preparation
November 10	Career Planning Ms. Cindy Holland Career Services Center
November 17	Practice Lesson II
December 1	Practice Lesson II  (Reflective Essay due) - Handout 7