ED 589 THE NINE ESSENTIAL INSTRUCTIONAL STRATEGIES

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1 Instructor Information Instructor: Dr. Elden Daniel Phone: Address: 9736 S CR 4 E Monte Vista, CO Course Delivery Online, Open-Enrollment Credit Hours 3 Semester Hours Course Prerequisites Bachelors Degree Course Time Limits Course Syllabus Minimum is six weeks from the date of enrollment and maximum is one year from the date of enrollment. Course Materials Textbooks can be purchased from the Adams State University Bookstore. To order textbooks or obtain information about book titles, you may go to exstudies.adams.edu and click on the "Bookstore" link. Select "DISTLEARN" from the department menu. ( Use Section Number: 1451 to order books from Bookstore site. This should provide the correct textbook information and ordering options. If you have questions, you can contact the Bookstore at , at asubookstore@adams.edu or by mail to Adams State University Bookstore, 208 Edgemont Blvd., Suite 3140, Alamosa, CO Adams State University Extended Studies Page 1 of 10 November2014

2 Required Textbook: Hill, J. D. and Flynn, K. M. (2006). Classroom Instruction that Works with English Language Learners. ASCD, Alexandria, VA. ISBN 10: Catalog Description This course will guide the student through the application of the nine instructional strategies that research indicates are highly effective as identified inclassroom Instruction that Works by Marzano, Pickering, and Pollock, (2001) with specific application for English language learners. Students will study the stages of secondary language acquisition and learn how to implement the nine instructional strategies in consideration of these stages. The nine instructional strategies that will be studied are: (a) similarities and differences, (b) summarizing and note taking, (c) reinforcing effort and providing recognition, (d) homework and practice, (e) nonlinguistic representations, (f) cooperative learning, (g) setting objectives and providing feedback, (h) generating and testing hypotheses, and (i) cues, question and advance organizers. Students will become familiar with each strategy and receive valuable guidance in how to incorporate each strategy in their professional practice with English language learners. Students will explore ways to increase parent and community involvement in the education process with a focus on English language learners. Student Learning Outcomes Upon completion of this course students will be able to: 1. Recognize and use the nine essential instructional strategies identified by Marzano, Pickering, and Pollock in their 2001 work in Classroom Instruction that Works with specific application for English language learners 2. Recognize the stages of secondary language acquisition 3. Implement the Word-MES Strategy 4. Create language objectives to accompany content objectives 5. Name the basic principles of sheltered instruction (SIOP) 6. Identify the value of recognizing language functions and structures 7. State the factors important to providing effective feedback 8. Use nonlinguistic representations for knowledge acquisition for English language learners 9. Comprehend the importance of using nonlinguistic representations for English language learners because English language learners have limitations in linguistic acquisitions 10. Employ cues, questions, and advanced organizers to assist English language learners 11. Recognize different question-answer patterns 12. Implement the effective use of cues 13. Apply four kinds of advanced organizers to assist English language learners 14. List specific benefits for English language learners by using cooperative learning Adams State University Extended Studies Page 2 of 10 November2014

3 15. Use guidelines and recommendations for structuring and using cooperative learning groups 16. Explain the use of summarizing and note taking and their application for English language learners 17. Elaborate on techniques of summarization 18. Illustrate a variety of features of effective note taking 19. Recognize specific principles to guide the nature of homework assignments for English language learners with considerations based on the stages of language acquisition 20. Identify important elements of effective practice 21. Implement some techniques for teaching effort and increasing student effort 22. Employ some techniques to implement recognition effectively 23. Perform generating and testing hypotheses for English language learners with considerations based on the stages of language acquisition 24. Implement inductive and deductive approaches to generating and testing hypotheses 25. Explain the important influence on student learning that occurs when using identifying similarities and differences as an instructional strategy for English language learners 26. Demonstrate several activities that can be used in the classroom to teach students to identify similarities and differences 27. State ways to develop and encourage parent and community involvement with particular relevance for English language learners Course Requirements (Your work may be subjected to plagiarism software) Module 1: Chapter 1: What Is Classroom Instruction that Works? Module 1 Overview: In this chapter, the nine essential learning strategies that form the foundation for future chapters are introduced. The textbook is designed to provide instruction for mainstream teachers to assist them in becoming more effective with the English language learners in their classroom. At this point we will not examine each instructional strategy closely because that will happen in future chapters. However, Hill and Flynn do not present the instructional strategies in the same order as Marzano, Pickering and Pollock. I am convinced that instructional skills that teachers develop to increase their effectiveness with English language learners enhance their instructional effectiveness with all students. Adams State University Extended Studies Page 3 of 10 November2014

