Sample Course Syllabi

    FLED 4500 / 4510, Curriculum and Instruction of Foreign Languages

FLED 4500/4510
Curriculum and Methods of Foreign Languages
3 SEMESTER HOURS

Dewar College of Education
Valdosta State University
Department of Modern & Classical Languages
Conceptual Framework: Guiding Principles (DEPOSITS)
(Adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle: All learners deserve high expectations and support.

Process Principle: Learning is a lifelong process of development and growth.

Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines.

Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners.

Impact Principle: Effective practice yields evidence of learning.

Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition.

Standards Principle: Evidence-based standards systematically guide professional preparation and development.

REQUIRED TEXTBOOKS

An Introduction to Foreign Language Learning and Teaching (Second Edition) by Keith Johnson (2008). ISBN: 978-1-4058-3617-3

-Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching by Elaine Kolker Horwitz (2008). ISBN: 0-205-43082-1

-Students are required to access Blazeview: http://www.valdosta.edu/blazeview/
Weekly access is compulsory, as the site will be used as an interactive tool where instructions and announcements will be posted

COURSE DESCRIPTION

Curriculum and Methods of Foreign Languages (FLED 4500) is a course designed specifically to prepare pre-service teachers for the secondary (middle and high school) foreign language classroom. The course will focus on various foreign language teaching methods and approaches, their theoretical underpinnings, theories of second language acquisition, instructional strategies and materials, types of assessment, lesson planning, technology tools and resources, and professional development. The main objective of the course is to provide students with the knowledge, skills, dispositions, understandings and other attributes that are associated with accomplished teaching.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS)

I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels.

II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students.

III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession.

GEORGIA PERFORMANCE STANDARDS (Previously Quality Core Curriculum)

http://public.doe.k12.ga.us/DMGetDocument.aspx/Modern%20Languages%20GPS.pdf?p=6CC6799F8C1371F63EDAB9FF6F042A737FFCD48EC5726C4C12759579AFE176F9&Type=D

The mission of the Georgia Department of Education is to enable all Georgia students to develop, in a safe a productive environment, the knowledge, skills, and attitudes necessary to reach their fullest potential as individuals and citizens. A giant step toward the mission was the passage and implementation of the Quality Basic Education (QBE) Act of 1986. QBE, as it is often called, led to the establishment of a uniformly sequenced Quality Core Curriculum. Part 2 of QBE requires the Georgia Board of Education to develop a statewide basic curriculum, including the competencies that all students must master before completion of high school. This uniformly sequenced core curriculum, known as the Georgia Performance Standards (GPS), forms the framework for accomplishing the competencies. Each local school system must include the GPS as the basic curriculum provided for all students. The local system may expand or enrich as it sees fit.

LEARNING OUTCOMES FOR VSU’S CORE CURRICULUM

All learning outcomes in the major continue to build upon those in VSU’s Core Curriculum listed at http://www.valdosta.edu/gec/ProposedNewLearningOutcomes.shtml.

COURSE OBJECTIVES (CO):

1. To develop a personal teaching methodology for teaching a second language based on an understanding of historical and contemporary methods of teaching language and the knowledge of current trends in second language teaching using the American Council on the Teaching of Foreign Languages (ACTFL), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the Georgia Performance Standards (GPS) for all students. (CF 1, CF 2, CF 3, CF 4, CF 5, CF 6, CF 7, CF 8 – reference to principles of COE)

2. To develop and utilize communicative/functional activities that promote performance skills in second language (L2) listening, speaking, reading, and writing at all levels of language instruction, including adapting lesson plans for differentiated learners. (CF 1, CF 2, CF 3, CF 4, CF 5, CF 6, CF 7, CF 8)

3. To develop and utilize activities that promote an understanding of the L2 culture(s) and to expect their students to demonstrate respect for the target culture(s), school culture, and all other cultures. (CF 1, CF 2, CF 3, CF 4, CF 5, CF 6, CF 7, CF 8)

4. To evaluate and select classroom materials and resources. (CF 1, CF 3)

5. To employ effective strategies for classroom management and assessment. (CF 2, CF 3, CF 4, CF 5, CF 6, CF 8)

6. To understand and use effective means of evaluating student performance and knowledge (including communication skills in L2, knowledge of L2 grammar, vocabulary, pronunciation, and general L2 competence). (CF1, CF 6, CF 8).

7. To become involved in appropriate professional organizations and to maintain knowledge of current developments in second language acquisition. (CF 7, CF 10).

