Kennesaw State University
Department of Foreign Languages
Spring Semester 2000
I. FLED 4413 All sections
Field Experiences in Foreign Language Education, P-12
3 semester credit hours
PREREQUISITES: 1) FLED 3303, 2) either FLED 4410 or FLED 4412,
proof of liability insurance on file in College of Education
Spring Semester 2000—January 10, 2000 – May 2, 2000.
The March 6-10, 2000 Spring Break at KSU may not coincide with the calendars of the public schools.
Final Exam May 5, 2000 from 11:00 to 1:00 in Library 427
The last day to withdraw without grade penalty is March 17, 2000.
II. University supervisor:
Dr. Carol Wilkerson
Office: Library 456 Office phone (770) 499-3239
Dept. phone: (770) 423-6366 FAX (770) 499-3386
Office hours: By appointment only.
III. Meeting times: The university supervisor will observe students at various school sites according to their respective schedules. In addition, students must attend seminars on various Fridays from 11:45 until 1:45 in Library 427. Please refer to the course outline for specific dates.
IV. Two Required Textbooks:
Shrum, J. and Glisan, E. (1999). Teacher’s handbook: Contextualized language instruction, 2nd Edition. Boston: Heinle and Heinle. ISBN 083840879-6
Danielson, Charlotte. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
V. Catalog course description: This course is a field experience course with multiple placements. Students will choose two field placements from among elementary, middle and high school levels. During orientation prior to beginning each field experience, students shall explore the relationship between theory and classroom practice in foreign language education, across the P-12 spectrum.
VI. Purpose/ rationale: This course precedes student teaching. Students enrolled in this course will observe foreign language classes at different grade levels and school cultures, they will participate in some aspects of classroom teaching, and they will begin to plan and implement lessons.
The “Collaborative Model for Preparing Professional Learning Facilitators” is the basis for all of Kennesaw State University’s teacher education programs. Working from a solid content background, the teacher as facilitator demonstrates proficient and flexible use of different ways of teaching to actively engage students in learning. Facilitators are well versed in the characteristics of student of different ages, abilities and cultural backgrounds. They are skilled in integrating technology into instruction and create an environment in which students can be successful and want to learn; facilitators know when and how to asses learning by means of various forms of traditional and authentic assessments. Facilitators are well prepared for successful careers in teaching are expected to act in a professional manner in all circumstances with colleagues, parents, community members, and their own students. As a professional educator, the teacher facilitator values collaboration and seeks opportunities to work with other professionals and community members to improve the educational experiences for children and youth.
This course complements the sum total of students’ academic and professional preparation, including content knowledge and professional knowledge in areas such as the Georgia Quality Core Curriculum, the National Standards in Foreign Language, the American Council of Teachers of Foreign Languages’ guidelines for grades K-12; pedagogy and best practice in foreign language teaching; knowledge of technology appropriate to grade levels K-12; self-reflection and assessment; and diversity inherent in contemporary American schools.
Use of technology: Students enrolled in this course expand upon what they know about technology in schools and classrooms. Students are expected to demonstrate proficiency in the technology requirements of the Bagwell College of Education. For details of these requirements, see the Field Experiences Handbook (sold through the KSU bookstore) and the Foreign Language Education Program Handbook, available on-line at www.kennesaw.edu/foreign_lang.
Diversity: This course enables students to address multicultural issues, such as learning styles and strategies, family and cultural background, and gender differences, in extant, contemporary classroom settings.
Kennesaw State University provides program accessibility and reasonable accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6643) and arrange an individual assistance plan. In some cases, certification of disability is required.