4 Module 2: Chapter 2: The Stages of Second Language Acquisition Module 2 Overview: In this chapter, we will explore the stages of secondary language acquisition and examine the implications for classroom instruction. We will also review the Word-MES Strategy. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 3: Chapter 3: Setting Objectives and Providing Feedback Module 3 Overview: In this chapter, we will explore setting objectives and providing feedback. We will look at creating language objectives to accompany content objectives. We will review the basic principles of sheltered instruction (SIOP) and learn the value of recognizing language functions and structures. We will examine factors important to providing effective feedback. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 4: Chapter 4: Nonlinguistic Representations Module 4 Overview: In this chapter, we explore nonlinguistic representations for knowledge acquisition and their importance for English language learners because English language learners have limitations in linguistic acquisitions. In other words, nonlinguistic representation allows them to gain knowledge without depending on English language proficiency. You will practice using several different ways to use nonlinguistic representations. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 5: Chapter 5: Cues, Questions, And Advanced Organizers Module 5 Overview: In this chapter, we examine cues, questions, and advanced organizers and their importance for English language learners. We will look at different question-answer patterns and the effective use of cues. We learn about four kinds of advanced organizers. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Adams State University Extended Studies Page 4 of 10 November2014

5 Module 6: Chapter 6: Cooperative Learning Module 6 Overview: In this chapter, we explore cooperative learning structures and their importance for English language learners. We will discover specific benefits for English language learners by using cooperative learning. We will look at guidelines and recommendations for structuring and using cooperative learning groups. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 7: Chapter 7: Summarizing and Note Taking Module 7 Overview: In this chapter, we explore summarizing and note taking and their application for English language learners. We will look at three generalizations and three recommendations for incorporating summarization in the classroom taken from Classroom Instruction that Works. We will examine four generalizations and three recommendations taken from Classroom Instruction that Works on note taking. The focus will be on the application to English language learners. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 8: Chapter 8: Homework and Practice Module 8 Overview: In this chapter, we examine homework and practice and their implication for English language learners. We will look at specific principles to guide the nature of homework assignments. We will specifically focus on homework considerations based on the stages of language acquisition. We will identify important elements of effective practice. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 9: Chapter 9: Reinforcing Effort and Providing Recognition Module 9 Overview: In this chapter, we explore student effort and teacher recognition as an enhancement to student learning. We will look at recommendations to effectively build student effort. You will learn some techniques for teaching effort. Recognition plays a role in motivation and you will learn some techniques to implement recognition effectively. Be sure to read the Adams State University Extended Studies Page 5 of 10 November2014

6 examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 10: Chapter 10: Generating and Testing Hypotheses Module 10 Overview: In this chapter, we study generating and testing hypotheses. We will look at inductive and deductive approaches and specifically focus on homework considerations based on the stage of language acquisition. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate in your instructional package. Module 11: Chapter 11: Identifying Similarities and Differences Module 11 Overview: In this chapter, we will examine similarities and differences and explore several aspects of this instructional strategy. We will look at specific consideration for English language learners as discover specific aspects of teaching similarities and differences. Be sure to read the examples presented in the chapter. This will further your understanding and may give you ideas that you can incorporate into your instructional package. Module 12: Chapter 12: Involving Parents and the Community Module 12 Overview: In this chapter, we will explore ways to develop and encourage parent and community involvement with particular relevance for English language learners. An additional consideration in this topic has to do with the fact that most applications and evaluations related to federal funding for education include a parent and community involvement piece. We will look models of plans for developing and encouraging parent and community involvement. Grade Distribution and Scale In alignment with ASU academic policies, no D may apply to a major or minor field. Grade Distribution: Product Points Module 1: Assignment # 1 3 Module 2: Assignment # 1 3 Module 2: Assignment # 2 3 Module 3: Assignment # 1 2 Adams State University Extended Studies Page 6 of 10 November2014

7 Module 3: Assignment # 2 2 Module 3: Assignment # 3 2 Module 3: Assignment # 4 2 Module 3: Assignment # 5 2 Module 3: Assignment # 6 2 Module 3: Assignment # 7 2 Module 4: Assignment # 1 10 Module 5: Assignment # 1 2 Module 5: Assignment # 2 2 Module 5: Assignment # 3 2 Module 5: Assignment # 4 2 Module 6: Assignment # 1 3 Module 6: Assignment # 2 2 Module 6: Assignment # 3 2 Module 7: Assignment # 1 2 Module 7: Assignment # 2 2 Module 7: Assignment # 3 2 Module 7: Assignment # 4 2 Module 7: Assignment # 5 3 Module 8: Assignment # 1 3 Module 8: Assignment # 2 3 Module 8: Assignment # 3 3 Module 8: Assignment # 4 3 Module 9: Assignment # 1 3 Module 9: Assignment # 2 3 Module 9: Assignment # 3 3 Module 9: Assignment # 4 3 Module 9: Assignment # 5 3 Module 10: Assignment # 1 4 Module 11: Assignment # 1 3 Module 11: Assignment # 2 3 Module 12: Assignment # 1 4 Total 100 Grade Scale: points A points B points C points D 69 and below F Adams State University Extended Studies Page 7 of 10 November2014

