MSU-Billings
College of Education & Human Services
EDUCATIONAL THEORY AND PRACTICE
DR. SUSAN C. BARFIELD PHONE: (406) 657-2316 OFFICE: ED271
E-MAIL: scbarfield@hotmail.com
OFFICE HOURS: Mon.
REQUIRED TEXTS: Ellis, R. (1997). Second Language Acquisition.
COURSE DESCRIPTION:
This is an introductory
course on second language acquisition (
1. Attain higher levels of personal achievement in understanding second language acquisition
2. Practice the use of technology in learning and teaching
3. Research, collect and organize instructional resources, ideas and activities pertinent to second language acquisition
4. Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.
5. Develop an understanding and appreciation for the importance of individualization in the development of the whole person.
Student Objectives
1.
TSW understand the basic vocabulary and current
critical issues of
2. TSW be able to successfully participate in small group threaded discussions as evidenced by the number and quality of the responses (using a rubric).
3. TSW identify at least five teaching strategies and/or classroom management strategies for working with students as measured by their response to an assignment question.
4. TSW practice pedagogical strategies by teaching lessons to the class.
5. TSW work individually or collaborately within a small group to produce lesson plans for second language acquisition classes.
6.
TSW use computer technology (sending files,
threaded discussions, internet exploration and research, and PowerPoint) and
how to relate these to elementary classrooms as evidenced by class assignments.
In this matrix, bolded items will produce a product suitable for the student’s Working Portfolio. Items in italics will be covered in the course.
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
1.1 Individual
Development |
a.
Understand
theories and levels of human development. |
a.
Apply
theories of human development when planning educational practice. |
a.
Provide
opportunities that support all students’ intellectual, personal, and social
development. |
1.2 Learning |
a.
Understand how
all students learn b.
Understand how
students may differ in their approaches to learning. c.
Understand
individual and group motivation and behavior. |
a.
Apply
theories of learning when planning educational practice. b.
Apply
various instructional strategies to meet diversity among students when
planning educational practice. c.
Apply
theories of motivation and behavior when planning educational practice. |
a.
Provide
opportunities that support all students’ intellectual, personal, and social
development. b.
Create
instructional opportunities adapted to students’ differences in learning. c.
Create a
learning environment that encourages positive social interaction and active
engagement in learning and self-motivation. |
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
2.1 Ethics and Moral Development |
a.
Understand the
development of ethics and morality at the level of the individual. b.
Understand the
ethical, cultural, and societal issues related to technology. |
a.
Apply
considerations of ethics and moral development as they relate to professional
studies. b.
Practice
responsible use of technology. |
a.
Incorporate
ethics and moral principles in educational practice. b.
Incorporate
ethical and responsible use of technology into educational practice. |
2.2 Diversity |
a.
Understand
diversity as it relates to professional practice. |
a.
Apply
knowledge of diversity in planning professional practice. |
a.
Respond to
issues of diversity in professional practice. |
2.3 Historical, Philosophical, Legal, Social, and Political Foundations |
a.
Understand
the historical, philosophical, legal, social, and political concepts that
form the foundation of educational policies and practices. |
a.
Analyze the
historical, philosophical, legal, social, and political concepts that form
the foundation of educational policies and practices. |
a.
Incorporate the
historical, philosophical, legal, social, and political concepts that form
the foundation of educational policies and practices. |
2.4 Social Consciousness and Service |
a.
Understand the
role of volunteerism and community involvement. |
a.
Show evidence of
community service. |
a.
Foster student
participation in the community. |
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
3.1 Discipline Content |
a.
Understand the
structure of content area disciplines and key concepts. b.
Understand the
content area tools of inquiry. c.
Understand how
disciplinary content can be modified for teaching. |
a.
Gain a
repertoire of disciplinary knowledge that supports conceptual understandings.
b.
Demonstrate
an ability to investigate areas of inquiry within a discipline. c.
Select and
organize into lesson/unit formats appropriate content for P-12 students. |
a.
Develop a
process for keeping current in content knowledge. b.
Develop a
process for keeping current in unique areas of inquiry. c.
Analyze and
adapt appropriate content knowledge. |
3.2 Instructional Practices (Pedagogy) |
a.
Understand
pedagogical research regarding “best practices” in teaching and learning. b.
Understand
a range of pedagogical strategies. c.
Understand the
impact of classroom grouping choices. d.
Understand
the use of computer technologies for personal learning. |
a.
Recognize
“best practices” during classroom observations. b.
Plan
and create activities, lessons, and units that integrate a range of
pedagogical strategies. c.
Develop
classroom learning experiences that utilize a variety of student grouping
arrangements. d.
Organize and
develop activities and lessons in which computer technologies are integrated
to enhance student learning. |
a.
Employ “best
practices” while engaged in professional practice. b.
Analyze learning
situations and adapt pedagogical strategies in professional practice. c.
Use appropriate
grouping strategies in professional practice.
Implement teaching and learning activities in which computer
technologies are used to enhance learning. |
3.3 Curriculum Planning
and Implementation |
a.
Understand a
range of curriculum theories. |
a.
