ࡱ>  RRbjbj 4&J+ 83 (:%;;;$a<<;;Q!!!;;!!!*v;(syRg0 z1X 11Lh~J!<<<!1 : ENGL 694: OBSERVATION OF TEACHING ENGLISH: Bridging Theory and Practice through Research on Teaching Spring 2011 Tuesdays, 6:00-8:30PM Dr. Gloria Park Office Sutton Hall 346l; 724-357-3095 Office Hours: Tues: 12:20-1:20pm E-mail:  HYPERLINK "mailto:Gloria.park@iup.edu" Gloria.park@iup.edu Wed/Thurs: 1:30-3:30pm & By appointment COURSE OVERVIEW: This praxis course is designed to provide classroom research and teaching/observation of teaching (i.e., theory to practice and vice versa) opportunities for Masters level students (i.e., MATESOL) in the English department. Specifically, this course will assist students to begin uncovering the following areas: (1) To understand the theoretical principles that underscore approaches to (English language) teaching; (2) To gain skills in describing, analyzing and interpreting teaching through observation, tutoring (both individual and group), and/or peer teaching; (3) To understand how observation as well as teaching can be used to gain awareness of our teaching beliefs and practices and the way we talk about teaching; (4) To gain insight into what good teaching means, and to obtain the skills necessary to critically reflect on teaching as well as be comfortable in both designing appropriate teaching materials and in their teaching roles; and (5) To begin to make sense of learner and teacher identities that are (de)/(re) constructed around issues of race, gender, class, and language. Students preparing to be teachers in the Masters of Arts in Teaching English to Speakers of Other Languages (MATESOL) learn to be reflective, to develop a broad repertoire of teaching skills, to develop sound relationships with culturally and linguistically diverse students and colleagues, and to base their teaching practice on sound theory and research. We believe that effective English as a second/foreign language educators need to draw upon many types of critical areas of knowledge domains, including, (1) knowledge of curriculum (KC); (2) knowledge of learners (KL); (3) knowledge of subject matter (KSM); (4) knowledge of educational goals and assessment (KEGA); (5) knowledge of social contexts (KSC); and (6) knowledge of pedagogy (KP). Understanding how English language learners and their teachers construct their identities in spaces within and beyond their classrooms will allow us to explore and unpack the hidden meanings that emerge throughout our journeys as English language learners and teachers. This course is ultimately about how we come to see our field and the ways in which we come to construct teaching and the multiple meanings around teaching. COURSE READINGS: Park, G., & Widodo, H., & Cirocki, A. (2010). Observation of teaching: Bridging theory and practice through research on teaching. Berlin, Germany: LINCOM. The above text will be used to begin our work in this course. The chapters are foundational work for conducting observation of teaching. This book will be used in the first half of the spring 2011 semester. Nieto, S. (2010). Language, culture, and teaching: Critical perspectives. (second edition). New York: Routledge. The above text (noted as LCT in the course calendar) will mainly be used to facilitate your peer-teaching and discussion facilitations. You will work in a group of no more than 2 people. Each group will select a chapter of interest. I will conduct an introductory lesson of the book as a way to begin this process. The following articles will be provided for you as PDFs, and below they are organized around the class session themes: Language Learning and Teaching Autobiographies Grill, J. (2010). Whose English counts? Native speakers as English language learners. TESOL Journal, 1(3), 358-368. Lin, A. M. Y. (2006). From learning English in a colony to working as a female TESOL professional of color: A personal odyssey. In A. Curtis & M. Romney (Eds.), Color, race, and English language teaching (pp. 65-79). Mahwah, N.J.: Lawrence Erlbaum. Liu, P.E. (2010). A journey of empowerment: What does better English mean to me? TESOL Journal, 1(3), 389-391. Park, G. (2008). Lived Pedagogies: Becoming a Multi Competent ESL Teacher. In J. Carmonas (Ed.), Perspectives on Community College ESL: Volume 3: Faculty, Administration, and the Working Environment (pp. 17-29). Alexandria, VA: TESOL, Inc. Teacher Preparations in EFL Contexts Al-Hazmi, S. (2003). EFL teacher preparation programs in Saudi Arabia: Trends and challenges. TESOL Quarterly, 37(2), 341-344. Liu, S. (2010). Teaching English in China: Conflicts and expectations. The International JournalLanguage Society, and Culture, Issue 31, 90-97. Complexities of Classroom Learning and Teaching Al-Homoud, F., & Schmitt, N. (2009). Extensive reading in a challenging environment : A comparison of extensive and intensive reading approaches in Saudi Arabia. Language Teaching Research, 