TE802 Sec22 Syllabus FS13 Bale

Reflection & Inquiry into Teaching Practice I Fall 2013 TE 802, Section 22
Instructor Information
Jeff Bale, Ph.D. Jos Martnez Hinestroza jbale@msu.edu mart1580@msu.edu 517-505-8888 Office hours: by appointment Office: 360 Erickson Hall Wenxia Wang, Ph.D. wangwenx@msu.edu
Course Information
Class Time: Fridays, 12:40 p.m. to 3:30 p.m. Class Location: 228 Erickson Hall
Course Calendar
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Date August 30 September 6 September 13 September 20 September 27 October 4 October 11 October 18 October 25 November 1 November 8 November 15 November 22 November 29 December6 Format Live Live Live Live Online Live Online MiWLA Conference Live Thanksgiving Break Live Phase
GLT1 Window GLT1 Window GLT1 Window Mid-Fall Conferences Mid-Fall Conferences GLT2 Window GLT2 Window GLT2 Window Fall Final Conferences Fall Final Conferences
Required Texts Internship Guide (http://education.msu.edu/te/secondary/pdf/Internship

Guide.pdf) Michigan and ACTFL World Language Standards (http://www.michigan.gov/documents/mde/WLSB_206824_7.pdf) Additional readings as assigned on wiki
Resources
TE 802 Section 11 Wiki (http://langed.wiki.educ.msu.edu/802+804) Foreign Language Teaching Methods UT-Austin website
TE802 Syllabus 2012 adapted from: Montgomery, 2006; Fritzen, 2008/09; Bale, 2009/10; Richards, 2010/11; Davenport, 2011; Strachan, 2011; Davenport & Read, 2012
Secondary Teacher Preparation Website (http://www.educ.msu.edu/te/secondary/) MSU Conduct Policy for Teacher Candidates (included in this document)
Course Description
TE 802 is a course that is designed to support you in your continued development as world language educators. This course accompanies the internships schoolbased experiences and is intended to help you learn how to utilize research as a tool for developing your own sense of self as teacher, of your classroom, of your students, and of the context in which you are working. Through your work in TE 407 and 408, you explored the history of world language education, had experiences planning and teaching a variety of communicative activities, learned about strategies for assessment, considered how to teach languages to students with a range of abilities and learning needs, and began developing your personal philosophy of classroom management. In TE 802 you will build on these experiences in numerous ways. The course will give you opportunities to: Use research methods as tools for improving teaching and learning Develop a personal repertoire of strategies for instruction and assessment, as well as the skills to create, adapt, and critique these strategies Participate in professional communities of practice Develop professional habits of mind and behavior Experience a variety of emerging technologies as tools for teaching, learning, and personal productivity
Course Objectives
As a result of active participation in TE 802, you should begin to: Use Research Methods as Tools for Improving Teaching & Learning o Develop the skills and habits of mind (such as attending, examining, pausing, perceiving, reconsidering, recontextualizing, reflecting, and suspending judgment) that are necessary to pursue questions about the classroom, the school, and the community Discover and thoughtfully frame your own questions about teaching and learning Design studies of teaching practice that will help you to explore potential answers to your questions in more systematic ways Critically evaluate the credibility of research-based information and its applicability to your teaching context Use multiple hypotheses to identify and explain the strengths and weaknesses in the lessons you observe and/or teach, and to generate relevant, constructive, specific strategies for improvement Develop a personal repertoire of strategies for instruction and
o o o o
assessment, as well as the skills to create, adapt, and critique these strategies o Identify instructional materials, strategies, and perspectives that are consistent with your own developing philosophies of teaching, learning, management, and evaluation Develop a wider range of options for thought and action
Develop Professional Habits of Mind & Behavior o o o Formulate a professional identity as you clarify your values and explore how they affect your philosophy of teaching and learning Practice putting your philosophy of teaching and learning into action Acquire a professionals perspective on the daily responsibilities, pressures, and emotions associated with classroom teaching through reflection and inquiry
Participate in Professional Communities o o Participate professionally in the school community Participate in professional development opportunities and organizations, and engage in professional dialogue and reflection with colleagues regarding advocacy, assessment, articulation, curriculum, and instruction Construct a network of professional resources by learning to negotiate productive professional relationships with a range of people, including students, teaching colleagues, administrators, support staff, parents, field instructors, and other community professionals
Experience a Variety of Emerging Technologies as Tools for Teaching, Learning, and Personal Productivity o Develop effective systems, routines, and procedures for finding, evaluating, organizing, and incorporating effective instructional strategies, meaningful materials, and supplemental resources into your lessons Experiment with a variety of instructional media and other technologies as tools for enhancing instruction, supporting students' learning, improving your productivity as a teacher, and strengthening communication with parents and colleagues
Assignments and Grading

The table below contains a list of the major assignments for this semester. An assignment sheet that details the requirements of each assignment, along with rubrics, will be provided to you in class and will be posted on the course wiki. If, for whatever reason, you miss instructions given in class, it is YOUR RESPONSIBILITY to obtain the instructions provided online and to have assignments ready to turn in by the deadlines that are noted on the assignment sheets. Your final grade in this course will be determined by your performance in the following categories. See calendar on wiki for When, Where, and How to submit your work.
