Global Educators Cohort Program - Teacher Education

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Course Schedule


  • 09-04-09
    • Course Introduction, Initial Questions & Answers
    • Lecture: Guiding Concept, Language Development Theory [6K5], Ch. 1: Functional Language Approach, Professional Resources [9K2]
    • Class Assignments:
      • Read Ch. 2 of course text
        • Guiding Questions:
          • What constitutes a language problem?
          • What, beyond the presence of a disability, are the causes of language problems?
          • How does the presence of a language problem inhibit student’s learning?
      • Observational Study: Self
        • Context Identification + rationale
          • on, or before. noon 9/10, place targeted information in a message entitled "Obs Study - Self: Context Info" via the "Discussion" tab on your page in the course wki.

  • 09-11-09 Lecture: Language Impairments
    • Course Standards addressed: Prevalence [1K1] Multihandicapped[1K3] Impact of Hearing Loss Upon Learning & Language [6K3] [2K1]
    • Onset of weekly quizzes
    • Class Assignments:
      • Read Ch. 3 of course text
        • Guiding Questions:
          • As a teacher of students who are d/hh, what do you want to learn as a result of your assessment efforts?
          • Given the language problems commonly demonstrated by students who are d/hh, which tests will be most useful to you?
          • What are the test modifications that you are most likely to use in the language assessment of your students who are d/hh?
      • Read Ch. 4 of course text
        • Guiding Questions:
          • What impact is a student's ethnicity likely to have upon their performance within language assessments?
          • How can you design your instruction to provide an ongoing analysis of a student's language competence and problems?
          • How can you design your instruction to effectively incorporate the information you gain from your language assessment work?
      • Observational Study: Self
        • Context Description Refinement
        • Topic Identification and Charting


  • 09-25-09 Communication Assessment (cont.)
    • Lecture:
    • Observational Study: Self [8S1] [8S3]
      • Context Description Refinement
      • Topic Identification and Charting Continuation & Refinement
      • Identification & Description of Communication Breakdowns & Topical Occurrence
    • Assignment:
      • Read: Ch. 6 of course text - Analysis Across Utterances & Patterns & by Communication Event" - Guiding Questions [Note: this was a previously assigned chapter - please review so we can cover the material in class
        • How do you develop your "presuppositional skills" and why are so many students who are d/hh so weak in this area language?
        • During a conversational exchange, what strategies do you use to link your statements with one another, i.e., what are "cohesive devices" you use?
        • All language use is culturally dictated, e.g., each culture determines how individuals should initiate, carry on, and end conversations. Given this position, what are some of the Deaf, vs. hearing, cultural differences in relation to conversational behaviors?
      • Read: Ch. 7. Analyzing a Language Sample at the Utterance Level
        • Guiding Questions
          • What are communication breakdowns and why do they occur?
            • Phonological
            • Morphological
            • Syntactical
            • Semantic
            • Pragmatic
      • Observe: Observational Study:
        • Context Description Refinement
        • Topic Identification and Charting Continuation & Refinement
        • Identification & Description of Communication Breakdowns (CB) & Topical Occurrence Refinement
        • Topical Focus, i.e., on the single topic with the most CB
          • Frequency of CB in targeted topic + charting (line graph)
          • Most likely causes of the CB + what happens now
          • Ideas, not action, re. how the frequency, or severity of the CB in targeted topic can be reduced

  • 10-02-09 Communication Assessment (cont.)
    • Extra Credit Opportunity - RESEA Grant - “Using What We Know & Learning What We Need: A Technologically Facilitated Community of Learners for Michigan’s Parents & Professionals" grant - collaboration with faculty and tudents from CMU - "Words of Wisdom" Project
    • Lecture:
      • Language Sampling + Analysis Across Utterances and Partners by Communication Event
      • Analyzing Language Sample at the Utterance Level + Narrative Analysis
      • Note: Given that you will have a course next semester concerning literacy assessment and intervention across the content areas with Dr. Pagliaro + the fact I would like to reduce your load + in recognition of the GREAT deal of additional material I have provided in course lectures + wanting to get to the intervention component of the course, I have decided NOT to include chapters 7, or 8, on the course midterm exam.
    • Reading Assignment:
      • Owens Text: Chapter 9 - "A functional Intervention Model"
        • Guiding Questions:
          • Who do you establish a classroom learning environment that encourages students to not only use language, but also need more language?
          • What are the common classroom "scripts" that you could use to enhance your student's language competence?
          • What are the critical behaviors that a language "facilitator" should use when interacting with a student with language problems?
    • Project Assignment:
      • Intervention attempt
        • just describe what you did, why you did it and what happened
        • you DO NOT have to graph anything for this part of the report
          • NOTE - this is a change from the original plan, just trying to make it a bit simpler on you. I would ask that you consider what and how you would capture the impact of you intervention work. We will use your ideas to talk about how you WILL capture and share such info in your second Obs. Study
      • “Complete Self” Observation Study (it is due next week)
        • In writing the report...
          • try your best, try not to stress
          • look at the existing "models"
          • +++ really put some thought into the "Reflections" section of the report



  • 10-23-09 Intervention (cont.)
    • Lecture: Ch. 11: Specific Intervention Techniques [4S3]- Classroom Functional Intervention + Literacy Impairments – Language in a Visual Mode
    • Course Standards addressed:
    • Note: due to time constraints, Ch. 12 & 13 of course text will nob be included in the midterm exam
    • Course Assignment
      • review lectures
      • identify what you consider to be the most important and the most confusing information within those lectures
      • develop a typed index of the targeted information
        • date of lecture
        • title of lecture
      • bring a copy of the typed info to class
      • give a copy of the info to Dr. Johnson

  • 10-30-09 Summary & Review of a Functional Language Approach
      • Midterm Questions will focus upon:
        • What does 'x' mean?
        • Why is 'x' important?
        • How can you use 'x' to...?
        • Why does 'x' occur?
        • Student 'y' demonstrates 'x' problem , define this problem and describe what you can do to enhance the student's language competence.

  • 11-06-09 Midterm Exam
    • bring a packet of lined paper, e.g., letter size legal pad, which you will use to record your midterm exam answers.

  • 11-13-09 Application of the Functional Language Approach
    • Lesson Design
    • Course Standards addressed: [5S1] [6S5]
  • 11-20-09 Application (cont)
    • Observation Study
    • Unit & Lesson Design
    • Return & Discussion of Midterm Exam
    • “Student” Observation Study Due
    • Assignments:
      • Unit Plans: by 8:00 a.m. on 12/3/09, post to your page on the course wiki a rough draft of sections “A-J” of your unit plan for this course.
  • 11-27-09 No Class - Thanksgiving Holiday

  • 12-04-09 Application (cont)
    • Unit Design
    • Course Standards addressed: [7S3] [5S2] [4S2]

  • 12-11-09 Application (cont)
    • Unit Design

  • 12-18-09 Final Exam Week
    • Unit Plans Due**