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1 | Course Map for EDUC 4354 Language and Learning in the Intermediate Senior Curriculum, Lakehead University, Thunder Bay, ON | Learner outcomes for EDUC 4354 V. Walker, Instructor | ||||||||||||||||||||||||
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3 | Module (each module is one week in duration) | EDUC 4354 Course Goals: | Student Weekly Learning Goals: | Weekly/Module Tasks foe EDUC 4354 | Content Overivew and Due Dates from Course Outline | |||||||||||||||||||||
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5 | 1 | E6. Recognize and value the background and home literacies students bring to the classroom and the role these can and should play in the acquisition of English literacy. F5. Demonstrate knowledge of how personal learning preferences impact instructional practices. D5. Demonstrate knowledge that literacy is culturally situated, political in nature, and constantly changing to meet the needs of societies. | 1. By the end of this module, students will be able to recognize the importance of literacy learning and critical literacy that they and their students bring to the classroom and explain this impact to their peers. 2. By the end of this module, students will have completed an analysis and compiled the literacy expectations in one Ontario course/curriculum document and shared this in a discussion post with their peers. | Task 1.1 Answer Questions: What is literacy in the I/S divisions? What is content-area or subject-specific literacy? What are critical and digital literacies and their impact upon 21st Century learners? • Task 1.2: Identify and create a document identifying all of the literacy or research-related curriculum expectations in one subject area that you will be qualified to teach. • Task 1.3: Post answers to the questions above to a discussion thread 1 in D2L. • Task 1.4: Respond to two peers. | Topics: What is literacy in the I/S divisions? What is content-area or subject-specific literacy? What are critical and digital literacies and their impact upon 21st Century learners? • Assignment: Identify and create a document identifying all of the literacy or research-related curriculum expectations in one subject area that you will be qualified to teach. • Discussion Due: Post to the discussion area in D2L by Sunday, September 11, 2016. | |||||||||||||||||||||
6 | 2 | A8. Demonstrate an understanding of literacy strategies to incorporate into content area curricula to promote student learning. | 1. By the end of this module, students will be able to identify the importance of teaching literacy to secondary students and structures that support adolescent literacy learning through the use of professional readings and a community of learning discussion. 2. By the end of this module, students will be able to identify the elements that comprise literacy instruction to secondary students and structures that support adolescent literacy learning through the use of professional readings and a community of learning discussion. | • Task 2.1: answer questions and identify terms: Why do I need to teach Literacy to high school students? Literacy skills 101-- Explicit, Implicit and Making Connections Reading Skills: examining texts, search for and use information, summarizing, context clues, inferring, predicting, synthesizing, prior knowledge, and making connections • Task 2.2 Book Review #1: Read Chapters 1-3, online discussion on classroom structures that support learning (Ch. 1 Ensuring all Students Read, Write and Think; Ch. 2 Conversations: Classroom and School Structures that Support Adolescent Literacy Development; Ch. 3: Attention Getters: Anticipatory Activities to Inspire Learning) Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall. • Task 2.3 Answer the following questions in a discussion post: a) What structures can teachers use to create effective literacy learning environments in their classrooms? b) Choose one literacy strategy and explain how you might include teaching this in your subject area. • Task 2.4 Respond to two peers. | • Topics: Why do I need to teach Literacy to high school students? Literacy skills 101: Explicit, Implicit and Making Connections Reading Skills: examining texts, search for and use information, summarizing, context clues, inferring, predicting, synthesizing, prior knowledge, and making connections • Assignment: Book Review #1: Chapters 1-3, online discussion on classroom structures that support learning (Ch. 1 Ensuring all Students Read, Write and Think; Ch. 2 Conversations: Classroom and School Structures that Support Adolescent Literacy Development; Ch. 3: Attention Getters: Anticipatory Activities to Inspire Learning) • Discussion Due: First Discussion Post is due Saturday, Sept. 17, 2016. Response to two peers is due Monday, Sept. 19, 2016. • Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall. | |||||||||||||||||||||
