configurations for English language learners ■Cohen, “Why groupwork?” ■Cohen, “The dilemma of groupwork” Optional Reading ■Featherstone, “Preparing for groupwork by teaching norms and roles” ■Featherstone, et al, “Why isn’t Miguel learning math? Status at work” (Creating a group activity for ELLs – by content area) Mar 4 ■The role of culture in the classroom Required Reading ■Reiss, “Culture in the classroom” ■Yosso, “Whose culture has capital? A critical race theory discussion of community cultural wealth” Optional Reading ■Delgado, “Rodrigo’s [first] chronicle” ■González, “Beyond culture: The hybridity of funds of knowledge” Assignment #5 (T Chart comparison between Reiss & Yosso; innovation advertisement & reflection) Mar 11 ■”Performed goofiness” as an academic paradigm (good for ELLs and good for YOU) Required Reading ■Pogrow, “From discipline to outrageous teaching: Classroom use of dramatic techniques” ■Pogrow, “How to design outrageous lessons: Essential steps” Optional reading ■Cazden, “Performance before competence: Assistance to child discourse in the Zone of Proximal Development” ■Medina, “When Jerry Springer visits your classroom: Teaching Latina literature in a contested ground” Assignment #6 (Creating a content area activity involving “performed goofiness or dramatic strategies) Mar 18 U of A Spring Break (March 15-27, 2014) – No Class Date Discussion Topics Required and Optional Reading Assignments (available on D2L) Assignments Due Mar 25 ■Debriefing on classroom observations ■More creativity in the content classroom Required Reading ■Cahnmann-Taylor & Souto-Manning, “Seeing is believing: Image theater is worth a thousand words” ■Reyes, “Rap” Optional reading ■ Combs, Betts & Fisher, “Acted and enacted lives: Language play, theatre, and language development on the border” ■Wright, “Preparing teachers to put drama in the classroom” Field notes of SEI/ELD classroom observation Assignment #7 (Writing a rap song for a subject in your content area)
April 1 ■Frameworks for teaching sheltered content: A rose by any other name… ■Introduction to the Sheltered Instruction Observation Protocol (SIOP) ►Lesson Preparation ►Building Background ►Comprehensible Input ►Effective Strategies ►SIOP Video (streamed) Required Reading ■Powerpoint presentations on components #1-2 (D2L) ■Powerpoint presentations on components #3-4 (D2L) Assignment #8 (Creating & teaching a content area lesson using wait time, body language, gestures and facial expressions). Practical task #1 (upload on D2L discussion board) April 8 ■The importance of specificity: Practicing step-by-step procedures Required Reading ■Powerpoint presentations on components #5-6 (D2L) ■Powerpoint presentations on components #7-8 (D2L) Assignment #9 (Step-by-step instructions for a task in your content area) Practical task #2 (upload on D2L discussion board) Date Discussion Topics Required and Optional Reading Assignments (available on D2L) Assignments Due April 15 ■SIOP continued ►Student Interaction ►Practice & Application ■Sheltered content teaching presentations begin Required Reading ■Gottlieb, “Assessing oral language and literacy development” Assignment #10 (Create an authentic assessment for a lesson in your content area) Practical task #3 (upload on D2L discussion board) April 22 ■Sheltered content teaching presentations continue - - - - - - - - - - Practical task #4 (upload on D2L discussion board)