8. To demonstrate reflective practice, engaging in continuous self-evaluation, and to develop a personal teaching philosophy. (CF 9)

9. To evaluate and design lesson plans based upon current secondary school textbooks. (CF 2, CF 3, CF 4, CF 5, CF 6, CF 7)

10. To demonstrate knowledge of a variety of approaches and techniques for teaching in the target language in order to create a non-threatening, interactive environment for learning. (CF 1, CF 2, CF 3, CF 6)

………………………………………………………………………………………………………

This course is a prerequisite to the student-teaching experience (FLED 4790). Before released for student teaching, students must show strong evidence of:

 effective lesson planning, including implementation of assessment
 classroom management appropriate to grade level and school “culture”
 content knowledge
 proficiency in the target language
 proficiency in English
 use of methods and strategies appropriate to the grade level and school environment
 self-assessment of effectiveness
 use of appropriate technology and documentation that the student has incorporated technology into lesson planning at the secondary level
 professionalism in attendance, punctuality, appearance and behavior
 receptiveness to feedback and suggestions for improvement

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

GRADE COMPONENTS FLED 4500:

1. ___OPI (5%): Students must take ACTFL’s Oral Proficiency Interview (OPI) and earn a minimum of Advanced Low. Scores will be handed in and posted on students’ portfolios on LiveText.

2. ___ Reflective Journal (10%): This is an opportunity for students to explore their thoughts relevant to the issues and practices of foreign language teachers and learners. These critical reflections will guide personal and professional development throughout the semester. Each week, students will post their reflections either on the Wimba voice board or on the written discussion board on BlazeView (the format will alternate each week). The professor will post guiding questions that are based upon the weekly reading assignment. Students will post their reflections and respond to a peer prior to the next class meeting. For the voice board, students may record up to five minutes of audio. For the written discussion board, students should post a minimum of two paragraphs.

3. ___Personal Teaching Philosophy (5%): One from the beginning of the course and one from the end of the course. Students will also write a one-paragraph reflection on how their teaching philosophy has changed between the two iterations. Teaching Philosophy Statements will be posted on LiveText.

4. ___Exams (30%): There will be two comprehensive exams that focus on the reading assignments and course content. The final exam will be a final reflection where students must reflect on their beliefs about how languages are learned, how languages should be taught and assessed, and what role the teacher plays in the second language acquisition process. Students will need to support their beliefs with research and theory. The three exams will be equally weighted.

5. ___Model Teaching (10%): Students will present (individually) one lesson plan from their unit plans to the class. Students will have 30 minutes to teach a complete lesson in the target language to the class. The lesson may focus on second language reading, writing, listening, speaking, or culture. The lesson must include a formal assessment, the ACTFL and GPS standards that the lesson addresses, and adaptations for differentiated learners. In addition, the student should incorporate some type of technology (ppt., sound file, video clip, etc.) into the lesson. Students must hand in a typed lesson plan, the formal assessment, and all instructional materials that were implemented during the lesson. The rubric for the Model Teaching assignment is posted on BlazeView.

6. ___Unit Plan (35%): Students will create a unit plan that incorporates 5 individual lesson plans that revolve around a single theme. Each lesson plan will focus on a single skill: reading, writing, listening, speaking, or culture. Complete instructions for creating the unit plan, sample unit plans, and the grading rubric for the unit plan are posted on BlazeView. Students will turn in one lesson plan from their unit plans in early October. This will give students the opportunity to receive extensive feedback and guidance from the professor. There will also be an opportunity for peer review of a lesson plan from the unit plan.

7. ___ Portfolio (5%): Key course assignments (unit plan, OPI score, membership in a professional organization, and teaching philosophy) will be posted to LiveText no later than November 12.

GRADE COMPONENTS FLED 4510:

1. ___ Classroom Observations (45%): Students will perform eight hours of field experience observing foreign language instruction at the secondary (high school and middle school) level. Students should strive to include a diversity of ages, language levels, and settings. Students must observe at least four different foreign language teachers and levels (e.g., Spanish I, Spanish II, Spanish III, Spanish IV, or AP Spanish) throughout the semester. Students will read the Etiquette Guidelines for Nonsupervisory Observation of L2 Classrooms and sign and date the Student Etiquette Agreement prior to visiting schools. Students will turn in the FLED fieldwork log with their completed observation guides and reflections. The fieldwork log is not valid without the signature and date of each teacher that the student observed. Students will have 10 hours of release time to complete this assignment.

