Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - FLE6433
Tracking Number - 2099
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Current Status:
Approved, Permanent Archive - 2008-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Phil Smith
- Phone: 9741113
- Email: psmith@tempest.coedu.usf.edu
- Prefix: FLE
- Number: 6433
- Full Title: Curriculum and Instructional Materials Development
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Curr & Instr Mat Dev Tch ESOL
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites:
- Course Description: Develop the knowledge, skills, & dispositions necessary for the effective development & modification of instructional curricula, materials, technology appropriate for the delivery of ESOL methods & strategies to enhance instruction to ESOL students.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is for Inservice teachers and master students who want Esol Endorsement or Ph.D. students who want to get ESOL cognate. It is one of the five courses required to meet the State of Florida ESOL endorsement.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of the required sequence to meet the State of Florida ESOL endorsement.
Other Ph.D programs that want ESOL cognate
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? yes, once
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
- Objectives: 1.0 Overview of language curriculum development:
1.1 Acquire a historical background for ESOL curriculum development.
1.2 Understanding the basis for vocabulary selection
1.3 Understanding the basis for grammar selection and gradation
1.4 Understanding the process from ESOL syllabus design to ESOL curriculum development
*These goals will be met through online discussion and reading response #1
2.0 Needs and Situation Analysis:
2.1 Understanding and applying the procedures for conducting needs analysis in the ESOL setting
2.2 Acquire the skills necessary to make use of the information obtained
*These goals will be met through the online discussion and reading response #2 and by successfully completing Mini Project #1: Needs Analysis of an ESOL Student, and by successfully completing the Major Project: Writing unit plans for two of the levels.
3.0 Planning Goals and Learning Outcomes:
3.1 Distinguish between goals and objectives as they apply to stating ESOL curriculum outcomes.
3.2 Ability to identify appropriate goals and objectives for ESOL programs.
3.3 Understanding and exploring ideologies that underlie ESOL curriculum planning and goals.
3.4 Understanding the TESOL ESL Standards for Levels K-12.
*These goals will be met through online discussion and reading response #3 and demonstrated by successfully completing the Major Project: Writing unit plans for two of the levels.
4.0 Ability to Plan Courses and Design Syllabi:
4.1 Develop appropriate ESOL course rationale.
4.2 Ability to choose and sequence ESOL course content.
4.3 Understanding the various syllabi frameworks as they relate to ESOL courses: situational, topical, functional, and task-based.
4.4 Understanding the scope and sequence options for ESOL courses:
*These goals will be met through the online discussion and reading response #4 and by successfully completing Mini Project #2: ESOL Program Analysis.
5.0 Ability to Provide for Effective Instruction of ESOL Students:
5.1 Recognizing the quality indicators in an ESOL Program.
5.2 Demonstrate ability to evaluate teachers’ effectiveness in working with ELL students.
5.3 Provide tools for effectively training teachers to work with ELL students in mainstream classrooms.
*These goals will be met through the online discussion and reading response #5 and by successfully completing Mini Project #2: ESOL Program Analysis. They will be further demonstrated by successfully completing the Major Project: Writing unit plans for two of the levels.
6.0 Ability to Design and Evaluate Instructional Materials:
6.1 Utilize appropriate ESOL strategies when teaching language skills (listening, speaking, reading, and writing from the Language Arts curriculum) to various levels of students (PK – 12)
*The meeting of this goal is demonstrated through the successful completion of the Major Project: Writing unit plans for two of the levels
6.2 Demonstrate ability to evaluate the appropriateness of materials used in classrooms for working with ELL students.
6.3 Demonstrate ability to properly assess ELL students in mainstream classrooms.
7.0 Ability to Evaluate ESOL Programs:
7.1 Understanding the various approaches to ESOL program evaluation.
7.2Understanding the purposes for ESOL program evaluation.
7.3Understanding the issues of ESOL program evaluation.
7.4Understanding the tools for ESOL program evaluation.
*These goals will be met through reading response #7 and by successfully completing Mini Project #3: School Compliance with the Florida Consent Decree
- Learning Outcomes: Course Tasks
7 Discussion Participations
3 Mini Projects
1 Major Project
7 Reading Responses
- Major Topics: 1. Chapter 1 and 2 and online resources
National and State Efforts to Provide Equal Opportunity for ESOL students; Origins of Language Curriculum DevelopmentDiscussion 1: 25 pts
Reading Response 1: 50 pts. Two Weeks
2. Chapter 3 and 4 and online resources
Integrating Language and Literacy; Needs and Situation Analysis; Introduction to TESOL ESL K-12 StandardsDiscussion 2: 25 pts
Reading Response 2: 50 pts
Mini project #1: 100 pts Two Weeks
3. Chapter 5 and online resources
Integrating Language, Literacy, Culture and Content Instruction; Planning Goals and Learning Outcomes; TESOL ESL Standards for Levels K-3 Discussion 3: 25 pts
Reading Response 3: 50 pts Two Weeks
4. Chapter 6 and online resources
Course Planning and Syllabus Design;TESOL ESL Standards for Levels 4-8 Discussion 4: 25 pts
Reading Response 4: 50 pts
Mini project #2: 100 pts Two Weeks
5. Chapter 7 and online resources
Providing for Effective Teaching; TESOL ESL Standards for Levels 9-12 Discussion 5: 25 pts
Reading Response 5: 50 pts Two Weeks
6. Chapter 8 and online resources
Role and Design of Instructional Materials; TESOL ESL Standards Summary Discussion 6: 25 pts
Reading Response 6: 50 pts
Mini project #3: 100 pts Two Weeks
7. Chapter 9 and online resources
Approaches to ESOL/ESL Program Evaluation Reading Response 7: 50 pts
Major Project Due: 200 pts Three Weeks
- Textbooks: 10.1 Curriculum Development in Language Teaching. (2001) Jack C. Richards. Cambridge.
10.2 ESL Standards for Pre-K—12 Students, Teachers of English to Speakers of Other Languages: Online Edition: http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.