VII. Course goals: The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect upon their practice, and who apply these understandings to make instructional decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of this course, the students will be able to demonstrate competency in instructional planning and implementation, student assessment, self-assessment and target language skills necessary to be a successful foreign language teacher. With guidance from the university supervisor and collaborating teacher, the students will:
Demonstrate an understanding of the cultural and linguistic background and needs, as well as the general social, emotional, cognitive and physical needs of the students they teach in grades P-12 (Program objective: 1A)
Demonstrate knowledge of a variety of approaches, motivational and “managing” techniques in teaching the target language in order to create a non-threatening, interactive environment (1B)
Demonstrate proficiency in their respective target language at levels(s) defined by the American Council on the Teaching of Foreign Languages (2A)
Demonstrate an understanding of the approaches to foreign language curricula and instruction and theories of second language acquisition (2C)
Demonstrate the ability to communicate to students of all ages (P-12), peers and supervisors the skills and knowledge outlined above (2D)
Demonstrate not only the currently accepted practice(s) in foreign language education but also the challenges to proficiency-oriented instruction (2E, 2F)
Integrate theory and practice in foreign language instruction to plan, implement and assess appropriate instruction for the grade level taught (3A)
Choose, coordinate, adjust and use materials, technology and approaches for effective foreign language instruction and evaluation appropriate to grade level that encourages students to solve problems and apply skills outside the classroom (3A, 3B, 3C, 3D)
Model “global perspectives, attitudes and values” they expect their students to display with respect to the target culture, school culture and all other cultures (4A)
Collaborate in an ethical and professional manner with students, school personnel, university personnel, parents and community members for the benefit of the students and the profession (4B)
Engage in continuous self-evaluation of practice, pedagogy, language skills and professionalism, recognizing that language learning and language teaching are never-ending processes (4C, 4D)
VIII. Course requirements/assignments/seminars: Attached.
IX. Evaluation and performance assessment: Students enrolled in this course will earn a letter grade based upon evaluations made by the collaborating teachers and university supervisor. Assignments submitted after the due date are considered late and will not be given full credit. The final letter grade will be determined as follows: A-100 to 90% B-89 to 80% C-79 to 70% D-69 to 60% F-59% and below for the following assignments:
30% Effective lesson planning and implementation: The university supervisor(s) will observe each student at the school site(s) and via video recordings. These observations may be either announced or unannounced. Following each observation the student will schedule a conference with the university supervisor and collaborating teacher to discuss feedback. The student must show strong evidence of effective lesson planning, including implementation of assessment; classroom management in the target language appropriate to grade level and school “culture”; proficiency in the target language without excessive reliance upon English; a variety of techniques and methods appropriate to the grade level and school environment; and self-assessment of effectiveness. The student must document that (s)he has incorporated technology into lesson planning and implementation at each grade level/school site. Please refer to Section VI of this syllabus for details of the technology requirements. The student must be receptive to feedback and suggestions offered by the collaborating teacher and university supervisor(s).
All lesson plans must include the following:
Student objectives Activity Material/technology Assessment QCC
20% Attendance and participation in seminars and conferences with university supervisor for feedback: Students are expected to be present for all scheduled on-campus seminars and to actively participate in discussion of topics related to the field experiences. Students must schedule weekly conferences with the university supervisor and collaborating teachers to discuss feedback and progress in this course.
30% Written assignments, Weekly Conference Sheets, reports and observations: Unless prior arrangements have been made, the student will submit the collaborating teacher’s Weekly Conference Sheets and all written assignments each week on Friday by 5:00 PM. Details of assignments are included in this syllabus. Students may ask the university supervisor(s) for help with grammar, but they may not ask for help from other persons. To do otherwise risks committing academic dishonesty.
20% Final exam: Students are required to take a final exam during final exam week on May 5, 2000 from 11:00 until 1:00 in room 427 of the Library.
X. Academic honesty:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University’s policy in academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials, misrepresentation/falsification of University record or academic work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which include either and “informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum one-semester suspension requirement.
Disruptive behavior: The University has a stringent policy and procedure for dealing with behavior which disrupts the learning environment. Consistent with the belief that disruptive behavior can interrupt the learning of others, behavior which fits the University’s definition of disruptive behavior will not be tolerated.
Human dignity: The University has formulated a policy on human rights which is intended to provide a learning environment which recognizes individual worth. It is expected in this class that no Professional should need reminding, but the policy is there for your consideration. The activities of this class will be conducted in both the spirit and the letter of that policy.