2. ___ Observation Reports (45%): Students will complete the FLED observation guide and write a one-page reflection for EACH of the eight classroom observations that are performed throughout the semester. The observation guide and instructions for completing the one-page reflection are posted on BlazeView. The first three observation reports (completed observation guide plus one-page reflection per observation) are due on September 24. The remaining five reports are due on November 26. Students are encouraged to contact secondary foreign language teachers in the local community at the beginning of the semester to ensure availability. Observations cannot be performed on test days.

3. ___ Membership in Professional Organization (5%): Students must provide evidence of membership in at least one professional organization that supports the instruction of foreign languages during FLED 4500 (membership must be current through the end of the course). Examples of professional organizations are: The American Council on the Teaching of Foreign Languages (ACTFL), the American Association of Teachers of Spanish and Portuguese (AATSP), and the Foreign Language Association of Georgia (FLAG). Evidence of professional membership must be turned in and uploaded to LiveText by the due date.

4. ___ Portfolio (5%): Key course assignments (unit plan, OPI score, evidence of membership in a professional organization, and teaching philosophy) will be posted to LiveText by November 12.

Note: The FLED Observation Guide, Fieldwork Log, Etiquette Guidelines for Nonsupervisory Observation of L2 Classrooms, and the Student Etiquette Agreement are posted on BlazeView in the “Fieldwork” folder.
COURSE EVALUATION

GRADING:

FLED 4500 – 2 credits

OPI 5%
Reflective Journal 10%
Teaching Philosophy 5%
Exams 30%
Model Teaching 10%
Unit Plan 35%
Portfolio 5%

FLED 4510 – 1 credit

Classroom Observations 45%
Observation Reports 45%
Membership in Professional
Organization 5%
Portfolio 5%

GRADING SCALE:

90 – 100 A
80 – 89 B
70 – 70 C
60 – 69 D
59 or below F

ATTENDANCE POLICY

Work (including exams) may only be made up under extraordinary circumstances that are documented (e.g., medical or family emergency). Make-ups must be done within one week of the absence (otherwise the student receives a zero). If a student misses more than 20% of the class, per Valdosta State University guidelines, he/she may fail the course. Each unexcused absence will result in the deduction of 5 points off the final course grade.

PROFESSIONALISM

Maintenance of an affirming and positive classroom environment is a top priority, as is individual participation in this environment. Students are expected to: (a) arrive to class on time, (b) prepare for class by reading the assigned material, (c) participate in class discussions, (d) turn in work on time, (e) obtain notes and materials from their peers in the event of an absence, (f) take responsibility for their own learning, and (g) seek assistance from the professor outside of class if needed.

Other Policies:
The instructor reserves the right to deny entrance to any student arriving more than 15 minutes late or whom the instructor deems as disruptive.
Keep all cell phones turned off throughout class and do not bring food into class.
Students are strongly advised to purchase a headset with built in microphone for Wimba voice board activities.

DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM
Below is information directly quoted from the Academic Honesty Policies and Procedures:
Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics.
The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).
The consequences for acts of academic dishonesty in the Dewar College of Education are:
FIRST OFFENSE:
1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).
2. The faculty member will complete a Dewar College of Education Concern Form (http://www.valdosta.edu/coe/studentsinfo.shtml).
3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).
SECOND OFFENSE:
1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).
2. The faculty member will complete a Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml). The Dewar College of Education Concern Form Policy will be followed.
3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml). According to the Academic Honesty Policies and Procedures document, “after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee.”

ACCESSIBILITY STATEMENT

Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973.
Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are 229-245-2498 (V), 229-375-5871 (VP) and 229-219-1348 (TTY). For more information, please visit http://www.valdosta.edu/access or email: access@valdosta.edu.

STUDENT OPINION OF INSTRUCTION

At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an email notification through their VSU email address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at http://www.valdosta.edu/academic/OnlineSOIPilotProject.shtml.

INSTRUCTOR

Name: Dr. Victoria Russell

Office Number: 2202 Ashley Hall

Telephone Number: (229) 333-7357

Email Address: varussell@valdosta.edu

Office Hours: Mondays 3:00PM – 5:00PM, Tuesdays 3:30 PM – 6:30PM, or by Appointment

*Appointments are advisable since I am often in the public schools during the morning and early afternoon hours observing student teachers.
COURSE CONTENT OUTLINE / SCHEDULE

    ESOL 4060 / FLED 7500, Second Language Acquisition Theory and Practice

ESOL 4060 / FLED 7500
Theory and Practice in Second Language Acquisition
3 SEMESTER HOURS

Dewar College of Education
Valdosta State University
Department of Modern & Classical Languages
Conceptual Framework: Guiding Principles (DEPOSITS)
(Adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)

Dispositions Principle: Productive dispositions positively affect learners, professional growth, and the learning environment.

