CoverWelcome to TELLSyllabus: Integrating Content & Langauge Instruction Explanation of the TemplateTotal PointsSession One: Positioning Myself to Integrate Content and Promote Academic LanguageLA 1.1 Sharing My Learning and Professional DevelopmentLA 1.2 Negotiating Understanding of Inclusive Pedagogy.LA 1.3. Integrating the Conceptual Tools for Teaching ELsLA 1.4: Reviewing the Major Course AssignmentsLA 1.X Consulting with the Facilitator on Presentation --Contextualization (CTX)HW 1.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 1.2 Learning Teaching through Multi-media Cases and Expert Perspectives HW 1.3 Gaining an understanding of Making Content Comprehensible HW 1.4 Reviewing Major AssignmentsHW 1.5 Learning about Designing and Implementing Activity Centers Session Two: Deepening Understanding of TELL Conceptual ToolsLA 2.1 Sharing My Learning and Professional DevelopmentLA 2.2 Presentation on SEP--Contextualization LA 2.3 Demonstrating Setting Up Activity CentersLA 2.4 Designing Activity Center 1-- the Teacher CenterLA 2.5 Activity Center Planning Web--Center 2LA 2.6 Exploring MetaGoals and MetaStrategies for Standards for Effective Pedagogy--Center 3LA 2.7 Consider Materials for Your MSDLAs--Center 4LA 2.8 Text and Vocabulary Issues in MSDLAs--Center 5LA 2.9 Learning from Vocabulary ResearchLA 2.X Consulting with Facilitator on Presentation--Language and Literacy Development (LLD)HW 2.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 2.2 Learning Teaching through Multi-media Cases and Expert Perspectives HW 2.3 Gaining an understanding of Making Content Comprehensible HW 2.4 Learning from Corpus Studies HW 2.5 Identifying Texts for Your MSDLAsHW 2.6 Deepening Knowledge for Promoting Academic VocabularySession Three: Building Knowledge of Vocabulary LA 3.1 Sharing My Learning and Professional DevelopmentLA 3.2 Presentation on SEP--Language and Literacy DevelopmentLA 3.3 Considering Text Modification and Vocabulary Learning in Making Content ComprehensibleLA 3.4 Learning to Attend to Vocabulary in Making Concepts ComprehensibleLA 3.5 Sharing Your Learning about Vocabulary in the Texts of Your DisciplineLA 3.6 Building Strategies and Techniques for Developing Academic LanguageLA 3.X Consulting with the Facilitator on Presentation--Challenging Activities (CA)HW 3.1 Reflection on My Practice in Developing ELs' Content and Language ProficiencyHW 3.2 Learning Teaching through Multi-media Cases and Expert Perspectives HW 3.3 Gaining an understanding of Making Content Comprehensible HW 3.4 Developing Language ObjectivesHW 3.5 Reviewing Knowledge about Text StructuresHW 3.6 Exploring Teaching Strategy Marketplaces HW 3.7 Exploring Funds of Knowledge Session Four: Strengthening Curriculum by Adjusting for ELsLA 4.1 Sharing My Learning and Professional DevelopmentLA 4.2 Presentation on SEP--Challenging ActivitiesLA 4.3 Reviewing My Objectives to Strengthen Them LA 4.4 Considering Funds of Knowledge Among My StudentsLA 4.5 Examining Your Texts And Your Strategies in Making them ComprehensibleLA 4.6 Sharing Strategies by Reviewing Promotional FlyersLA 4.X Consulting with Facilitator on Presenting--Joint Productive Activity (JPA)HW 4.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 4.2 Learning Teaching through Multi-media Cases and Expert Perspectives HW 4.3 Gaining an Understanding of Making Content Comprehensible HW 4.4 Developing Rubrics for Informal Assessments to Evaluate EL LearningHW 4.5 Developing Students' Thinking SkillsSession Five: Learning from Feedback LA 5.1 Sharing My Learning and Professional DevelopmentLA 5.2 Presentation on SEP--Joint Productive ActivityLA 5.3 Reviewing Practice, Application and Lesson Delivery LA 5.4 Receiving Feedback on MSDLA Components and DocumentationLA 5.X Consulting with Facilitator on Presenting--Instructional Conversation (IC)HW 5.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 5.2 Learning Teaching through Multi-media Cases and Expert Perspectives HW 5.3 Gaining an understanding of Making Content Comprehensible HW 5.4 Deepening Learning by Attending to Discipline and ESL StandardsHW 5.5 Thinking of Culturally Responsive Pedagogy in Relationship to My Teaching Practice Session Six: Practicing Developing MSDLAsLA 6.1 Sharing My Learning and Professional DevelopmentLA 6.2 Presentation on SEP--Instructional ConversationLA 6.3 Creating MSDLAs to Teach SIOP Principles LA 6.4 Working on Your MSDLA Project HW 6.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 6.2 Creating a Self-Portrait HW 6.3 Build and Refine Your Final MSDLASession Seven: Enacting an MSDLA to Review SIOPLA 7.1 Sharing My Learning and Professional DevelopmentLA 7.2 Enacting Centers to Demonstrate Skill in Using High-Quality Strategies and PracticesLA 7.3 Displaying My Self-PortraitHW 7.1 Reflection on My Practice in Developing ELs Content and Language ProficiencyHW 7.2 Finalize Your MSDLAsHW 7.3 Implementing Centers in My ClassroomSession Eight: Demonstrating My Knowing of Integrating Content and Language InstructionLA 8.1 Sharing Our MSDLAs LA 8.2 Sharing Development as an ESL Teacher

LA 2.4 Designing Activity Center 1-- the Teacher Center

Instructional Conversation

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Learning Outcome Pedagogical Intent Student Position

Employ a variety of strategies, materials and resources in standards-based ESL and content instruction.

Assessment: 25 pts.

TA:  15 Minutes

Teachers will be able to design, create, and enact activity centers for their students. 

Students have participated in MSDLA centers in other courses in the endorsement and have read about designing activity centers. These centers wil deepen their knowledge.

Instruction

  1. Meet with the facilitator for an instructional conversation reviewing what you learned when you studied the  Designing Effective Activity Centers for Diverse Learners . You will review your note taking sheet from homework and focus on articulating the information about implementing the activity center in phases.
  2. You will consider how the teacher and student roles and responsibility shift as the teacher moves from Phase I through Phase V.
  3. Using the Models of Classroom Organization overview, consider how different models of classroom organization support the different phases in implementing activity centers and issues of learning and management you might confront. Share strategies for responding to this issue.

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