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TSL 590 BLE or TESOL Practicum GCU
TSL 590 Full Course Discussions GCU
TSL 590 Topic 1 DQ 1
What are the
benefits of being a reflective practitioner? What does the research say about reflective
learning?
TSL 590 Topic 1 DQ 2
What is
something you would like to know more about regarding teaching ELLs? What does
the research say about the topic you are interested in knowing more about?
TSL 590 Topic 2 DQ 1
From your
observations or reading, provide an example of an innovative technological
resource that could be utilized in an ELL or bilingual/dual language
educational setting. What makes this resource particularly effective?
TSL 590 Topic 2 DQ 2
Provide an
example of an effective use of visual aids with ELL students. What does the
research recommend regarding the creation or use of visual aids?
TSL 590 Topic 3 DQ 1
Briefly summarize a language acquisition theory and then
offer specific suggestions for the application of this theory in the classroom
setting where you currently work.
TSL 590 Topic 3 DQ 2
What is the benefit of knowing and understanding a
variety of language acquisition theories?
TSL 590 Topic 4 DQ 1
How can
writing SMART objectives better align instruction and assessment? Share cited
information regarding SMART objectives so that you are clear about what they
entail.
TSL 590 Topic 4 DQ 2
Provide an
example of a best practice regarding ELL or bilingual/dual language assessment.
Why do you think this example is particularly important?
TSL 590 Topic 5 DQ 1
Understanding
the distinction between the visible and the invisible culture is one of the
most important aspects of teaching the influence of culture on L2 use. What are
the key features of the invisible culture and how does it affect L2 learning
and use?
TSL 590 Topic 5 DQ 2
Beyond
celebrating holidays, festivals, and food, what does it mean to incorporate
culture into instruction?
TSL 590 Topic 6 DQ 1
Provide an
example of one new idea regarding an approach, technique, or way of doing
something that was learned or reinforced during this course. How will this make
you a better teacher?
TSL 590 Topic 6 DQ 2
Has this
practicum increased your awareness about the value of reflection? If so, in
what sense?
TSL 590 Full Course Assignments GCU
TSL 590 Topic 1 Field Experience A Practicum Learning Plan
Your Practicum Learning Plan can be thought of as a
“blueprint” that maps out what you hope to learn or accomplish during this
course.
Allocate at least 10 hours in the field to support this
assignment.
Discuss the Practicum Learning Plan guidelines with your
mentor to develop your plan. Identify professional development opportunities
and evidence for accomplishment and discuss ways and resources for growth.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a Practicum Learning Plan based on the
instructions and using the Practicum Learning Plan template. Your plan should
include specific learning goals that are measurable. Create one goal for each
of the four categories listed in the template.
Your goals may encompass the following:
- Teaching Knowledge (Knowing)
could involve: Expanding upon essential professional background knowledge,
i.e., theories, concepts, pedagogy, multicultural information,
assessments, lesson planning, etc.
- Teaching Skills (Doing) could
involve: Decision-making, teamwork, professionalism, organization,
effective classroom management, in-depth content knowledge, expert use of
instructional strategies, etc.
- Lifelong Learning (Growing)
could involve: Finding inspiration, finding answers, finding resources,
reading, writing, and discussing educational topics, etc.
- Professional Relationships (Connecting) could involve: Communication, interpersonal
relations (students, co-workers, parents, administrators,
paraprofessionals, custodians), creating a community, respect, admiration,
honesty, empathetic, respectful, leadership, team-member, coach, building
trust, etc.
For each of your goals identify the following in the
template:
- Significance – Why is this
important to know? What is the value of this to you?
- Action Steps – What are
the steps needed on your part to accomplish this? How will you achieve
this?
- Evidence – What would it look like to have accomplished this? What would
knowing this mean?
APA Style is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
TSL 590 Topic 2 Field Experience B: Innovative Resources for ELLs
Awareness of innovative technological resources provides
additional opportunities to enhance instruction and facilitate student
engagement.
