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TASL – Teaching American Sign Language, MA
Study Guide
TASL 593
Practicum for ASL Teaching I
Spring 2017
University of Northern Colorado
Master of Arts in Teaching American Sign Language
Copyright 2017 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/cebs/asl-interpreting/ http://www.unco.edu/cebs/asl-interpreting/teaching-asl/
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 .................................................................................................................. 3
Course Preview ................................................................................................................................ 4
Course Organization ........................................................................................................................ 4
Course Roadmap .............................................................................................................................. 5
Assignments ................................................................................................................................... 11
Course Summary ............................................................................................................................ 12
TASL 593 Page 1
Course Overview
Purpose The purpose of this course to have observational learning experiences with other ASL teachers
in ASL as first language or second language instruction in various educational settings.
MA Only students will need to complete 200 observational hours while MA Plus
Licensure students will need to complete 300 observational hours – at least half of
which will need to be on the K-12 setting.
This course is in compliance with the ASL Teacher Standards as established by Colorado
State Standards and Competencies.
Impact
Research has shown that classroom observation along with reflective practice is crucial to
learning how to teach. Much of what teachers need to be aware of and/or learn cannot be
learned in a university classroom. Therefore, classroom observation provides students with the
opportunity to see real-life teachers in real-life teaching situations. As such, this course aims to
provide students with the opportunity to observe, participate, analyze, question, and reflect on
teaching and learning in the ASL classroom. This experience also allows them to strengthen
their teaching skills and knowledge on a variety of curriculum and evaluate systems as learned in
their TASL courses.
Course Objectives By the end of this course, you will be able to:
Identify and describe different teaching methodology, curriculum, and evaluations
employed by at least three different lesson plans in their respective classes.
Develop teaching skills with an introduction of ASL lexical items, fingerspelling, and
lexicalized fingerspelling, grammar, and Deaf culture in classes through 300 hours of ASL
teaching experiences.
Demonstrate an ability to identify and observe a program where ASL courses are taught.
TASL 593 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: http://unco.smartcatalogiq.com/current/Graduate-Catalog/General-
Information/Policies-and-Procedures/Plagiarism.aspx
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 593 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 Superior achievement of objectives
B 85-92 Above average achievement of objectives
C 77-84 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.
Required Text/Readings
Textbooks
Whitaker, T. (2013). What great teachers do differently; 17 Things that matter most.
New York, NY: Routledge.
TASL 593 Page 4
Course Preview During this course, you will complete 200-300 hours of observation, the number depending on
your academic goals, in an ASL classroom or ASL classrooms while reflecting on best teaching
practices. In addition, you will submit four lesson plans and assessment methods conducted
throughout this semester and complete a program analysis report of the ASL program you
observed.
Course Organization
This course contains several elements:
Observation: You are to complete 200-300 hours of observation, the number
depending on your academic goals and as arranged with your practicum instructor, in an
ASL classroom or ASL classrooms. You are to record your observation hours daily to be
submitted biweekly.
Reflection Assignments: You are to complete a weekly reflection assignment on best
teaching practices based on a chapter or chapters you’ve read in Whitaker’s What great
teachers do differently; 17 Things that matter most.
Lesson Plans & Assessment Methods: You are to submit four complete lesson plans
along with assessment methods used for the lesson plans. These four lesson plans and
assessment methods are due four times throughout the semester. If you are teaching in
an ASL classroom, please have your supervisor and/or mentor submit feedback of your
lesson plans. If you are teaching in an ASL classroom without a supervisor and/or
mentor, you will need to submit a video along with your lesson plans and assessment
methods.
Program Analysis Report: You are to submit a formal program analysis report of the ASL
program & school you are observing or teaching at the end of the semester.
TASL 593 Page 5
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
1/9-1/13
Dates Activities Done
1/9-1/13 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
1/13
Assign. 2: Read Chapter 1 & 2 in Whitaker’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
1/16-1/20 (MLK Day Jan. 16, UNC closed)
1/16-1/20
Assign. 1-1: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your first biweekly report to the
appropriate assignment tool.
1/20
Assign. 2: Read Chapter 3 in Whitaker’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
1/23-1/27
1/23-1/27 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
1/27
Assign. 2: Read Chapter 4 in Whitaker’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 4
TASL 593 Page 6
1/30-2/3
1/30-2/3
Assign. 1-2: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your second biweekly report to the
instructor.
2/1
Assign. 3-Lesson Plan 1: Submit a lesson plan and assessment methods associated with the lesson plan using the most appropriate template as developed from previous courses and/or other sources.
2/3
Assign. 2: Read Chapter 5 in Whitaker’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
2/6-2/10
2/6-2/10 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
2/10
Assign. 2: Read Chapter 6 in Whitaker’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
2/13-2/17
2/13-2/17
Assign. 1-3: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your third biweekly report to the
instructor.
2/17
Assign. 2: Read Chapter 7 in Whitaker’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
2/20-2/24
2/20-2/24 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
TASL 593 Page 7
2/24
Assign. 2: Read Chapter 8 in Whitaker’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
2/27-3/3
2/28-3/3 Assign. 1-4: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your fourth biweekly report to the
instructor.
3/1
Assign. 3-Lesson Plan 2: Submit a lesson plan and assessment methods
associated with the lesson plan using the most appropriate template as
developed from previous courses and/or other sources.
3/3
Assign. 2: Read Chapter 9 & 10 in Whitaker’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
3/6-3/10
3/6-3/10 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
3/10
Assign. 2: Read Chapter 11 in Whitaker’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
3/13-3/17
UNC – Spring Break
You are on “Spring Break” when your placement site is on Spring Break. Be prepared to observe
your placement site this week if they are not on Spring Break this week.
