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EDUCATION 472 - DESIGNS FOR LEARNING: LANGUAGE ARTS (ELEMENTARY)

INTERSESSION AND SUMMER SESSION 1978.

Instructor: Marvel Rogers-Dancey

This is a course designed to improve the teaching of Language Arts.

It involves the four major components: Reading, Writing, Listening and

Speaking. The teaching of conventions such as spelling, punctuation and

graimnar will be examined. Other topics addressed include: diagnostic skills,

setting objectives, planning, evaluation, integration of other subjects with

Language Arts, questioning strategies and alternative teaching strategies in

reading.

Required Text:

James Moffett, Betty Jane Wagner. Student Centered Language Arts

and Reading K-13. Houghton-Mifflin, 2nd rev. edn. 1976.

Other texts will be suggested.

MR: ca

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EVALUATION CRITERIA--Education 472-1

Final grades are determined by the instructor. They are

based upon two criteriat

1. the degree to which students have

demonstrated fulfillment of course

requirements

2, the quality of the student's work

Possible Grades

A = Outstanding. This will represent outstanding

quality in all aspects of course requirements.

B = Good. This will represent outstanding quality

in the completion of most course requirements

or good quality in the completion of all course

requirements.

C = Satisfactory. This will represent good quality

in the completion of most course requirements

or acceptable quality in the completion of all

course requirements.

D = Poor. This will represent poor quality in the

completion of course requirements.

E = Fail. This will represent unacceptable quality

in student's work and/or lack of completion of

course requirements.

** Plus and minus grades will also be considered.

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EDUCATION 472 - DESIGNS FOR LEARNING: LANGUAGE ARTS (ELEMENTARY)

INTERSESSION AND SUMMER SESSION 1978.

Instructor: Marvel Rogers-Dancey

This is a course designed to improve the teaching of Language Arts.

It involves the four major components: Reading, Writing, Listening and

Speaking. The teaching of conventions such as spelling, punctñat ion and

grammar will be examined. Other topics addressed include: diagnostic skills,

setting objectives, planning, evaluation, integration of other subjects with

Language Arts, questioning strategies and alternative teaching strategies in

reading.

Required Text:

James Moffett, Betty Jane Wagner. Student Centered Language Arts

and Reading K-13. Houghton-Mifflin, 2nd rev. edn. 1976.

Other texts will be suggested.

MR: ca

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EDUCATION 472-4 - DESIGNS }OR LEARNING: LANGUAGE ARTS

Course Outline

Spring, 1978

Selma Wassermann ?

Meguido Zola

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Introduction

This course is offered for pre-service and in-service

teachers who wish to explore the teaching of language arts with

a view towards increased understanding of principles as well as

the improvement of classroom teaching performance.

The principles of language arts instruction, outlined

by James Moffatt, will serve as the theoretical framework upon

which the course is based, i.e.:

(1)

A course in language learning is a course in thinking.

(2)

Rendering experience into words is the real business

of a language arts program.

(3)

A student needs most of all to perceive how he is

using language and how he might use it. He there-

fore needs awareness, rather than information.

(4)

The role of the teacher is to help students expand

their cognitive and verbal repetory as far as

possible.

(5)

The best way to provide individual students with

enough language experience and feedback is to

develop a program in which children use language

an enormous amount. That means, children in schools

must talk a lot with each other.

(6)

If the goals of the curriculum are to help learners

think, speak, listen, read and write, to the limit

of their capacities, then the most reasonable way

to accomplish these goals is to insure that children

do a lot of these things in the classroom.

The course will emphasize an approach which taps the inner

life of the child and uses that as working material to promote

cognitive awareness, more sophisticated and aesthetic language

usage, and increased skill in interpersonal communications.

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Course Objectives

(1)

To increase understanding of concepts, principles and theory

underlying a student-centred pproach to language learning.

(2)

To provide opportunities for the further development of

teaching competence related to language learning.

(3)

To provide opportunities for examination of

and

reflection

upon individual beliefs related to teaching and learning in

the language arts curriculum.

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To provide workshops and training sessions in which specific

teaching strategies may be presented and studied.

(5)

To enable practicing teachers to utilize their classrooms

as laboratories in which they may test and try new ideas.

(6)

To assist teachers to develop a repetoire of teaching

materials which will enhance language learning in their

classrooms.

(7)

To provide an instructional milieu which may serve as

a paradigm in which what is being professed is also seen

in its functioning.

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Description: The Shape of the Evening

A.

Outputs

At the beginning of each class, students will engage in

a variety of expressive language-related experiences.

