THE EVERGREEN STATE COLLEGEMASTERS IN EDUCATION PROGRAMSECTION: CURRICULUM & ASSESSMENT DEVELOPMENT;INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNERSSPRING 2009, SEM 2 C3109Instructor: Grace Huerta, Ph.D. Office: Sem II A3104 (hours by appt.)Phone: 867-5209 Email: [email protected] DESCRIPTION The section focuses on how we can design teaching, learning and assessment approaches to ensure students’ understanding of important ideas relevant to a variety of grade levels and content areas. The instructional approaches introduced in this section seek to answer Wiggins and McTighe’s question “How do we make it more likely—by our design—that…students really understand what they are asked to learn?” (2005, pg. 4). In responseto this probe, our workshops will explore how to engage students in the process of inquiry, explore methods to assess students’ knowledge and skills, and anticipate student misunderstandings as we consider curriculum and instructional design. The major outcomes of our work this quarter is the creation of the following projects: 1) a two-weekunit plan using Wiggins and McTighe’s backward design framework and, 2) the creation of a “mini-EALR” practice project which frames your unit plan with narrative discussionof your three-day teaching experience with attention given to classroom observation, datacollection and student assessment.In addition to focusing on curriculum and assessment design, we will also examine different program models and instructional strategies for English language learners (ELLs) in the public schools. Graduate students will also be introduced to a range of Internet resources for planning and expanding their repertoire of ELL teaching strategies relevant to literacy instruction. Lastly, in keeping with the State of Washington ESL Teacher Competencies, students will integrate ESL instruction specific to English language development standards (ELDS).The class builds upon theories and practices introduced in the fall and winter quarters, as well as your field experiences and methods courses.REQUIRED TEXTS Wiggins, G., & McTighe, J. (2005 ) Understanding by design. Alexandria, VA: ASCD.Huerta, G. (2009). Educational foundations: Diverse histories, diverse perspectives. Boston: Houghton-Mifflin/Cengage.COURSE OBJECTIVES • MIT students will identify the curriculum design process and planning strategies that offer a framework for the assessment of student learning.• MIT students will demonstrate their own understanding of backward design by creatinga unit plan which identifies students’ understanding of important ideas relevant to content area expectations and assessment goals.• MIT students will identify and analyze language and concepts in a content-area text which pose potential difficulties for ELLs.• MIT students will design ESL strategies for their unit plan that reflect principles of language and literacy teaching which are appropriate for grade level ELLs and content area goals.WA ESL COMPETENCIES P-12 RELEVANT TO THIS COURSE 1.1 Candidates understand how the student’s first language proficiency in listening, speaking, reading, and writing transfers to English and impacts second language acquisition.1.5 Candidates know, understand, and apply Washington State’s English Language Development Standards (ELDS) and proficiency levels. 3.2 Candidates recognize potential linguistic and cultural biases of pedagogies, curricula,and assessment instruments when determining classroom practices for the English language learner.CLASS ASSIGNMENTS • Notebook with Understanding by Design templates, exercises • Notebook/journal with weekly reading reflections• Curriculum unit assignments• Curriculum unit• Mini-EALR project (that includes your unit plan)—guidelines will be posted on ELM.HOW TO COMPOSE YOUR JOURNAL REFLECTIONS (DUE WEEKS 5 & 8): • Read the assigned chapter(s) and write at least 3 comments concerning your reflections the reading(s) for this week. Include your description of the activity in your journal. You can respond to the following questions in your journal, such as:• Is there anything you struggle to understand?• What was particularly striking? Share quotes that illustrate your points and ideas.• Do you have any personal connection/anecdote/story related to this reading?• Do you disagree with anything stated in the readings? Why?• Do you notice any contradiction between this reading, other writings or field experiences? If so, explain your thoughts.• Important: No one-line journal entries please. Always explain/support your comment/question/reflection. Even if you are stating a concept you are not sure you fully understand, try to articulate your partial understanding and/or try to explain why you struggle with this particular passage.HOW TO CREATE YOUR UNIT PLAN & PRESENTATION (DUE WEEK 8) Please review the Interdisciplinary Curriculum Development Project Criteria (rubric) listed below. Also be especially mindful that teachers must offer content area/literacy instruction to ELLs. Include in your unit plan instructional strategies that reflect the WA English language development standards or ELDS 2(http://www.k12.wa.us/migrantbilingual/ELD.aspx) and TESOL (Teachers of English to Speakers of Other Languages) standards http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583. Visit these websites to select standards you would like to address in your unit plan.INTERDISCIPLINARY CURRICULUM DEVELOPMENT PROJECT/UNITPLAN CRITERIA—SPRING 2009Major GoalMIT teacher candidates will create a two-week integrative, interdisciplinary, conceptually-based unit, built around a guiding question that INCLUDES the concept of sustainability and that promotes equity, embraces diversity, develops critical and creative thinking, and leaves no child behind. This unit should represent promising practices as discussed in McTighen and Wiggins and Daniels and Bizar (on library reserves) and as represented in the Washington State Pedagogy Assessment and Standard V found in WAC 181-78A-270. Each individual MIT student must create a unit plan for their portfolio. However, you can choose to work collaboratively in the preparation of that plan.For elementary grade band. Your plan must be social studies or science based, plus another discipline.Specifically this unit will address:  Standard 5.1c: All students learn subject matter content that integrates mathematical, scientific,