Equity Principle: All learners deserve high expectations and support.

Process Principle: Learning is a lifelong process of development and growth.

Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines.

Support Principle: Successful engagement in the process of learning requires collaboration among multiple partners.

Impact Principle: Effective practice yields evidence of learning.

Technology Principle: Technology facilitates teaching, learning, community-building, and resource acquisition.

Standards Principle: Evidence-based standards systematically guide professional preparation and development.

REQUIRED TEXTBOOKS AND COURSE MATERIALS

Mitchell, R., & Myles, F. Second Language Learning Theories (2nd Edition). New York: Oxford
University Press. ISBN-10 = 0 340 80766 0; ISBN-13 = 978 0 340 80766 8

Additional articles, book chapters, and links that comprise the required course reading are posted and available on BlazeView under the weekly resource folders.

COURSE DESCRIPTION

Theory and Practice in Second Language Acquisition (FLED 7500/ESOL 4060) is a course designed specifically to foster critical knowledge of Second Language Acquisition (SLA) theories and models as well as current trends in second language teaching and research. The course will focus on bridging the gap between theory and practice, and learners will evaluate pedagogical materials, assessments, and instructional practices from the perspective of various and divergent theories of SLA. An emphasis will be placed on applications of technology to SLA. Topics include: Universal Grammar, Cognitive Theory, Input and Interaction, Sociocultural Theory, Pragmatics, Computer-Assisted Language Learning, and Instructed SLA

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS) (identify those that apply to the course)

I. CONTENT AND CURRICULUM: Educators demonstrate a strong content knowledge of content area(s) that is appropriate for their certification levels.

II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Educators support the intellectual, social, physical, and personal development of all students.

III. LEARNING ENVIRONMENTS: Educators create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.

IV. ASSESSMENT: Educators understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.

V. PLANNING AND INSTRUCTION: Educators design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.

VI. PROFESSIONALISM: Educators recognize, participate in, and contribute to teaching and learning as a profession.

LEARNING OUTCOMES FOR VSU’S CORE CURRICULUM

All learning outcomes in the major continue to build upon those in VSU’s Core Curriculum listed at http://www.valdosta.edu/gec/ProposedNewLearningOutcomes.shtml.

COURSE OBJECTIVES AND LEARNING OUTCOMES (Linked to Conceptual Framework Standards)

1. Students will learn about the field of Second Language Acquisition through a multidisciplinary approach that presents multiple frameworks and perspectives. I
2. Students will apply theories of Second Language Acquisition to classroom teaching, evaluation of pedagogical materials, and assessment. I, II, IV, V
3. Using technology, students will research, discuss, and present content related to the field of Second Language Acquisition. I, V
4. Students will evaluate computer and web-based language learning resources and applications. I, III
5. Students will develop a personal teaching philosophy based upon an understanding of Second Language Acquisition theories and knowledge of current trends in second language teaching and research. I, II, III, IV
6. Students will research, summarize, and critique five empirical studies that investigate a phenomenon or hypothesis from one of the perspectives of SLA covered in the course, which will serve as a capstone project. This project may be presented either at the VSU graduate research symposium or at a professional conference. I, VI

COURSE ASSIGNMENTS, ASSESSMENTS, AND INTERACTIONS

ASSIGNMENTS:

Presentation of Computer-Assisted Language Learning (CALL) Tool or Application (Learning Outcomes 2, 3, & 4): Students will evaluate and present a CALL tool or application using WIMBA Class. Students’ presentations will be archived and all students in the course will be required to view and write a peer evaluation of each presentation that will be turned in to the instructor. A thorough description of this project, links to appropriate CALL tools and applications, a grading rubric for the presentation, and a peer evaluation form are posted on BlazeView under the Course Content tab (Week 12 Resources). The presentation is due by the end of Week 12 and the peer review forms are due by the end of Week 14.