13(4), 383-401. Al-Issa, A., & Al-Qubtan, R. (2010). Taking the floor: Oral presentations in EFL classrooms, TESOL Journal, 1(2), 227-246. Sakai, S., Takagi, A., & Chu, M. (2010). Promoting learner autonomy: Student perceptions of responsibilities in a language classroom in East Asia. Educational Perspectives, 43(1 & 2), 12-27. Tsang, W. K. (2004). Teachers personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Mok, J. (2010). The new role of English language teachers: Developing students critical thinking in Hong Kong secondary school classrooms. The Asian EFL Journal Quarterly, 12(2), 262-287. Dell-Jones, J. (2008, April). American teachers in anti-American environments: How to incorporate culture in the EFL classroom. Proceedings of the Seventh Annual College of Education Research Conference, 25-30. McKenzie, M. (2008, April). Roadblocks to teaching English as a foreign language in a climate to accelerated curricular change. Proceedings of the Seventh Annual College of Education Research Conference, 86-97. Transformative Practices in English Language Teaching Berns, M. (2005). Expanding on the Expanding Circle: Where do we go from here? World Englishes, 24(1), 85-93. Clayton, J. (2010). Diversity, social consciousness, and EFL: Transformative practice and language teacher research. TESOL Journal, 1(3), 379-388. Kumaravadivelu, B. (2003). Forum: Critical language pedagogy: A postmethod perspectives on English language teaching. World Englishes, 22(4), 539-550. Yano, Y. (2009). English as an international lingua franca: From societal to individual. World Englishes, 28(2), 246-255. Policies Standard Conventions: You are responsible for handing in essays that conform to the standards of grammar & usage and conventions of documentation. Essays with excessive errors or with incorrect use of the formats for research writing (use of quotation or citation) will be returned, without a grade, for proofreading and editing. If you need help with proofreading your paper, etc, please visit the writing center. Due Dates: All work should be submitted on the due dates. Late essays are marked down half a letter grade unless you talk with me about your need for an extension. I will accept no papers more than a week late, and, at the end of the semester, I will not accept late papers without penalty, except from students who have discussed their situation with me. Grading Policy: Please refer to the assignment guidelines and requirements for their point value. So, the grading goes something like below: 90-100------------A 89-80-------------B 79-70-------------C 69-60-------------D 59 and below is F There will be absolutely NO IMCOMPLETES Plagiarism: See your Student Handbook and the University Catalogue for university policy on plagiarism ( HYPERLINK "http://www.iup.edu/registrar/catalog/acapolicy/index.shtm" www.iup.edu/registrar/catalog/acapolicy/index.shtm). It is not acceptable and can lead to expulsion from the university. In Writing and Reading Across the Curriculum, Laurence Behrens writes: Plagiarism is generally defined as the attempt to pass off the work of another as ones own. Whether born out of calculation or desperation, plagiarism is the least tolerated offense in the academic world. The fact that most plagiarism is unintentionalarising from ignorance of conventions rather than deceitfulnessmakes no difference to many professors. (Behrens 198) Assignment Guidelines/Requirements: The following are intended as general assignment guidelines. Assignments will be discussed in greater detail during the class. Additional readings and homework assignments may be distributed as the class proceeds, particularly with guest lecturers. Please speak with me if you have any questions about assignments. Guidelines for Participation (10 points per session) 16 sessions (160 points) Active class participation and regular attendance are crucial to this class. Participation includes: a) completing homework activities on the due date, including readings; b) actively engaging as a peer-teacher scholar and colleague during class discussions and during class activities; and c) sharing information and new insights with our fellow classmates. Blog Entries per Week (5 points per Week) (Maximum points = 60 points) You are required to log onto  HYPERLINK "http://www.doctorglo.wordpress.com" www.doctorglo.wordpress.com , and click on the category ENGL 694: Observation of Teaching to blog your reflections on weekly basis. The contents of your reflections are free writes related to the readings, in-class discussions, in-class activities, group presentations, and specific assignments for that particular week. You can do as many as would like for that particular week. DUE DATE: Sundays by 4:00PM Peer-Teaching and Discussion Facilitation (a group of 3) (100 points) It is an opportunity for you to design a lesson and engage the class in whole group, small group, and