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TASL – Teaching American Sign Language, MA
Study Guide
TASL 594
Practicum for ASL Teaching II
Fall 2016
University of Northern Colorado
Master of Arts in Teaching American Sign Language
Copyright 2016 by the University of Northern Colorado-Department of American Sign
Language and Interpreting Studies
All rights reserved. No part of this publication may be reproduced, distributed, or
transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods, without the prior written permission of the UNC-
ASLIS.
The faculty and staff of the ASLIS and the University of Northern Colorado bring
expertise and many years of experience, passion, and dedication to supporting students
working towards educational goals. While students can grow substantially from that
platform of support, individual success or failure in achieving the outcomes of your
specific program is ultimately your own responsibility. Communication is especially
important within any distance education program. If questions or concerns arise or if
something outside your control is interfering with your education, please contact your
instructor, advisor or the administrative office.
Department of American Sign Language and Interpreting Studies University of Northern Colorado McKee Hall 114 Campus Box 106 Greeley, CO 80639 1-866-885-6087 http://www.unco.edu/doit http://www.unco.edu/tasl
Table of Contents Course Overview ........................................................................................................................... 1
Purpose ......................................................................................................................................... 1
Impact............................................................................................................................................ 1
Objectives ...................................................................................................................................... 1
Plagiarism Policy ............................................................................................................................ 2
Inclusivity Statement ..................................................................................................................... 2
Students with Disabilities .............................................................................................................. 2
Grading Scale ................................................................................................................................. 3
Late Assignment Policy .................................................................................................................. 3
Required Text/Readings ................................................................................................................ 4
Course Preview .............................................................................................................................. 5
Course Organization ...................................................................................................................... 5
Course Roadmap ............................................................................................................................ 6
Assignments ................................................................................................................................. 11
Course Summary .......................................................................................................................... 12
Appendix A .................................................................................................................................... 2
Appendix B .................................................................................................................................... 3
Appendix C .................................................................................................................................... 4
Appendix D .................................................................................................................................... 5
TASL 594 Page 1
Course Overview
Purpose The purpose of this course to have in-depth teaching and learning experiences in teaching ASL
as a first or second language in an educational setting.
For this course, MA Only students will need to complete 400 teaching hours while MA
Plus Licensure students will need to complete 500 teaching hours – at least half of which
will need to be on the K-12 setting.
Exact hours will be determined depending on the number of hours completed in TASL
593 as MA Only students will need to complete a total of 600 hours and MA Plus
Licensure students will need to complete a total of 800 hours.
This course is in compliance with the ASL Teacher Standards as established by Colorado
State Standards and Competencies.
Impact
Research has shown that teaching preparation programs would not be complete without a
teaching practicum experience. Future educators require not only coursework that provides
them with the solid foundation to teach, but also a platform to bridge their coursework to
practice and to develop their teaching competencies before entering the real world. This course
aims to provide students with the opportunity to link their theoretical knowledge with the
realities of the classroom. Through reflective practice and with the guidance of a
supervisor/mentor, this experience would allow them to acquire the understanding and skills to
teach effectively in a range of classroom situations.
Objectives By the end of this course, you will be able to:
Further develop teaching skills with an introduction of ASL lexical terms, fingerspelling
and lexicalized fingerspelling, grammar, and Deaf culture in classes through 400-500
hours of ASL teaching experiences.
TASL 594 Page 2
Plagiarism Policy Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or
musical composition of another, or portions thereof; or the ideas, language, or
symbols of same and passing them off as the product of one's own mind.
Plagiarism includes not only the exact duplication of another's work but also the
lifting of a substantial or essential portion thereof (UNC definition). Regarding
written work in particular, direct quotations, statements which are a result of paraphrasing or
summarizing the work of another, and other information which is not considered common
knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks
or a proper form of indentation shall be used to indicate all direct quotes. Regarding class
projects, you are not to use as your entire presentation the completed works of faculty
members, fully imported websites, or any other body of work in which you are not the
author. Of course, with proper referencing, you can import portions of such works and websites
to enhance and illustrate your presentation, and you can provide references to these other
works for students who have an interest in pursuing a topic further. Students suspected of
plagiarizing will be referred to the Dean of Students Office (DOS) for further action.