XI. Attendance policy: Students are expected to be at the school site the prescribed number of hours each week, to schedule and attend conferences with collaborating teachers and university supervisor, and to attend and participate in all scheduled seminars. Please do not change observation days or times without advanced permission of the collaborating teacher.
XII. Course outline and schedule of assignments: Attached
XIII. References and bibliography: Because of the diverse
nature of the placements for students enrolled in this course, a single
bibliography is not appropriate. An excellent bibliography is included
in each of the chapters of the required textbook. In addition, university
faculty and school personnel can suggest references particular to each
student’s needs and interests.
Tentative Schedule of Assignments. If adjustments are necessary, please note them on this sheet. This schedule will likely change because of Spring Break and the public school calendar.
Weeks one through eight pertain to the first placement; and weeks nine through sixteen refer to the second placement. Please give each collaborating teacher a copy of the appropriate schedule, along with the weekly conference sheets (a 3- page checklist), a tips sheet for working with (pre) student teachers, and either a midterm (1st placement) or final (2nd placement).
Brown-bag seminar on Friday, Jan. 14, 2000
Objective: Students will prepare to enter a school setting and participate in a brown-bag seminar at KSU with the university supervisor. ATTENDANCE IS MANDATORY.
On Friday take all of the following items to the orientation seminar in Library 427 from 11:00 to 1:45. Proof of liability insurance, the textbooks, paper for taking notes, a calendar, a 3-ring notebook with index tabs or dividers, and a brown-bag lunch.
We shall discuss the syllabus, the schedule and requirements for this
We shall discuss the Conceptual Framework
We shall discuss the concepts of “culture” and professionalism as they relate to schools as workplaces
We shall discuss a video on the expectations for this course
Please document this seminar in your Field Log.
Jan. 17-21, 2000
Brown-bag seminar on Friday
Objective: Students will discuss the differences and similarities in the P-12 continuum and the Georgia QCC
1. Read Chapters 2, 4 & 5 of Teacher’s handbook (TH) prior to the first seminar
2. Prepare Episode One on page 93 TH to turn in at 11:00 during Friday’s seminar
3. Prior to Friday’s seminar visit www.keirsey.com and complete the Character and Temperament tests (this will take about 30 minutes). Download the results and take them to the seminar on Friday.
4. We shall discuss student placements and how/when to contact teachers.
5. Have you applied for student teaching for Fall Semester?
6. Document this seminar in your Field Log
Jan 24 – 28, 2000
No seminar this Friday
Objective: Students will observe, but not teach. Paperwork and assignments are due by Friday at 5:00. (I’ll be at a conference all day on Wednesday, Jan 26. If there is an emergency, please ask the secretary to call my cell phone.)
1. Schedule a time for the university supervisor(s) to go with you to
meet your first collaborating teacher. Be sure to take copies of
the appropriate paperwork for the teacher.
2. Observe a total of three hours of classes taught by the collaborating teacher.
3. Ask the collaborating teacher to complete a Weekly conference sheets and submit it to your university supervisor by 5:00 on Friday. Some questions may be “not applicable” at this early date in the semester.
4. Discuss the rules regarding video recording. What are the rules of your school, county, district? Can you record the children? Do you need permission of the children’s parents? Can you record yourself and not the children? Make arrangements now to record a lesson in a few weeks.
5. Read chapter 1 of Enhancing professional practice (EPP). Write a 100-word summary in English of the main ideas. Turn in via e-mail by 5:00 PM on Friday.
6. Document your observations in your Field Log.
Jan 31-Feb 4, 2000
Objective: Students will continue to observe and take note of the “culture” of the school. Students will examine student diversity in the language classroom.
1. Observe a total of three hours. Please try to vary your observations
so that you have the “Big Picture” of your collaborating teacher’s responsibilities.
2. Based upon your observations, write a description of the classroom management procedure or rules (in the target language). Often these procedures are “unspoken” or they work so well that they may be invisible. Refer to “The four domains of teaching responsibility” in EPP for guidance in ordering our thoughts. Submit this description by 5:00 on Friday.
3. Ask your collaborating teacher whether you might help teach a portion of one lesson next week, such as the warm up, a song, etc. If the answer is yes, ask how and when (s)he wants you to assist.