7 | 3 | o A8. Demonstrate an understanding of literacy strategies to incorporate into content area curricula to promote student learning. | 1. By the end of this module, learners will be able to identify and explain the role of the OSSLT and OSSLC in secondary schools. 2. By the end of this module, pre-service teachers will be able to identify and explain five strategies as identified by EQAO they will be able to use in their specific subject areas that will assist multimodal literacy instruction. | • Task 3.1: Explore Standardized testing in Ontario and the role of EQAO and EQAO Strategies for Teachers. Links: http://www.eqao.com/en/assessments/OSSLT/Pages/OSSLT.aspx, http://www.eqao.com/en/Our_Data_in_Action/video_library/Pages/how-eqao-tests-are-created.aspx and http://www.eqao.com/en/assessments/OSSLT/assessment-docs/summary-results-strategies-for-teachers-osslt-2014.pdf • Task 3.2 EQAO Web-site evaluation/Discussion Thread: Supports and Strategies for Teachers. Question to Answer: What are your take-always that might define your professional practice from the EQAO website? • Task 3.3 Respond to two of your peers online in the discussion area. | • Topics: Standardized testing in Ontario and the role of EQAO; EQAO Strategies for Teachers • Assignment: EQAO Web-site evaluation/Discussion Thread: Supports and Strategies for Teachers. Identify and explain five strategies as identified by EQAO they will be able to use in their specific subject areas that will assist multimodal literacy instruction. • Discussion Due: First Discussion Post is due Saturday, Sept. 24, 2016. Response to two peers is due Monday, Sept. 26, 2016. | |||||||||||||||||||||
8 | 4 | Course Specific 3. Appreciate and apply the principles of scaffolding to promote learners’ development of concepts, content, and metacognitive awareness of strategies they can use to further their learning. | 1. By the end of this module, learners will be able to apply specific learning theories, including Bloom's and Gardner's to subject specific literacy studies, in particular, vocabulary development in subject specific content areas. | • Task 4.1: Define and explain Garner’s Multiple Intelligences Theory and Bloom’s Taxonomy (including the revised version). • Task 4.2: Explain how each of these theories impact student learning/reading in the literacy classroom. Create and post a blog with your blog. • Task 4.3: Book Review, Chapters 4 and 5, Multiple Choice Quiz on D2L (Ch. 4 Word for Word: Vocabulary Development Across the Curriculum; Ch. 5. Well Read: Promoting Comprehension through Read Alouds and Shared Reading) • Task 4.4: Quiz on D2L on the above topics. o Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall. | • Topics: Multiple Intelligences and Bloom’s Taxonomy in the Literacy Classroom (How does this impact student reading?) • Assignment: Book Review, Chapters 4 and 5, Multiple Choice Quiz on D2L (Ch. 4 Word for Word: Vocabulary Development Across the Curriculum; Ch. 5. Well Read: Promoting Comprehension through Read Alouds and Shared Reading) • Quiz Due on D2L: Tuesday, October 4, 2016 • Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall. | |||||||||||||||||||||
9 | 5 | o A24. Determine differences in learners on multiple axes, including race, class, age, gender identity, sexual orientation, ability, size, religion and mental health. o A32. Demonstrate knowledge of strategies for teaching English Language Learners [ELLs] in the content areas. o B12. Demonstrate the ability to design effective instruction for students from different cultures, and for English Language Learners [ELLs], and the ability to teach them respectfully and effectively. | 1. By the end of this module, learner will be able to suggest specific literacy strategies, including a variety of graphic organizers, to a variety of students experiencing difficulty with English literacy, particularly English Language Learners and Indigenous students. | • Task 5.1: Watch online presentations (or participate in class) on the Unique Needs of Indigenous, ELL and ESL Learners and Teaching Content Organization and Collaboration to support Literacy attainment • Task 5.2: Read Ch. 7, Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall and Pamela Toulouse. (2011) Capacity Building Series. Integrating Aboriginal Values. • Task 5.3: Select one graphic organizer from Chapter 7 and present’ its value in literacy education in your specific subject area via a class-collaborative Google Slide Show. • Task 5.4: Discussion on D2L. Answer this question: How will you accommodate ELL learners into a class and subject of your choice? • Task 5.5: Respond to two of your peers. | • Topics: The Unique Needs of Indigenous, ELL and ESL Learners; Teaching Content Organization and Collaboration to support Literacy attainment • Assignment: Read Ch. 7, Picture This. Select one graphic organizer from Chapter 7 and present’ its value in literacy education in your specific subject area via a class-collaborative Google Slide Show. • Discussion Due: First Discussion Post is due Saturday, Oct. 8, 2016. Response to two peers is due Tuesday, Oct. 11, 2016. • Book: Fisher, Douglas and Frey, Nancy. (2008) Improving Adolescent Literacy: Content Area Strategies at Work. 2nd Edition. New Jersey: PEARSON/Merrill Prentice-Hall. • Reading: Pamela Toulouse. (2011) Capacity Building Series. Integrating Aboriginal Values. | |||||||||||||||||||||
