The Field Experience - Florida Agricultural and … Syllabi...TSL 4345- Capstone Field Experience...

TSL 4345- Capstone Field Experience Page 1

The ESOL Field Experience

TSL 4345: Methods for Teaching ESOL ________________________________ The Field Experience 12 hours of participation in a classroom setting with English Language Learners


Table of Contents

1. Certifications of the Field Experience (2 required)

2. Overview of the Field Experience.

DEVELOPMENT DURING ESOL CLASSROOM VISITS

3. Reflective Journal of Daily Events

4. Field Experience Observation-Participation Report

5. Classroom Language And Literacy Observation Matrix

6. Learning Activities Used For Instruction

a. Support strategies used to assist ELLs during instruction

b. Alternative strategies you-used to assist ELLs during regular instruction

c. Other learning activities used with ELLs

d. Assessment instruments used in observing an assigned ELLs e. Second language acquisition matrix and SOLOM

f. Multiple intelligences

g. Error analysis of student work sample

h. Academic observation and assessment summary of an the ELL

ACTIVITY DEVELOPMENT OUTSIDE OF THE ESOL CLASSROOM FIELD EXPERIENCE

7. Video Connection - Analyses (3 required)

8. Focus Group Participation Summary and Discovery

9. Self-Assessment / Opinion Summary


Sample Title Page

(The name of the university)

(The name of the college) (The name of the program)

THE ESOL FIELD EXPERIENCE

TSL _______

Prepared for (Course number and title)

(The name of the professor)

Prepared by (The name of the student

(Semester and Year)


FIELD EXPERIENCE The College of Education offers its preservice teachers the opportunity to work directly

with English Language Learners (ELLs) in classroom settings with ESOL credentialed teachers. This experience provides candidates from a state approved program to graduate meeting the ESOL requirements for the area of specialization.

Purpose

The field experience in ESOL provides candidates with multiple opportunities, throughout the program of study, to gain insight into the placement, services, appropriate programming, and classroom strategies aimed at providing a meaningful education for ELLs. As inservice teachers share their practice with candidates in various disciplines, they also share knowledge, skills, and professional dispositions to assist in the development of effective teaching as means for inducting future teachers into the profession.

Objectives

• Provide direct experiences working with ELLs in the context of classrooms where ELLs are taught at the grade levels and in the discipline for the certification area of the candidates.

• Provide “hands on” experiences while observing and participating using instructional materials or applying strategies for individual ELLs or small groups of ELLs in support of classroom instruction as assigned or in support of the instruction being provided by the classroom teacher.

• As opportunity is presented, apply some of the ESOL strategies learned in class in teaching situations with ELLs at varying levels of English language proficiency and literacy levels.

• Using critical thinking skills and problem solving, apply ESOL concepts learned

through selected videos viewed in class to similar situations observed during the field experience. Make a connection to the use of strategies/approaches that can be used to enhance learning situations observed and/or experienced.


EXPECTATIONS AND COURSE REQUIREMENTS

General School wide Expectations Dress professionally. Unprofessional clothing includes, but is not limited

to shorts, tank tops, miniskirts, jeans, t-shirts, revealing attire, and the like. Sign in at the front office upon arriving at the school. Avoid having “chitchats” with fellow classmates and others in the main

office or hallways. Your purpose is for instructional support and learning, not socialization with other.

Avoid the faculty lounge/work room (These areas are generally reserved for teachers and select employees).

Do not contact parents unless given specific permission by the teacher or principal.

Avoid gossip; it can ruin your career and the career of others. It can also “hurt” children.

The lunchroom environment is accepted when the academic purpose is approved by the classroom teacher.

Maintain confidentiality by not talking about teachers or students to others.

Interviewing or holding conversations during instructional time takes away from teaching and learning. When necessary, schedule an appointment to discuss specific issues with the teacher.

General Classroom Expectations

• Maintain the schedule agreed upon. It is a contract for classroom participation

• Be punctual and adhere to the schedule agreed upon for the classroom visits.

• At the end of each day of participation, notify the teacher of your return date (a short note indicating your return date will suffice).

• Have classroom teacher sign, date, and record the time span spent with the LEP student(s) on the certificate of participation at the end of each visit.

