Graduate Course Development & Lecture Series
I teach three courses at Hunter College Graduate School of Education. In all three courses, I try to emphasize the practical aspects of teaching. In addition to critiquing videos of myself and other teachers, I ask teachers to videotape themselves and to be prepared to critique their teaching in front of colleagues. Teacher candidates produce one or two keystone projects for each course, which match the actual work they will be completing on the ground.
Courses on Bilingual Education
Bilingual Literacy & Fieldwork in Bilingual Literacy
Sessions alternate between instruction in French and instruction in English.
Topics include: program design, thematic planning and bilingual balanced literacy
Keystone project: Teacher candidates produce in partnerships thematic literacy units that integrate language arts with social studies and/or science. The final piece must include rubrics, a sequence of lessons, sample work, charts and eight lesson plans. The thematic literacy unit is written bilingually: some aspects in French, others in English.
Instruction through the Native Language
This course is taught entirely in French.
Topics include: oral language development, grammar instruction, instruction in the content areas
Keystone project: Teacher candidates create a content-area inquiry or project-based unit where they select oral language, grammar and content goals for a total of six lessons around the same topic. Included in this project are word walls and charts to support linguistic growth in the content area.
Course on Literacy
Survey of Instructional Approaches in Literacy Education
This course is taught entirely in English.
Topics include: balanced literacy vs. phonics approach, flexible guided reading, academic language development for language learners and struggling readers
Keystone projects: Teacher candidates develop a facilitation guide for a 55-minute professional development session. They must also present a data-driven instructional unit for a small group of students, including activities taught, data collected and reflections midway through their implementation. Through this last project, teachers learn to give feedback to adults about how they can best address students' needs.