Allocate at least 10 hours in the field to support this
assignment.
Discuss with your mentor teacher how various innovative
technological resources could be utilized within English language instruction.
Observe or implement technological resources that enhance learning for ELLs or
bilingual/ dual language students.
Continue to work on achieving the goals that you
identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a 10-15 slide presentation in digital format to
inform teachers about innovative technological resources that could be utilized
within ELL or bilingual/dual language educational settings. Recommend five
innovative technological resources in this presentation. For each of your five
resources include:
- An explanation of what this resource is and the area(s) of language
development that it addresses, i.e., reading, writing, speaking, or
listening.
- An example of how this resource would be integrated into your
teaching.
- An explanation regarding how this resource enhances
learning better than what has traditionally been used.
APA Style is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
TSL 590 Topic 3 Field Experience C: Applied Language Acquisition
Understanding language acquisition theory enables teachers
to better understand the cognitive factors associated with learning, to
anticipate the types of errors made by ELLs, and to plan instruction
accordingly.
Allocate at least 10 hours in the field to support this
assignment.
Discuss language acquisition theory with your mentor
teacher as well as with other content teachers. Focus on how they perceive the
connection between theory and content instruction. Learn about the strategies
they employ that are tied to language acquisition theory. Observe several learning
experiences involving ELLs or bilingual/dual language students to make
connections between language acquisition theory and teaching. Implement
language acquisition theory into your teaching.
Continue to work on achieving the goals that
you identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Create a 5-10 slide audio-enhanced presentation or
webinar to inform teachers about integrating language acquisition theory into
content instruction for ELLs or bilingual/dual language students. Your
audio-enhanced presentation or webinar should be narrated by you and based on a
content area of your choice.
Provide examples of how three different language
acquisition theorists could inform teaching a content topic. Your
audio-enhanced presentation or webinar should include:
- A brief description of three language acquisition theories
(including the theorist, name of theory, and summary).
- A specific example of how each of these
language acquisition theories could inform content instruction for ELLs or
bilingual/dual language students within your chosen subject of interest.
Include presenter’s notes, in-text citations, and a
reference slide.
Support your findings with at least three resources.
While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
TSL 590 Topic 4 Field Experience D: Assessment Adaptation
Teachers working with ELLs or bilingual/dual language
students need to be aware of assessment strategies that accurately measure
content knowledge as opposed to language ability.
Allocate at least 10 hours in the field to support this
assignment.
Work with your mentor as well as with other content
teachers to learn more about how classroom assessments are designed and
administered. Evaluate past assessments completed by ELLs or bilingual/dual
language students. Look at how the assessments are structured and the types of
errors that were made by the students. Were many of the mistakes caused by
misunderstanding the language? Observe or participate in the process of
creating and administering classroom assessments.
Continue to work on achieving the goals that
you identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Find an example of an existing classroom assessment used
in a general education classroom (not an ELP assessment) or create one that
could be used for this purpose. Make note of any issues with this assessment if
it were to be used on ELLs or bilingual/dual language students.
Provide a 100-250 word analysis regarding how this
assessment could be adapted for ELLs or bilingual/dual language students.
Include at least two research-based considerations for fair and effective assessment
practices. Be sure to include a copy of the original assessment in an appendix.
APA Style is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
TSL 590 Topic 5 Benchmark – Informed Culturally Responsive
Instruction Plan
To appropriately meet the instructional needs of ELLs and
bilingual/dual language students, teachers need to consider specific cultural
factors that affect learning.
For this benchmark assignment you will create
an informed culturally responsive instruction plan that includes an example of
a learning activity created for a specific cultural group.
Part
1: Field Experience E
Allocate at least 10 hours in the field to support this
assignment.
Discuss the topic of culturally responsive curriculum
with your mentor and other teachers at your school to get a general idea of
their current understanding of the topic. Spend time observing various learning
experiences to gauge the level of cultural responsiveness. Gather ideas for
your own example of an informed learning activity that is culturally
responsive. Participate in learning experiences and activities that are
culturally responsive.