10 | 6 | o A28. Demonstrate knowledge of multiple modes of communication, including oral, textual, visual, aural and multimodal expression. o B2. Demonstrate the ability to plan engaging lessons for all students. o B12. Demonstrate the ability to design effective instruction for students from different cultures, and for English Language Learners [ELLs], and the ability to teach them respectfully and effectively. | 2. By the end of this module, learners will be able to define and explain the role of teaching mini-lessons and be able to prepare engaging mini-lessons for students in order to teach highly specific literacy or technology skills for a variety of students including English Language Learners. | • Task 6.1: Read Fountas and Pinnell’s (2006) chapters (posted to D2L) “The role of mini-lessons” and “Planning effective mini-lessons”. o Fountas, I. C., & Pinnell, G. S. (2006). “Planning effective mini-lessons.” Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann. o Fountas, I. C., & Pinnell, G. S. (2001). “The role of mini-lessons.” Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. • Task 6.2: Create a mini-lesson on one subject area skill and connect with one course of the student’s choice (selected from module two literacy skills): examining texts, search for and use information, summarizing, context clues, inferring, predicting, synthesizing, prior knowledge, and making connections. • Task 6.3: Submit to Dropbox and post to discussion thread for sharing. (No response is necessary to peers.) | • Topic: The role of planning mini-lessons to teach literacy skills • Readings and Assignment: Fountas and Pinnell, “Planning Mini-lessons”. Create a mini-lesson on one subject area skill (selected from week 2 skills). Readings will be available on PDF on D2L. • Dropbox Submission Due: Tuesday, Oct. 17, 2016 | |||||||||||||||||||||
11 | 7 | o Course Specific 1. Demonstrate knowledge of the theoretical framework underlying literacy learning across the curriculum, Grades 7-12, and the various streams and destinations. | 1. By the end of this module, learners will be able to explain the role of the Ministry of Education in supporting literacy, and successfully find highly curated, professional resources for literacy instruction for future professional reference. | • Task 7.1: Explore the websites from the Ontario Ministry of Education: o Think Literacy: Think Literacy. (2011, July 7). Retrieved August 07, 2016, from http://www.edu.gov.on.ca/end/student success/think literacy/ o Welcome | TeachOntario. (n.d.). Retrieved August 07, 2016, from https://www.teachontario.ca/ o OSAPAC/CCPALO. (n.d.). Retrieved August 07, 2016, from https://www.osapac.ca/ o EduGAINS. (n.d.). Retrieved August 07, 2016, from http://www.edugains.ca/newsite/HOME/index.html o Inspire Capacity Building Series. (n.d.) Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.html o What Works: Research Into Practice. (n.d.) Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html • Task 7.2: Quiz on D2L on the Resources for Teachers | • Topic: Resources for Teachers: Think Literacy, Teach Ontario, OSAPAC, and EduGAINS (supporting Digital and Critical Literacy learning) • Assignment: Quiz on D2L on the Resources for Teachers • Quiz Due: Tuesday, Oct. 24, 2016 o A7. Demonstrate an understanding of curriculum processes and interconnections: planning, development, implementation and assessment. | |||||||||||||||||||||
12 | 8 | o Course Specific 2. Explore and learn how to apply a broad range of instructional strategies and resources for promoting student learning in the whole range of subject disciplines. | 1. By the end of this term, students will be able to write a graduate-level literature review of specific literacy resources provided by the Ministry of Education. | • Task 8.1: From the module 7 resources, select one INSPIRE Capacity-building series, one RESEARCH INTO ACTION monograph, one EDUGAINS section, one other Ministry website, and one Think Literacy subject-specific document • Task 8.2: Write a literature review (3-5 page APA-formatted paper) critiquing one from each of the above topics and identify how each provides useful (or not very useful) resources for teachers in Ontario looking to support literacy instruction. | • Topic: Literature Review of one INSPIRE Capacity-building series, one RESEARCH INTO ACTION monograph, one EDUGAINS section, and one Think Literacy subject-specific document • Assignment: Literature Review (3-5 page APA-formatted paper) • Dropbox Submission Due: Wed, Nov. 9, 2016 | |||||||||||||||||||||