Developing Professional Habits of Mind & Behavior- 15 % Regular attendance in class, both on and off campus Active, appropriate, timely participation in class discussions and activities 5% 10%
Participating in Professional Communities & Experiencing a Variety of Emerging Technologies as Tools for Teaching, Learning, and Personal Productivity - 30% % Weekly Postings Message board 5% MIWLA Conference 15% Integrating Technology Lesson 10% Developing a personal repertoire of strategies for instruction and assessment, as well as the skills to create, adapt, and critique these strategies - 25% 4 Skills Activity Analyses 20% Focus Class Binder 5% Using Research Methods as Tools for Improving Teaching & Learning 30% Videotaping and Critical Self-Reflection 10% Action Research Project 20%
Grading Scale
4.091-100% 3.586-90% 3.081-85% 2.576-80% 2.071-75% 1.566-70% 1.060-65% 0.00-59%
Assignment Descriptions
Developing Professional Habits of Mind & Behavior (15% of Final Grade) This portion of your grade will be determined by your regular attendance in class, as well as active, appropriate, timely participation in class and online activities. Participating in Professional Communities (30% of Final Grade) Weekly Postings We will be utilizing a message board to share successes, struggles, questions, and ideas throughout the semester. We will decide the exact medium for this (wiki, Twitter, Facebook, other) and try to find a goal that will be reasonable and productive for everyone. Here is the tension: if I get more specific than this, this assignment can quickly become a task that people do just by going through the motions, which then becomes a waste of all our time. If I do not lay out any expectations for you to be in touch formally with the course and your peers between Saturday and Thursday, then you wont be. Im trying to strike a balance here. Our experience over the last couple of years is that by picking a tech tool most/all of you already use, this sort of weekly communication becomes both natural, needed, and appreciated. MiWLA Conference The purpose of this assignment is to give you the chance to broaden your network of professional associates. It will also provide you with the opportunity to engage in professional dialogue and reflection with colleagues regarding advocacy, assessment, articulation, curriculum, and instruction. It requires you to attend the professional conference of your choice and come to class prepared to report your observations and experiences to your colleagues, and to teach them what you learned. The MIWLA conference is November 7-8 in Lansing. Please register early to guarantee yourself a spot. We hope that you are able to attend the conference for as much time as possible both days. Please talk to your mentor ASAP to discuss plans. Technology Lesson One of the most consistent bits of feedback we have gotten, both from interns while still interning and from our grads after the fact, is that the TE 407-804 sequence does not do enough to get you all ready to use technology in manageable, reasonable, yet exciting ways in the WL classroom. This year, we have created an assignment that asks you to be very intentional about designing a lesson around technology based on whatever is available to you and your students.
