Clinically Rich Intensive Teacher Institute - TESOL Advanced Certificate

LEARNING OBJECTIVES

1. Within the required Methods courses, identify language and content objectives for participant created lesson learning segments which are aligned with NYS content common core standards, NYS English Language Arts Next Generation Learning Standards and NYS Bilingual Common Core Initiative. Lesson learning segments will be developed focusing specifically on each of the modalities (listening, speaking, reading, and writing) and each content area (Language Arts, Math, Science, and Social Studies). Participants will be able to identify the language function associated with the linguistic demand of the assignment. Participants will be able to identify analogous grammatical competencies, pragmatic competencies; discourse competencies and/or metalinguistic competencies to intentionally teach as part of the lesson learning segment. Participants will be able to identify student products which will enable the assessment of both the content and the language skills at the end of the lesson learning segment.

2. Analyze standardized test data (ELA and Math) to determine performance indicators most difficult for English Language Learners (ELLs)/Multiple Language Learners (MLLs) and create lesson learning segments to specifically target these performance indicators. Lessons will be presented in class and will be peerevaluated based on a rubric.

3. Research and present on websites appropriate both as resources for ESOL/BE teachers and also as resources for ELL/MLL/BE students.

4. Use applications as Bounce; Nearpod; Ed Puzzle; Teach Tolerance and be expected to develop lesson plan units which incorporate the features of at least one of these classroom tools to support the acquisition of language.

5. Develop strategies to identify appropriate integration of Google collaborative classroom tools; and/or iPad apps to support ELL/MLL/BE student successful academic achievement.

6. Create a power point presentation focused on sensitizing mainstream teachers regarding the social/emotional/educational needs of bilingual students. The presentations will include, at minimum, information on stages of language acquisition; BICS vs CALP; the factors affecting acculturation and at least 3 other issues selected by candidates. Presentations will be peer-evaluated using rubrics.