<p> 11/19/10</p><p>KUTZTOWN UNIVERSITY KUTZTOWN, PENNSYLVANIA</p><p>DEPARTMENT OF SECONDARY EDUCATION COLLEGE OF EDUCATION</p><p>DEPARTMENT OF SECONDARY EDUCATION I. Course Description: Course Prefix, Number and Title Title: SEU 312 Principles of Learning This is a clinically based course that examines how aspects of learner language, culture, prior knowledge and experience influence the learning process in the school setting. This course will provide a bridge between theories of learning and current practice by placing teaching candidates in a weekly, supervised experience. This course will be taken after the student has achieved teacher candidacy. Teaching candidates will meet for 6 hours each week, in two three-hour blocks. During the first block, candidates will meet at the university with the professor. This will be the theory-based component of the course and coordinates with Categories I and IV of the Principles of Teaching and Learning criteria established by the Pennsylvania Department of Education. The second block will take place in the school setting (SEU 313 Principles of Learning Clinical Lab). This course must be taken with SEU 313 Principles of Learning Clinical Lab. It is a prerequisite for SEU 342/343 Principles of Teaching/lab. 3 s.h., 3 c.h. </p><p>II. Course Rationale: The research in teacher education points to the need for a clinical experience for teaching candidates. Currently, the teaching candidates do not get consistent supervision until the final clinical experience. The new model would provide supervision from College of Education faculty from the time that candidates are accepted as teacher candidates through the final clinical experience. The second reason for the restructuring is that courses need to be seamless, less repetitive and provide teaching candidates with the ability to reflect about student learning. Debriefing will occur throughout the course. III. Course Objectives A. Student Learning Outcomes (Principles of Learning) a.i.1. The teaching candidates will apply the principles of learning to the classroom setting. 2. The teaching candidates will examine how the research on how people learn can be applied to best practice. 3. The teaching candidates will demonstrate knowledge of language systems, structures, functions, and variation. 4. The teaching candidates will identify the process of acquiring multiple languages and literacy skills, including the general stages of language development. 5. The teaching candidates will identify the differences between academic language and social language. 6. The teaching candidates will identify critical thinking skills in the classroom setting. 7. The teaching candidates will identify Piaget, Erickson, Vygotsky, Gardner, Sternberg, Bandura and Erickon and their application to an understanding of how people learn. 8. The teaching candidates will describe how ELLs’ cultural communication styles and learning styles affect the learning process. 9. The teaching candidates will identify sociocultural characteristics of ELLs including educational background and demographics. 10. The teaching candidates will describe how ELLs’ cultural values affect their academic achievement and language development. 11. The teaching candidates will identify bias in instruction, materials and assessments. 12. The teaching candidates will identify and scaffold effective instructional strategies to address areas of student need. 13. The teaching candidates will monitor student progress to provide mediated scaffolding and increase academic rigor when appropriate. 14. The teaching candidates will provide feedback to students at all levels to increase awareness in areas of strength, as well as areas of concern. 15. The teaching candidates will analyze performance of all learners and make appropriate modifications. </p><p>IV. Assessment</p><p>Assessment will include a subset of the following: tests, papers, and projects and a clinical evaluation. See sample Portfolio Rubric attached for assessment criteria.