Developing a personal repertoire of strategies for instruction and assessment, as well as the skills to create, adapt, and critique these strategies (25% of Final Grade) 4 Skills Activity Analyses This activity asks you to deepen and extend what you learned in 407-408 about the principles for designing effective language learning activities for each of the 4 skills and 3 modes of communication. Notice that we have not included culture as a separate activity here this implies that (most) every language learning activity you design should have a relevant and meaningful cultural component to it. There are three parts to these analyses: 1) We will ask you to find two resources to draw on to learn more about effective principles for designing language learning activities. One should be more academic or formal such as the UT-Austin website on Foreign Language Teaching Methods. The other should be more professional or colleague-based, such as asking your mentor teacher, asking another WL teacher in your building, citing posts from the FL Teach forum, etc. You should summarize what you learned from these resources in 200-400 words. 2) We will ask you to bring in a lesson plan that includes the activity youre analyzing plus an ANONYMIZED sample of student work exemplifying the outcome of the activity. 3) We will ask you to draft a PRELIMINARY analysis of your activity based on what you learned in part 1 of the assignment. In class, we will do more work together and then ask you to edit your analysis based on that work. All of that work can be electronic and posted to the wiki, or you can use hard copies. Your choice. Focus Class Binder Each intern is responsible for keeping documentation of various kinds related to their teaching, particularly their focus class. This record should be accessible to the mentor and field instructor. The Focus Class Binder may be a physical binder kept in the classroom (preferred), a website, or a combination of the two. Interns are responsible for keeping the binder current and well organized. Lesson and unit plans should be placed in the binder prior to the start of the lessons and units in which they will be used. Copies of all relevant materials used in lessons should be placed into the binder within one day of use. When the intern's class is being observed, they must make available all relevant lesson plans and materials for the observer prior to the start of the observation. NOTE: A major project for TE 804 will be to design an online portfolio for to use while on the job hunt. NOW IS THE TIME TO START COMPILING AND ORGANIZING THE WORK YOURE DOING AS WELL AS EXEMPLARS OF STUDENT WORK TO SHOW OFF LATER. We say this every year, and for some reason interns tell us come March that they were caught off guard about the need to keep and organize their work early on. SO ILL SAY IT AGAIN IN BOLDED, ITALICIZED ALL-CAPS:
NOW IS THE TIME TO START COMPILING AND ORGANIZING THE WORK YOURE DOING AS WELL AS EXEMPLARS OF STUDENT WORK TO SHOW OFF LATER. Using Research Methods as Tools for Improving Teaching & Learning (30% of Final Grade) Videotaping & Critical Self-Reflection This assignment is designed to give you the opportunity to critically examine and improve your own practice. Videotape yourself teaching during one entire class period. Watch the tape and jot down what you notice about yourself as a teacher, your command of the content, your interactions with students, your classroom management skills, and student involvement. Write a critical reflection in which you summarize the things you noticed. Select a segment of no more than 5 minutes from the videotape to examine with the class as a case of something insight producing, interesting, or problematic. Present your thinking to the class. Use your reflections and the feedback you received from the class to outline a list of concrete things you will do to improve your teaching in the future. See the Confidentiality section of this document for further information about the importance of protecting students privacy. Some districts may not allow videotaping in classrooms; if that is the case for you, we will work out a Plan B. Action Research Project The purpose of this assignment is to help you develop a professionals perspective on teaching and learning, and to prepare you to pursue answers to professional questions that arise in the future. For this assignment, you will identify an issue that has emerged from your internship that is of special importance to you. Your final project for the semester will be to frame a research question, gather information and other resources that will help you to explore the issue in greater depth (such as online resources, professional literature, experts, instructional materials, or visits to community organizations), evaluate and analyze the information, and present key elements of your findings for your colleagues either as part of an in-class poster session or in the form of an article that could be submitted to a professional journal. You will then consider how you can use the understandings you gained from your work to more thoughtfully design environments that foster learning.