For more information see: Student Code of Conduct
Inclusivity Statement
The College of Education and Behavioral Sciences (CEBS) supports an
inclusive learning environment where diversity and individual differences
are understood, respected, appreciated and recognized as a source of
strength. We expect that students, faculty and staff within CEBS will be
accepting of differences and demonstrate diligence in understanding how
other peoples’ perspectives, behaviors, and world views may be different
from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful
discrimination in…educational services against any person because of race, religion, gender, age,
national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination
in…educational services on the basis of sexual orientation or political affiliation.” (See
http://www.unco.edu/hr/AAEO_TitleIX.htm).
Please visit the CEBS Diversity and Equity Committee website for more information on our
commitment to diversity (http://www.unco.edu/cebs/diversity).
Students with Disabilities Accommodations Statement: Students who believe that they may need accommodations in this
class are encouraged to contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax
(970) 351-4166, or visit www.unco.edu/dss as soon as possible to ensure that accommodations
are implemented in a timely fashion.
TASL 594 Page 3
Grading Scale The points for all of the assignments in the TASL courses will add up to 100 and letter grades are
assigned as follows:
A 93-100 Above Average achievement of objectives
B 85-92 Average achievement of objectives
C 77-84 Below average achievement of objectives
Below 77 Unacceptable level of achievement of objectives and considered failing.
Reminder: You must maintain at least a “B” average (3.0 GPA) to meet graduation
requirements.
Late Assignment Policy Late assignments will be accepted and graded for up to 72 hours after the due date and time but
the final grade will be dropped one letter. Late assignments submitted after the 72 hours that
have not been approved in advance with the respective instructor will NOT be graded and
students will receive a zero as the assignment grade.
Extensions for assignment due date and time must be approved in advance with the respective
instructor based on the following criteria:
The extension is requested at least 24 hours in advance of the due date and time.
An extension is requested no more than once during any given semester.
No late work will be accepted in the last three days of this course.
Exceptions to the above criteria will only be considered based on documented evidence of
special circumstances—such as illness, hospitalization or death of a family member.
TASL 594 Page 4
Required Text/Readings
Textbooks
Mali, T. (2012). What teachers make. New York, NY: Berkley Books.
Note: The chapters are not numbered in Mali’s book and thus, they have been numbered here
for simplicity.
1. Introduction
2. Making Kids Work Hard
3. Your Child is My Student
4. A Poet Becomes a Teacher (and Vice Versa)
5. Calling Home
6. Lightbulb Moments and Happy Accidents
7. Definitely Beautiful
8. Keeping Your Eye Out for the Teachable Moment
9. In Praise of Thoughtful Uncertainty
10. Encountering Genius
11. The Student Becomes the Teacher
12. My Best Day as a Teacher
13. E-mail, Islam, and Enlightenment (Insha’allah)
14. Lessons You Can Touch
15. The Value of What You Cannot Test
16. No One Leaves My Class Early For Any Reason
17. My Bad (Apologize and Mean It!)
18. MEG: Mali’s Electronic Grade Book
19. Teachers Make Technology Work!
20. Thinking It Through: The Timeline at the Back of the Classroom
21. What Teachers Get: Presents from Parents
22. Fighting Back Against the Attack on Teachers
23. Where Do the Best Teachers End Up?
24. The Importance of Mentoring
25. Teachers Who Made a Difference for Me
26. The Quest for One Thousand Teachers
27. There Can Never Be a “Lost” Generation
28. Epilogue
TASL 594 Page 5
Course Preview During this course, you will complete 400-500 hours of teaching experiences, the number
depending on your academic goals, in an ASL classroom or ASL classrooms while reflecting on
best teaching practices while also submitting four lesson plans and videos of lessons you have
conducted this semester. In addition, at the end of the semester, both you and your supervisor
will complete evaluations of your teaching experiences. You will also submit your final portfolio
as part of your graduation requirements.
Course Organization
This course contains several elements:
Teaching Experience: You are to complete 400-500 hours of teaching experiences, the
number depending on your academic goals and as arranged with your practicum
instructor, in an ASL classroom or ASL classrooms. You are to document your teaching
hours daily to be submitted biweekly.
Reflection Assignments: You are to complete a weekly reflection assignment on best
teaching practices based on chapters you have read in Mali’s What teachers make.
Lesson Plans & Videos: You are to submit four complete lesson plans along with videos
of those lesson plans. These four lesson plans and videos are due four times throughout
the semester.
