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COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.

COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES(Checked if addressed in this course)

Teaching

Content: Demonstrate a deep and thorough understanding of the key theories and concepts of the subject matter.

Pedagogy: Ensure effective planning for instruction and the use of multiple learning and pedagogical content strategies to maximize student learning and promote critical thinking.

Technology: Evaluate and use current and emerging technologies in instructionally powerful ways and to assist in the management of educational environment.

Diversity: Respond to every student’s uniqueness and foster successful learning experiences by meeting individual differences.

Scholarship

Scholarly Inquiry: Understand the tools and methods of inquiry and use data-driven decision making to maximize teaching and learning.

Problem Solving: Gather, analyze, and plan a sequence of steps to achieve learning objectives: process a variety of factors in identifying solutions and making sound, well-informed decisions.

Leadership

Ethical Values: Apply professional ethics in all educational contexts and have enduring respect for self-confidence in teaching as a profession.

Initiative: Demonstrate the qualities of effective leadership to plan with vision and reason, collaborate with all stakeholders, and communicate effectively in interpersonal and public contexts.

Course description

Candidates will study goals, methods, and materials appropriate for teaching secondary levelcourses in English. The differences between the Advanced and Foundation Curriculums for the State of Qatar National Curriculum Standards and the changes in strategies that are required will be explored. Candidates will learn how to conduct action research, initiate and guide student research, and to use ICT in English teaching. This course has a field-based component. This course requires eight hours of field experience.

Prerequisites: Successful completion of EDSE 559.

Course Learning Outcomes

Based on the standards of Teachers of English to Speakers of Other Languages (TESOL), National Council for Accreditation of Teacher Education (NCATE) and the State of Qatar (National Professional Standards for Teachers and School Leaders – NPS), the course is intended to:

  1. Help candidates select and use wide range of instructional practices, approaches, methods, and curriculum materials to support language skills' instruction based on Qatar English National Standards using ICT
  2. Enable candidates to plan and implement multiple and standards-based assessments in the ESL/EFL classroom
  3. Provide candidates with the necessary skills to conduct teachers’ action research
  4. Provide candidates with the necessary skills to initiate and guide the research of students.

LEARNING OUTCOMES

Upon the successful completion of this course, candidates will:

  1. Create lesson plans based on Qatar standards and Communicative Language Teaching and Constructivist theory.
  2. Create assessments tools consistent with State of Qatar Curriculum Standards for English through using ICT.
  3. Plan, research and carry out a teacher research paper
  4. Create tools to help students collect information, plan and write research projects

Textbooks and readings

Required Documents

Education Institute (2005). Curriculum standards for the state of Qatar: Grades K to 12. Doha, Qatar: Education Institute.

Required Texts

Peregoy, S. Boyle, O. (2005): Reading, writing, and learning in ESL: A resource book for K-12 teachers. London: Pearson Education, Inc

Mills, E.G (2007): Action research: A guide for the teacher researcher. (3rd ed).Pearson Education, Inc., Upper Saddle River, NJ

COURSE REQUIREMENTS

  1. Each candidate is expected to attend class and contribute to the community of learners by being a positive participant in discussions, presentations, and hands-on projects.
  2. Cell phones shall remain off during all of class.
  3. Candidates are expected to be on time to class and to remain in class the entire session.
  4. All assignments should be submitted by uploading them to the course Blackboard site drop box no later than the specified due date. Assignments turned in later are subject to point deductions.
  5. All written assignments should have a cover sheet with assignment title, candidate name, course title, and date.
  6. All written assignments should be word processed, double spaced, and in 12 point standard font.
  7. All written assignments shall use appropriate citations and references in APA style.
  8. All written assignments should use correct grammar and spelling.
  9. In-class mid term and final exams will be given in this class. Each candidate is expected to be present for these exams except in cases of certified emergency
  10. All students must access the Blackboard system at least three times a week, to check for updates.
  11. All students must have a working email QU address, to enable efficient communication.

Use of blackboard

Candidates will be expected to read announcements, access course documents, and upload assignments to the course Blackboard site and to respond to each other in the Discussion Board.

COURSE MATRIX

Unit Learning Outcomes / QNPS / Course Objectives / Course Learning Outcomes / Assessment (Tasks/Artifacts)
Content
Pedagogy
Technology / 1, 2, 6 / 1 / 1 / Unit Plan
Exams
Pedagogy / 7 / 2 / 2 / Unit Plan
Scholarly Inquiry
Problem solving
Ethical Values / 12 / 3 / 3 / Action Research Paper
Pedagogy
Technology / 4, 5, 6 / 4 / 4 / Internet/Student Research Assignment

course outline

Week / Topic
1 / Course overview and syllabus
2 - 3 / Review of theories and methods
4 - 5 / Students Research
6-7 / Teacher’s action Research
8 / Use the Web to design ESL literacy skills in the classroom
9 / Midterm Exam
10 / Using PowerPoint to create lessons based on the National Standards
11-12 / Using digital cameras and movie making to support active learning for ESL students;
13 / Use of ICT to make ESL input comprehensible to limited English-proficient students at the secondary level
14-15 / Presenting students work and lesson plans
16 / Final exam

assessments

Students’ Research Papers & Field-Based Lesson (20%)

Students are expected to prepare and present lessons on guiding students’ research and reporting on the process for at least one class.