• Avoid having “chitchats” with fellow classmates in the classroom. Your purpose is for instructional support and learning, not socialization with other classmates

Specific College of Education Expectations

1. Attend a college-wide orientation session at the beginning of the semester

to initiate and complete all expectations for the field experience.

• Complete expectations as indicated by the Office of Student Teaching in order to participate in the ESOL Field Experience (background check, proof of insurance, etc.).


• If you have been placed in a field experience situation for another class in which there are ELLs, share this information with the professor. The current placement may provide ample opportunities for the ESOL Field experience to be conducted within the same setting.

Specific ESOL Course Expectations

1. Download the manual and forms corresponding to the field experience for the ESOL course in which you are matriculated.

2. Adhere to the following instructional expectations and practices while

participating in the field experience: Maintain a written daily/weekly schedule for your participation in the

ESOL classroom. Missing days cannot be made up due to the demands for placement. Failure to complete the experience as designed will result in not passing the course.

Provide support to the assigned ELL and assist with the work already assigned by the classroom teacher.

Utilize strategies learned in class to assist with language and literacy development whether the assignment is related to language arts, reading, special area (art, physical education, music, etc.) or a content area (social studies, math, or science).

Develop and utilize, as appropriate, instructional materials such as games, flashcards, etc. to use with the selected ELL to reinforce what is being learned.

At the end of each day of participation, conduct your reflective thinking and complete the reflective log of daily events.

Continue to complete the narrative for various sections of the report by adding new entries as information is received.

Continue to gather information to complete questionnaires and various assessments as part of this experience. All reports must be completed outside of the time allotted to work with the ELLs.


CERTIFICATION OF

ESOL FIELD-CLINICAL EXPERIENCE

THIS CERTIFIES THAT

___________________________________ Print the name of the preservice teacher

OBSERVED AND PARTICIPATED

IN CLASSROOM ACTIVITIES WITH A Limited-English Proficient STUDENT IN

FULFILLMENT OF AN ESOL COURSE REQUIREMENT

DURING THE FOLLOWING PERIODS OF TIME:

1ST VISIT __________ FROM _________TO ________ _______________________ (Date) (Time) (Time) Signature of classroom teacher 2ND VISIT __________ FROM _________TO ________ _______________________ (Date) (Time) (Time) Signature of classroom teacher 3RD VISIT __________ FROM _________TO ________ _______________________ (Date) (Time) (Time) Signature of classroom teacher

_______________________________ _____ Signature of Preservice Teacher Date

______________________________ Print Name of Classroom Teacher ____________________________ _____ Signature of Classroom Teacher Date



CERTIFICATION OF

NONCLASSROOM HOURS DURING THE FIELD-CLINICAL EXPERIENCE

THIS CERTIFIES THAT

___________________________________ Print the name of the preserves teacher

Semester: _________

COMJPLETED THE FOLLOWING REQUIRED NONCLASSROOM HOURS TO COMPLEMENT THE ESOL FIELD EXPERIENCE

(This segment of the work assignment should be substantively developed to receive credit for 4 of the 12 hours required for the field experience)

1. Video Connection Analysis Video # 1: ____________________

Title

Video #2: _____________________ Title

Video #3: _____________________ Title

2. Focus Group Participation and Summary Analysis

_________________________________________ _____


INSTRUCTOR’S SIGNATURE Date


REFLECTIVE JOURNAL OF DAILY EVENTS

Record your memory of the day immediately after completing the classroom experience each day. Include the impressions you formed from observing and interacting with the teacher, students, and the general classroom dynamics you observed.

Date __________ Time: from ____ to ______

Journal Entry Record classroom observations made in increments of 30 minutes

for each day of participation. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Date __________ Time: from ____ to ______

Journal Entry Record classroom observations made in increments of 30 minutes

for each day of participation. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Daily entries in this journal may be greater than one page in length for each day of participation.


ESOL FIELD EXPERIENCE OBSERVATION AND PARTICIPATION

REPORT

DESCRIPTION OF SCHOOL SITE Briefly state the location of the school and describe the physical layout of the school plant. Include the name of the school, the address, the location in terms of the other establishments that surround the school, physical attractiveness of the school building, grade levels served, and your initial impressions upon entering the school.