</p><p>Core Assignments: 1) Case Study 2) Clinical Reflection; (See Appendices A and B for Rubrics and Standards addressed in these assignments) V. Course Outline: A. Principles of Learning</p><p>1. Cognitive Development and Language a. A Definition of Development b. General Principles of Development c. The Brain and Cognitive Development d. Piaget’s Theory of Cognitive Development e. Influences on Development f. Basic Tendencies in Thinking g. Four Stages of Cognitive Development h. Information Processing and Neo-Piagetian Views of Cognitive Development i. Some Limitations of Piaget’s Theory j. Vygotsky’s Sociocultural Perspective k. The Social Sources of Individual Thinking l. Cultural Tools and Cognitive Development m. The Role of Language and Private Speech n. The Development of Language o. The Role of Learning and Development p. Limitations of Vygotsky’s Theory q. Implications of Piaget’s and Vygotsky’s Theories for Teachers r. Reaching Every Student: Using the Tools of the Culture s. Diversity in Language: Dual Language Development t. Language Development in the School Years u. Diversity and Convergence in Cognitive Development</p><p>2. Personal, Social, and Emotional Development a. Physical Development b. The Preschool Years c. Elementary School d. Adolescence e. The Brain and Adolescent Development f. Erikson : Stages of Individual Development g. The Preschool Years: Trust, Autonomy, and Initiative h. Elementary and Middle School Years: Industry versus Inferiority i. Adolescence: The Search for Identity j. Bronfenbrenner: The Social Context for Development k. Families l. Peers m. Teachers n. Self-Concept and Identity: Understanding Ourselves o. Self-Concept and Self-Esteem p. School Life and Self-Esteem q. Diversity in Self-Concepts: Gender and Ethnicity r. Diversity and Self-Esteem s. Ethnic and Racial Identity t. Emotional and Moral Development u. Emotional Competence v. Intention, Theory of Mind, and a Sense of Right and Wrong w. Moral Development x. Moral Judgments, Social Conventions, and Personal Choices y. Diversity in Reasoning z. Moral Behavior aa. Cheating ab. Diversity and Convergence in Personal/Social Development ac. Diversity ad. Convergences</p><p>3. Learner Differences And Learning Needs a. Individual Differences in Intelligence b. Learner Differences and Labeling c. What does Intelligence Mean d. Multiple Intelligences e. Emotional Intelligence f. Intelligence as a Process g. How Is Intelligence Measured? h. Ability Differences and Teaching i. Between-Class Ability Grouping j. Within-Class Ability Grouping and Flexible Grouping k. Learning Styles and Preferences l. Cautions about Learning Preferences m. Visual/ Verbal Distinctions n. Individual Differences and the Law o. Individualized Education Program p. The Rights of Students and Families q. Least Restrictive Environment r. Section 504 Protections for Students s. The Most Common Challenges t. Students with Learning Disabilities u. Reaching Every Student: Higher Order Thinking and Learning Disabilities v. Students with Hyperactivity and Attention Disorders w. Students with Communication Disorders x. Students with Intellectual Disabilities y. Students with Emotional or Behavioral Disorders z. Less Prevalent Problems and More Severe Disabilities aa. Students with Health Impairments Students ab. Who Are Deaf and Hard of Hearing ac. Students with Low Vision and Blindness ad. Autism Spectrum Disorders and Asperger Syndrome ae. Students Who Are Gifted and Talented af. Who Are These Students? ag. Strategies for Identifying and Teaching Gifted Students ah. Diversity and Convergence in Learning Abilities.</p><p>4. Culture and Diversity a. Today’s Diverse Classrooms b. Individuals, Groups, and Society c. Multicultural Education d. American Cultural Diversity e. Economic and Social Class Differences f. Social Class and SES g. Poverty and School Achievement h. Ethnic and Racial Differences i. The Changing Demographics: Cultural Differences j. Ethnic and Racial Differences in School Achievement k. The Legacy of Discrimination l. Stereotype Threat m. Girls and Boys: Differences in the Classroom n. Sexual Identity o. Gender-Role Identity p. Sex Differences in Mental Abilities q. Eliminating Gender Bias r. Language Differences in the Classroom s. Dialects