||MAT647B - Fld St: Lag Art Assess andamp; In II
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This field-experience course is the fourth course of the Reading specialization course sequence. It serves to offer the candidate the opportunity to implement research-based theory, assessment, and instructional strategies with a diverse student population. Candidates must complete a field experience requiring assessment and instruction of students, including non-readers and English Language Learners. Candidates work with English Language Learners and struggling readers at early and intermediate levels in one-on-one, small group and whole class settings. The field experience component of this course is a supervised application of theoretical concepts in a practical setting.
|Course Learning Outcomes:
- Conduct individualized informal literacy assessments for struggling readers at
early or intermediate levels, including English language learners.
- Prepare a Reading Specialization Field-Study Proposal with recommendations for instructional interventions, based on individualized informal literacy assessments.
- Communicate results of individualized informal assessments to parents.
- Plan and conduct tutorial, small-group, and whole-class language arts instruction for students experiencing difficulties, based on informal assessments.
- Communicate plans for tutorial, small-group, and whole-class language arts instruction to principal and other school personnel, including assessment-based rationale.
- Demonstrate ability to incorporate instructional technology into language arts instruction.
- Interpret results of formal literacy assessments.
- Differentiate instruction based on language, cultural, and academic factors.
- Analyze and evaluate their field experiences on the basis of theories and principles of language arts/reading.
|Specified Program Learning Outcomes:
- Analyze instructional practices and evaluate student assessment data at grade, school or district levels to plan and provide guidance, coaching and/or professional development to strengthen appropriate practices as needed and work collaboratively with students and their families, teachers, administrators, specialists, and other interested stakeholders to design, implement and evaluate a comprehensive literacy plan or a specific component of that plan.
- Analyze the specialized instruction that is based on assessed needs and literacy experiences of students in a target population and reflect upon, monitor, and adjust instruction over a period of time.
- Communicate plans for tutorial, small group, and whole-class language arts instruction to principal and other school personnel, including assessment-based rationale.
- Communicate results of individualized informal assessments to parents.
- Conduct individualized informal literacy assessments for struggling readers at early and intermediate levels, including English language learners.
- Critically analyze research; identify appropriate research design and methodology; and recognize research that is current, confirmed, reliable, and replicable.
- Critique resources and opportunities to stay current with the teaching profession and with the professional community of other specialists such as social agencies and after school programs.
- Design a plan to improve literacy learning including program strengths and weaknesses and program effects on various aggregate student populations and a process for implementing and evaluating those changes.
- Design and conduct tutorial, small group, and whole-class language arts instruction.
- Evaluate action research projects, case studies, and/or state or federal programs through collaborative process with teachers and administrators.
- Implement research-based theory, assessment, and instructional strategies.
- Integrate knowledge about, and advocate for resources of multiple literacies for 21st
- Make decisions about what ALL students need to succeed (Social Justice).
- Portray a professional image, model integrity, and reflect continuously on actions and interactions.
- Prepare a Reading Specialization Field Study Proposal with recommendations for instructional interventions, based on individualized informal literacy assessments.
- Show knowledge about theories and research related to effective reading and language arts instruction.
- Utilize the ability to incorporate instructional technology into language arts instruction.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures