TSL 590 BLE or TESOL Practicum GCU

TSL 590 BLE or TESOL Practicum GCU

TSL 590 BLE or TESOL Practicum GCU

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TSL 590 BLE or TESOL Practicum GCU

TSL 590 Full Course Discussions GCU

TSL 590 Topic 1 DQ 1

What are the benefits of being a reflective practitioner? What does the research say about reflective learning?

TSL 590 Topic 1 DQ 2

What is something you would like to know more about regarding teaching ELLs? What does the research say about the topic you are interested in knowing more about?

TSL 590 Topic 2 DQ 1

From your observations or reading, provide an example of an innovative technological resource that could be utilized in an ELL or bilingual/dual language educational setting. What makes this resource particularly effective?

TSL 590 Topic 2 DQ 2

Provide an example of an effective use of visual aids with ELL students. What does the research recommend regarding the creation or use of visual aids?

TSL 590 Topic 3 DQ 1

Briefly summarize a language acquisition theory and then offer specific suggestions for the application of this theory in the classroom setting where you currently work.

TSL 590 Topic 3 DQ 2

What is the benefit of knowing and understanding a variety of language acquisition theories?

TSL 590 Topic 4 DQ 1

How can writing SMART objectives better align instruction and assessment? Share cited information regarding SMART objectives so that you are clear about what they entail.

TSL 590 Topic 4 DQ 2

Provide an example of a best practice regarding ELL or bilingual/dual language assessment. Why do you think this example is particularly important?

TSL 590 Topic 5 DQ 1

Understanding the distinction between the visible and the invisible culture is one of the most important aspects of teaching the influence of culture on L2 use. What are the key features of the invisible culture and how does it affect L2 learning and use?

TSL 590 Topic 5 DQ 2

Beyond celebrating holidays, festivals, and food, what does it mean to incorporate culture into instruction?

TSL 590 Topic 6 DQ 1

Provide an example of one new idea regarding an approach, technique, or way of doing something that was learned or reinforced during this course. How will this make you a better teacher?

TSL 590 Topic 6 DQ 2

Has this practicum increased your awareness about the value of reflection? If so, in what sense?

 

TSL 590 Full Course Assignments GCU

TSL 590 Topic 1 Field Experience A Practicum Learning Plan

Your Practicum Learning Plan can be thought of as a “blueprint” that maps out what you hope to learn or accomplish during this course.

Allocate at least 10 hours in the field to support this assignment.

Discuss the Practicum Learning Plan guidelines with your mentor to develop your plan. Identify professional development opportunities and evidence for accomplishment and discuss ways and resources for growth.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a Practicum Learning Plan based on the instructions and using the Practicum Learning Plan template. Your plan should include specific learning goals that are measurable. Create one goal for each of the four categories listed in the template.

Your goals may encompass the following:

  1. Teaching Knowledge (Knowing) could involve: Expanding upon essential professional background knowledge, i.e., theories, concepts, pedagogy, multicultural information, assessments, lesson planning, etc.
  2. Teaching Skills (Doing) could involve: Decision-making, teamwork, professionalism, organization, effective classroom management, in-depth content knowledge, expert use of instructional strategies, etc.
  3. Lifelong Learning (Growing) could involve: Finding inspiration, finding answers, finding resources, reading, writing, and discussing educational topics, etc.
  4. Professional Relationships (Connecting) could involve: Communication, interpersonal relations (students, co-workers, parents, administrators, paraprofessionals, custodians), creating a community, respect, admiration, honesty, empathetic, respectful, leadership, team-member, coach, building trust, etc.

For each of your goals identify the following in the template:

  • Significance – Why is this important to know? What is the value of this to you?
  • Action Steps – What are the steps needed on your part to accomplish this? How will you achieve this?
  • Evidence – What would it look like to have accomplished this? What would knowing this mean?

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

TSL 590 Topic 2 Field Experience B: Innovative Resources for ELLs

Awareness of innovative technological resources provides additional opportunities to enhance instruction and facilitate student engagement.

Allocate at least 10 hours in the field to support this assignment.

Discuss with your mentor teacher how various innovative technological resources could be utilized within English language instruction. Observe or implement technological resources that enhance learning for ELLs or bilingual/ dual language students.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a 10-15 slide presentation in digital format to inform teachers about innovative technological resources that could be utilized within ELL or bilingual/dual language educational settings. Recommend five innovative technological resources in this presentation. For each of your five resources include:

  • An explanation of what this resource is and the area(s) of language development that it addresses, i.e., reading, writing, speaking, or listening.
  • An example of how this resource would be integrated into your teaching.
  • An explanation regarding how this resource enhances learning better than what has traditionally been used.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

TSL 590 Topic 3 Field Experience C: Applied Language Acquisition

Understanding language acquisition theory enables teachers to better understand the cognitive factors associated with learning, to anticipate the types of errors made by ELLs, and to plan instruction accordingly.

Allocate at least 10 hours in the field to support this assignment.

Discuss language acquisition theory with your mentor teacher as well as with other content teachers. Focus on how they perceive the connection between theory and content instruction. Learn about the strategies they employ that are tied to language acquisition theory. Observe several learning experiences involving ELLs or bilingual/dual language students to make connections between language acquisition theory and teaching. Implement language acquisition theory into your teaching.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Create a 5-10 slide audio-enhanced presentation or webinar to inform teachers about integrating language acquisition theory into content instruction for ELLs or bilingual/dual language students. Your audio-enhanced presentation or webinar should be narrated by you and based on a content area of your choice.