Develop
lesson and unit plans that reflect a range of curriculum theories. |
a.
Analyze the
classroom setting and lessons and adapt for effectiveness in professional
practice. |
3.4 Assessment |
a.
Understand
that a variety of assessment strategies can be adapted to meet needs of
learners and curriculum models. b.
Understand how
technological tools can assist in assessing student learning. |
a.
Develop
formal and informal assessment strategies that reflect student learning and
the planned curriculum model. b.
Develop
technology-based assessment strategies. |
a.
Analyze and
adapt a variety of assessment processes in professional practice. b.
Apply technology
to facilitate a variety of evaluation and assessment strategies. |
|
Level I: Emerging
Competence |
Level II: Developing
Competence |
Level III: Basic
Competence |
4.1 Collegiality |
a.
Develop
collaborative learning relationships with other candidates. b.
Understand how
one’s actions affect others. |
a.
Understand the
process of collaboration with professionals, students, and parents. |
a.
Practice
strategies for collaboration and professional relationship building. |
4.2 Self-Reflection |
a.
Understand the
importance of self-reflection for personal and professional development. |
a.
Reflect on professional and personal practice. |
a.
Adjust personal
and professional practice based on self-reflection. |
4.3 Professional Development |
a.
Display an
interest in and commitment to their education. |
a.
Understand the need and methods for engaging in
ongoing professional development. b.
Become involved
in professional activities outside the unit. |
a.
Demonstrate
commitment to lifelong learning. b.
Seek out
opportunities for professional growth. |
4.4 Dispositions |
a.
Understand the
dispositions of a professional. b.
Understand that
technology can be used to collaborate and interact with other candidates. |
a.
Demonstrate the
dispositions of a professional in academic activities with other candidates
and professionals. b.
Use
computer technologies to collaborate with other candidates and professionals.
|
a.
Demonstrate the
dispositions of a professional in the education field. b.
Apply
collaborative technologies in order to nurture student learning. |
COURSE POLICIES:
Accommodations: Please contact me to discuss any special needs and to agree upon necessary accommodations.
Late assignments will have 5 points deducted from the total score received on that assignment (drafts will lose 3 points if late).
1. (100 pts.) Assignments/Activities-10 @ 10 pts. each
2. (40 pts.) Class Presentations/Activities – 2 @ 20 pts. each
3. (40 pts.) Lesson Plans – 2 @ 20 pts. each
4. (30 pts.) Threaded Discussions-2 @ 15 total pts. per
two-week period for each one
5. (40 pts.) WebQuest
6. (50 pts.) Final PowerPoint
Presentation
B 252-275 pts.
C 228-251 pts.
D 204-227 pts.
To get your MSU-B student login account, click here.
Sept. 3 Course Overview and Introduction
Sept. 8 Ellis – Chapter 1 – Describing and
explaining L2 acquisition
Sept.
10 Chapter 1 cont.
Sept. 15 Chapter 2 – The nature of learner
language
Sept. 17 Library/Research Orientation
Sept. 22 Native American Conference
Sept.
24 Chapter 2 cont.
Sept. 29 Chapter 3 - Interlanguage
Oct. 1 Chapter 4 – Social aspects of interlanguage
Oct. 6 Chapter
5 – Discourse aspects of interlanguage
Oct. 8 Chapter 6 – Psycholinguistic aspects
of interlanguage
Oct. 13 CLASSES
IN SESSION
Chapter
7 – Linguistic aspects of interlanguage
Assignment/Activity
#4
Oct. 15 Chapter
8 – Individual Differences in L2 Acquisition
Oct. 20 Chapter
9 – Instruction and L2 Acquisition
Assignment/Activity
#5
Oct. 22 Chapter
10 – Multiple Perspectives in
WebQuest due
Oct. 27 Cary
– Chapter 1 – Assessment of Student’s English
Threaded
Discussions begin
Oct. 29 Chapter
2 – Student’s Cultural Background
Assignment/Activity
#6
Nov. 3 Chapter 3 – Making My Spoken
Language Understandable
Nov. 5 Chapter 4 – Getting Reluctant
Speakers to Speak
Lesson
Plan I Due
Nov. 10 Chapter
5 – Making a Difficult Textbook More Readable
Assignment/Activity
#7
Nov. 12 Chapter
6 – Improving English Writing
Threaded
Discussions end
Nov. 17 Chapter
7 – Teaching Grade-Level Content to English Beginners
Assignment/Activity
#8
Nov. 19 Chapter
8 – Building Learning Strategies
Lesson
Plan II Due
Nov. 24 Chapter
9 – Supporting L1 when I Don’t Speak It
Assignment/Activity
#9
Nov. 26 THANKSGIVING
BREAK
Dec. 1 Chapter 10 – Minimizing
Communication Conflicts in a Multilingual Classroom
PowerPoint
Presentation Draft due
Dec. 3 Guest Lecture
Assignment/Activity #10
Dec. 8 Final PowerPoint Presentations
ALL COURSEWORK WORK
MUST BE HANDED IN BY THE DAY OF THE FINAL (MONDAY, DEC. 8th