Poster Presentation / Capstone Project (Learning Outcomes 1, 3, & 6): For your final course project, you will create a poster presentation. In the field of Applied Linguistics, scholars often use this medium to present the findings of research studies. You will need to purchase or make a tri fold poster board, to which you will attach the following items:
• For FLED 7500 students (five) and for ESOL 4050 (three) annotated bibliographies on research studies that examine a particular phenomenon or hypothesis from the perspective of one of the theoretical frameworks covered in this class (a list of potential topics and guidelines for researching them is available under the Final Project folder on BlazeView). All of the research studies should examine the same phenomenon or hypothesis (e.g., the noticing hypothesis).
• Three or four visual aids to support the findings of the studies that you examined (tables, graphs, etc.)
• A one-page list of the practical implications of the five studies (What are the implications for teaching and learning?)
• A one-page list of key terms used in these studies and their definitions
• A one-page list of the most important references for each research study
After you create your poster, you will make a PowerPoint presentation that contains all of the key information listed above as well as photographs of your poster (see the sample project and photos under the Final Project folder on BlazeView).
You will post your PowerPoint presentation on the Final Project discussion board. Your peers will evaluate your poster and you will have the opportunity to evaluate your classmates’ posters as well. You will use the rubric provided to evaluate at least two other posters. You will receive copies of all reviews of your poster.
Graduate students should present their posters at the VSU Annual Graduate Research Symposium next spring or at an upcoming professional conference. This type of presentation could be listed on your CV.
*Before getting started, see the Final Project folder on BV for “What to Include in Your Annotated Bibliography,” a “Sample Annotated Bibliography,” the grading rubric for this project, and links and resources for creating annotated bibliographies.
Approved Journals for Annotated Bibliographies

Applied Linguistics
Bilingual Research Journal
CALICO journal
CALL journal
ELT Journal
e-FLT
Foreign Language Annals
Hispania
IALLT journal
International Journal of Applied Linguistics
JOLT Journal
Language Acquisition
Language Awareness
Language Learning
Language Learning and Technology
Language Teaching Research
Modern Language Journal
Studies in Second Language Acquisition
System
TESL-EJ
TESOL Quarterly

Other journals may be used, but the source must be sent to the course instructor for approval.

ASSESSMENTS:

Weekly Quizzes (Learning Outcomes 1 & 2). To ensure that students have mastered the course content, weekly quizzes must be passed at the level of 80% or higher. Students will have two attempts to complete the weekly quizzes. There is no time limit; however, if students do not complete quizzes at the level of 80% or higher, the instructor reserves the right to assign addition work until key concepts are mastered.

Final Exam / Final Reflection (Learning Outcomes 1, 2, & 5). FLED 7500 students will write a 2,000 word essay and ESOL 4050 students will write a 1,500 word essay (double spaced) describing which theory or theories of second language acquisition they most agree with and why. They will also explain the implications that the theory has for the ESL/FL curriculum. Further, students will explain how the theoretical lens with which they have chosen to align themselves will impact their own classroom teaching and learning. This assessment will be delivered via BlazeView during the final exam week (due date TBA). A grading rubric for the final reflection paper is posted on BlazeView under the Course Content tab (Week 15 resources).

INTERACTIONS:

Discussion Board. (Learning Outcomes 2, 3, & 4): Weekly discussion board postings (both text-based and WIMBA voice boards) will be graded on a 10-point scale according the following rubric:

Student’s Post
(7 points) Fully Acceptable: Demonstrates complete understanding of concept and its application, and links concept to other course material
(4 points) Partly Acceptable: Demonstrates only partial comprehension of concept and its application
(1 point) Not Acceptable: Does not demonstrate comprehension of concept

Student’s Reply
(3 points) Replies thoughtfully to a peer.
(1.5 points) Replies superficially to a peer.
(0 points) Does not reply to a peer.

All discussion board postings are due on Sundays at 11:59pm. Discussion board postings will not be accepted late. Please see the Getting Started module on BlazeView for netiquette and posting guidelines.

COURSE EVALUATION

Grading Scale

90 – 100 A
80 – 89 B
70 – 70 C
60 – 69 D
59 or below F

Grade Components with Percentages

CALL Presentation: 10%
Poster Presentation Project: 35%
Weekly Quizzes: 20%
Final Exam / Reflection: 15%
Weekly Discussion Board: 20%
___________________________________

Total 100%

ATTENDANCE, PARTICIPATION, AND LATE WORK POLICY

Weekly participation is expected and necessary for satisfaction of course objectives. Assignments must be submitted on or before the due date to receive a grade. Postings to discussion boards will not be accepted late. Exams and quizzes may only be made up under extraordinary documented circumstances (i.e. family or medical emergency). Make-up work must be done within one week of the absence (otherwise the student receives a zero). When a student desires a make-up, it is the student’s responsibility to contact the professor to arrange it. If a student misses more than 20% of the class (in the online environment, this means no participation for more than three weekly modules), per Valdosta State University guidelines, s/he will fail the course.