t. Bilingualism u. Reaching Every Student: Recognizing Giftedness in Bilingual Students v. Bilingual Education w. Creating Culturally Inclusive Classrooms x. Culturally Relevant Pedagogy y. Fostering Resilience z. Diversity and Convergences aa. Diversity in Learning ab. Convergences: Teaching Every Student </p><p>5. Behavioral View Of Learning a. Understanding Learning b. Learning: A Definition c. Learning Is Not Always What It Seems d. Early Explanations of Learning: Contiguity and Classical Conditioning e. Operant Conditioning: Trying New Responses f. Types of Consequences g. Reinforcement Schedules h. Antecedents and Behavior Change i. Applied Behavior Analysis j. Methods for Encouraging Behaviors k. Coping with Undesirable Behavior l. Reaching Every Student: Functional Behavioral Assessment and Positive Behavior Support m. Behavioral Approaches to Teaching and Management n. Group Consequences o. Token Reinforcement Programs p. Contingency Contract Programs q. Reaching Every Student: Severe Behavior Problems r. Observational Learning and Cognitive Behavior Modification: Thinking about Behavior s. Observational Learning t. Elements of Observational Learning u. Observational Learning in Teaching v. Self-Management w. Cognitive Behavior Modification and Self-Instruction x. Problems and Issues y. Criticisms of Behavioral Methods z. Ethical Issues aa. Diversity and Convergence in Behavioral Learning </p><p>6. Cognitive Views Of Learning a. Elements of the Cognitive Perspective b. Comparing Cognitive and Behavioral Views c. The Importance of Knowledge in Learning d. The Information Processing Model of Memory e. Sensory Memory f. Working Memory g. Individual Differences and Working Memory h. Long-Term Memory: The Goal of Teaching i. Capacity, Duration, and Contents of Long-Term Memory j. Explicit Memories: Semantic and Episodic k. Implicit Memories l. Storing and Retrieving Information in Long-Term Memory m. Individual Differences and Long-Term Memory n. Metacognition o. Metacognitive Knowledge and Regulation p. Reaching Every Student: Metacognitive Strategies for Students with Learning Disabilities q. Becoming Knowledgeable: Some Basic Principles r. Development of Declarative Knowledge s. Becoming an Expert: Development of Procedural and Conditional Knowledge t. Diversity and Convergence in Cognitive Learning </p><p>7. Complex Cognitive Processes a. Learning and Teaching about Concepts b. Views of Concept Learning c. Strategies for Teaching Concepts d. Teaching Concepts through Discovery e. Teaching Concepts through Exposition f. Reaching Every Student: Learning Disabilities and Concept Teaching g. Problem Solving h. Defining Goals and Representing the Problem i. Exploring Possible Solution Strategies j. Factors That Hinder Problem Solving k. Effective Problem Solving: What Do the Experts Do? l. Creativity and Creative Problem Solving m. Defining Creativity n. What are the Sources of Creativity? o. Assessing Creativity p. Creativity in the Classroom q. Becoming an Expert Student: Learning Strategies and Study Skills r. Learning Strategies and Tactics s. Visual Tools for Organizing t. Reading Strategies u. Applying Learning Strategies v. Match literacy interventions and evidence-based instruction to identified student needs w. Diversity and Convergences in Complex Cognitive Processes </p><p>8. Social Cognitive and Constructivist Views Of Learning a. Social Cognitive Theories b. Reciprocal Determinism c. Self-Efficacy d. Applying Social Cognitive Theories e. Self-Efficacy and Motivation f. Teachers’ Sense of Efficacy g. Self Regulated Learning h. An Individual Example i. Reaching Every Student: Two Classrooms and the Family j. Teaching Toward Self-Efficacy and Self-Regulated Learning k. Cognitive and Social Constructivism l. Constructivist Views of Learning m. How Is Knowledge Constructed? n. Knowledge: Situated or General? o. Common Elements of Constructivist Perspectives p. Applying Constructivist Perspectives q. Inquiry and Problem-Based Learning r. Dialogue and Instructional Conversations s. Cognitive Apprenticeships t. Apprenticeships in Thinking u. An Integrated Constructivist Program: