TASL Teaching American Sign Language, MA -...

TASL – Teaching American Sign Language, MA

Study Guide

TASL 593

Practicum for ASL Teaching I

Spring 2017

University of Northern Colorado

Master of Arts in Teaching American Sign Language

Copyright 2017 by the University of Northern Colorado-Department of American Sign

Language and Interpreting Studies

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other

electronic or mechanical methods, without the prior written permission of the UNC-

ASLIS.

The faculty and staff of the ASLIS and the University of Northern Colorado bring

expertise and many years of experience, passion, and dedication to supporting students

working towards educational goals. While students can grow substantially from that

platform of support, individual success or failure in achieving the outcomes of your

specific program is ultimately your own responsibility. Communication is especially

important within any distance education program. If questions or concerns arise or if

something outside your control is interfering with your education, please contact your

instructor, advisor or the administrative office.

Department of American Sign Language and Interpreting Studies University of Northern Colorado McKee Hall 114 Campus Box 106 Greeley, CO 80639 1-866-885-6087 http://www.unco.edu/cebs/asl-interpreting/ http://www.unco.edu/cebs/asl-interpreting/teaching-asl/

http://www.unco.edu/cebs/asl-interpreting/

http://www.unco.edu/cebs/asl-interpreting/teaching-asl/

Table of Contents Course Overview .............................................................................................................................. 1

Purpose ............................................................................................................................................ 1

Impact .............................................................................................................................................. 1

Objectives ........................................................................................................................................ 1

Plagiarism Policy .............................................................................................................................. 2

Inclusivity Statement ....................................................................................................................... 2

Students with Disabilities ................................................................................................................ 2

Grading Scale ................................................................................................................................... 3

Late Assignment Policy .................................................................................................................... 3

Required Text/Readings .................................................................................................................. 3

Course Preview ................................................................................................................................ 4

Course Organization ........................................................................................................................ 4

Course Roadmap .............................................................................................................................. 5

Assignments ................................................................................................................................... 11

Course Summary ............................................................................................................................ 12

TASL 593 Page 1

Course Overview

Purpose The purpose of this course to have observational learning experiences with other ASL teachers

in ASL as first language or second language instruction in various educational settings.

MA Only students will need to complete 200 observational hours while MA Plus

Licensure students will need to complete 300 observational hours – at least half of

which will need to be on the K-12 setting.

This course is in compliance with the ASL Teacher Standards as established by Colorado

State Standards and Competencies.

Impact

Research has shown that classroom observation along with reflective practice is crucial to

learning how to teach. Much of what teachers need to be aware of and/or learn cannot be

learned in a university classroom. Therefore, classroom observation provides students with the

opportunity to see real-life teachers in real-life teaching situations. As such, this course aims to

provide students with the opportunity to observe, participate, analyze, question, and reflect on

teaching and learning in the ASL classroom. This experience also allows them to strengthen

their teaching skills and knowledge on a variety of curriculum and evaluate systems as learned in

their TASL courses.

Course Objectives By the end of this course, you will be able to:

Identify and describe different teaching methodology, curriculum, and evaluations

employed by at least three different lesson plans in their respective classes.

Develop teaching skills with an introduction of ASL lexical items, fingerspelling, and

lexicalized fingerspelling, grammar, and Deaf culture in classes through 300 hours of ASL

teaching experiences.

Demonstrate an ability to identify and observe a program where ASL courses are taught.

TASL 593 Page 2

Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or

musical composition of another, or portions thereof; or the ideas, language, or

symbols of same and passing them off as the product of one's own mind.

Plagiarism includes not only the exact duplication of another's work but also the

lifting of a substantial or essential portion thereof (UNC definition). Regarding

written work in particular, direct quotations, statements which are a result of paraphrasing or

summarizing the work of another, and other information which is not considered common

knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks

or a proper form of indentation shall be used to indicate all direct quotes. Regarding class

projects, you are not to use as your entire presentation the completed works of faculty

members, fully imported websites, or any other body of work in which you are not the

author. Of course, with proper referencing, you can import portions of such works and websites

to enhance and illustrate your presentation, and you can provide references to these other

works for students who have an interest in pursuing a topic further. Students suspected of

plagiarizing will be referred to the Dean of Students Office (DOS) for further action.

For more information: http://unco.smartcatalogiq.com/current/Graduate-Catalog/General-

Information/Policies-and-Procedures/Plagiarism.aspx

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an

inclusive learning environment where diversity and individual differences

are understood, respected, appreciated and recognized as a source of

strength. We expect that students, faculty and staff within CEBS will be

accepting of differences and demonstrate diligence in understanding how

other peoples’ perspectives, behaviors, and world views may be different

from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful

discrimination in…educational services against any person because of race, religion, gender, age,

national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination

in…educational services on the basis of sexual orientation or political affiliation.” (See

http://www.unco.edu/hr/AAEO_TitleIX.htm).

