SYLLABUS as CONTENT, PRODUCT AND PROCESS

 

"Every learner has a voice, hands, feet, heart and a creative mind of their own. Let them use these tools for learning English!"

 

CONTENT Why write a syllabus for learning ESL ENGLISH LANGUAGE ARTS at SANFORD?

to explain in BIG IDEAS and details what the class is about ("what's the point?")

to clarify the teacher's message, strategies and methods toward learning goals

to inform parents, students, colleagues and administrators about language acquisition strategies and educational possibilities

to model how to communicate high expectations and knowledge through the use of new media

to inspire learners to design their own syllabus, so they can take charge of their learning

 

GUIDING QUESTIONS: "What's your learning style? Why don't you write your own syllabus?"

  • What's a syllabus? What's a curriculum? (Find out what these words mean!)  
  • What tools or sections are in the syllabus? (Course Description, Goals, Materials, Curriculum, Schedule, Rubric for Achievement level)
  • Why syllabus matter most? Who should be in charge of the syllabus? Why? Explain.
  • How do you feel about writing your own syllabus for developing academic English? Explain
  • Do you know your learning style? How do you learn best essay/tests/surveys?
  • What's your passion beyond school or the classroom? How can you integrate that in your school work? Explain.
  • What makes an ok, good, great team? Create a rubric as a team
  • What is self-directed learning? Do you care about being a self-directed learner? Why or why not? Explain.
  • How do you define academic language as a team?
  • What's academic success for you? What's academic success for your team? 
  • What's a good education for you? Explain in details.

PROCESS

 

In OCTOBER, learners will pick TEAMS and UNITS "one team, one unit, many goals" based on their MOTIVATION or learning styles. The team will present their final SYLLABUS PRODUCT to the PUBLIC. 

1. Write down 10 ESSENTIAL QUESTIONS to start your syllabus project

Then, in small group, study Mr. ELATE JOSS, syllabus A. What do you notice? What 's your first impressions? Read another teacher's syllabus B? What do you notice? Does Mr ELAT-JOSS or another SANFORD teacher's syllabus answer these questions?

2. ADD 5 comments or suggestions about these syllabus A and B in regard to the learning style theory. Is the syllabus addressing MI and LI? What would you remove from these syllabus? What would you add? Explain 

3. Write a report where you compare and contrast these syllabus A and B. Your report will show an evaluation of these syllabus. Explain your findings in complete sentences or using a visual organizer (graph, pie, chart) 

4. DESIGN YOUR OWN ORIGINAL SYLLABUS. Submit it to a review from another group. Revise it. Print and publish the final product.

5. Vote on "THE BEST ESL ENGLISH LANGUAGE ARTS SYLLABUS"

6. Send a copy to Mr ROWE, Ms DAVIS and to JANA HALEREN, the MULTILINGUAL DEPARTMENT DIRECTOR AT MPS district #1. 

PRODUCT

UNIT A. 

promote self-directed learning, multiple intelligences and critical thinking by having learners create a syllabus based on needs, learning styles, goals and interest. (ownership/collaboration) 

Reflect on education and learning unit / teacher, parent, education adviser, coach, essayist, philosopher

UNIT B. 

develop academic writing production, especially by using googledocs (shared writing), personal essays, science reports, book chat journal, movie reviews, weekly newspaper, newsletters, letters, e-mail etc... 

In this unit, learners will produce literary texts that shows deep understanding/ online author, blogger, journalist, self-published poet, sport writer, movie critic

UNIT C. 

improve creativity through exploration of creative materials (play-doh, clay, watercolor, paper, wood blocks...), hands-on projects, group work and field trips (interview strategies, surveys, authentic language experience). 

In this unit, learners will practice design and creativity by making products that matter to them and organizing a space or event to showcase these products/ photo journal book, musician, songwriter, visual artist, designer, customer, festival or art show organizer

UNIT D. 

increase access to technology through laptop use for feedback, research, language lab, design, online reading and collaboration, word process, etc.../

In this unit learners will acquire or develop 21st century technology skills or multimedia communication skills/ scientist, data analyst, user, consumer advocate, sound designer, video artist

UNIT E. 

promote reading development through independent reading, literature circles, guided reading and bookmaking.

In this unit learners will create authentic books and book clubs/ author, writer, magazine owner, book artist, book club member