DESCRIPTION OF THE CLASSROOM INCLUDING DEMOGRAPHICS AND PHYSICAL ARRANGEMENT

Describe the physical location of the classroom within the school plant. Describe the physical arrangement of the classroom in terms of teacher desk, student desks and work areas, location of instructional materials, location of learning centers, bathrooms, bulletin boards, etc.

This report must be substantive and must be typed. This report may also be greater than one page in length.


DESCRIPTION OF THE ACADEMIC LEARNING ENVIRONMENT PROVIDED FOR THE ELL

Include types of activities performed by the students, student mobility in the classroom, grouping arrangements, ESOL strategies used by the teacher, etc.

DESCRIPTION OF YOUR ACADEMIC PARTICIPATION WITH THE STUDENT Include a description of the activity you worked on with the LEP student and any other ESOL strategy you were able to use from those learned in class. Attach samples of a game or material you developed and used with the student.

This report must be substantive and must be typed. This report may also be greater than one page in length.


CLASSROOM LANGUAGE AND LITERACY OBSERVATION MATRIX

SA = Strongly Agree D = Disagree NBJ = No Basis for Judgment A = Agree SD = Strongly Disagree

SA A D SD NBJ

CLASSROOM AFFECT

1.

The classroom atmosphere is caring and supportive of second language acquisition.

□ □ □ □ □

2. Students are allowed to use their native language as a form of bridging between L1 and L2 development.

□ □ □ □ □

3. The classroom teacher uses bilingual aides or volunteers to promote literature in the primary language of the LEP student(s).

□ □ □ □ □

4. The classroom is more student-centered than teacher-centered. □ □ □ □ □

5. The LEP student(s) appears confident and willing to participate in the activities of the class.

□ □ □ □ □

DEVELOPMENT OF DISCOURSE

6. Children receive comprehensible input through interaction with teachers and other students.

□ □ □ □ □

7. The classroom teacher interacts mostly with all students, as a group, rather than individually. □ □ □ □ □

8. The classroom teacher extends the LEP student’s use of language by modeling and building students’ thoughts.

□ □ □ □ □

9. The teacher provides frequent opportunities for interaction between teacher and students and among students as well as opportunity to clarify concepts.

□ □ □ □ □

10. The ELLs interact with the monolingual students in the classroom as they work and learn together.

□ □ □ □ □

TEACHING STRATEGIES

11. The teacher uses repetitive language including language chunks to communicate with the LEP student(s).

□ □ □ □ □


12. The teacher uses contexts such as pictures and gestures to help convey meaning as instruction is provided.

□ □ □ □ □

13. The teacher responds to the content of what is said by the child rather than insisting on making grammatical corrections.

□ □ □ □ □

14. The teacher clearly provides opportunity for language and content to develop in the classroom.

□ □ □ □ □

15. There is evidence that listening, speaking, reading and writing are integrated and developed in a mutually supportive manner.

□ □ □ □ □

LEARNING STRATEGIES/ STYLES

16. The student uses at least two (2) different metacognitive strategies for learning.

□ □ □ □ □

17. The student freely adapts to his/her particular preference of learning styles or intelligences during class activities.

□ □ □ □ □

18. The teacher provides instruction that incorporates a variety of activities appropriate for the diverse styles of learning of the students.

□ □ □ □ □

19. Students are provided opportunities to learn in supportive peer groupings.

□ □ □ □ □

20. Students are encouraged to reflect and self-evaluate. □ □ □ □ □

Reflection Write a brief handwritten statement of your interpretations of the information gathered. What do the above inform you about literacy development in the field Experience classroom? ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________


LEARNING ACTIVITIES USED FOR INSTRUCTION (Individual or small groups of ELLs)

• Support strategies used to assist ELLs during instruction

• Alternative strategies you used to assist ELLs during regular instruction

• Other learning activities used with ELLs


SUPPORT STRATEGIES USED TO ASSIST ELLs DURING INSTRUCTION Clearly describe the activities and corresponding strategies you used to support ELLs that are reflective of the teaching being conducted by the ESOL teacher in the classroom.

Strategy Plan

Name of the Activity: Purpose of the Activity: Generally describe the measureable objective(s) for the activity: Describe the teaching episode:

Generally describe what the teacher did with the class Specifically name the strategy and delineate the steps you used to assist the ELL or a small group of ELLs while the classroom teacher taught the class!

Provide samples of the work.

This is the recommended format for the plan. This report must be substantive and must be typed. This report may

also be greater than one page in length.


ALTERNATIVE STRATEGIES YOU USED TO ASSIST ELLs

DURING REGULAR INSTRUCTION Provide an originally constructed instructional material(s) you made and used to tailor instructional support reflective of the teaching being conducted in the classroom for ELLs.

Alterative Strategy

Include and describe the actual material/activity you modified as follows: Purpose of the design/redesign

Tell how the material/activity was used with the ELL, including specific steps.

Outcomes as a result of the assistance

This is the recommended format for the plan. This report must be substantive and must be typed. This report may also be greater than one page in length.


OTHER LEARNING ACTIVITIES USED WITH ELLS Describe other activities used during the field experience with ELLs. Include at least two (2) ESOL-appropriate strategies and/or steps from lesson plans and other activities learned in the college classroom used to support ELLs during small group or individual instruction.

Other Learning Activities

Activity #1

Name of the activity Purpose of the activity

• Objective

• Specific Steps followed with the ELL





Other Learning Activities

Activity #2

Name of the activity Purpose of the activity

• Objective

• Specific Steps followed with the ELL





ASSESSMENTS • MINI ETHNOGRAPHY

• TESTING AND ASSESSMENT INQUIRY

• INSTRUMENTS USED IN OBSERVING AN ASSIGNED ELL

o Second Language Acquisition Matrix and SOLOM

o Multiple Intelligences

o Error Analysis of Student Work Sample

o Academic Observation and Assessment Summary of an ELL

• SELF ASSESSMENT /OPINION SUMMARY


MINI ETHNOGRAPHY

The mini ethnography is a small scale study related to socialization and academic development of the ELL. The mini ethnography should unfold as a result of working with the ELL in the most natural setting through positive interactions. You should be able to gain information about a select ELL in terms socialization and academic development at school, socialization at home within the structure of the family and within the community. (DO NOT ASK invasive questions such those related to religion, political affiliation of family, immigration status, etc.) In narrative form, write at least four (4) substantive paragraphs with general information you have gathered as a result of your interaction with the assigned ELL.


TESTING AND ASSESSMENT INQUIRY Visit the website for Pineview Elementary School and respond to the questionnaire below related to testing and placement of ELLs. Visit another website appropriate for your grade group of certification and compare and contrast the requirements expressed at both websites.

1. What criteria are used to identify ELLs for placement into the ESOL Program? 2. How are decisions made for the placement of ELLs into the ESOL program?

a. How are parents and other school personnel involved? b. How is the ELL notified? c. Who makes the final decision? d. When are parents notified? How?

3. What test is used to assess the entry level of language acquisition and learning of the ELL?

a. In what language is the test written? b. What accommodations are provided during the test? c. What are the major components of the test and what do they measure?

4. At what point after testing is the student placed in the ESOL program? 5. How are the programs designed to meet the specific needs of the ELL?


SECOND LANGUAGE ACQUISITION MATRIX AND SOLOM

Use both the Second Language Acquisition Matrix to assess the level of language acquisition of the select ELL by substantively describing the child as a result of your observation and interactions.

SECOND LANGUAGE ACQUISITION MATRIX Identify the language behavior you observed while working with the English language learner. In detail, describe specific language behavior observed for the select ELL at the corresponding stage

of language acquisition. (A child can only be at one level at any given time)

IDENTIFY A STAGE OF ORAL LANGUAGE DEVELOPMENT FOR YOUR ELL

DESCRIBED THE OBSERVED BEHAVIORS

PRE PRODUCTION

EARLY PRODUCTION

SPEECH EMERGENCE

INTERMEDIATE FLUENCY




SOLOM RATING SCALE

Using the chart with the descriptor for the elements of the SOLOM located on Blackboard; identify the placement of the ELL on the Matrix.

SOLOM RATING SCALE (SOLOM: Student Oral Language Observation Matrix)

Rate the ELL based on the indicators included in your text/on Blackboard

(-)

1

2

3

4

5 (+)

1.

Comprehension

2.

Fluency

3.

Vocabulary

4.

Pronunciation

5.