These ma y

include the use of arts and crafts materials,

as well as poetry and prose writing, and creative

drama.

T

he purpose of the output period is to demonstrate, as

well as to experience a means by which creative expression

is encouraged.

B.

Tasks

Following outputs, students will engage in self-selected

practice tasks designed to promote understanding and

teaching competence in language arts activities. Students

will select tasks which are appropriate to individual

need. Practice tasks may be worked on individually and

in small groups.

C.

Workshops

This time period will consist of "inputs" by professional

resource personnel in which various instructional

strategies reltaed to language arts teaching will be

presented and studied.

D.

Seminars

Seminar sessions will provide students with opportunities

to exchange ideas about teaching and learning in the

language arts.

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Course Requirements

1.

Students are required to attend and participate in all parts

of the program.

2.

Students are required to complete the assigned readings.

3.

Students will complete the number of required practice tasks

and demonstrate competency in the completion of those tasks.

Evaluation

Completion of the course requirements form the basis for

evaluation. There are three components in the final evaluation:

(a)

Self evaluation. Students will assess their ful-

fillment of course requirements in a written

self-evaluation report.

(b)

Faculty evaluation. Students will meet with the

instructor in a final interview during which time

student performance will be assessed.

(c)

Grading. Final grades are determined by the instructor.

They are based upon two criteria:

(i)

The degree to which the student has completed

the course requirements;

(ii) The quality of the student's work.

A

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A grade of A will represent outstanding quality in the

completion of all course requirements.

B = A grade of B will represent outstanding quality in the

completion of most course requirements, or good quality

in the completion of all course requirements.

C ?

A grade of C will represent good quality in the completion

of most course requirements, or acceptable quality in

the completion of all course requirements.

D ?

A grade of D will represent poor quality in the completion

of course requirements and/or lack of completion of

course requirements.

F = A failing grade will represent unacceptable quality in student's

work and/or lack of completion of course requirements.

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Reading List

Required text:

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Moffett, James

A Student-Centred Language Arts Curriculum,

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Boston: Houghton-Mifflin, revised edition, 1976.

Students will select two additional readings from this list:

Ashton-Warner, Sylvia. Teacher. New York: Simon and Schuster, 1963.

Fadar, Daniel. Hooked on Books. New York: Berkeley, 1968.

Harris, Albert. How to Increase Reading Ability. New York: McKay, 1977.

Hayakawa, S. I. Language in Thought and Action. New York: Harcourt and

Brace, 1964.

Lee, Doris, and Van Allen, Roach. Learning to Read Through Experience.

New York: Appleton Century, 1963.

Mean-is, Hughes. Creative Power. New York: Dover, 1959.

Paths, Louis, Wassennann,5eini, Jonas, Arthur, Rothstein, Arnold. Teaching

for Thinking: Theory and Application. Columbus, Ohio: :

Charles E.

ll

Merri

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Co., 1966.

Richardson, Elwyn. In the Early World. New York: Random House, 1964.

Simon Fraser University mimeo. Individualized Reading.

Veatch, Jeannette. Reading in the Elementary School. New York: Ronald

Press, 1965.

Way, Brian. Drama Through Experience.

Students may also wish to explore the Following related materials,

although none of these is required:

Kaplan, S., et al, CHANGE FOR CHILDREN: IDEAS AND ACTIVITIES FOR

INDIVIDUALIZED LEARNING. Pacific Palisades, California: Goodyear, 1973.

Shaftel, F., and Shaftel, G., ROLE PLAYING FOR SOCIAL VALUES. New

Jersey: Prentice Hall, 1967.

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Lorton, N., WORKJOBS: ACTIVITY CENTRED LEARNING FOR EARLY CHILDHOOD

EDUCATION. 1)n Mills, Ontario: Addison Wesley, 1972.

MAKING IT STRANGE: A NEW DESIGN FOR CREATIVE THINKING AND WRITING.

Synectics, Inc., New York: Harper and Row, 1968.

Koch, Kenneth, WISHES, LIES AND DREAMS.

Koch, Kenneth, ROSE, WHERE DID YOU GET THAT RED.

Veatch, Jeanette, et al, KEY WORDS TO READING. Columbus, Ohio:

Charles Merrill, 1973.

Lewis, Richard, MIRACLES. New York: Simon and Schuster, 1967.

Lewis, Richard, JOURNEYS. New York: Simon and Schuster, 1969.

Griggs, Tamar, THERE'S A SOUND IN THE SEA.

Miel, Alice, INDIVIDUALIZING READING INSTRUCTION. New York: Teacher's

College, Columbia University Press, 1958.