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    S
    Education
    472-4
    Design for Learning: English and Language Arts
    ELEMENTARY
    SPRING 1985
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    INSTRUCTOR: Prof. Meguido Zola
    Mondays
    4:30 -
    8.20 p.m. ?
    LOCATION: ?
    MPX
    7610
    Music Room
    CALENDAR DESCRIPTION
    This course is offered to students and practicing teachers who wish to explore
    that language communication-based approach to learning called the Language
    Arts.
    The course is designed to introduce you to planning for learning, creating
    learning environments, and developing strategies, techniques, and materials
    in the Language Arts in the elementary school.
    COURSE OBJECTIVES
    The overarching objective of this course is to increase your understanding of
    concepts, principles and theory underpinning language learning; to give you
    opportunities to examine and reflect upon your beliefs regarding learning and
    teaching the language arts; to enable you toreflecton your classroom experience
    and plan ways in which you may test and try new ideas in the future; to assist
    you to develop a new repertoire of methods and materials that will enhance
    language learning in the classroom.
    To these global ends we shall focus on the language arts as a broad curriculum
    involving the integration of all subject areas as well as on the various
    elements of the language arts -- thinking, listening and speaking, reading,
    writing -- and on how better to present them to children and to involve
    children with them.
    The course will assume/expect throughout, a child-centered, creative, indiv-
    idualistic approach to the structuring oflearning environments and experiences.
    We 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 skills in interpersonal communication.
    The course will comprise a broad range of experiences: e.g.,lèctures; workshops
    and demonstrations; seminars; small-group work; field experience, etc. These
    experiences will be organized in such a way as to model a student-centered
    approach and maximize individualization of learning.
    There will be, within the course itself, numerous opportunities for you to
    pursue interests of youi- own in developing teaching methods and materials
    related to instruction the language arts. But there will additionally be
    activities that all will pursue, with some of these to be shared among members
    of the class.
    OUTLINE OF TOPICS
    Some of the topics which may be explored, according to group interest and need,
    include:
    the Language Arts defined; establishing priorities in language arts
    curriculum; some overviews of language arts programs;
    curriculum development, with specific reference to diagnosis of needs;
    setting of objectives; planning and sequence; inpiementation; evaluation;
    integration of the language arts program;
    * aural-oral aspects of the language arts -- some dimensions of inter-
    action; fostering and developing listening and speaking;
    * reading - approaches, materials, and programs; children's literature;
    * writing - fostering and developing written expression; tools and
    techniques; convention in writing (including spelling, punctuation,
    etc.) grammar, usage.
    thinking: the fifth language art
    COURSE REQUIREMENTS:
    • Attendance and participation in all parts of the course
    • Completion of readings and assignments
    • Demonstration of selected competencies
    EVALUATION AND GRADING:
    The basis for evaluation and grading of your performance is the fulfilment of
    the course requirements as outlined above. Evaluation and grading will comprise:
    * Evaluation by instructor of your performance in selected course requirements.
    A final self-evaluation by you when you will assess your fulfilment of
    course requirements in a self-evaluation report; this may be complemented
    by an interview.
    Grading. Your final grade is determined by the instructor, and is based
    on:
    - the degree to which you have demonstrated fulfilment of course
    requirements
    - the quality of your work
    The instructor may seek and take into account your selfgrade.
    TEXTS
    There will be no required texts. The following are recommended texts of which
    you are required to read a majority.
    Trelease, Jim. The Read Aloud Handbook. Penguin, 1982
    Butler, Dorothy. Babies Need Books: How to Share the Joy of Reading With Your
    Child. Penguin, 1982
    Holdaway, D. The Foundation of Literacy. 1979 Ashton-Scholastic
    Moffett, James and Betty Jane Wagner. Student Centered Language Arts and Reading
    K-13: A Handbook for Teachers. 3rd Edition., Houghton-Miffen, 1983
    Veatch, Jeannette. Reading in the Elementary School. Ronald Press, 1966
    Clay, Marie. What Did I Write? Heinemann, 1983
    Graves, Donald: Writing--Classroom and Teachers at Work. Heinemann, 1983
    Booth, D.W., Lashmar, O'Neill, Zola. The Writing Programme. Globe/Modern
    Curriculum Press, 19814
    Holdaway, D. Independence in Reading. 1980 Ashton Scholastic

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