4. Meet with your teacher and submit his/her Weekly Conference Sheets by 5:00 on Friday.
5. Read chapter 10 of TH. Reflect upon your preferred learning styles and learning strategies. Turn in your answers to questions 1-5 of Case Study One on pages 282-283 by 5:00 on Friday.
6. Document your observation in your Field Log.
Feb 7-11, 2000
Objective: Students will observe in various sites at the school, continue to take note of the “culture” of the school, and assist the collaborating teacher. (I shall be at the FLAG conference from Thursday through Friday. I encourage you to attend. Pre-conference workshops (for an extra fee) begin on Friday morning and regular (no extra cost) sessions begin at 4:15 on Friday afternoon and continue through 4:00 PM on Saturday.)
1. Assist the collaborating teacher to teach a portion of a lesson(s).
Schedule a time to discuss feedback with the teacher and university supervisor.
Submit the Weekly Conference Sheets by 5:00 PM on Friday. File any
observation notes from the teacher in your 3-ring notebook.
2. Reflect upon your teaching, regardless of how briefly you taught. Submit a brief description in English of what you taught and the students’ reactions. Submit this reflection paper by 5:00 on Friday.
3. Ask permission to observe for 30 minutes in the main office. Do not take notes. Pay attention to the types of activities--the number of phone calls, how students check in or out of school, how medicine is dispensed, the role of volunteers, etc. Document this field observation in your Field Log.
4. Ask the collaborating teacher whether you may teach 25 to 30 minutes of a lesson next week. If so, discuss your lesson plans with the teacher and university supervisor. Refer to TH for help in planning.
5. Contact the university supervisor as early as you can to set a day and time for her to observe you teach next week.
Feb 14 – 19, 2000
Objective: Students will implement and video record 25 to 30 minutes of a lesson this week and continue to take note of the school “culture.” (I am not available on Tuesday)
1. Video record 25 to 30 minutes of a lesson(s) that you teach.
2. Watch the video and analyze your teaching using the Ten Principles listed on pages 10 & 11 of EPP. This may seem overwhelming at this early date. If it is, focus on 3 of the Principles. Write a one-page self-reflection of your planning and your implementation of this lesson in the target language. Submit by 5:00 on Friday.
3. Schedule a time to meet with the collaborating teacher for feedback and submit the weekly conference sheets by 5:00 on Friday.
4. Discuss next week’s lesson plan with collaborating teacher and the university supervisor. Refer to Teacher’s handbook for help with planning.
5. Submit a draft of your lesson plan to the university supervisor and notify her of the time and date of the lesson you will teach.
6. Observe the collaborating teacher for a total of 3 hours and document the observations in your Field Log.
Feb 21-25, 2000
Objective: Students will plan and implement an entire lesson incorporating technology, if the teacher agrees. (I shall be in a workshop all day on Friday.)
1. Teach one lesson and ask the collaborating teacher for feedback.
(S)/he may want to use the Weekly Conference Sheet as a checklist.
2. Discuss feedback with the collaborating teacher. Submit the Weekly Conference Sheets by 5:00 on Friday.
3. Schedule a time to meet with the university supervisor to discuss your progress. (I am not available on Friday, Feb, 25)
4. Ask permission to observe one non-foreign language teacher. (It may not be appropriate to take notes.) By Friday at 5:00, submit a one-page description in English of how this subject may be linked to a lesson in the target language. Read chapter 3 of TH for guidance on linking content to language.
5. Ask the collaborating teacher whether you might teach and video record again next week. This lesson must demonstrate your proficiency in at least one of the areas of technology spelled out in the FLED handbook.
6. Contact university supervisor to discuss dates and times you will teach next week.
7. Record your observations in the Field Log.
Feb 28 – Mar 2 Last week at this school SEMINAR ON FRIDAY, MAR 3
Objective: Students will implement lesson(s), ask for feedback from collaborating teacher and self-evaluate teaching.
