Rocky Mountain TESOL Institute for Content Teachers
This 5-week fully on-line course is grounded in the Colorado Department of Education requirements of 45-hours in teaching Culturally and Linguistically Diverse Students for relicensure. More information about the 45-hour requirement can be found at https://www.cde.state.co.us/educatortalent/elpdeducators .
Attendees will be expected to purchase or rent a textbook for approximately $50 through a third-party source and complete all assignments in a timely and satisfactory manner to obtain credit with CDE. Attendees should expect to spend 10-12 hours per week on readings and assignments. Because this course is fully on-line, students can choose where, when, and how they will complete the course.
Although this course is on-line, the instructor will be available to videoconference to discuss assignments, answer questions, and/or brainstorm ways in which the material can/should be applied in content-area courses.
Week 1: 5.09 Quality Standard I: Educators are knowledgeable about CLD populations
5.09(1) ELEMENT A: Educators are knowledgeable in, understand, and
able to apply the major theories, concepts and research related to culture,
diversity and equity in order to support academic access and opportunity for
CLD student populations.
Topic 1: Who
are our CLD students? What is culture,
and how does it impact content learning?
What is culturally responsive pedagogy, and how does it relate and
support language and content learning?
Topic 2: How
can content-area teachers use formative and summative assessment to monitor
their CLD students’ progress in learning both language and content? What is WIDA, and how can WIDA assessment
data guide instruction for CLD students?
Deliverables (with feedback from instructors)
Completed reading guide
Reflection
5.10 Quality Standard II: Educators should be knowledgeable in first and second language acquisition.
5.10(1) ELEMENT A: Educators are able to understand and implement
strategies and select materials to aid in English language and content
learning.
5.10(2) ELEMENT B: Educators are knowledgeable of, understand, and
able to apply the major theories, concepts and research related to culture,
diversity and equity in order to support academic access and opportunity for
CLD student populations.
Topic 1: What are effective, research-based strategies/methods for teaching language and content to CLD students?
Topic 2: What are the important theories of second language acquisition, and how can they be applied in the content-area classroom to guide instruction?
Deliverables (with feedback from instructor)
Completed reading guide
Lesson plan infused with strategies/methods for teaching language and content to CLD students. Lesson plan will include a section to articulate connections to SLA theory.
5.11 Quality Standard III: Educators should understand literacy development for CLD students.
5.11(1) ELEMENT A: Educators are knowledgeable
in, understand, and able to apply the major theories, concepts and research
related to literacy development for CLD students
5.11(2) ELEMENT B: Educators understand and
implement strategies and select materials to aid in English language and
content learning.
Topic 1: What are the important theories, concepts, and research in literacy development for CLD students, how does this look different for CLD and non-CLD students,, and how can these be applied in the content-area classroom?
Topic 2: What are effective, research-based strategies/methods for teaching literacy in content areas to CLD students?
Deliverables (with feedback from instructor)
Completed reading guide
Lesson plan infused with strategies/methods for including literacy
and appropriate scaffolds into content areas for CLD students.
5.12 Quality Standard IV: Educators are knowledgeable in the teaching strategies, including methods, materials, and assessment for CLD students.
5.12(1) ELEMENT A: Educators are knowledgeable
in, understand and able to use the major theories, concepts and research
related to language acquisition and language development for CLD students.
5.12(2) ELEMENT B: Educators are knowledgeable
in, understand, and able to use progress monitoring in conjunction with
formative and summative assessments to support student learning.
Topic 1: How
can content-area teachers apply theory, concepts, and research to support CLD
students in learning language and content in their classrooms?
Topic 2: How
can content-area teachers use formative and summative assessment to monitor
their CLD students’ progress in learning both language and content?
Deliverables (with feedback from instructors)
Completed reading guide
Analysis of current assessment
practices and adaptation as necessary to support CLD students’ learning language, literacy, and
content.
