EDUC 120 Diverse Learners Syllabus
Merced County Office of Education
EDUC 120 Diverse Learners Syllabus
CLASS DATES (45 hours)
Dates as scheduled
Classes are from 5:00 p.m. to 9:00 p.m. (2 evenings per week)
Week 1
Week 2
Week 3
Week 4
Week 5
*Assignments/Observations completed outside of class sessions
MCOE MISSION
Nurture / Serve / Lead
The mission of the Merced County Office of Education, as the educational leader of the Central Valley and trusted community partner, is to transform education and inspire personal, social, and academic achievement of students through collaborative partnerships, accountable leadership and innovative, high quality programs and services.
EDUCATIONAL SERVICES PHILOSOPHY
Merced County Office of Education's Educational Services Department is committed to providing leadership and instructional services to Merced County districts that ensure quality teaching and learning and accelerate achievement for all students.
PROGRAM PURPOSE
To provide a quality credential program that allows interns to thrive and develop into highly experienced teachers.
COURSE SUMMARY
Candidates examine principles of educational equity, diversity, cultural and linguistic responsiveness and their implementation in curriculum content and school practice. Candidates learn about first and second language acquisition, positive and negative language transfer and how home literacy connects to second language development. Candidates explore options for communication with families and the importance of cultural background.
Candidates will examine the factors for developing a comprehensive reading program and the research behind effective reading instructions. Students will make connections between reading instruction and effective English Language Learner reading instruction
RATIONALE
Candidates learn the importance of working with students from diverse backgrounds both culturally and linguistically and how to incorporate the varied backgrounds into the social and academic fabric of their classroom.
CORE LEARNING OUTCOMES (CLO)
1. Graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
2. Graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
3. Graduates sustain a practice of innovation and reform.
4. Graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.
5. Graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
STUDENT LEARNING OUTCOMES (SLO)
Upon completion of the course, candidates will:
To examine the principles of educational equity, diversity, cultural and linguistic responsiveness and the implication on school practices.
To acquire knowledge of linguistic development, language development of both first and subsequent languages.
Explore current research and practice around how cognitive, pedagogical, and individual factors affect students’ language acquisition.
Acquire skills for managing classrooms with diverse learners.
Understand the importance of family and cultural background in planning equitable learning experiences.
Acquire skills and understanding of how to work with families of students with diverse backgrounds to enhance their learning.
Acquire knowledge of and ability to teach students from diverse backgrounds in Specially Designed Academic Instruction in English (SDAIE) methodologies and English Language Development (ELD) strategies.
Observe a variety of instructional strategies focused on inclusion of students with diverse cultural and linguistic backgrounds
Learn about the challenges of teaching English, literacy skills, and academic content to English Language Learners
Learn about an effective read-aloud strategy: PALS
Learn about strategies for struggling readers
Summarize of the five themes represented in the CA ELA/ELD Framework
ATTENDANCE AND TARDY POLICY
Students must sign in for each class session. Attendance is mandatory, and on-time attendance is expected at all scheduled class sessions. Any absence will cause you to miss a significant amount of the course. You are at risk of having to retake the course, regardless of points, if you do not meet the attendance standards. Failure to attend class or arriving late may impact your ability to achieve course objectives, which may affect your course grade and passage of the course.
PROFESSIONAL CONDUCT
Students and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive, or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.
STUDENT RESPONSIBILITIES AND EXPECTATIONS
Be an active listener and participant
Complete required readings and assignments
Be prepared to participate in class discussions and activities
Self-monitor participation in group discussions, including using the Norms of Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry)
Cell phones should be silenced during class.
Electronics will be used to access materials needed for course content only
Notify instructor and Program Facilitator prior to class if you will be absent for any reason
TEXTBOOK AND MATERIALS
ELA/ELD Framework
APA Format-Quick Reference Sheet
Other materials given by instructor
ASSIGNMENTS
Week 1 - Learn about the challenges of teaching English, literacy skills, and academic content to English Language Learners.
Go to: http://www.colorincolorado.org/ (Links to an external site.)
Find an article that interests you. Read one article. Write a 1-2 page summary and reflection (summarize the article and write a brief reflection of how you would apply this new learning to your work and context, after the summary). Be sure to follow APA guidelines including title page, reference page, margins, etc. Link to APA Format-Quick Reference Sheet (Links to an external site.)
Week 2 - Learn about an effective read-aloud strategy: PALS
Click on the Assignment tab to the left and choose the PALS Module assignment. Follow the directions given in the Module.
Week 3 - Learn about strategies for struggling readers.
Click on the Assignment tab to the left and choose the Strategies for Struggling Readers assignment. Follow the directions given.
Week 4 - Read about the five key themes of ELA/Literacy and ELD Instruction found in the CA ELA/ELD Framework
Go to: http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp (Links to an external site.) (Links to an external site.)
Write a 2 page summary of the five themes represented on the pages you read. Refer to Rubric under Files tab. Be sure to follow APA guidelines including title page, reference page, margins, etc. Link to APA Format-Quick Reference Sheet (Links to an external site.)
Read pages for the grade level you teach or are interested in teaching from The English Language Arts/English Language Development Framework for California Public Schools (2015):
TK - pp. 169-184
K - pp. 201-218
1st - pp. 239-255
2nd - pp. 319-330
3rd - pp. 351-365
4th - pp. 424-440
5th - pp. 464-474
6th - pp. 548-564
7th - pp. 582-597
8th - pp. 616-634
9th and 10th - pp. 723-737
11th and 12th - pp. 768-787
Week 5 – The ELL Journal Assignment is designed to give you a foundational understanding of English Language Acquisition.
Please follow the instructions below:
1) Read the ELL Journal Rubric so that you will understand the expectations of the unit.
ELL Journal RubricPreview the document
2) Open up the journal using the link below. Type your name on the top line and then save it to your computer.
ELL Journal Final 2019-2020Preview the document
3) Read the directions in the journal on the first page and then open the following link:
http://bit.ly/elljournal (Links to an external site.)
The link will take you to a website that houses the information you will be hearing and reading; however, ONLY write responses in the Journal that you saved on your computer, not on the website.
4) Start working through the modules on the ELL Journal. We have placed links to the pages you need to answer each prompt so you should have easy access.
1. Completion of Colorín Colorado Summary and Reflection 20%
2. Completion of PALS Module 20%
3. Completion of Strategies for Struggling Readers 20%
4. Completion of Summary (Five Themes) 20%
5. ELL Journal and Modules 20%
GRADING SCALE AND DESCRIPTION
Grades | Minimum Score | Grade-Point Equivalent |
A | 90% | 4.0 |
B | 80% | 3.0 |
C | 70% | 2.0 |
D | 60% | 1.0 |
F | 0% | 0.0 |
SPECIAL CONSIDERATIONS POLICY
Any student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made.
COURSE SCHEDULE
Week 1 - Learn about the challenges of teaching English, literacy skills, and academic content to English Language Learners.
Week 2 - Learn about an effective read-aloud strategy: PALS
Week 3 - Learn about strategies for struggling readers.
Week 4 - Read about the five key themes of ELA/Literacy and ELD Instruction found in the CA ELA/ELD Framework
Week 5 – The ELL Journal Assignment is designed to give you a foundational understanding of English Language Acquisition.