Self-Evaluation: You are to complete a self-evaluation of your teaching experiences at
the end of the semester.
Supervisor’s Evaluation: Your supervisor is to complete an evaluation of your teaching
experiences at the end of the semester.
Portfolio: You are to submit your final portfolio as part of your graduation
requirements at the end of the semester.
TASL 594 Page 6
Course Roadmap Use this as your “map” while traveling on your distance learning journey. Use the last column to
check off each item as you complete it. Dates before or next to any activity indicate specific
dates for that item.
Week 1
8/22-8/26
Dates Activities Done
8/22-8/26 Record your teaching hours on the Teaching Chart as provided.
8/26
Assignment 2 Readings & Reflections-Week 1: Read Chapter 1 & 2 in Mali’s
book and submit no more than one page typewritten or two minute signed
video reflecting on best teaching practices using the examples you have
observed and read this week.
Week 2
8/29-9/2
8/29-9/2
Assignment 1 Bi-weekly Report 1: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
9/2
Assignment 2 Readings & Reflections -Week 2: Read Chapter 3 & 4 in Mali’s
book and submit no more than one page typewritten or two minute signed
video reflecting on best teaching practices using the examples you have
observed and read this week.
Week 3
9/6-9/9 (Labor Day 9/5 UNC closed)
9/6-9/9 Record your teaching hours on the Teaching Chart as provided.
9/9
Assignment 2 Readings & Reflections -Week 3: Read Chapter 5 & 6 in Mali’s
book and submit no more than one page typewritten or two minute signed
video reflecting on best teaching practices using the examples you have
observed and read this week.
TASL 594 Page 7
Week 4
9/12-9/16
9/12-9/16
Assignment 1 Bi-weekly Report 2: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly to the appropriate
assignment tool.
9/14
Assignment 3-Lesson Plan 1: Submit a lesson plan using the most appropriate template and a video of the lesson plan.
9/16
Assignment 2 Readings & Reflections -Week 4: Read Chapter 7 & 8 in Mali’s
book and submit no more than one page typewritten or two minute signed
video reflecting on best teaching practices using the examples you have
observed and read this week.
Week 5
9/19-9/23
9/19-9/23 Record your teaching hours on the Teaching Chart as provided.
9/23
Assignment 2 Readings & Reflections -Week 5: Read Chapter 9 & 10 in Mali’s
book and submit no more than one page typewritten or two minute signed
video reflecting on best teaching practices using the examples you have
observed and read this week.
Week 6
9/26-9/30
9/26-9/30
Assignment 1 Bi-weekly Report 3: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
9/30
Assignment 2 Readings & Reflections -Week 6: Read Chapter 11 & 12 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 7
10/3-10/7
10/3-10/7 Record your teaching hours on the Teaching Chart as provided.
TASL 594 Page 8
10/7
Assignment 2 Readings & Reflections -Week 7: Read Chapter 13 & 14 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 8
10/10-10/14
10/10-10/14
Assignment 1 Bi-weekly Report 4: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
10/12
Assignment 3-Lesson Plan 2: Submit a lesson plan using the most appropriate
template and a video of the lesson plan.
10/14
Assignment 2 Readings & Reflections -Week 8: Read Chapter 15 & 16 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 9
10/17-10/21
10/17-10/21 Record your teaching hours on the Teaching Chart as provided.
10/21
Assignment 2 Readings & Reflections -Week 9: Read Chapter 17 & 18 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 10
10/24-10/28
10/24-10/28
Assignment 1 Bi-weekly Report 5: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
10/28
Assignment 2 Readings & Reflections -Week 10: Read Chapter 19 & 20 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
TASL 594 Page 9
Week 11
10/31-11/4
10/31-11/4 Record your teaching hours on the Teaching Chart as provided.
11/4
Assignment 2 Readings & Reflections-Week 11: Read Chapter 21 & 22 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 12
11/7-11/11
11/7-11/11
Assignment 1 Bi-weekly Report 6: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
11/9
Assignment 3-Lesson Plan 3: Submit a lesson plan using the most appropriate
template and a video of the lesson plan.
11/11
Assignment 2 Readings & Reflections-Week 12: Read Chapter 23 & 24 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 13
11/14-11/18
11/14-11/18 Record your teaching hours on the Teaching Chart as provided.