individual reflections. Sign up for one chapter from Sonia Nietos (2010) that interests you. (Please refer to the course calendar for specific weeks); (b) Lead the class in comprehending the chapter selected by you and your classmate in order to design activities and lead class discussion: outline of the major points of the chapter activities to facilitate the discussion and enhance understanding of the concepts/teaching implications discussed in the chapter handouts and other visuals are preferred no more than 20-30 minutes Refer to the grading rubric (separate sheet) for grade breakdown Guidelines for Observation Research (OBR) Project The contents of the OBR are as follows, which should be kept in a three-ring binder. My comments that follow each assignment within the portfolio should also be kept in the binder. This would help me/you to see your development throughout the course. Brief Introduction to Your Mentor Teacher-This is a structured set of questions that you will respond to for your Mentor Teacher (Observation Placement) for Spring 2011.Due Date: January 18th, 2011 in Class (10 points) Language Learning and Teaching Autobiography-Self-Introduction and a glimpse into your learning and teaching journey (no more than 3-4 double spaced pages). In a nutshell, what led you to be in a TESOL program, and what is your ultimate goal(s) upon completing this program? The responses to these two questions are directly related to how you have journeyed through your learning and teaching in the past leading up to your admission into this TESOL program. At the end of this autobiography, you should list (make a bullet list of items) action research project ideas that you may want to do for this project. This would be a brainstorming opportunity, which would begin to solidify upon your first observation of teaching.Due Date: January 25th, 2011 (20 points) Observation Report #1 (General Description) (Due Date: ) (50 points): In a narrative form of 4-5 double-spaced pages, you should focus on the following: (1) Describe the course(s) as it is stated in the program/course catalog. (2) Describe the classroom contexts. For example, how are items used for teaching situated in the classroom? (3) Describe how the teacher interacts with the students and situates her/himself in the classroom. For example, does s/he stand during teaching? (4) Describe how the students interact with each other, with the teacher, with the learning materials, etc. (5) Describe other situations/things deemed appropriate for this course/teaching. Observation Report #2 (Focusing on Teacher-Student as well as Student-Student Interactions and Lessons, Activities, and Group Work) (Due Date: ) (50 points): In a narrative form of 5-7 double spaced pages, you should focus on the following: In addition to the description above, describe any critical moments and/or incidents you noticed; As a class, we will discuss other items. Interview the Mentor Teacher (Due Date: ) (50 points): Decide whether to focus on a student or a teacher for this section of the portfolio. Then, design an interview protocol questions emerging from what you noticed in the observation reports) to learn more about how this person interacts with his/her environment. For this port ion of the portfolio, I would like to see the designed interview questions, and the actual transcription of the interview. The interview should not be more than 15 minutes, and please set this up early so that you can accommodate the participants schedule and meet the due date for this assignment. Analysis, Reflections, Conclusions, and Implications (Due Date: May 3rd) (100 points): In a narrative form of 7-10, double-spaced pages, you should focus on analyzing the contents of the portfolio sections (b) through (d) and connect them to your autobiographical narratives. We will explicate this more later. COURSE CALENDAR (Revised as of January 25, 2011) Dr. Parks Please be advised that there may be changes in the course calendar depending on your NEEDS: Session WeeksTopics, Readings, and Assignments Week 1 Jan. 18 INTRODUCTION TO THE COURSE Introduction to the Course, textbooks, e-reserve readings, sign-up for a peer-teaching group, observation assignments (contact information of the instructor), course assignment discussions. Activity: What is teaching English to speakers of other languages? TE and SOL ----- Visual Narrative Introduction to the Knowledge Domains DUE on January 18th : Responses for your Mentor Teacher Please come with your textbooks and be prepared to engage in classroom activities Week 2 Jan. 25 INTRODUCTION TO TEACHING AND AUTOBIOGRAPHICAL NARRATIVES: The Journeys of Teachers Readings Due: Grill, J. (2010). Liu, P.E. (2010). Prepare to discuss how individuals histories (or lived experiences) influence the ways in which they think about teaching, etc. Activities related to constructing autobiographical narratives