Fostering Communities of Learners v. Dilemmas of Constructivist Practice w. Working with Families</p><p>9. Motivation in Learning and Teaching a. What Is Motivation? Meeting Some Students Intrinsic and Extrinsic Motivation Four General Approaches to Motivation </p><p> b. Needs: Competence, Autonomy, and Relatedness Self-Determination Needs: Lessons for Teachers</p><p> c. Goal Orientations and Motivation Types of Goals and Goal Orientations Feedback and Goal Acceptance Goals: Lessons for Teachers</p><p> d. Tapping Interests Arousal: Excitement and Anxiety in Learning Reaching Every Student: Coping with Anxiety Interests and Emotions: Lessons for Teachers</p><p> e. Beliefs and Self-Schemas Beliefs about Ability Beliefs about Causes and Control: Attribution Theory Beliefs about Self-Efficacy and Learned Helplessness Beliefs about Self-Worth Beliefs and Self-Schemas: Lessons for Teachers</p><p> f. Motivation to Learn in School: On TARGET Tasks for Learning Supporting Autonomy and Recognizing Accomplishment Grouping, Evaluation, and Time g. Diversity and Convergences in Motivation to Learn Diversity in Motivation to Learn Convergences: Strategies to Encourage Motivation and Thoughtful Learning Can I Do It? Building Confidence and Positive Expectations Do I Want to Do It? Seeing the Value of Learning What Do I Need to Do to Succeed? Staying Focused on the Task Do I Belong in this Classroom?</p><p>VI. Instructional Resources</p><p>Adger, Carolyn Temple, Catherine E. Snow, and Donna Cristian. What Teachers need to Know About Language. Washington, D.C.: Center for Applied Linguistics. 2002.</p><p>Akmajian, Adrian , Farmer, Ann K., DeMers, Richard A., Harnish, Robert M. Linguistics : An Introduction to Language and Communication. Cambridge, MA: MIT Press, 2001. (Call Number: 410 Ak58β <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912145336&PID=Wto0Kf4GyTsXjbdp2- KGXsOWXeqz9g&SA=410+Ak58%CE%B2> .)</p><p>Armstrong, Thomas. Multiple Intelligences in the Classroom, 2nd Edition. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2000.</p><p>Barton, Mary Lee, & Heidema, Clare. Teaching Reading in Mathematics: A Supplement to Teaching Reading the Content Areas. Aurora, Colorado: McCrel (Mid-Continent Research for Education and Learning). 2002.</p><p>Billmeyer, Rachel, & Barton, Mary Lee. Teaching Reading in the Content Areas: If not me, then who? Aurora, Colorado: McCrel (Mid-Continent Research for Education and Learning). 1998. </p><p>Boyd-Batstone, Paul. Differentiated Early Literacy for English Language Learners: Practical Strategies. Boston: Allyn and Bacon, 2006.</p><p>Brantley, Diane K. Instructional assessment of English language learners in the K-8 classroom. Boston, MA : Pearson/Allyn and Bacon, 2007. (Call Number: LB1576 .B585 2007 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912160018&PID=vjISt5a2OY5f3TOHunYvDrk91Q5l_v &SA=LB1576+.B585+2007> .)</p><p>Buehl, Doug. Classroom Strategies for Interactive Learning. International Reading Association. Newark, DE 2001.</p><p>Buzan, Tony. Use Both Sides of Your Brain. E. P. Dutton, Inc. New York, N.Y.1983. Cary, Stephen. Working with Second Language Learners: Answers to Teachers' Top Ten Questions. Portsmuth, NH: Heinemann, 2000. (Call Number: P53 .C286 2000 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912145203&PID=pvkzo8ZAxxrIqfEF- TMdr7OEm9RFd5&SA=P53+.C286+2000> .)</p><p>Cook, Vivian. Second Language Learning and Language Teaching. 3rd Edition. New York, New York: Oxford University Press Inc., 2001.</p><p>Diaz-Rico, Lynne T. & Kathryn Z, Weed. The Crosscultural Language and Academic Development Handbook: A Complete k-12 Reference Guide. 3rd Edition. Boston, MA: Pearson, 2006. (Call Number: PE1128.A2.)</p><p>Diaz-Rico, Lynne T. Teaching English Learners : strategies and methods. Boston : Pearson/Allyn and Bacon, 2004. (Call Number: PE1128.A2 D453 2004 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912160155&PID=HQ-t8WW9Ihk7y8M- FM7kcxzwS1TVWOL&SA=PE1128.A2+D453+2004> .)</p><p>Echevarria, Jana and Anne Graves. Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities. Boston: Ally and Bacon, 2007.