1. Teach and record a lesson(s) incorporating technology in the planning
2. Ask the collaborating teacher to observe you as you teach. Meet with collaborating teacher for feedback and submit the weekly conference sheets by 5:00 on Friday at seminar.
3. Ask the collaborating teacher to fill out a midterm evaluation for the Bagwell College of Education, provided in this syllabus. Discuss the midterm with the collaborating teacher and sign it before you take it to campus on Friday during seminar.
4. Schedule a time to discuss the midterm with the university supervisor(s).
5. Submit a two-page, typed analysis of your teaching using the midterm as a guide. This analysis must be written in the target language. This analysis must refer specifically to planning, implementation, classroom management, analysis of your proficiency in the target language, and technology. You may turn this in as late as 5:00 PM on Monday, March 13, 2000
6. Cue a segment of any of the videotapes that shows you “thinking on your feet” during one of your lessons. Be prepared to explain what you were thinking as this event happened during Friday’s seminar.
7. Write thank you notes to your teacher, principal and other personnel at this school site.
8. PLEASE NOTICE THAT WE WILL MEET THIS FRIDAY FOR A SEMINAR TO AVOID CONFLICTS WITH KENNESAW STATE’S SPRING BREAK. Bring your cued video tape.
Second placement. Be sure to provide the second teacher with the appropriate paperwork the first time you meet.
From this point forward, the assignments will be adjusted to the schedule of the public schools. Please remind Dr. Wilkerson of the changes.
Mar 3, 2000
Objective: Students will discuss the experiences at 1st placement & share insight during seminar on Friday, March 3 from 11:00 until 1:45 in Library 427.
1. Turn in last week’s self-analysis assignment
2. Bring your 3-ring notebook with all comments from teacher, lesson plans with comments from teacher, journal entries, etc. The notebooks will be collected and graded.
3. Bring cued videotape to seminar
4. Discuss how you adjusted a lesson from what you had planned to do.
5. Participate in discussion of 1st placement, technology and 2nd placement.
6. Document this seminar in your Field Log.
There may be a guest speaker
??Mar 6 – 10, 2000, depending upon public school calendar
Objective: Students will meet teacher at 2nd placement
1. Contact the university supervisor(s) to schedule a time to meet your
2. Observe the collaborating teacher for a total of three hours and document the observations in your Field Log..
3. Read chapter 12 of TH.
4. Ask about the availability of technology for students and faculty
5. Ask about securing permission to video record a future lesson.
6. Meet with the collaborating teacher for a weekly conference and submit the weekly conference sheets by 5:00 on Friday.
Mar 13 – 19, 2000 NCATE visit at KSU
March 17 Last day to withdraw from this course without grade penalty
Objective: Students will observe at a second site and assist the teacher
1. Observe the collaborating teacher for a total of 3 hours. Document
this in the Field Log.
2. Use the Ten Principles on pages 10 & 11 of EPP to analyze one lesson. Submit the observation by 5:00 PM on Friday.
3. Take mental notes of how this school and its “culture” differ from other schools where you have observed.
4. Ask the collaborating teacher whether you may assist him/her teach 25 to 30 minutes of a lesson next week. If the answer is yes, ask when, what and how (s)he wants you to teach.
5. Contact the university supervisor(s) to notify her of when you will be teaching.
6. Meet with the collaborating teacher for a weekly conference and submit the weekly conference sheets by 5:00 on Friday.
7. Discuss the protocol for video recording a future lesson.
8. Ask about the availability of technology for students and faculty. Refer to chapter 12 of TH and the Foreign Language Handbook for ideas.
Mar 20-24 NCATE visit at KSU
Objective: Students will observe at 2nd school site & teach a portion of the lesson(s) incorporating technology, with teacher’s permission. (It will be very difficult for me to make observations this week because I need to be available to the NCATE team. If you need me, please call the secretary and ask her to contact me on the cell phone.)
1. Assist/teach as allowed by the collaborating teacher. Video record yourself teaching.
2. Meet with the collaborating teacher for feedback. Submit the weekly conference sheets by 5:00 on Friday. Discuss the feedback and incorporate suggestions into subsequent lessons.