Week 3 Feb 1 INTRODUCTION TO TEACHING AND AUTOBIOGRAPHICAL NARRATIVES: The Journeys of Teachers (continued) Readings due: Lin (2006) Park (2008) Prepare to discuss how individuals histories (or lived experiences) influence the ways in which they think about teaching, etc. DUE: Language Learning and Teaching Autobiography Week 4 Feb 8 Conceptual Framework in Conducting Observation of Teaching Readings Due: From Park, Widodo, & Cirockis (eds.). (2010) Introduction (PARK), Chapter 1 (BAILEY), Chapter 2 (FARRELL) Please bring one question from each chapter to discuss in class Activities Related to the above readings Preparations for our First Observation Week 5 Feb. 15 Conducting Observation of Teaching: Viewing Teaching from the Other Side Readings Due: From Park, Widodo, & Cirockis (eds.). (2010) Chapter 7 (Messekher et. al); Chapter 8 (Alhazmi et al); Chapter 9 (Hara & Sarver) Please bring one question from each chapter to discuss in class GROUP Presentation: _____________________________________________________ Week 6 Feb 22 Complexities of Classroom Learning and Teaching I Readings Due: Al-Homoud, F., & Schmitt, N. (2009). Sakai, S., Takagi, A., & Chu, M. (2010). Please bring one question from each chapter to discuss in class Activities related to the above readings OBSERVATION REPORT #1 DUE Week 7 March 1 Complexities of Classroom Learning and Teaching III Readings Due: Tsang (2004) Mok (2010) Please bring one question from each chapter to discuss in class Activities related to the above readings GROUP Presentation: __________________________________________________ Week 8 3/8 SPRING BREAKWeek 9 March 15 Complexities of Classroom Learning and Teaching IV Readings Due: Dell-Jones (2008, April) McKenzie (2008, April) Please bring one question from each chapter to discuss in class Activities related to the above readings Week 10 March 22 Complexities of Classroom Learning and Teaching V Readings Due Clayton (2010) Kumaravadivelu (2003) Activities related to observation reports, interview questions, etc. INTERVIEW QUESTIONS FOR THE MENTOR TEACHER DUE GROUP presentation: ________________________________________________ Week 11 March 29 Lessons Learned from Observations: Conducting a Critical Self- Reflective Inquiry Readings Due from: Park, Widodo, & Cirockis (eds.). (2010) Chapter 5 (Chamcharatsri) Chapter 6 (Mawginney) Please bring one question from each chapter to discuss in class Activities related to the above readings OBSERVATION REPORT #2 DUE GROUP Presentation: ___________________________________________________ Week 12 April 5 Lessons Learned from Observations: Strengths and Challenges Readings Due: From Park, Widodo, & Cirockis (eds.). (2010) Chapter 10 (Ozbilgin & Tannacito); Chapter 11 (Mann & Copland) Please bring one question from each chapter to discuss in class Activities related to the above readings GROUP Presentation: ____________________________________________________ Week 12 April 12 Research Week Dr. Park is presenting at American Educational Research Association (AERA) in New Orleans, LA (April 7-April 12th, 2011) Please work on your Observation Research Project Week 13 April 19 Transformative Practice & Teacher Preparation in ELT Readings due: Berns (2005) Yano (2009) Please bring one question from each chapter to discuss in class Activities related to the above readings GROUP Presentation: ________________________________________________ Week 14 April 26 Transformative Practice & Teacher Preparation in ELT Readings Due: Al-Hazmi (2003) Liu (2010) Chapter 13 (Martin-Beltran) Please bring one question from each chapter to discuss in class Activities related to the above readings Week 15 May 3Time and Space for Reflections Hand-in your final Observation Research Paper Course Debriefing Revisit the Visual Narrative Completed on January 18th      PAGE \* MERGEFORMAT 8 ")+3fpq| оtlaUljhtKOJQJUhJhtKOJQJhtKOJQJh1Fhc-OJQJhOJQJh1Fh|OJQJh1Fhv*OJQJh56CJOJQJaJ"h1Fh|56CJOJQJaJ"h1Fhv*56CJOJQJaJ"h1Fht56CJOJQJaJh5CJOJQJaJh1Fhv*5CJOJQJaJ+fr8 k ~ : r Y  -T`gdv*gdtKgdv*$a$gdv*  ! 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" # $ % GLISH LANGUAGE) TEACHING: Title$ $ 0 8 D P\dl _PID_HLINKSEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledA0&$http://www.doctorglo.wordpress.com/W HU:http://www.iup.edu/registrar/catalog/acapolicy/index.shtmW H.mailto:Gloria.park@iup.eduW Q MDownloadAsset.aspx?id=113489e@XYs*N@N,T&lt;p&gt;ENGL 694: OBSERVATION OF TEACHING ENGLISH: Bridging Theory and Practice through Research on Teaching Spring 2011 Tuesdays, 6:00-8:30PM Dr. Gloria Park Office  Sutton Hall 346l; 724-357-3095 Office Hours: Tues: 12:20-1:20pm E-mail: Gloria.park@iup.edu Wed/Thurs: 1:30-&lt;/p&gt;Root Entry F@z0 Data a1TableiՇWordDocument4  !"#$%&'()*+,-.SummaryInformation(DocumentSummaryInformation8 CompObjy4-Spring2011bvdries Mr. Bruce V. Driesbvdries Mr. Bruce V. 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