Continue to work on achieving the goals that
you identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with the last assignment by the assignment due date. Directions for submitting
can be found on the College of Education site in the Student Success Center.
Part
2: Informed Culturally Responsive Instruction Plan
Select a prevalent cultural group in your
school to research. Utilize your required reading, the GCU Library, and other
online resources to identify specific considerations for that cultural group.
Research individual cultural identity factors and how they affect learning and
academic progress. Identify culturally responsive strategies to accommodate
this group.
Develop a culturally responsive learning
activity for this cultural group of ELLs or bilingual/dual language students
with a grade and ELP level of your choice. Choose a content topic (such as the
Civil War, world peace, solar system, etc.) to develop an activity that
demonstrates informed culturally responsive instruction.
Create a 500-750 word informed culturally
responsive instruction plan that articulates how the specific considerations
for the cultural group you have chosen could be taken into account when
creating a learning activity. Your informed culturally responsive instruction
plan should include:
- A description of the cultural group you have chosen to research
including the specific considerations for that cultural group identified
in the literature.
- A description of the learning activity you developed including:
- Grade and ELP level of your intended students
- The activity objective
- The materials needed and how the activity would be carried out
- How the activity will be assessed
- An explanation regarding how the cultural considerations of your
students informed the development of your activity.
- An analysis of individual cultural identity factors and how they
affect learning and academic progress.
- An explanation regarding how culturally responsive
instruction promotes the progress and leads to the ultimate goal of
reclassification for ELLs and bilingual/dual language students.
Support your findings with at least three resources.
Prepare this assignment according to the guidelines found
in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
This
benchmark assignment assesses the following programmatic competencies [and
professional standards]:
COE 2.4:
Candidate
will utilize resources, including technology, to educate themselves about the
cultures of students in their classrooms and apply that learning to
instruction. [TESOL 2.f; InTASC 2(k)]
COE 2.5:
Candidate
will explain how an individual’s cultural identity affects their learning and
academic progress. [TESOL 2.g; InTASC 2(j)]
COE 3.2:
Candidate
will design differentiated learning experiences based on assessment of
students’ English and L1 proficiency, learning styles, and prior formal
educational experiences and knowledge. [TESOL 3.a.3; InTASC 6(g), 9(h)]
COE 4.5:
Candidate
will implement national and state requirements for identification,
reclassification, and exit of ELLs from language support programs. [TESOL
4.b.1; InTASC 6(o), 6(v)]
TSL 590 Topic 6 Field Experience F: Practicum Reflection
Engaging in professional experiences and professional
development opportunities not only enhances growth but facilitates equitable
and ethical treatment of students and colleagues.
Allocate at least 10 hours in the field to support this
assignment.
Review the activities included on your Clinical Field
Experience Verification Form and reflect on your involvement during this
course. Discuss and reflect on these experiences with your mentor. Conduct or
participate in as many learning experiences or activities as possible to
practice the concepts that were reinforced during this course.
Continue to work on achieving the goals that you
identified in your Practicum Learning Plan.
Document the locations and hours you spend in the field
on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form
with this assignment by the assignment due date. Directions for submitting can
be found on the College of Education site in the Student Success Center.
Regarding your four original learning goals in your
Practicum Learning Plan and your experiences in the field throughout this
course, write a 250-500 word reflection that addresses the following:
- Examples of growth in each of your learning goals based on the
evidence identified in your Practicum Learning Plan. Have your ideas about
what constitutes evidence in these areas changed?
- Were the action steps that you identified helpful? Were they
accurate? Would you have done anything differently?
- Has the significance of each of your learning goals remained
constant? Have you experienced a change in your priorities?
- Research your state TESOL affiliate to identify
opportunities for involvement, advocacy, and scholarly engagement. Explain
how you plan to take advantage of these opportunities. Do you have
anything to add to your original goals?
APA Style is not required, but solid academic writing is
expected.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the expectations for
successful completion.
You are
required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
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