8 ADA Statement Adams State University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Adams State University is committed to achieving equal educational opportunities, providing students with documented disabilities access to university programs. In order for a course to be equally accessible to all students, different accommodations or adjustments may need to be implemented. The Office of Disability Services (ODS) is located in Richardson Hall, Suite 3-100, by mail at 208 Edgemont Blvd., Suite 3-100, Alamosa, CO 81101, by at odsd@adams.edu, or by calling They are your primary resource on campus to discuss the qualifying disability, help you develop an accessibility plan, and achieve success in your courses. Please communicate with them as early as possible; this can be in person, via , or by phone. The Disability Services Coordinator shall either provide you letters to give to your professors for accommodations or these letters out to you and your professors. Academic Integrity In accordance with Academic Policy , Adams State University, to preserve academic integrity, does not tolerate academic dishonesty (misconduct). Every student is required to practice and adhere to the principle of ACADEMIC INTEGRITY while undertaking studies at Adams State University. Students and faculty at Adams State University value academic honesty as a virtue essential to the academic process. Cheating, plagiarism, unauthorized possession or disposition of academic materials, or the falsification or fabrication of one s academic work will not be tolerated. Any offense may result in a zero for the exam, lesson, or exercise in question and may result in failure of the course. Please refer to the ASU Extended Studies Academic Integrity website for more information including the student handbook: Academic Integrity at Adams State University. All written work is subject to plagiarism detection software review. Student Identity Verification Adams State University utilizes a variety of methods to verify the identity of students enrolled in courses, including but not limited to: secure logins and pass codes, proctored exams, security questions, and other technologies and practices that are effective in verifying student identity. Some of these methods may incur an extra cost to students; associated costs will be outlined in the course syllabus, other University documents, and on the University website. Adams State University reserves the right to request additional government-issued documentation of identity from students for the purpose of ensuring that the person enrolled in the course is the person completing assignments, exams, and all other course requirements. Any student engaged in incidents of student identity fraud may face reprimand, disciplinary warning, a lowered Adams State University Extended Studies Page 8 of 10 November2014

9 or failing grade(s), and/or probation, or suspension from the course, academic program or University, or expulsion from the University. Technical Requirements A complete overview of the technical requirements and software for this course can be found here. Blackboard tutorials are available in the Student Support Module, located in the Syllabus and Information section of this course. Information for receiving technical assistance is also included. Keep in mind that in order for Blackboard to function properly, you must allow pop-ups for the site (online.adams.edu) and have Java properly installed on your computer. For more information on these and other technical requirements, see the videos in the Student Support Module in the above mentioned location. Accessing Library Resources Students enrolled in this course can utilize the Adams State Nielsen Library from on and off campus by selecting the Nielsen Library link in the Syllabus and Information tab of the Course Menu. You will be asked to enter in your username and password. Use the same login information that you use to access Blackboard and all other Adams State information. This will bring you to a page that will provide you with login information for the different databases to which Adams State subscribes. With the login information in hand, go to Adams State Resources Adams State provides several resources to assist you and make your online learning experience a positive one. A listing of resources is available on the One Stop Student Services page on the Adams State Website ( Some of the highlights are: Records Office - Campus contacts available to help you through the registration process. Computing Services - Technical assistance. Disability Services Handbook - Student Services can arrange assistance for students with special needs or disabilities. Academic Calendar - Keep track of important dates. The Paw Print- Adams State Student Newspaper. Adams State University Extended Studies Page 9 of 10 November2014

10 Institutional Policies All students are responsible for adhering to the expectations, policies, and procedures outlined in the Student Handbook. For Institutional policies on items such as The Americans with Disabilities Act, Academic Integrity, Student Rights and Responsibilities and The Family Educational Rights and Privacy Act of 1974 (FERPA); please see the Student Handbook. Extended Studies Policies and Procedures To view the Extended Studies Policies and Procedures go to, Course Evaluation At the end of the course you will be asked to complete an evaluation specifically for this course. This evaluation will be reported anonymously. Your comments and recommendations will be seriously considered as the course is updated. Your input throughout the course contributes to my commitment to continually improve the quality and relevance of this course. Getting Started Refer to the information contained in this syllabus anytime you have a question regarding the basic course information. 1. Review the Student Support Module contained in the Syllabus and Information section. 2. Proceed to Module 1. Adams State University Extended Studies Page 10 of 10 November2014