</p><p>Echevarria, Jana, and Maryellen Vogt, and Deborah J. Short. Making Content Comprehensive for English Learners. The SIOP Model. Boston: Allyn and Bacon, 2004.</p><p>Echevarria, Jana, Vogt, Maryellen, & Short, Deborah J. Making Content Comprehensible for English Learners. Pearson Education, Inc. 2004.</p><p>Ernst-Slavit, Gisela, Moore, Monica, & Maloney, Carol. Changing Lives: Teaching English and Literature to ESL Students. Journal of Adolescent & Adult Literacy. October 2002, Vol. 46, No. 2. p. 116-128. 2002.</p><p>Farrell, Thomas S.C. Succeeding with English Language Learners : a guide for beginning teachers. Thousand Oaks, Calif. : Corwin Press, 2006. (Call Number: PE1404 .F359 2006 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912160358&PID=qDtUsNNG1YyiGSmzxS5xi4qZicDryp k&SA=PE1404+.F359+2006> .)</p><p>Fisher, Douglas, Frey, Nancy, & Williams, Douglas. Seven Literacy Strategies That Work. Educational Leadership. Association for Supervision and Curriculum Development (ASCD). 70 – 73. November. 2002. Fitzgerald, Jill, and Michael F. Graves. Scaffolding Reading Experiences for English Language Learners. Norwood, Mass. Christopher-Gordon Publishers, 2004. (Call Number: PE 1128 A2F57 2004 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912160656&PID=kHsltWqyEEfW6HNfTK- ysXWOslZQkA&SA=PE+1128+A2F57+2004> .)</p><p>Freeman, David E. and Yvonne Freeman. English language learners : the essential guide New York : Scholastic, 2007. (Call Number not Available at this time –received 3/21/08 at Rohrbach Library).</p><p>Gass, Susan M. and Larry Selinker. Second Language Acquisition: An Introductory Course. 2nd Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc. Publishers, 2001. (Call Number: P118.2 .G37.)</p><p>Gibbons, Pauline & Cummins, Jim. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann, 2002.</p><p>Goldenberg, Claude. Teaching English Language Learners What the Research Does and Does Not Say. American Educator. Pages 8 – 44. Summer 2008.</p><p>Gonzalez, Virginia, Thomas Yawkey, and Liliana Minaya-Rowe. English-As-A-Second- Language (ESL) Teaching and Learning: Pre-K-12 Classroom Applications for Students’ Academic Achievement and Development. Boston: Allyn and Bacon, 2006. </p><p>Good, Thomas l. & Brophy,Jere. Looking in Classrooms. Tenth Edition, Pearson Education, 2008.</p><p>Hadaway, Nancy L. and Sylvia M. Vardell and Terrell A. Young. What Every Teacher Should Know About English Language Learners. Boston: Allyn and Bacon, 2004.</p><p>Harmer, Jeremy. The Practice of English Language Teaching, 3rd Edition. Harlow, England: Pearson Education Limited, 2001.</p><p>Herrell, Adrienne L. <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=Author&SEQ=20080912155218&PID=-KaT19V8- DwASqTGNUx5T16z4h6JjbS&SA=Herrell,+Adrienne+L.> Fifty strategies for teaching English language learners. / Adrienne Upper Saddle River, N.J. : Merrill, 2000. (Call Number: PE1128 .A2H467 2000 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912155218&PID=-KaT19V8- DwASqTGNUx5T16z4h6JjbS&SA=PE1128+.A2H467+2000> .)</p><p>Herrera, Socorro G., and Kevin G. Murry. Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students. Boston: Allyn and Bacon, 2005.</p><p>Hill, Jane, and Kathleen M. Flynn. Classroom Instruction that works with English language learners. Alexandria, Va. : Association for Supervision and Curriculum Development, 2006. (Call Number: LB 1556.5 H554 2006 <http://pilot.passhe.edu:8042/cgi- bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912161256&PID=YFzQq0Jj4K3xKWZow6jPL7HbLENt 3J&SA=LB+1556.5+H554+2006> .)</p><p>Hyerle, David. Visual Tools for Constructing Knowledge. Alexandria Virginia: Association for Supervision and Curriculum Development. 1996.</p><p>Johnson, David W., Johnson, Roger T., & Holubec, Edythe J.. Cooperative Learning in the Classroom. Alexandria, Virginia: Association for Supervision and Curriculum Development. 1994.</p><p>Kupetz, Marilyn, Managing Editor. Scenarios for ESL Standards-Based Assessment. Teachers of English to Speakers of Other Languages, Inc., 2001. (at TESOL.org)</p><p>Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2001. (Call Number: 428.07 L329t.)