13 | 9 | o Course Specific 2. Explore and learn how to apply a broad range of instructional strategies and resources for promoting student learning in the whole range of subject disciplines. | 1. By the end of this term, students will be able to write a graduate-level literature review of specific literacy resources provided by the Ministry of Education. | • Task 9.1: complete all final term 1 work and submit Literature review • Task 9.2: While on teaching placement and holidays read, Kylene Beers, “When Kids Can’t Read, What Teachers Can Do, A Guide for Teacher’s K-12” | Module 9 - Nov. 9-10 Culminating Activities (Complete and submit Literature Review) | |||||||||||||||||||||
14 | 10 | o A27. Demonstrate an understanding of hands-on, production-centered digital literacies relevant for the pedagogies used in the content areas. | 1. By the end of this module, learners will be able to demonstrate differentiated instruction and how to use technology to support literacy instruction for students with exceptionalities. | • Task 10.1: Discussion: Recap and summarize your term one teaching placement and literacy strategies that worked or didn’t work • Task 10.2: View online presentation or class lecture on Differentiated Instruction and Assessment (Guided Reading and Writing Groups, Podcasting and Video-recording assignments) • Task 10.3: Ensure the following readings are complete: Kylene Beers, “When Kids Can’t Read, What Teachers Can Do, A Guide for Teacher’s K-12” Chapter/Types of Readers Summary (Group Collaborative Assignment → 5 minute Podcast).4 • Task 10.4: in a collaborative group of three or four, create a five to ten minute podcast summarizing the above reading and how it supports literacy instruction • Task 10.5: Submit or share electronically to the module Dropbox. | • Topic: Recapping placement and literacy strategies that worked; Differentiated Instruction and Assessment (Guided Reading and Writing Groups); Podcasting and Video-recording assignments • Assignment and Reading: Kylene Beers, “When Kids Can’t Read, What Teachers Can Do, A Guide for Teacher’s K-12” Chapter/Types of Readers Summary (Group Collaborative Assignment → 5 minute Podcast) • Dropbox Submission Due: Tues. Jan. 10, 2017 | |||||||||||||||||||||
15 | 11 | o A9. Demonstrate knowledge of critical thinking and how to help students develop critical thinking skills. o Course Specific 7. Be able to support the learning of struggling readers and writers in all divisions, streams, and destinations, but particularly with respect to those who are about to write the Ontario Secondary School Literacy Test (OSSLT) or are taking the Ontario Secondary School Literacy Course (OSSLC). | 1. By the end of this module, learners will be able to support the learning and literacy development, particularly graphic text, dialogue and information text, for students identifies as potentially struggling on the OSSLT and OSSLC. 2. By the end of this module, learners understand the role of professional learning communities and the role of moderated marking as part of professional collaborative practice. | • Task 11.1: Read selected Graphic Text, Dialogue and Information Text and selected student texts and EQAO descriptors. • Task 11.2: Class will work in collaborative groups of four or five and score each of the following five selected passages for each type of writing exercise for a total of fifteen student samples. If online, this will be completed in a Join.Me online collaborative meeting. • Task 11.3: Class will compare answers and discuss where students need support to build skills and how this could be taught in specific subject areas. (Moderated Marking) • Task 11.4: Individual students will complete a reflective Blog on D2L Moderated Marking Exercise in-class assignment and reflective Blog on D2L answering the following question: o “How will you, as a teacher, support struggling learners to pass the OSSLT in your subject area? Support your answers with specific examples based on the moderating activity and student work.” | • Topic: EQAO Reading Tasks: Graphic Text, Dialogue and Information Text • In-Class Assignment: Moderated Marking Exercise in-class assignment and reflective Blog on D2L | |||||||||||||||||||||