Course Expectations and College & University Policies

Attendance Policy Interns are expected to be present and on time for professional commitments. Any unexplained absence is cause for concern and may affect your grade for this course. Regular on-time attendance and full participation in class is critical to learning. Of course, illness and other emergencies cannot be avoided. Interns who must be absent from their placement or a seminar due to illness or emergency must inform all who are affected by such an absence (i.e., mentor teacher, field instructor, course instructor, or group members). Do not rely on your peers to relay
messagesmake sure you communicate directly with your cooperating teacher. If the absence is planned or anticipated, those affected should be informed in advance. Interns should comply with the school policies at their field placement regarding absences and make sure that plans are available for substitutes. If there are extenuating circumstances, it is the interns responsibility to inform the mentor teacher, field instructor, course instructor, and school coordinator so that appropriate arrangements can be made. Any unusual or lengthy absences should be referred to the field instructor coordinator and school coordinator. Please click here to see the programs attendance policy for the online class meetings. This course is planned on the assumption that you will come on time and come prepared to participate. The instructor reserves the right to adjust your grade as a response to absences or excessive tardiness. In accordance with the Teacher Preparation Programs Professional Conduct Policy, attendance and punctuality in class meetings and field experiences are critical to your success in this course and the Program. It is your responsibility to familiarize yourself with the policy which is in your Team Handbook and on the web at http://edweb3.educ.msu.edu/infostu/infostu/conductpolicy.htm. In the case of recurring absences or tardiness, your Team Coordinator will be notified and you may be required to attend a meeting regarding your attendance. More than two absences in class or in your field placement will affect your grade and may result in a failing grade for the course. Technology Requirements As part of your professional work this year, you are expected to be able to use various technological tools to accomplish different tasks. This includes but is not limited to: 1) Communicating professionally and efficiently with students, parents, colleagues, and course instructors using email 2) Creating documents, presentations, and spreadsheets using Microsoft Office tools (or equivalent) 3) Creating and maintaining a professional online portfolio 4) Conducting research using general web searches and MSU library online resources 5) Fulfilling course requirements using the course wiki, including uploading files, downloading files, and editing pages 6) Fulfilling course requirements using social media You will have some time during class to learn and practice skills 3 - 6. If, however, you find that you do not have all the skills you need, technology resources are available both within the College of Education as well as in the larger MSU community. Among the most useful resources are the Tech-Guides. They are available to help you work through any problems you have with technology, and are particularly focused on educational uses of technology. They can help you with everything from basic e-mail to developing web pages and beyond. Contact the Tech-Guides by phone at 432-3531 or by stopping in at the Center for Teaching and Technology in 115 Erickson Hall during their posted hours. Additional
information (including tutorials) can be found at their website (http://ott.educ.msu.edu/ctt/). Confidentiality In the course of their work, educators make use of information about students that is protected by federal law (Family Educational Right to Privacy Act, FERPA: see http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html). In accordance with the Teacher Preparation Programs Professional Conduct Policy, students should take care at all times to protect the rights of the students with whom they work by masking students identities and by maintaining a tone of professional courtesy. It is your responsibility to familiarize yourself with the policy that is on the web at http://www.educ.msu.edu/students/undergraduate/professionalconduct.htm regarding confidentiality in course discussions and assignments. Classroom Discussions: Your field experiences are an important part of your learning and you will be discussing them in your courses. Just as teachers are expected to respect the privacy and dignity of the children and families with whom they work, so we expect you to use discretion. In casual conversations or social situations, do not relate stories from classrooms or schools that may be embarrassing to teachers or students or that include sensitive information about a child or family. When discussing classroom situations in class, do so carefully. Use a fictitious name for the student involved if you need to include family or individual information in your explanation or if the situation is particularly difficult. Mask the name of a student on any written or visual work shared in class or used in an assignment. When discussing teaching practice you have observed in the field, be mindful of maintaining a tone of professional courtesy. Interviews: Use pseudonyms and screen/mask identifying information when reporting interviews with children/youth/adults. If an assignment requires you to interview an adult, you should clearly state or give to the interviewee, in writing, the purpose of the interview and the uses you will make of the material. Ask your instructor for an example if you are unsure how to word this statement. Photographs/Videotapes/Audio tapes: Always ask permission of the classroom teacher to make photographs, videotapes, or audio tapes of students or to use them in displays/portfolios. Occasionally there are circumstances which require that a student's whereabouts be kept secret and photographs are not allowed. Some schools and districts require written permission from parents/guardians for taking any photographs, videotapes or audio tapes. Some districts do not allow and form of video/audio recording. Be sure to check with the classroom teacher on what is needed. Portfolios: If you use students' work or interview material in your portfolio, use pseudonyms and screen/mask names and personal identifying information. District Requirements: Ask your classroom teacher if there are any other district or school requirements regarding confidentiality that you should be aware of.