3. Observe for a total of 3 hours and document these observations in your Field Log.
4. Ask the collaborating teacher whether you might teach one lesson next week. If the answer is yes, ask when, what and how (s)he wants you to teach. This lesson should demonstrate your proficiency in technology as spelled out in the FLED Handbook. Please refer to chapter 12 of TH for ideas.
5. Ask the collaborating teacher to review your lesson plan for next week.
6. Contact the university supervisor(s) regarding the day and time you will teach.
Objective: Students will teach one lesson and self-evaluate teaching.
1. Teach one lesson with the collaborating teacher present in the room. Video record the lesson.
2. View the video and your proficiency in the target language and English. Jot down notes of any questions or doubts you have and discuss these with the university supervisor. Write out a self-evaluation of your teaching using the Weekly Conference Sheet as a guide.
3. Meet with the collaborating teacher for feedback on your lesson and submit your weekly conference sheets by 5:00 on Friday
4. Re-read chapter 10 of Teacher’s handbook, “Handling Student Diversity in the Language Classroom.” Use a recent lesson plan to answer prepare Episode One on pages 281-282. Use the 6 points as a guide. Submit this assignment by 5:00 on Friday.
5. Ask the collaborating whether you might teach 25 to 30 minutes during the next two weeks. If the answer is yes, ask when, what and how (s)he wants you to teach. Notify the university supervisor of dates and times you will teach.
Significant changes in schedule for rest of semester
WEEKS 14, 15, and 16 (allowing for public school holidays)
April 3-7 April 10 – 14 April 17-21
Last weeks at this school
Seminar on Thurs, April 27 from 9:00 until noon in Dr. Wilkerson’s office
Objective: Students will observe at various places at the school and to take note of issues of student diversity and multiculturalism. Students will teach and record a lesson(s) implementing technology, and self-evaluate teaching.
1. Over the course of these three weeks, accomplish the following:
2. Teach and record for at least 25 to 30 minutes, implementing technology in your lesson.
3. Meet with your collaborating teacher and submit one set of weekly conference sheets (for combined weeks) by 5:00 on Wednesday, April 26, 2000.
4. Watch videotape and note your proficiency in the target language and English. Jot down any (language) doubts or problems to discuss with the university supervisor.
5. Observe for a total of one hour at three of the following places: main office, counselors’ offices, bus area while students arrive or leave, area where students store medication, or cafeteria during a meal. Do not take written notes. What do these field experiences tell you about schools as a culture? Enter these observations in your Field Experience Log.
6. Ask your collaborating teacher to fill out a final evaluation for the Bagwell College of Education, provided in this syllabus. Discuss the evaluation with the collaborating teacher and sign it. Take the final evaluation to campus no later than 5:00 on Wednesday, April 26, 2000.
7. Write thank you notes to your collaborating teacher, principal and other school personnel.
8. Attend seminar on Thursday, April 27 9:00 until noon in Dr. Wilkerson’s office. Take to seminar: 3-ring notebook with observation notes, lesson plans, comments from teacher, observation forms from university supervisor(s), and field experience log. These will be collected and graded!
9. Take your video-recorded lessons to the seminar for class discussion.
10. Discuss final exam during this seminar (sample questions follow).
May 5, 2000 from 11:00 until 1:00 in room 427 of the Library
Analyze your teaching. Make specific reference to: how your teaching differed at the two school sites; how you adjusted your teaching as you implemented your lesson; technology; and an analysis of your speaking ability in the target language and in English
Describe schools as workplaces. What is the teacher’s role in the school? What factors might influence the culture of a school?
FLED 4413 Information and Grade Sheet for the University Supervisor(s)
30% LESSON PLANNING AND IMPLMENTATION
Dates and descriptions of demonstrations of technology
20% ATTENDANCE & PARTICIPATION IN CONFERENCES AND SEMINARS
Dates of conferences with university supervisor(s) for feedback
Dates of weekly conference sheets from collaborating teachers
Attendance at seminars
30% WRITTEN ASSIGNMENTS, REPORTS AND OBSERVATIONS
20% FINAL EXAM
GRADE FOR THIS COURSE _________ %