16 | 12 | o F5. Demonstrate knowledge of how personal learning preferences impact instructional practices. o Course Specific 5. Reflect on the implications for a student’s successful literacy learning across the curriculum, particularly as this subject relates to the teacher candidate’s I/S subject disciplines (two are assumed, although one of these may be Social Sciences—General, which encompasses a range of subjects). o Course Specific 7. Be able to support the learning of struggling readers and writers in all divisions, streams, and destinations, but particularly with respect to those who are about to write the Ontario Secondary School Literacy Test (OSSLT) or are taking the Ontario Secondary School Literacy Course (OSSLC). | 1. By the end of this module, learners will be able to support the learning and literacy development, particularly short and long writing passages, for students identifies as potentially struggling on the OSSLT and OSSLC. 2. By the end of this module, learners understand the role of professional learning communities and the role of moderated marking as part of professional collaborative proctice. | • Task 12.1: Read selected Short Opinion Writing, Long Opinion Writing Topic and News Article tasks and selected student texts and EQAO descriptors. • Task 12.2: Class will work in collaborative groups of four or five and score each of the following five selected passages for each type of writing exercise for a total of fifteen student samples. If online, this will be completed in a Join.Me online collaborative meeting. • Task 12.3: Class will compare answers and discuss where students need support to build skills and how this could be taught in specific subject areas. (Moderated Marking) • Task 12.4: Individual students will complete a reflective Blog on D2L Moderated Marking Exercise in-class assignment and reflective Blog on D2L answering the following question: o “How will you, as a teacher, support struggling learners to pass the OSSLT in your subject area? Support your answers with specific examples based on the moderating activity and student work.” | • Topic: EQAO Writing Tasks: Short and Long Opinion Writing and News Articles • In-Class Assignment: Moderated Marking Exercise in-class assignment and reflective Blog on D2L (pick one of two weeks to complete one Blog) • Blog Due: Wednesday, Jan. 25, 2017 | |||||||||||||||||||||
17 | 13 | o B2. Demonstrate the ability to plan engaging lessons for all students. o Course Specific 4. Acquire knowledge, skills, and strategies in the planning, development, implementation, and evaluation of conceptual units which recognize the literacy demands of the subject and integrate content teaching with appropriate literacy approaches to promote student learning. | 1. By the end of this module, learners will be able to support the learning and literacy development, particularly graphic text, dialogue and information text, for students identifies as potentially struggling on the OSSLT and OSSLC. 2. By the end of this module, learners understand the role of the Individual Education Plan (IEP) and specific literacy accommodations that teachers need to be able to put into professional practice. 3. By the end of this module, learners will be able to create engaging lesson plans that differentiate instruction and assessment for a variety of students. | • Task 13.1: Students will examine a variety of Graphic Texts OSSLT Tasks and read provided selections from “In Graphic Detail” on D2L. • Task 13.2: Students will discuss, “What the implications are for teaching graphic text in your subject area?” • Task 13.3: Assignment: Create a content area lesson plan that will be shared on D2L teaching graphic text • Task 13.4: Students will post lesson plans to Discussion area and submit to the D2LDropbox | • Topic: Subject Area Graphic Text and Numeracy → Implications for Literacy Instruction • Assignment: Content Area Lesson Plan shared on D2L teaching graphic text • Dropbox Assignment Due: Feb. 7, 2017 | |||||||||||||||||||||
18 | 14 | o B9. Demonstrate the ability to differentiate instruction for students of varying abilities, learning preferences, and diverse backgrounds. o A23. Demonstrate knowledge of the needs of exceptional students based on theoretical and practical research, and the ability to use this knowledge in making decisions concerning effective pedagogy and programming. | 1. By the end of this module, learners understand the role of the Individual Education Plan (IEP) and specific literacy accommodations that teachers need to be able to put into professional practice. 2. By the end of this module, learners will be able to create engaging lesson plans that differentiate instruction and assessment for a variety of students. | • Task 14.1: View presentations on using Technology to Enhance and Accommodate Learning and Specific IEP Accommodations • Task 14.2: Read IEP accommodations, Inspire Series Monographs and Learning for All, “Accommodations” selection provided on D2L • Task 14.3: Specific IEP Accommodations Quiz on D2L | • Topic: Technology to Enhance and Accommodate Learning: Specific IEP Accommodations • Assignment: Specific IEP Accommodations Quiz • Quiz Due: Feb. 14, 2017 | |||||||||||||||||||||
