Margaret Azevedo, Instructor
FOREIGN LANGUAGE ED 264c
Margaret Azevedo, Instructor
STEP Web Site 2002
http://sums.stanford.edu/suse-step/site.v2/index.html
Curriculum and Instruction, Foreign Language Ed 264
http://www.stanford.edu/class/ed264b
Winter Quarter 2002
3 Units
CERAS
Th 3:15-6:05
Course Description
Curriculum and Instruction in Foreign Language 264c will focus on the following theoretical principles, specific content, and practical techniques related to foreign or second language instruction:
Course Requirements
10% Regular attendance from January 10 to March 14
15% Reading and writing assignments:
35% Two-week unit plan integrating the National and State Standards and use of technology
15% Design of a Multimedia Language Center, individuals or small group collaboration
25% Written and oral presentation of an interactive Multimedia lesson plan
NOTE: All work must be completed by the date indicated on the syllabus.
NOTE: No incompletes will be granted. Late work will not be accepted!
SYLLABUS
Required reading and writing assignments must be completed by the due date indicated.
JANUARY 10
CERAS
Integration of Curricula
Diverse Learning Styles
Due on January 17
o Shrum and Glisan Teacher's Handbook Chapter 10, Reading: pp. 254-290
Writing: Case Study 1, pp. 282-283 (p. 283: To prepare for class discussion . . . Do both bullet activities)
Writing: Case Study 2, pp. 283-285 (p. 285: To prepare for class discussion . . . Do the first bullet activity only)
Writing: List 10 possible ways to integrate other subjects into French,
German or Spanish. Example: Have students work with the drama class to
develop a bilingual script for a one-act play then perform the play.
JANUARY 17
CERAS
Reader's Theatre
Electronic Portfolios for Assessment and Student Reflection
Due on January 31
o Reading and Writing: Read the content of the following Web sites, then create a
Reader's Theatre script based on an English, French, or Spanish fable.
Reader's Theatre
http://www.aaronshep.com/rt/Tips.html
Reader' Theatre: Free Scripts and Teacher's Guide
http://loiswalker.com/catalog/guidesamples.html
Scripting for Reader's Theatre
http://www.humboldt.edu/~jmf2/floss/rt-notes.html
o Reading: Read the Web site content of the following Chapter 11 Appendices, Shrum and Glisan Teacher's Handbook . . . found at: http://thandbook.heinle.com/
You will have to create a password to gain access to the posted Appendices.
11.2 Sample Portfolio Template
11.3 Portfolio Evaluation Sheet
11.4 Student Portfolio Feedback Sheet for a Formative Conference . . .
11.5 Portfolio Table of Contents
o Writing: Create your own class sample of a "Portfolio Table of
Contents."
JANUARY 24
CERAS
Internet Sites for Second Language Instruction
Due on February 7
o Visit Web sites for second language instruction. Complete the written
activities listed in the Web Weaving assignment. Send the results to marjuaze@stanford.edu
JANUARY 31
Graham Middle School, Mt. View
Presentation on Multimedia Applications and Web Building
Examples of Student Production
Donna Taylor, Technology Coordinator for Mountain View School District
FEBRUARY 7
Using Low and High Tech for Good Quality Language Production
Making use of existing classroom equipment for competency-based instruction
Due on February 14
o Reading . OSCAR the OVERHEAD and the FOUR SKILLS. Kathleen Cook.
o Writing: Perform two of the suggested overhead activities in your classroom, write a brief description of how you applied the activity, then state the results.
o Reading: Shrum and Glisan Teacher's Handbook Chapter 12, pp. 319-356
o Writing: List 10 ways to use a video for providing communication-based instruction.
o Writing: Make a complete list of all classroom equipment, technology hardware, and software available to you in your school and appropriate for use in the second language classroom. State briefly how you would use each in your instruction.
