Welcome to TELLCourse Syllabus: Foundations of Education for Emergent BilingualsExplanation of the TemplateTotal Points Sheet Session One: Exploring My Culture and ELs StrengthsLA 1.1: Welcome to TELLLA 1.2: Belief StatementsLA 1.3: Questions About CultureLA 1.4: Considering a Framework for Meeting the Needs of My StudentsLA 1.5: Considering Concepts as ToolsHW 1.1: Reflection on My LearningHW 1.2: Find and Share Cultural ArtifactsHW 1.3: Building Vocabulary About CultureHW 1.4: Assessing My Knowledge and BeliefsHW 1.5: Representation of My Learning in the CourseSession Two: Developing Understandings of Culture--Mine and My ELsLA 2.1: Share Cultural ArtifactsLA 2.2: Building Vocabulary About CultureLA 2.3: Examining Definitions of ImmigrantsLA 2.4: Discuss Stereotypes and CultureLA 2.5: Articulating Classroom Issues of Cultural MisinterpretationLA 2.6: Resolving Questions about the Major Project and Homework AssigmentsHW 2.1: Reflecting On My PracticeHW 2.2: The State's Changing DemographicsHW 2.3: Danger of a Single StoryHW 2.4: Cultural Patterns of an ELSession Three: Considering ELs as a Resource in My Teaching LA 3.1: Water as a Problem, Right, and ResourceLA 3.2: Language as a Problem, Right, and ResourceLA 3.3: Mr. Chacon's StoryVS 3.3: Social Theories Part 2LA 3.4: Norma's StoryLA 3.5: Jean Anyon StudyHW 3.1: Teacher ReflectionHW 3.2: Considering the Myths and Realities Concerning ELsHW 3.3: Reading about Poverty PhDsHW 3.4: Discovering Assets in My CommunityHW 3.5: Considering the Difference between the North Star and the Map to PhiladelphiaSession Four: Developing Knowledge of Assets and Legal ObligationsLA 4.1: Sharing the Assets of Our School Neighborhood. LA 4.2 : Reviewing the Changing DemographicsLA 4.3: Exploring Learning about EL Myths and Realities LA 4.4: Examining the Meaning of a Supreme Court Decision LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)HW 4.1: Teacher ReflectionHW 4.2: Understanding the Myths and Realities of Enrollment HW 4.3: The World Outside and Inside SchoolsHW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELsHW 4.5: Implications of Court Decisions for ELLsSession Five: Attending to Standards and Classifications with WIDALA 5.1: Enrollment, Placement, Staffing MythsLA 5.2: Program ModelsLA 5.3: The World Outside and Inside SchoolsLA 5.4: Introduction to WIDA standardsHW 5.1 Teacher ReflectionHW 5.2: Creating a WIDA StrandHW 5.3 Exploring Practice Through TechnologyHW 5.4 Learning about Classifications and Standards Session Six: Positioning ELs within the School GameLA 6.1: Sharing Thinking about Program ModelsLA 6.2: Critical Learning DomainsLA 6.3: Standards for Effective PedagogyLA 6.4: Connecting ELs to the School GameHW 6.1: Teacher ReflectionHW 6.2: Reconsidering Beliefs and Practices HW 6.3: Learning a New LanguageHW 6.4: Collecting Evidence for My Portfolio Session Seven: Promoting ELs Learning through My LearningLA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My BeliefsLA 7.2 Developing My PortfolioHW 7.1: Teacher ReflectionHW 7.2: Representation of My Learning in the CourseSession Eight: Celebrating and Presenting My LearningLA 8.1: Sharing Displays of LearningLA 8.2: Summarizing IdeasLA 8.3: Revisiting Course Survey

HW 6.2: Reconsidering Beliefs and Practices

Noticing My Learning and Growth

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Learning Outcome Pedagogical Intent Student Position

Create a learning environment that is sensitive to and is supportive of English language learner’s cultural identities, language and literacy development, and content area knowledge.


Assessment: 50 pts.

Due: Session 7

Teachers who make a habit of reflecting on their educational practices challenge themselves to increase the potency of their instruction on a daily or weekly basis.

Students have developed understandings of the critical learning domains to prepare to consider their own practices and identify next steps for teaching diverse students.

Instructions

  1. In HW1.4 you took a survey. You turned in the results to your facilitator.
  2. Now you will take the survey again. Research indicates that when we take pre-post opinion surveys our answers might not be that different the second time, but our thinking and actions may have changed a lot because we have learned things.
  3. Now click on the link to the Beliefs Survey which is the same as the one you took in HW 1.4. You emailed a copy of your response to the facilitator
  4. As you take this survey again, be honest about where you are in your thinking and then consider carefully, why you think the way you do and note the things you have learned, the shifts you have made in your thinking and practice and share your thinking. As you take this survey, you may experience an Aha and this survey and your thinking about your development, learning and growth might be one of your Aha's for your final portfolio. 
  5. Print out the survey and bring it to class so you can compare it to the one you answered in the beginning of the course. (You also need to e-mail this copy of the survey to your facilitator).