19 | 15 | o A28. Demonstrate knowledge of multiple modes of communication, including oral, textual, visual, aural and multimodal expression. | 1. By the end of this module, learners will be able to demonstrate differentiated instruction and how to use technology to support literacy instruction for students with exceptionalities. | • Task 15.1: Topic - Technology to Enhance and Accommodate Literacy Learning: Text to Speech and Speech to Text Devices and Programs Readings from Inspire and Research into Action monographs from the Ontario Ministry of Education • Task 15.2: Assignment - Technology to Enhance and Accommodate Learning → Text to Speech and Speech to Text Devices and Programs Discussion Post o Question to Answer: “Based on the course readings, explain how you will integrate three forms of technology into your subject area. Provide specific examples.” • Task 15.3: Respond to two of your colleagues discussion posts. | • Topic: Technology to Enhance and Accommodate Literacy Learning: Text to Speech and Speech to Text Devices and Programs • Assignment: Technology to Enhance and Accommodate Learning → Text to Speech and Speech to Text Devices and Programs Discussion Post • Discussion Due: First Discussion Post is due Saturday, Feb. 18, 2017. Response to two peers is due Monday, Feb. 27, 2017. | |||||||||||||||||||||
20 | 16 | o Course Specific 6. Articulate knowledge of how multiliteracies may be employed in the delivery of curriculum in the Intermediate and Senior Divisions, through relevant Ontario Ministry of Education documents for Grades 7 to 12. | 1. By the end of this module, learners will be able to explain the role of the Ministry of Education in supporting literacy, and successfully find highly-curated, professional resources for literacy instruction for future professional reference. | • Task 16.1: Read Research into Action and the Capacity Building Series available in the course syllabus and bookmarked readings in the classroom website. • Task 16.2: Select one monograph. • Task 16.3: Write a 2-3 page critical review of one of the above resources in APA style, • Task 16.4: Submit to D2L Dropbox | • Topic: Professional Readings in Literacy → Research into Action and the Capacity Building Series • Assignment: critical review of one of the above resources • Due to D2L Dropbox: March 7, 2017 | |||||||||||||||||||||
21 | 17 | o A4. Demonstrate appropriate pedagogical content knowledge. o A16. Demonstrate an understanding of the impacts of social, economic, and ecological contexts in school success, and the ways in which factors such as poverty and social disadvantage may place certain children at risk of developmental, health, social, and academic achievement difficulties. o B8. Demonstrate the ability to design effective instruction for both Aboriginal and non-Aboriginal students and to teach both Aboriginal and non-Aboriginal students respectfully and effectively. o D1. Articulate that knowledge is culturally situated and may be perceived differently by people from different backgrounds. | 1. By the end of this module and course, learners will be able to identify the importance of teaching literacy to secondary students and structures that support adolescent literacy learning through the use of professional readings and a community of learning discussion. 2. By the end of this module and course, students will be able to identify the elements that comprise literacy instruction to secondary students and structures that support adolescent literacy learning through the use of professional readings and a community of learning discussion for a variety of learners from different backgrounds and abilities. | • Task 17.1: Topic/Assignment - Placement Review Question to Answer → How will this course impact your teaching practice? Use theory and concrete examples to support your answer. (This can be integrated into a future Philosophy of Education so limit your response to 1-2 concise, well-explained paragraphs. • Task 17.2: Culminating Activity: Exit Interview or presentation or three-page written reflection in APA format, which uses a minimum of three scholarly sources from this course. (Use the Outcomes listed above to help guide your answer.) • Task 17.3: Submit both assignments to the D2L Dropbox. | • Topic: Placement Review • Assignment: Seminar → Putting it all together and reflecting upon classroom practices • Culminating Activity: Exit Interview or presentation or three-page written reflection in APA format. • Due to D2L Dropbox: March 15, 2017 | |||||||||||||||||||||
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100 |