Unit Design (30%)

Designing units can be done on a certain topic in teaching English but in light of Qatar English National Standards and must use multimedia resources.

Action Research Project (30%)

Candidates are expected to choose and implement an action research during the course of their study.

Exams (30%)

There would be two exams: the mid term and the final. These will include short essay type questions as well as objective items covering the knowledge and information aspects covered in the course.

GRADING SYSTEM

A = 100 - 90

B+ = 89.99 - 85

B = 84.99 - 80

C+ = 79.99 - 75

C = 74.99 - 70

D+ = 69.99 - 65

D = 64.99 - 60

F = 59.99 - 0

ACADEMIC HONESTY

QatarUniversity is an academic community actively engaged in scholarly pursuits. As members of this community, students are expected to recognize and honor standards of academic and intellectual integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all dishonest work when it is submitted for academic credit. QatarUniversity encourages students to be responsible and accountable for their decisions and actions. Any attempt by students to present the work of others as their own or to pass an examination by improper means is regarded as a most serious offense and renders those students who do so liable to disciplinary action. Assisting another student in any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave breach of honesty. Academic dishonesty and plagiarism are described on page 37in the QatarUniversity Student Handbook.

REFERENCES

Books and Articles

Bear, D.; Invernizze, M.; Templeton, S.; & Johnson, F. (1999). Words their way: Word study for phonics, vocabulary, and spelling instruction (4th ed). Upper Saddle River, NJ: Prentice Hall.

Harrell, A., & Jordan, M. (2004): Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Prentice Hall, Inc.

Beck, I.; McKeown, M.; & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction.New York, NY: Guilford Press.

Birch, B. (2006). English L2 reading: Getting to the bottom. ESL & applied linguistics professional series. London: Lawrence Erlbaum Associates.

Buehl, D (2001): Classroom strategies for interactive learning. Washington, DC: International Reading Association, Inc.

Ellery, V. (2005). Creating strategic readers: Techniques for developing competency in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Washington, DC: International Reading Association, Inc.

Fisher, D; Brozo, W.; Frey, N; & Ivey, G. (2007): Fifty content strategies for adolescent literacy. Upper Saddle River, NJ: Merrill Prentice Hall, Inc.

Grabe, W. & Stoller, F. (2001). Teaching and researching reading: Applied linguistics in action. London: Pearson Education, Inc.

Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge applied linguistics.Cambridge, UK: CambridgeUniversity Press.

Zwiers, J (2004): Developing academic thinking skills in grades 6-12: A handbook of multiple intelligence activities.Washington, DC: International Reading Association, Inc.

Websites

  • TESOL Organization
  • TESL EJ - Internet TESL Journal
  • TEFL Community side
  • Online papers on ELT and other related issues
  • Nonnative English speaking members of TESOL
  • Center for Applied Linguistics
  • National Clearinghouse for English Language Acquisition
  • Lesson plans and other information on Internet TESL Journal
  • ERIC Clearinghouse on Languages and Linguistics (provides short articles on important topics by key writers).
  • Lesson Plans in ESL
  • Lesson Plans in ESL

Appendix

Qatar National Professional Standards for TeacherS

  1. Structure innovative and flexible learning experiences for individuals and groups of students.
  2. Use teaching strategies and resources to engage students in effective learning.
  3. Foster language literacy and numeracy development.
  4. Create safe, supportive, and challenging learning environments.
  5. Construct learning experiences that connect with the world beyond school.
  6. Apply information and communication technology in managing student learning.
  7. Assess and report on student learning.
  8. Apply knowledge of students and how they learn to support student learning and development.
  9. Apply teaching/subject area knowledge to support student learning.
  10. Work as a member of professional teams.
  11. Build partnerships with families and the community.
  12. Reflect on, evaluate, and improve professional practice.

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In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education for all".QatarUniversity seeks to ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the instructor privately to discuss your specific needs. Please contact the Office for Disability Services to coordinate reasonable accommodations for students with documented disabilities.

Special Needs Section
Student Activities building
Men’sCampus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email: ; Office hours: 7:30 AM – 2:30 PM

The instructor reserves the right to adjust this syllabus if it is in the best interest of the candidates.

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