</p><p>Levy, Mike and Glenn Stockwell. Call Dimensions: Options and Issues in Computer-Assisted Language Learning. Mahwah, NJ: Lawrence Erlbaum, 2006.</p><p>Littlewood, William. Foreign and Second Language Learning: Language Acquisition Research and its Implications for the Classroom. Cambridge: Cambridge University Press, 2001. (Call Number: 418.007 L735f.)</p><p>Morrison, Terri, Wayne A. Conaway, and George A. Borden. Kiss, Bow, or Shake Hands: How to Do Business in 60 Countries. Avon, MA: Adams Media Corporation. 1994. (Call Number: HF5389 .M67 1994 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912152121&PID=4NujfKRWOn67KsAjrMTiu3G4FLrSp Ur&SA=HF5389+.M67+1994> .)</p><p>Palomares, Susanna. Lessons in Tolerance and Diversity. Austin, Texas: Pro-ed, 2001. (Call Number: LC1099.3 .P34 2001.)</p><p>Peregoy, Suzanne F. and Boyle, Owen F. Reading, Writing and Learning in ESL: A Resource Book for K-12 Teachers . Boston: New York: Addison-Wesley Publishing, 2001.</p><p>Pierce, Lorraine Valdez. Assessing English Language Learners. Washington, D.C. : National Education Association, 2003. (Call Number: PE1128.A2 P516 2003 <http://pilot.passhe.edu:8042/cgi-bin/Pwebrecon.cgi? SC=CallNumber&SEQ=20080912160953&PID=6RytIGvsg3WCTL_8kj9kAg2TAPCnA xo&SA=PE1128.A2+P516+2003> .) Reed, Bracken, Jennifer Railsback. Strategies and Resources for Mainstream Teachers of English Language Learners. Portland, OR. Northwest Regional Educational Laboratory, 2003. (online at NWREL.org)</p><p>Reiss, Jodi. ESOL Strategies for Teaching Content: Facilitating Instruction for English Language Learners. Upper Saddle River, NJ. Merrill Prentice Hall. 2001. (On Reserve at Rohrbach Library).</p><p>Rothenberg, Carol and Douglas Fisher. Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, New Jersey: Pearson: Merrill Prentiss Hall, 2007.</p><p>Ruddell, Martha Rapp. Teaching Content Reading and Writing. Fourth edition, Hoboken, NJ: John Wiley and Sons. 2005.</p><p>Sadler, Charlotte Rose. Comprehension Strategies for middle Grade Learners: A handbook for Content Area Teacher. Newark, Delaware: International Reading Association. 2001.</p><p>Santrock, John W. Educational Psychology. Third Edition. McGraw Hill, 2008.</p><p>Stephens, Elaine C., &. Brown, Jean E. A Handbook of Content Literacy Strategies: 125 Practical Reading and Writing Ideas. Second Edition. Norwood, Massachusetts: Christopher-Gordon Publisher, Inc. 2005.</p><p>Storti, Craig. Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference. Boston: Intercultural Press, 1994. (Call Number: GN345.6 .S76 1994.)</p><p>Temple, Charles A., Donna Ogle, Alan N. Crawford, and Penny Freppon. All Children Read: Teaching for Literacy in Today’s Diverse Classrooms. New York: Pearson Education Inc., 2006.</p><p>Thomson, A.J. & Martinet, A.V. A Practical English Grammar. Oxford: Oxford University Press, 2001. (Call Number: PE1128.T4961986.)</p><p>Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2003.</p><p>Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, Virginia: Association for Supervision and Curriculum Development. 2001.</p><p>Vacca, Richard T., Jo Anne L. Vacca. Content Area Reading: Literacy and Learning Across the Curriculum. Allyn and Bacon. Boston, MA 2005.</p><p>Venekamp, Linda Billman. Celebrate the Day: A teacher’s Calendar of Activities, Internet Sites, and Resources for Grades 1-6. Boston: Allyn and Bacon, 2003.</p><p>Whelen Ariza, Eileen. N. Not For ESOL Teachers. What Every Classroom Teacher Needs to Know about the Linguistically, Culturally, and Ethnically Diverse Student. Boston: Allyn and Bacon, 2006.</p><p>Websites: </p><p>Northwest Regional Educational Laboratory <http://www.nwrel.org/> : http://www.nwrel.org/index.php everythingESL: The K-12 ESL Resource from Judie Haynes <http://www.everythingesl.net/> : http://www.everythingesl.net/ </p><p>PA Department of Education: http://www.pde.state.pa.us/esl/site/default.asp <http://www.pde.state.pa.us/esl/site/default.asp> </p><p>Teachers of English to Speakers of Other Languages: http://www.tesol.org/s_tesol/index.asp <http://www.tesol.org/s_tesol/index.asp> </p><p>World-Class Instructional Design and Assessment (WIDA) Consortium site: http://www.wida.us/ <http://www.wida.us/> </p><p>Video:</p><p>Differentiated instruction & the English language learner [videorecording] : best practices to use with your students (K-12) / featuring Jo Gusman. <http://pilot.passhe.edu:8042/cgi- bin/Pwebrecon.cgi?v1=6&ti=1,6&Search%5FArg=differentiated%20early%20literacy%20for %20english%20language%20learners&Search%5FCode=FT %2A&CNT=50&PID=3unI3qeS55IrzFCGvFYvZq4iZj9kQlr&SEQ=20080912144753&SID=5> Call Number: 1819, AV Center, Rohrbach Library.