FEBRUARY 14
Meyer Language Lab 280c
Presentation on Multimedia Applications
Examples of Student Production
Sharon Eilts, Technology Coordinator for Sunnyvale Elementary School
District
FEBRUARY 21
Palo Alto High School, Language Lab
Presentation on Student Technology Projects
Keypal Correspondence
PowerPoint
Carla Guerard, Teacher of French and Spanish
NOTE: Due on February 28
o Final copy of the two-week Unit Plan
FEBRUARY 28
CERAS
Testing for Proficiency
Classroom Oral Competency Interview (COCI)
Due on March 7
o Reading: COCI handouts and articles
o Writing: Using the COCI as model, develop a total of 10 questions that encourage students to speak in the next higher range from:
Formulaic to Created Range (5 questions)
Created to Advanced Range (5 questions)
MARCH 7
CERAS
Classroom Writing Competency Assessment (CWCA)
o Writing: Using the CWCA as model, develop 3 writing situations, each with a prompt to encourage the student to write first in the Created Range, then in the Advanced Range if possible.
NOTE: Due on March 14
o Presentation and written copy of the Multimedia Center Plan
o Presentation and written copy of the Multimedia Application Lesson Plan
MARCH 14
Meyer Language Lab, Room 280c
Presentations
End of Quarter
Cultural Scavenger Hunt in the Community, a Model
Redwood City
Margaret Azevedo, Instructor
Curriculum and Instruction, Foreign Language 264c
Margaret Azevedo, Instructor
Multimedia Application Assignment
The State Informational Technology Standards states that "in order to receive a clear secondary teaching credential in California all applicants must demonstrate that they have met the California Computer Requirements." One of the requirements includes applicants will . . . "learn how to use an application with wide usefulness in teaching and learning in your subject."
As stated in your Winter Quarter Syllabus, one of your assignments includes the creation of a lesson that incorporates the use of technology and the Foreign Language Standards. The lesson should be integrated into your two-week Unit Plan, or an extension of the plan, a lesson you may want the students to complete later on after the two weeks. It should, however, be related to the overall theme and essential question(s) proposed in your Unit Plan.
Your technology lesson must reflect the essential principles, strategies and techniques commensurate with communicative-based instruction in teaching a second language and incorporate at least two of the five main Foreign Language Standards.
You may choose from one of several multi-media applications such as HyperStudio, MovieWorks, iMovie, PowerPoint, the Internet, or any other appropriate applications.
You need to do the following to complete the Multimedia Application Assignment:
EXAMPLE
You want the students to learn the vocabulary necessary to bargain in the open-air market, such as the names of the fruits and vegetables and how to ask and answer questions in a bargaining situation. The lesson would have the students view pictures of an authentic marketplace and read or hear narration based on what is seen and done in the market. They could then perform specific tasks such as answer multiple-choice or true-false questions, or write a brief summary about what they have just learned. The lesson must be contextualized and interactive and not "drill & kill" in nature. In other words, your students would be engaged in using the second language to communicate as they would in a real-life marketplace.
Margaret Azevedo, Instructor
FOREIGN LANGUAGE
MULTI-MEDIA CENTER PROPOSAL
Written and Oral Assignment
Description of the Assignment
You and your foreign language department want to develop
a foreign language multi-media center. You must make a presentation to the
school administration to gain approval. Develop a detailed proposal to convince
the administration that such a center is important for instruction and is
economically feasible.
Checklist for what to include in your plan
Keep in mind that your school has just published a mission statement emphasizing the importance of a curriculum and those instructional strategies that address the needs of the diverse student population in your district. Therefore, your proposal must convince the administration that your multi-media center will address your school's mission statement with respect to the needs of the second language learners in your school. Your written proposal should include the following information:
1. Rationale for establishing
such a media center and how it will benefit second language
instruction in your school and school district.
2. Detailed plans of the physical layout of the room including a description and number of
specific equipment needed:
3. Responsibilities of personnel
other than teachers
4. Supervision of the center while teachers are in class
5. Media material
6. Ethical issues which include:
7. Funding: grants or other sources
8. Presentation
Your presentation in March should include a:
Design the multi-media center with a specific school in mind. Most schools do not have the extra space to accommodate such a center nor the finances to fund such a proposal. However, there are many Federal and State grants currently available to educators. Furthermore, there are organizations within the school community or educational institutions that offer grants and this is a possible consideration as you think about funds for the media center. Your proposal should be realistic and one you could present to your own school or any other typical school with limited funds.
You may develop your proposal alone, or with one or two other STEP teachers in the Curriculum and Instruction Course Foreign Language.
Grading of the written proposal will be based on how well you have covered items one through eight listed above.