11/18
Assignment 2 Readings & Reflections-Week 13: Read Chapter 25 & 26 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 14
11/21-11/25 – Thanksgiving Week! (11/23-27: UNC closed & No classes)
11/21-11/23
Assignment 1 Bi-weekly Report 7: Record your teaching hours on the
Teaching Chart as provided. Submit your biweekly report to the appropriate
assignment tool.
TASL 594 Page 10
Week 15
11/28-12/2
11/28-12/2 Record your teaching hours on the Teaching Chart as provided.
Complete the course evaluation. Check your Bearmail for the dates this is
open. Once closed it cannot be reopened.
12/2
Assignment 2 Readings & Reflections-Week 15: Read Chapter 27 & 28 in
Mali’s book and submit no more than one page typewritten or two minute
signed video reflecting on best teaching practices using the examples you
have observed and read this week.
Week 16
12/5-12/9
UNC – Finals Week
12/5-12/9
Assignment 1 Bi-weekly Report 8: Record your teaching hours on the
Teaching Chart as provided. Submit your entire report in a nicely scanned
PDF format. All hours must add up to 400-500 hours (or more if needed) and
all pages must be signed. If you are currently employed, don’t forget to
include a copy of your contract in lieu of the signatures.
12/5
Assignment 4 Self-Evaluation: Submit your self-evaluation of your teaching
experiences this semester using the Self-Evaluation guidelines as provided.
12/7
Assignment 3-Lesson Plan 4: Submit a lesson plan using the most appropriate
template and a video of the lesson plan.
12/9
Assignment 5-Supervisor’s Evaluation: Have your supervisor submit his/her
evaluation of your teaching experiences after he/she has discussed it with
you using the evaluation form as provided.
12/9
Assignment 6-Portfolio: Submit your final portfolio. (Must be in electronic
form.)
End of Semester!
Congratulations!
Final grades will be posted within 3 days of the end of the semester.
TASL 594 Page 11
Assignments
Assignment Overview Assignments Description Pts. Due
Assignment 1
Teaching Hours
Record your teaching hours on the Teaching Chart as provided. (Modify the chart as
needed.) Be sure to have your supervisor sign the chart daily and again biweekly
certifying the total number of hours every two weeks. If you are employed as an ASL
teacher, you may submit a copy of your contract at the end of the semester with your
hours in lieu of obtaining signatures. (Please black out any personal information.) Your
teaching charts are due biweekly on Fridays. You are responsible for making sure that you
have completed the required number of hours by the end of the semester.
Teaching hours are worth 50 points.
50 Biweekly
on
Fridays
Assignment 2
Weekly Readings & Reflective Assignment
Read the chapters in Mali’s book as assigned in the Roadmap and submit no more than
one page typewritten or two minute signed video reflecting on best teaching practices
using the examples you have taught and read this week.
Each reflective assignment is worth 1.5 points.
20 Weekly
on
Fridays
Assignment 3
Lesson Plans & Videos
Submit four lesson plans using the most appropriate template and videos of the lesson
plans.
Each lesson plan & assessment method is worth 5 points and they are due four times this
semester.
20 9/14
10/12
11/9
12/7
Assignment 4
Self-Evaluation
Complete a self-evaluation of your teaching experiences using the Self-Evaluation
guidelines as provided.
The Self-Evaluation is worth 10 points.
10 12/5
Assignment 5 Supervisor’s Evaluation
Have your supervisor submit his/her evaluation of your teaching experiences after
discussing it with you using the evaluation form as provided.
This is a pass/fail assignment. If your supervisor does not believe you are satisfactorily
prepared to teach ASL, you will receive an “F” for the assignment and therefore, fail this
course.
P/F 12/9
Assignment 6 Portfolio
Complete and submit your final portfolio. (Must be in electronic form.)
The portfolio is a pass/fail assignment. The portfolio is part of your graduation
requirements. If you do not submit your complete portfolio, you will “F” for the
assignment and therefore, fail the course.
P/F 12/9
TASL 594 Page 12
Course Summary
Conclusion
Research has shown that teaching experiences is vital to learning how to teach. As a teaching
practicum course, this course has allowed students to bridge their coursework to practice and
develop their teaching competencies before entering the real world. In addition, this course
allowed them to acquire the understanding and skills to teach effectively in a range of classroom
situations.
Key Points
Teaching Experience
Reflective Practice
Lesson Plans & Videos
Self-Evaluation
Supervisor’s Evaluation
Portfolio
What’s Next?
