1) Mastering the organizing principles of the Language Learning Continuum (LLC)
- Build a working knowledge of the LLC and the sequential development of language acquisition;
- Examine current lesson plans and pacing with the goal of linking, modifying or recreating lesson plans to reflect the specific stages of the LLC;
- Engage in collaborative discussions on issues of classroom management and develop strategies for actualizing LLC goals;
- Understand the key principles of communication- based instruction
- Organize instructional activities that keep students in the target language and that motivate students to continue language studies.
2) Defining the effective classroom:
- Examine the need for systematic instruction that is carefully planned and delivered in ways that build proficiency and that motivate students to continue language study;
- Organize a professional portfolio to evidence the implementation of targeted pedagogy and instructional activities; to foster personal reflections; and to present samples of student work;
- Evaluate the results of specific instruction on student performance with the goal of improving instructional and evaluation skills.
3) Classroom Writing Competency Assessment (CWCA):
- Examine the rationale and expected outcomes of the CWCA;
- Create effective writing prompts that support meaningful composition;
- Assess benchmark samples of student writing;
- assess samples of student writing to practice scoring techniques.
4) Understanding how students learn and teachers teach:
- Examine the impact that teaching style has on student learning;
- Examine the ways in which teachers work collaboratively with others;
- Prepare a summary of personal teaching and classroom management styles.
Major topics covered will be:
1) Effective lesson planning, implementation of lesson plans, and pacing.
2) Preparation of a culminating lesson of at least fifty minutes, implementing instructional strategies learned in Tier One.
3) Implementation of the lesson plan and reflection upon the process and student performance.
4) Maintenance of a portfolio of sample lesson plans and student work to present to a panel of CFLP Fellows for evaluation as an end of series activity.
Major tasks will be:
1) Study of and application of the American Council for the Teaching of Foreign Languages (ACTFL) Reading Proficiency Guidelines.
2) Development of a technology-infused reading unit that develops literacy skills while following the ACTFL Proficiency Guidelines. Participants will develop an integrated reading packet that will provide evidence of carefully organized and academically challenging content, and that will allow students to function comfortably in the target language while increasing their proficiency in the four language skills: listening, speaking, reading and writing.
3) Submittal of four copies of the reading unit in the target language, two in a CDRom or DVD format and a two in hard copy for archiving of their reading unit in their professional portfolio and for use of future SAILN Tier Three participants.
4) Presentation of a Power Point or Keynote reading unit in English, on the last day of the series, to demonstrate an understanding of the stages of the ACTFL Reading Proficiency Guidelines and an ability to use technologically-related support materials. This presentation will be reviewed, critiqued, and evaluated by SAILN Fellows.