ASSIGNMENT DUE DATES

Assignments and due dates will be posted on the course calendar on BlazeView. Each week, students must complete the reading assignment, the discussion board (text-based or WIMBA voice board), the weekly quiz, and any other work assigned in the weekly learning module by Sunday at 11:59pm. Assignments are also posted in the weekly learning modules on BlazeView.

PROFESSIONALISM

Educators are professionals guided by ethical commitments to their students, their families and to the communities in which they work. Professional values of teachers include respect, integrity, collaboration, active participation, building alliances, resolving conflicts, and reflective, intellectual inquiry. Candidates in this course are pursuing a profession with extremely high standards. It is expected that future teachers conduct themselves with the professionalism that is required of practicing teachers. If at any time a candidate’s actions or attitudes are judged to be less than professional, appropriate remedial action will be taken. (The Code of Ethics for Educators at: http://www.gapsc.com/Professionalpractices/NEthics.asp).

DEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISM
Below is information directly quoted from the Academic Honesty Policies and Procedures:
Academic integrity is the responsibility of all VSU faculty and students. Faculty members should promote academic integrity by including clear instruction on the components of academic integrity and clearly defining the penalties for cheating and plagiarism in their course syllabi. Students are responsible for knowing and abiding by the Academic Integrity Policy as set forth in the Student Code of Conduct and the faculty members’ syllabi. All students are expected to do their own work and to uphold a high standard of academic ethics.
The full text of Academic Honesty Policies and Procedures is available on the Academic Affairs website (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).
The consequences for acts of academic dishonesty in the Dewar College of Education are:
FIRST OFFENSE:
1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).
2. The faculty member will complete a Dewar College of Education Concern Form (http://www.valdosta.edu/coe/studentsinfo.shtml).
3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml).
SECOND OFFENSE:
1. The faculty member will administer an academic response (e.g. resubmit / retake assignment, failure of the assignment, failure of the course).
2. The faculty member will complete a Dewar College of Education Concern form (http://www.valdosta.edu/coe/studentsinfo.shtml). The Dewar College of Education Concern Form Policy will be followed.
3. The faculty member will complete a Valdosta State University Report of Academic Dishonesty (http://www.valdosta.edu/academic/AcademicHonestyatVSU.shtml). According to the Academic Honesty Policies and Procedures document, “after a second (or subsequent) Report of Academic Dishonesty has been submitted to the Student Conduct Office in the Dean of Students Office, official charges will be drawn up and the disciplinary matter will be referred to the Valdosta State University Judicial Committee.”

ACCESSIBILITY STATEMENT

Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973.
Students with disabilities who are experiencing barriers in this course may contact the Access Office for assistance in determining and implementing reasonable accommodations. The Access Office is located in Farber Hall. The phone numbers are 229-245-2498 (V), 229-375-5871 (VP) and 229-219-1348 (TTY). For more information, please visit http://www.valdosta.edu/access or email: access@valdosta.edu.

STUDENT OPINION OF INSTRUCTION

At the end of the term, all students will be expected to complete an online Student Opinion of Instruction survey (SOI) that will be available on BANNER. Students will receive an email notification through their VSU email address when the SOI is available (generally at least one week before the end of the term). SOI responses are anonymous, and instructors will be able to view only a summary of all responses two weeks after they have submitted final grades. While instructors will not be able to view individual responses or to access any of the responses until after final grade submission, they will be able to see which students have or have not completed their SOIs, and student compliance may be considered in the determination of the final course grade. These compliance and non-compliance reports will not be available once instructors are able to access the results. Complete information about the SOIs, including how to access the survey and a timetable for this term is available at http://www.valdosta.edu/academic/OnlineSOIPilotProject.shtml.

INSTRUCTOR

Name: Dr. Victoria Russell

Office Number: 2202 Ashley Hall

Telephone Number: (229) 333-7357

Email Address: varussell@valdosta.edu

Office Hours: Tuesdays, 3:30 – 5:30 PM, Wednesdays 1:00 – 4:00 PM, or by Appointment