Congratulations!! By finishing this course, you have successfully completed the requirements
for the Masters in Teaching ASL (TASL) Program. Unless you have already done so, you will now
transition to the real world of teaching.
Although you have completed your formal education, you are encouraged to continue learning
and to never give up the joy of learning. Commit to be a life-long learner, if you will.
Remember also the wonderful privilege and important responsibility that comes with being an
ASL instructor.
“Learning is about living and as such is lifelong.”
Bente Elkjaer
See Appendices below!
Quality Instruction
Preparing
Qualified Instructors
Appendix A
Teaching Hours Chart
Date
Time From/To
Number of Minutes
Total Time
Class & Summary of Lessons Taught
Supervisor’s Initials
Expand Table as Needed
Total Hours:
I, _______________________, certify that I have completed the teaching hours listed above.
I, _______________________, certify that that the above named teacher candidate completed the
total teaching hours listed above.
*If starting a new page - the first line of “Total Time” should contain the hours from the previous chart.*
Appendix B
Self-Evaluation Guidelines Prior to meeting with your supervisor to discuss your final evaluation, complete a self-evaluation of your teaching experiences this semester. Be sure to reflect on the following (you do not need to discuss all of them, but these are starting points):
Content Knowledge
Instruction
Assessment
Classroom Management
Affective Skills
Professionalism
Strengths
Areas of Improvement
Teaching Readiness Submit no more than five pages typewritten or 10 minutes signed video reflecting your teaching experiences this semester.
Appendix C
Supervisor’s Evaluation Teacher Candidate’s Name: Supervising Teacher’s Name:
CRITERIA Developing (1) Proficient (2-3-4) Advanced (5) Score
CONTENT KNOWLEDGE
Errors, inability to answer some questions, unsure of connections.
Knows enough content to teach classes; obtains more information as needed.
Knowledge of content is accurate and presented with confidence.
INSTRUCTION
Instruction is haphazard, lacking focus or flexibility. It does not appear adequately planned. Poor choice of methods. Student learning is unlikely.
Instruction is coherent, occasionally flexible. Lesson plan reflect diversity and is specific to individual students’ needs. Student learning is evident.
Instruction is confident, uses original lesson plan & appropriate technology; flexible & differentiated, focused on learning objectives. Advanced student learning is evident.
ASSESSMENT
No evidence of assessment, or no connection between assessment and instruction.
Periodically assess student performance; minor adjustments of instruction.
Consistently assesses student performance in several ways; assessment drives instruction.
CLASSROOM
MANGEMENT
Behavior problems in classroom negatively affect learning. Little control over classroom.
Manages behavioral problems and maintains control of the classroom at all times.
Most discipline problems are prevented through engaging instruction and building a safe and tolerant classroom community. Full control of classroom.
AFFECTIVE SKILLS
Has difficulties relating to students; resorts to disrespectful treatment of students.
Works to create a healthy classroom community where students are treated with sensitivity and respect.
Consistently treats students with sensitivity and respect.
PROFESSIONALISM
Lacks habits and skills to be reliable and collegial. Effort lacks consistency.
Reliable, punctual, hard-working and collaborative. Pays attention to school’s culture, norms and traditions
Consistently reliable, punctual, hard-working, willing and able to collaborate. Consistently learns and supports school’s norms and traditions.
COMMENTS (continue on the back or attach another sheet if necessary)
Strengths:
Areas of Improvement:
Evaluation of Performance: _____ Satisfactory _____ Unsatisfactory
Evaluator Signature: Date:
Teacher Candidate Signature: Date:
Appendix D
Portfolio Requirements Compile your portfolio in an organized fashion and in electronic form while including the following materials from your courses. You may include other materials if you wish, but not in lieu of these materials. TASL 501
TASL 501 Portfolio
TASL 502
Mock Lesson Plan
Lesson Analysis
Reflective Paper/Video
TASL 503
Receptive Test Design
Expressive Test Design
Feedback Design
TASL 504
Mock ASL Curriculum TASL 505
Cumulative Project
TASL 506
Logs
Feedback Reflection Paper
Research Paper
TASL 507
Research Proposal
TASL 593
Observation Charts
Program Analysis Report
TASL 594
Teaching Charts
Self-Evaluation
Supervisor’s Evaluation Professional Development (i.e. conferences)
Must have at least two ASL Rating (i.e. ASLPI, OPI, etc.)