Grammar

Summary Assessment

Provide a summary indicating what the instruments (Language Acquisitions Matrix and the SOLOM rating scale) inform you about the ELL

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________


MULTIPLE INTELLIGENCES Use the Multiple Intelligences Inventory on Blackboard to uncover other ways of assessing the ELL and uncovering how the child learns best.

• Insert the completed MI instrument used to assess the ELL

• Write a paragraph making a clear value judgment of preferred ways in which the ELL learns and demonstrates learning potentials.

• Indicate the types of activities that might be best given the preferred intelligences of strengths

• Indicate how you might assist and lend support to ELL when the least preferred intelligences are important for learning or completing a task.

MI Summary Paragraph

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________


ERROR ANALYSIS OF STUDENT WORK SAMPLE Collect a sample of the work of an ELL for analysis and feedback for improvement leading to the planning of support strategies.

1. Collect a work-sample class assignment or homework assignment from an ELL.

2. Make a list of the strengths you observe (be specific). 3. Male a descriptive list of the errors made by the student and

place them into categories based on the types of errors. 4. Explain how you would provide feedback for the students and

what corrective measures you would use. (Be specific and include a sequential list/plan)


ACADEMIC OBSERVATION AND ASSESSMENT SUMMARY OF THE ELL

Provide a substantive summary (2 paragraphs) of your academic observation and assessment of the ELL with specific focus on academic progress related to BICS and CALP. Includes comments related to language acquisition and learning as well as language applications to learn in the content areas, socialization with peers and other, and progress toward promotion to the next grade level.


ACTIVITY DEVELOPMENT OUTSIDE OF THE ESOL CLASSROOM FIELD EXPERIENCE

VIDEO – CONNECTION ANALYSES

FOCUS GROUP PARTICIPATION AND DISCOVERY


VIDEO – CONNECTION ANALYSIS Compare and contrast an episode from one of the class videos in relation

to a direct observation in the field experience classroom

VIDEO # 1

Title of the Video: ________________________________________________________

1. Describe the situation in the video you wish to compare and contrast

2. Describe the classroom situation you observed

3. Compare and contrast both situations described above

4. Describe how you would improve the situation (Tell what you would do differently in your classroom)

This is the recommended format for the analysis. This report must be substantive and must be typed. This report may also be greater than one page in length.


VIDEO # 2








VIDEO # 3








OCUS GROUP PARTICIPATION SUMMARY AND DISCOVERY (No more than 4 candidates per group)

All students in the class are required to participate in a focus group discussion after the field experience

for 1 ½ hours of discussion. This is in addition to the in-class groups discussions about the field

experience.

Purpose of the activity The main objective of the Focus Group Activity is to assist in making meaning of the field experience.

Students are expected to share positive aspects of the learning environment and the teaching episodes

observed. Information must be shared in an honest, open, and professional manner. While respecting

confidentiality, candidates are expected to openly share honest feelings while seeking solutions to

problematic situations observed.

Format of the Focus Group

Find an appropriate place to congregate (an empty classroom in the College of Education, or a living

room of a student will work fine). The discussion should be cordial with each student taking notes to

summarize key points and new discoveries from the field experience. Each report should be different

and authentic since each individual will internalize the discussions differently and may find high points

that are different and much more meaningful in particular ways. The extent of the report will depend on

the energy and detail you wish to provide, which is also related to the grade you wish to obtain. Use

subheadings for clarity of the report and make value judgments to exhibit critical thinking skills to

demonstrate what you have learned.

Your report should be at least 2 pages long and should be signed by the entire focus group.

Members of Focus Group Signature (No more than 4 candidates per group)

1 _____________________ ______________________ 2_____________________ ______________________ 3_____________________ ______________________ 4_____________________ ______________________

F


SELF ASSESSMENT / OPINION SUMMARY Provided at the end of the ESOL Field Experience

Provide a summary of your Field Experience. State the benefits you received from and the perceived benefits received by the ELLs. Include recommendations for students preparing for this experience in future semesters.

Date post:	20-May-2018
Category:	Documents
Upload:	hoangdieu
View:	218 times
Download:	0 times

The Field Experience - Florida Agricultural and … Syllabi...TSL 4345- Capstone Field Experience...

Documents