FLTA Workshop August 15, 2017 “PEDAGOGICAL PRACTICES” Presenter: Dennis Harrod, Syracuse University (with thanks to Amanda Brown and Connie Dickey)

Curriculum Development & Creation of Objectives

Definition of Course Objectives What stakeholders want students to be able to do at the end of the course Stakeholders University Department Supervisor Students Teacher FLTA Workshop, August 19 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Identifying Course Objectives Content Method Level Articulation Homework Assessment FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Identifying Course Objectives Meet with supervisor Find out university / department objectives Meet with students May conduct “needs analysis” (content and process) to determine student goals Self-reflect Select the objectives identified by other stakeholders that you will be able to address given your experience, resources, etc. FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Identifying Course Objectives ACTFL Proficiency Guidelines/CEFR FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Summaries of ACTFL Proficiency Levels Novice Low: Identify with lists, produce isolated words, repeat memorized items Novice Mid: Identify with phrases, combine words, express ideas with simple phrases and expressions Novice High: Describe with phrases, identify with short sentences in present time frame Intermediate Low: Describe with sentences, use strings of sentences, express own thoughts in single time frame Intermediate Mid: Describe with strings of sentences, combine time frames, create with language Intermediate High: Describe with paragraph-length discourse, combine time frames, use limited idiomatic expressions Advanced Low: Describe and narrate in paragraph and longer length texts, combine time frames

Identifying Course Objectives ACTFL Proficiency Guidelines/Can-Do Statements FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Sample Course Objectives: French In French 101, you will learn to interact in French in a variety of basic, everyday situations. You will learn to use and understand the present and past tense forms, to ask and understand questions and write letters and short descriptions; you will read some authentic materials, such as signs, advertising, newspaper articles, and even some brief literary works. FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Sample Course Objectives: Spanish Communicative objectives include: socializing and greeting, giving and getting autobiographical information, expressing interest and surprise, talking about present and future plans, expressing likes and dislikes, making and understanding simple descriptions, recounting a series of events or recent experiences, discussing daily activities, giving advice and instructions, making requests, and handling simple survival situations. Class activities are in Spanish FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Syllabus Design

Definition of Syllabus Breaking down of course objectives into manageable chunks Selection, sequencing, and justification of course content - the “what” of FLT Sometimes items conflated with method - the “how” of FLT FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Functions of a Course Syllabus Establishes point of contact and connection between students and instructor Helps set the tone for the course Describes your beliefs about educational purposes Acquaints students with the logistics of the course Defines student responsibilities for successful course work Explains how student work will be evaluated FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Functions of a Course Syllabus Helps students to assess their readiness for the course Describes available learning resources Communicates the role of technology in the course Can expand to include handouts, reading materials Serves as a learning contract FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

Checklist for Syllabus Design Title page Instructor/class information Description and objectives of the course Course calendar Course requirements Evaluation and grading procedures Content information Academic integrity policies How to study for and succeed in the course FLTA Workshop, August 19, 2010: Starting from Scratch: Learning Objectives, Syllabi, Lesson Plans

ELEMENTS OF A SYLLABUS Gives the who, when, where and what

Explains policies, requirements

Explains course requirements, grading

Calendar of assignments

Daily assignments

Lesson Planning

Benefits of Explicit Lesson Planning Big picture view Coherence, balance, clarity Easier execution Time-saving in long run Flexible execution Professional Easier self-reflection

Content of Lesson Plan: Preliminary Information Timetable fit Level Time Class profile Lesson objectives Language / skills - analysis Assumed knowledge Anticipated problems Materials

Content of Lesson Plan: Lesson Objectives “What is it that students should be able to do after lesson?” Main objectives: e.g. Introduction and practice of language related to illness - (1) “have/am”, (2) vocabulary of pain and illness Subsidiary objectives: e.g. (1) to practice dictionary skills, (2) to practice selective listening, (3) to practice sound linking.

Typical Lesson Content Warm up / review Introduction of lesson objective Presentation of language or task Practice of language or implementation of task—more controlled Less controlled production of language or repetition of task with alternative materials (Post) lesson evaluation of students, lesson objectives, self

Review: Steps in Lesson Planning Form objective(s) Decide on materials Decide on activities/tasks and plan instructions, class management, etc. Sequence activities in logical and appropriately paced manner Write up plan 6

Assessment 6

ELEMENTS OF EXAMS ORAL COMPREHENSION READING COMPREHENSION STRUCTURES VOCABULARY CULTURE COMPOSITION ORAL PRODUCTION—SEPARATE ASSESSMENT

CONSIDERATIONS TIME CONSTRAINTS (INDIVIDUAL CLASS & WITHIN SEMESTER/TERM)—number & length of exams TAKE-HOME VS IN-CLASS LEVEL OF READINGS; LEVEL OF ORAL PASSAGES RUBRICS FOR ORAL ASSESSMENT, COMPOSITIONS PERCENTAGES OUT OF 100/20?; “check” system; conversions and consistency Electronic grade books

Grading System

Penalties for Poor Performance Students earning less than a 2.0 semester GPA will be placed on Academic Warning for the following semester. Students who earn less than a 2.0 semester GPA a second time will be placed on Academic Probation. And if they earn less than a 2.0 semester GPA for a third time, they will be placed on Final Probation and they may possibly be suspended from college.

Learner-centered teaching: Five key changes to practice The Role of the Teacher Currently: Most instructional practice still features teacher action The Change: Instructional action should focus on students learning Examples: Approaches that overcome the propensity to tell – not “going over” the syllabus, how-to-study advice Implications: Facilitative roles are more difficult and no less central in student learning experiences

Learner-centered teaching: Five key changes to practice The Function of Content Currently: Faculty make the key decisions about learning for students The Change: In ethically responsible ways, faculty share decision –making about learning with students Examples: Approaches that overcome the propensity to tell – not “going over” the syllabus, how-to-study advice Implications: Facilitative roles are more difficult and no less central in student learning experiences