Please visit the CEBS Diversity and Equity Committee website for more information on our

commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this

class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax

(970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations

are implemented in a timely fashion.

http://unco.smartcatalogiq.com/current/Graduate-Catalog/General-Information/Policies-and-Procedures/Plagiarism.aspx

http://unco.smartcatalogiq.com/current/Graduate-Catalog/General-Information/Policies-and-Procedures/Plagiarism.aspx

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

TASL 593 Page 3

Grading Scale The points for all of the assignments in the TASL courses will add up to 100 and letter grades are

assigned as follows:

A 93-100 Superior achievement of objectives

B 85-92 Above average achievement of objectives

C 77-84 Average achievement of objectives

Below 77 Unacceptable level of achievement of objectives and considered failing.

Reminder: You must maintain at least a “B” average (3.0 GPA) to meet graduation

requirements.

Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been approved in advance with the respective instructor will NOT be graded and

students will receive a zero as the assignment grade.

Extensions for assignment due date and time must be approved in advance with the respective

instructor based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member.

Required Text/Readings

Textbooks

Whitaker, T. (2013). What great teachers do differently; 17 Things that matter most.

New York, NY: Routledge.

TASL 593 Page 4

Course Preview During this course, you will complete 200-300 hours of observation, the number depending on

your academic goals, in an ASL classroom or ASL classrooms while reflecting on best teaching

practices. In addition, you will submit four lesson plans and assessment methods conducted

throughout this semester and complete a program analysis report of the ASL program you

observed.

Course Organization

This course contains several elements:

Observation: You are to complete 200-300 hours of observation, the number

depending on your academic goals and as arranged with your practicum instructor, in an

ASL classroom or ASL classrooms. You are to record your observation hours daily to be

submitted biweekly.

Reflection Assignments: You are to complete a weekly reflection assignment on best

teaching practices based on a chapter or chapters you’ve read in Whitaker’s What great

teachers do differently; 17 Things that matter most.

Lesson Plans & Assessment Methods: You are to submit four complete lesson plans

along with assessment methods used for the lesson plans. These four lesson plans and

assessment methods are due four times throughout the semester. If you are teaching in

an ASL classroom, please have your supervisor and/or mentor submit feedback of your

lesson plans. If you are teaching in an ASL classroom without a supervisor and/or

mentor, you will need to submit a video along with your lesson plans and assessment

methods.

Program Analysis Report: You are to submit a formal program analysis report of the ASL

program & school you are observing or teaching at the end of the semester.

TASL 593 Page 5

Course Roadmap Use this as your “map” while traveling on your distance learning journey. Use the last column to

check off each item as you complete it. Dates before or next to any activity indicate specific

dates for that item.

Week 1

1/9-1/13

Dates Activities Done

1/9-1/13 Record your observation (or teaching and prep) hours on the Observation

Chart as provided.

1/13

Assign. 2: Read Chapter 1 & 2 in Whitaker’s book and submit no more than

one page typewritten or two minute signed video reflecting on best teaching

practices using the examples you have observed and read this week.

Week 2

1/16-1/20 (MLK Day Jan. 16, UNC closed)

1/16-1/20

Assign. 1-1: Record your observation (or teaching and prep) hours on the

Observation Chart as provided. Submit your first biweekly report to the

appropriate assignment tool.

1/20

Assign. 2: Read Chapter 3 in Whitaker’s book and submit no more than one

page typewritten or two minute signed video reflecting on best teaching


Week 3

1/23-1/27


Chart as provided.

1/27




Week 4

TASL 593 Page 6

1/30-2/3

1/30-2/3


Observation Chart as provided. Submit your second biweekly report to the

instructor.

2/1

Assign. 3-Lesson Plan 1: Submit a lesson plan and assessment methods associated with the lesson plan using the most appropriate template as developed from previous courses and/or other sources.

2/3




Week 5

2/6-2/10


Chart as provided.

2/10




Week 6

2/13-2/17

2/13-2/17


Observation Chart as provided. Submit your third biweekly report to the

instructor.

2/17




Week 7

2/20-2/24


Chart as provided.

TASL 593 Page 7

2/24




Week 8

2/27-3/3

2/28-3/3 Assign. 1-4: Record your observation (or teaching and prep) hours on the

Observation Chart as provided. Submit your fourth biweekly report to the

instructor.

3/1

Assign. 3-Lesson Plan 2: Submit a lesson plan and assessment methods

associated with the lesson plan using the most appropriate template as

developed from previous courses and/or other sources.

3/3




Week 9

3/6-3/10


Chart as provided.

3/10




Week 10

3/13-3/17

UNC – Spring Break

You are on “Spring Break” when your placement site is on Spring Break. Be prepared to observe

your placement site this week if they are not on Spring Break this week.


Chart as provided.

TASL 593 Page 8

Week 11

3/20-3/24

3/20-3/24


Observation Chart as provided. Submit your fifth biweekly report to the

instructor.

3/24




Week 12

3/27-3/31


Chart as provided.

3/31




Week 13

4/3-4/7

4/3-4/7


Observation Chart as provided. Submit your sixth biweekly report to the

instructor.