3/13-3/17 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
TASL 593 Page 8
Week 11
3/20-3/24
3/20-3/24
Assign. 1-5: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your fifth biweekly report to the
instructor.
3/24
Assign. 2: Read Chapter 12 in Whitaker’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
3/27-3/31
3/27-3/31 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
3/31
Assign. 2: Read Chapter 13 in Whitaker’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
4/3-4/7
4/3-4/7
Assign. 1-6: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your sixth biweekly report to the
instructor.
4/5
Assign. 3-Lesson Plan 3: Submit a lesson plan and assessment methods
associated with the lesson plan using the most appropriate template as
developed from previous courses and/or other sources.
4/7
Assign. 2: Read Chapter 14 in Whitaker’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 593 Page 9
Week 14
4/10-4/14
4/10-4/14 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
4/12
Assign. 4: Complete a Program Analysis Report of the ASL Program and school you are observing (or teaching) using the Program Analysis Report Instructions as provided.
4/14
Assign. 2: Read Chapter 15 in Whitaker’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 15
4/17-4/21
4/17-4/21
Assign. 1-7: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your seventh biweekly report to the
instructor.
4/21
Assign. 2: Read Chapter 16 in Whitaker’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
4/24-4/28
4/24-4/28 Record your observation (or teaching and prep) hours on the Observation
Chart as provided.
4/28
Assign. 2: Read Chapter 17 in Whitaker’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.
Complete online course evaluation. Check your Bearmail for the dates the
evaluation is open.
TASL 593 Page 10
Week 17
5/1-5/5
UNC – Finals Week
5/1-5/5
Assign. 1-8: Record your observation (or teaching and prep) hours on the
Observation Chart as provided. Submit your eighth biweekly report to the
instructor.
5/3
Assign.3-Lesson Plan 4: Submit a lesson plan and assessment methods
associated with the lesson plan using the most appropriate template as
developed from previous courses and/or other sources.
5/5
Assign. 2: Read Chapter 18 & 19 in Whitaker’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.
End of Semester!
Congratulations!
Final grades will be posted within 3 business days of the end of the semester.
TASL 593 Page 11
Assignments
Assignment Overview
Assignments Description Pts. Due
Assignment 1
Observation Hours
Record your observation (or teaching and prep) hours on the Observation Chart as
provided. (Modify the chart as needed.) Be sure to have the host ASL instructor 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 in lieu of
obtaining signatures. (Please black out any personal information.) Your observation 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.
Observation hours are worth 50 points.
50 Biweekly
on
Fridays
Assignment 2
Weekly Readings & Reflective Assignment
Read one or two chapters of Whitaker’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 observed and read this week.
Each reflective assignment is worth 1.25 points.
20 Weekly
on
Fridays
Assignment 3
Lesson Plans & Assessment Methods
Submit four lesson plans & assessment methods of four different lessons using the most
appropriate lesson plan & assessment method templates as designed and/or modified
from previous courses and/or borrowed from other sources.
If you are observing an ASL instructor, please write their lesson plans and their
assessment methods to the best of your ability and work with the ASL instructor in
completing them. (Do not ask or expect your ASL instructor to give you a copy of
his or her lesson plans. The goal of this assignment is to practice writing lesson
plans – not to critique the ASL instructor’s teaching or lesson plan writing.)
If you are teaching in an ASL classroom, please have your supervisor and/or
mentor submit feedback of your lesson plan. If you are teaching in an ASL
classroom and do not have a supervisor and/or mentor, please submit your lesson
plans and assessment methods along with a video of the class you taught using
the lesson plan. If you do not have permission from the students, you may edit
the video so that they are not included in the video.
Each lesson plan & assessment method is worth 5 points and they are due four times this
semester.
20 2/1
3/1
4/5
5/3
Assignment 4
Program Analysis Report
Complete a program analysis report of the ASL Program and school you are observing (or
teaching) using the Program Analysis Report Instructions as provided.
The Program Analysis Report is worth 20 points.
10 4/12
Total Points: 100
Be sure you follow the guidelines in your UNC Student Handbook throughout the course for each assignment.
Guidelines For Use Of Technology
Guidelines For Online Discussions
Guidelines For Written Assignments
TASL 593 Page 12
Course Summary
Conclusion
Research has shown that classroom observation is vital to learning how to teach. As a practicum
course, this course allowed students the opportunity to observe, participate, analyze, question,
and reflect on teaching and learning in the ASL classroom by observing real-life teachers in real-
life teaching situations. In addition, students practiced writing lesson plans and assessment
methods as well as conducted a program analysis of the ASL program and school they observed.
Key Points What we hope you will remember from this class:
Observing teachers is crucial to learning how to teach. Much of what teachers need to
be aware of and/or learn cannot be learned in a university classroom. Therefore,
classroom observation provides students with the opportunity to see real-life teachers
in real-life teaching situations.
Reflective practice about one’s observation and teaching experiences often leads to
more effective teaching methods and therefore must be consistently practiced.
Lesson Plans & Assessment Methods, especially those carefully designed, lead to more
effective classroom experiences, especially when combined with reflective practice.
Program Analysis allow teachers to better understand the environment and culture
with which they teach and therefore leads to more effective (and possibly pleasant)
teaching experiences.
Portfolio Considerations
As you complete this course, take a moment to prepare your final portfolio that is due at the
end of your TASL journey. Don’t forget to include the Observation Charts and the Program
Analysis Report from this class.
(You are encouraged to keep all materials, especially the lesson plans and assessment methods,
as resources for future lesson planning.)