Accommodations for Disabilities Michigan State University is committed to providing equal opportunity for participation in all programs, services and activities. Requests for accommodations by persons with disabilities may be made by contacting the Resource Center for Persons with Disabilities at 517-884-RCPD or on the web at rcpd.msu.edu. Once your eligibility for an accommodation has been determined, you will be issued a verified individual services accommodation (VISA) form. Please present this form to me at the start of the term and/or two weeks prior to the accommodation date (test, project, etc.) Requests received after this date will be honored whenever possible. Problem Solving If you have problems with the course or the instructor, you should first speak with the instructor about the situation. If the problem is not resolved, then you may contact Jeff Bale, Faculty Leader for Foreign Language, or Corey Drake, Secondary Team Leader. Professional Conduct Policy (taken from http://www.education.msu.edu/te/Secondary/Policies/ProfessionalConduct-Policy.asp) Making a transition from student to professional requires awareness of and adherence to how to conduct yourself in courses and in schools. This policy serves as a reminder for the main expectations and is related to Standard 4 (working and learning in a school and profession). In this time of "becoming, you are moving from being a student to being a professional teacher. Thus, it is important that you begin to see yourself as a lifelong learner rather than a student fulfilling university requirements. Both your school-based experiences and your university coursework are vital and integral components of your professional preparation. Because the way you conduct yourself in these settings reflects on you as a professional, we want to be clear about your responsibilities with regard to professional and ethical conduct. Failure to comply with these (and other university policies governing student conduct) will result in a review of your progress by the Secondary Teacher Preparation Program and specific recommendations regarding your continued participation towards teacher certification. Dress and Deportment in Schools: When you are in school, you are expected to dress appropriately. You will be viewed and judged as another adult by students, parents, teachers and other people in the building. Be polite and considerate of other adults in the building including the principal, custodians, secretary, paraprofessionals, etc. Alcohol and Illegal Drugs: The University Drug and Alcohol Policy will be enforced at all field placements and internship placements. This policy prohibits the possession or use of illegal drugs and alcoholic beverages in classes and field placements. Students are expected to be free of the influence of such substances in classes and field placements. Professional Communication: Professional education can be an intensely personal and challenging process. In your classes and field placements, you are expected to give and accept constructive feedback appropriately and to react
appropriately in stressful situations. You are also expected to take an active role in your learning and contribute to the learning of your fellow students. If you have concerns, problems, or questions about any aspect of your coursework or fieldwork, you should first address them to the instructor or person who is most directly involved. This applies to situations at the university as well as in the field. If the situation is not resolved at that level, you should request assistance from the Secondary Teacher Preparation Program Coordinator or a faculty leader. Professional Identity: Public media sharing sites (such as YouTube) and social networking sites (such as Facebook) have the potential to be useful tools in teaching and in your professional career. However, some content on such sites has the potential to be disastrous to your professional identity. All content, whether posted by you or by others, is potentially accessible to students, parents and employers. Students should take care at all times to protect their ability to present themselves as professional educators in all media forms.