4/5

Assign. 3-Lesson Plan 3: Submit a lesson plan and assessment methods



4/7




TASL 593 Page 9

Week 14

4/10-4/14


Chart as provided.

4/12

Assign. 4: Complete a Program Analysis Report of the ASL Program and school you are observing (or teaching) using the Program Analysis Report Instructions as provided.

4/14




Week 15

4/17-4/21

4/17-4/21


Observation Chart as provided. Submit your seventh biweekly report to the

instructor.

4/21




Week 16

4/24-4/28


Chart as provided.

4/28




Complete online course evaluation. Check your Bearmail for the dates the

evaluation is open.

TASL 593 Page 10

Week 17

5/1-5/5

UNC – Finals Week

5/1-5/5


Observation Chart as provided. Submit your eighth biweekly report to the

instructor.

5/3

Assign.3-Lesson Plan 4: Submit a lesson plan and assessment methods



5/5




End of Semester!

Congratulations!

Final grades will be posted within 3 business days of the end of the semester.

TASL 593 Page 11

Assignments

Assignment Overview

Assignments Description Pts. Due

Assignment 1

Observation Hours

Record your observation (or teaching and prep) hours on the Observation Chart as

provided. (Modify the chart as needed.) Be sure to have the host ASL instructor sign the

chart daily and again biweekly certifying the total number of hours every two weeks. If you

are employed as an ASL teacher, you may submit a copy of your contract in lieu of

obtaining signatures. (Please black out any personal information.) Your observation charts

are due biweekly on Fridays. You are responsible for making sure that you have completed

the required number of hours by the end of the semester.

Observation hours are worth 50 points.

50 Biweekly

on

Fridays

Assignment 2

Weekly Readings & Reflective Assignment

Read one or two chapters of Whitaker’s book as assigned in the Roadmap and submit no

more than one page typewritten or two minute signed video reflecting on best teaching


Each reflective assignment is worth 1.25 points.

20 Weekly

on

Fridays

Assignment 3

Lesson Plans & Assessment Methods

Submit four lesson plans & assessment methods of four different lessons using the most

appropriate lesson plan & assessment method templates as designed and/or modified

from previous courses and/or borrowed from other sources.

If you are observing an ASL instructor, please write their lesson plans and their

assessment methods to the best of your ability and work with the ASL instructor in

completing them. (Do not ask or expect your ASL instructor to give you a copy of

his or her lesson plans. The goal of this assignment is to practice writing lesson

plans – not to critique the ASL instructor’s teaching or lesson plan writing.)

If you are teaching in an ASL classroom, please have your supervisor and/or

mentor submit feedback of your lesson plan. If you are teaching in an ASL

classroom and do not have a supervisor and/or mentor, please submit your lesson

plans and assessment methods along with a video of the class you taught using

the lesson plan. If you do not have permission from the students, you may edit

the video so that they are not included in the video.

Each lesson plan & assessment method is worth 5 points and they are due four times this

semester.

20 2/1

3/1

4/5

5/3

Assignment 4

Program Analysis Report

Complete a program analysis report of the ASL Program and school you are observing (or

teaching) using the Program Analysis Report Instructions as provided.

The Program Analysis Report is worth 20 points.

10 4/12

Total Points: 100

Be sure you follow the guidelines in your UNC Student Handbook throughout the course for each assignment.

Guidelines For Use Of Technology

Guidelines For Online Discussions

Guidelines For Written Assignments

http://unco.smartcatalogiq.com/en/current/Graduate-Catalog/General-Information/Policies-and-Procedures

TASL 593 Page 12

Course Summary

Conclusion

Research has shown that classroom observation is vital to learning how to teach. As a practicum

course, this course allowed students the opportunity to observe, participate, analyze, question,

and reflect on teaching and learning in the ASL classroom by observing real-life teachers in real-

life teaching situations. In addition, students practiced writing lesson plans and assessment

methods as well as conducted a program analysis of the ASL program and school they observed.

Key Points What we hope you will remember from this class:

Observing teachers is crucial to learning how to teach. Much of what teachers need to

be aware of and/or learn cannot be learned in a university classroom. Therefore,

classroom observation provides students with the opportunity to see real-life teachers

in real-life teaching situations.

Reflective practice about one’s observation and teaching experiences often leads to

more effective teaching methods and therefore must be consistently practiced.

Lesson Plans & Assessment Methods, especially those carefully designed, lead to more

effective classroom experiences, especially when combined with reflective practice.

Program Analysis allow teachers to better understand the environment and culture

with which they teach and therefore leads to more effective (and possibly pleasant)

teaching experiences.

Portfolio Considerations

As you complete this course, take a moment to prepare your final portfolio that is due at the

end of your TASL journey. Don’t forget to include the Observation Charts and the Program

Analysis Report from this class.

(You are encouraged to keep all materials, especially the lesson plans and assessment methods,

as resources for future lesson planning.)

Quality Instruction

Preparing

Qualified Instructors

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