Provide examples of how three different language acquisition theorists could inform teaching a content topic. Your audio-enhanced presentation or webinar should include:

  • A brief description of three language acquisition theories (including the theorist, name of theory, and summary).
  • A specific example of how each of these language acquisition theories could inform content instruction for ELLs or bilingual/dual language students within your chosen subject of interest.

Include presenter’s notes, in-text citations, and a reference slide.

Support your findings with at least three resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

TSL 590 Topic 4 Field Experience D: Assessment Adaptation

Teachers working with ELLs or bilingual/dual language students need to be aware of assessment strategies that accurately measure content knowledge as opposed to language ability.

Allocate at least 10 hours in the field to support this assignment.

Work with your mentor as well as with other content teachers to learn more about how classroom assessments are designed and administered. Evaluate past assessments completed by ELLs or bilingual/dual language students. Look at how the assessments are structured and the types of errors that were made by the students. Were many of the mistakes caused by misunderstanding the language? Observe or participate in the process of creating and administering classroom assessments.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Find an example of an existing classroom assessment used in a general education classroom (not an ELP assessment) or create one that could be used for this purpose. Make note of any issues with this assessment if it were to be used on ELLs or bilingual/dual language students.

Provide a 100-250 word analysis regarding how this assessment could be adapted for ELLs or bilingual/dual language students. Include at least two research-based considerations for fair and effective assessment practices. Be sure to include a copy of the original assessment in an appendix.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

TSL 590 Topic 5 Benchmark – Informed Culturally Responsive Instruction Plan

To appropriately meet the instructional needs of ELLs and bilingual/dual language students, teachers need to consider specific cultural factors that affect learning.

For this benchmark assignment you will create an informed culturally responsive instruction plan that includes an example of a learning activity created for a specific cultural group.

Part 1: Field Experience E

Allocate at least 10 hours in the field to support this assignment.

Discuss the topic of culturally responsive curriculum with your mentor and other teachers at your school to get a general idea of their current understanding of the topic. Spend time observing various learning experiences to gauge the level of cultural responsiveness. Gather ideas for your own example of an informed learning activity that is culturally responsive. Participate in learning experiences and activities that are culturally responsive.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Part 2: Informed Culturally Responsive Instruction Plan

Select a prevalent cultural group in your school to research. Utilize your required reading, the GCU Library, and other online resources to identify specific considerations for that cultural group. Research individual cultural identity factors and how they affect learning and academic progress. Identify culturally responsive strategies to accommodate this group.

Develop a culturally responsive learning activity for this cultural group of ELLs or bilingual/dual language students with a grade and ELP level of your choice. Choose a content topic (such as the Civil War, world peace, solar system, etc.) to develop an activity that demonstrates informed culturally responsive instruction.

Create a 500-750 word informed culturally responsive instruction plan that articulates how the specific considerations for the cultural group you have chosen could be taken into account when creating a learning activity. Your informed culturally responsive instruction plan should include:

  • A description of the cultural group you have chosen to research including the specific considerations for that cultural group identified in the literature.
  • A description of the learning activity you developed including:
  • Grade and ELP level of your intended students
  • The activity objective
  • The materials needed and how the activity would be carried out
  • How the activity will be assessed
  • An explanation regarding how the cultural considerations of your students informed the development of your activity.
  • An analysis of individual cultural identity factors and how they affect learning and academic progress.
  • An explanation regarding how culturally responsive instruction promotes the progress and leads to the ultimate goal of reclassification for ELLs and bilingual/dual language students.

Support your findings with at least three resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

COE 2.4:

Candidate will utilize resources, including technology, to educate themselves about the cultures of students in their classrooms and apply that learning to instruction. [TESOL 2.f; InTASC 2(k)]

COE 2.5:

Candidate will explain how an individual’s cultural identity affects their learning and academic progress. [TESOL 2.g; InTASC 2(j)]

COE 3.2:

Candidate will design differentiated learning experiences based on assessment of students’ English and L1 proficiency, learning styles, and prior formal educational experiences and knowledge. [TESOL 3.a.3; InTASC 6(g), 9(h)]

COE 4.5:

Candidate will implement national and state requirements for identification, reclassification, and exit of ELLs from language support programs. [TESOL 4.b.1; InTASC 6(o), 6(v)]

 

TSL 590 Topic 6 Field Experience F: Practicum Reflection

Engaging in professional experiences and professional development opportunities not only enhances growth but facilitates equitable and ethical treatment of students and colleagues.

Allocate at least 10 hours in the field to support this assignment.

Review the activities included on your Clinical Field Experience Verification Form and reflect on your involvement during this course. Discuss and reflect on these experiences with your mentor. Conduct or participate in as many learning experiences or activities as possible to practice the concepts that were reinforced during this course.

Continue to work on achieving the goals that you identified in your Practicum Learning Plan.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with this assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

Regarding your four original learning goals in your Practicum Learning Plan and your experiences in the field throughout this course, write a 250-500 word reflection that addresses the following:

  • Examples of growth in each of your learning goals based on the evidence identified in your Practicum Learning Plan. Have your ideas about what constitutes evidence in these areas changed?
  • Were the action steps that you identified helpful? Were they accurate? Would you have done anything differently?
  • Has the significance of each of your learning goals remained constant? Have you experienced a change in your priorities?
  • Research your state TESOL affiliate to identify opportunities for involvement, advocacy, and scholarly engagement. Explain how you plan to take advantage of these opportunities. Do you have anything to add to your original goals?

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

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