</p><p>Helping students of limited English skills in the regular classroom [videorecording] / featuring Virginia Rojas ; produced by Linton Professional Development Corporation. This is a revised version of the 1998 videotape. Call Number: 84, AV Center, Rohrbach Library.</p><p>Integrating ESL students into the classroom [videorecording]. Publisher: Lawrenceville, NJ : Cambridge Educational ; Princeton, NJ : Films Media Group, c2007. Call Number: 1836, AV Center, Rohrbach Library. APPENDIX A</p><p>CORE ASSIGNMENT: CASE STUDY</p><p>ASSIGNMENT: Conduct descriptive qualitative field research in the form of a case study on an ethnically diverse individual.</p><p>PROCEDURE:</p><p>1. Identify a person whose primary language is NOT English and is willing to participate. </p><p>2. Get permission from the subject’s family if the individual is younger than 18 years of age and invite the family to participate.</p><p>3. Develop a case study interview schedule. Do not use leading questions Focus on critical incidents where memory is most vivid. Ask open-ended questions which cannot be answered with “yes” or “no,” and be prepared to use appropriate probes when the volunteer does not volunteer needed information. Request the following information:</p><p>* background (nationality, ethnicity, religion, S.E.S., age…) * adjustment to dominant culture (worst/best experiences) * intragroup and intergroup relationships (friendships, treatment, acceptance) * desire to maintain unique identity (participation in ethnic/cultural customs, traditions, subculture) * school experiences in the United States * programs and/or support in school in regards to English language acquisition * level of difficulty with English language acquisition * expectations and aspirations for the future</p><p>4. Using you case study interview schedule, conduct a face-to-face interview with your subject. Tape record responses, with the permission of your subject, and/or take notes during the interview.</p><p>5. After the interview takes place, make arrangements with the subject to attend a function that is ethnically specific to your subject. For example, attending a religious service, cultural event, food related event… Include a full description of the event in the case study report. If possible, try to attend an event that is conducted in the subject’s native language. (This can be used towards 10 hours of education exploration) </p><p>6. Write a narrative case study report (three to five typed pages, 1 ½ inch spaced, and written in first person) using the responses of your subject. Identify age, gender, and ethnicity of subject, but ensure that using a different name protects the identity of your subject. Attach a copy of your case study interview schedule and the list of questions to your report. APPENDIX A</p><p>CORE ASSIGNMENT: CASE STUDY</p><p>CASE STUDY RUBRIC</p><p>CATEGORY 4 Exceptional 3 Meets Expectations 2 Satisfactory 1 Less than Professional Proposal Case Study proposal is Case Study proposal Case Study proposal Case Study proposal is neatly presented and includes all required includes most required missing required information includes all required information and is information and is and is difficult to read. information. legible. legible. </p><p>Organization Information is very Information is Information is The information appears to be organized with well- organized with well- organized, but outline disorganized. constructed outline and constructed outline, are not well- headings. but lacks well-defined constructed. headings. </p><p>Questions Questions are in depth Questions pertain to Questions are Questions