Additional Considerations
Grading All assignments and requirements must be completed satisfactorily to receive a passing grade in the course, including those assignments related to your field placement. The grade "I (incomplete) MSU policy is that the I (incomplete) grade may be given only when the student (a) has completed at least 12 weeks of the semester, but is unable to complete the class work and/or take the final examination because of illness or other compelling reasons; and (b) has done satisfactory work in the course; and (c) in the instructors judgment can complete the required work without repeating the course. For the entire grading policy at MSU, please visit: http://www.reg.msu.edu/AcademicPrograms/Text.asp?Section=112#s525. Since each course from TE 302 on is a prerequisite for each succeeding course, incompletes must be cleared before the first meeting of the succeeding course. Therefore, it is wise to avoid Incompletes entirely. Academic Honesty and Integrity As future educators, students in the teacher preparation program are expected to uphold the highest standard of academic honesty and integrity. We expect that the student is honest and that all course work and examinations represent the students own work. Violations of the academic integrity policy such as cheating, plagiarism, selling course assignments or academic fraud are grounds for academic action and/or disciplinary sanction as described in the universitys student conduct code. Incidents of plagiarism are taken very seriously and will be pursued. Students are strongly cautioned not to copy any text verbatim on class quizzes, tests, reports, projects, or other class assignments without using appropriate quotations and source citations. For University regulations and procedures on academic dishonesty and plagiarism, refer to: http://splife.studentlife.msu.edu/regulations/student-groupregulations-administrative-rulings-all-university-policies-and-selectedordinances/integrity-of-scholarship-and-grades and http://www.msu.edu/unit/ombud/plagiarism.html
On the other hand, there is a culture of sharing in teaching and we encourage you to be part of that culture, for example when designing lessons, and to make use of shared resources for teaching. It is imperative, however that you are extremely clear in indicating which ideas/language/materials are entirely your own, which ideas you modified based on others work and which materials you are borrowing wholesale. Thus, when you hand in work that includes materials for teaching, please use the following language: If you took inspiration from another source or modified another source significantly to make it work for you, then include in your work Adapted from: with the full citation (book title, URL, etc.) If you took the entire piece from another source, then include Taken from: with the full citation.
NOTE: This applies to materials used in teaching (list assignments teaching labs, field teaching assignments, and similar work). This does NOT include reflection, analysis (list assignments student case studies, work on content, etc.) Standard procedures for referencing and avoiding plagiarism apply here. Counseling Center Even normal, capable, intelligent, and reasonable persons like the members of this class sometimes face situations and problems that they find difficult to deal with by themselves. The Teacher Preparation Program instructors or coordinators might be able to help. Also, MSU has an Office of Student Affairs and Services, with a Counseling Center, for which the phone number is 355-8270. The Center is at 207 Student Services Building. Website: http://www.couns.msu.edu/ Sexual Assault and Abuse Essays, journals, and other materials submitted for this class are generally considered confidential pursuant to the Universitys student record policies. However, students should be aware that University employees are required to report suspected child abuse/neglect and allegations of sexual assault to the appropriate authorities when they become aware of such matters in the course of their employment. Sexual assault survivors are encouraged to meet with the Sexual Assault Program at the MSU Counseling Center for counseling and victim advocacy services. Writing Center Teachers are models and coaches of writing for their students, and must communicate effectively in writing with colleagues, parents, and others. For those reasons, teacher candidates are expected to write effectively and conventionally. If you need more help in meeting those expectations than you can get from your instructors and other teacher candidates, try the College of Education Office of Student Writing Assistance (OSWA), 513 F Erickson Hall, phone 517-432-0425 or email campbell@msu.edu In addition, the Writing Center at 300 Bessey Hall, 432-3610 is available. Grammar Hotline: 432-1370. Website: http://writing.msu.edu/
Teaching-Related Job Opportunities Frequently, people outside MSU contact us looking for MSU students or alumni who might be interested in particular jobs related to teaching. When we receive such contacts, we are now adding them to a wiki. Click the link above to access this wiki, or go to http://teachingopps.wikispaces.com/. (If you have trouble accessing the link, try pasting it into a new browser window.) If you are interested in being updated when new things are added to this wiki, go to the Notify Me tab in the wiki, and then click on Page Edits. Note that you must be logged in as a member of Wikispaces to request these updates. Guests of the wiki can access postings but cannot receive email updates.

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TE802 Sec22 Syllabus FS13 Bale

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Reflection & Inquiry into Teaching Practice I Fall 2013 TE 802, Section 22

Required Texts Internship Guide (http://education.msu.edu/te/secondary/pdf/Internship

Assignments and Grading

Course Expectations and College & University Policies

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