are off topic and do and pertain to both both culture and organized and touch not consider language culture and language language learning and upon both language and learning. learning and are are sequenced culture. sequenced logically. logically. School experiences are focus. Criteria Intended case examples Intended case Intended case examples Intended case examples have are an excellent fit for examples are good fit lack connectedness no connection with the the intended use in a for the intended use in with the intended use in intended use in a case study case study base a case study base a case study base base education course. education course. education course. education course. </p><p>Event Attended an event in Attended an event in Attended an event with Did not attend an event with case study’s native case study’s native case and wrote about case study participant. language and wrote in language and wrote a the experience. depth analysis of description of the experience. experience.</p><p>Mechanics 0-5 errors, with errors 6-10 errors with errors 11-15 errors in a More than 15 errors and it occurring in such consistently occurring variety of categories. appears that the paper may not categories as comma in commas, hyphens, have been proofed or have had and hyphen usage. word endings. a spelling/grammar check run on it. </p><p>STANDARDS ADDRESSED:</p><p>CONCEPTUAL NATIONAL STANDARDS PDE STANDARDS FRAMEWORK N/A II.A., II.B., II.C., II.D., I.1., I.2., I.3., II.2., III.1 III.C., III.D. APPENDIX B</p><p>CORE ASSIGNMENT: CLINICAL REFLECTION</p><p>KUTZTOWN UNIVERSITY SECONDARY EDUCATION TEACHER CANDIDATE REFLECTION ON FIELD EXPERIENCE</p><p>Candidate's Name: Date </p><p>School: Date(s) of Experience </p><p>Teacher’s Name: Discipline: </p><p>Check the ways in which you, as a teacher candidate, contributed to the classroom.</p><p>I. Planning and Preparation III. Instruction  Plan a lesson/activity  Teach lesson(s)  Help administer test II. Environment  Review homework  Create bulletin board  Correct papers  Perform routine classroom duties  Assist in the classroom Supervise students:  Tutor  Study hall  Demonstrate technology  Cafeteria IV. Professionalism  Homeroom  Take attendance  Classroom  Collect money/tickets  Field Trip  Participate in team meeting  Assist with technology</p><p>STUDENT REFLECTION</p><p>Based upon your own reflection and the evaluation of your cooperating teacher and university supervisor, please respond to the following question: Describe an incident where you feel you contributed to student learning. What was the incident and how did you contribute to student learning?</p><p>APPENDIX B CORE ASSIGNMENT: CLINICAL REFLECTION</p><p>CLINICAL REFLECTION RUBRIC</p><p>Exemplary Superior Satisfactory Unacceptable value: 3 value: 2 value: 1 value: 0</p><p>Impact on Student Teacher candidate Teacher candidate Teacher candidate has Teacher candidate has Learning has had a has had a positive had some impact on had little to no impact significant impact impact on student student learning through on student learning on student learning learning through their teaching and is through their teaching through their their teaching and sometimes punctual, and is rarely punctual, teaching and is is often punctual, sometimes presents rarely presents himself punctual, presents often presents himself as a as a professional, himself as a himself as a professional, sometimes rarely demonstrates professional, professional, often demonstrates communications skills demonstrates demonstrates communications skills and the ability to work communications communications and the ability to work with others. skills and the skills and the with others. ability to work with ability to work with others others.</p><p>STANDARDS ADDRESSED:</p><p>NATIONAL STANDARDS PDE STANDARDS CONCEPTUAL FRAMEWORK NCTE: 2.1, 2.3, 3.1, 3.6, 4.1, II.A., II.B., II.C., II.D., I.1., I.2., I.3., II.1, II.2., II.4., II.5., 4.2 III.A., III.B., III.C., III.D. III.1. ACTFL: 3, 5 NCSS: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10 NCTM: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 16.3 NSTA: 1(a), 1(b), 1(c), 4(b)</p>