John Gruber-Miller,
When Dead Tongues Speak.
Oxford University Press, 2006.
ISBN 9780195174946.
CLAS-401-02
Individualized Study for Teaching Latin Methodology (formerly MCTE-375-01
Foreign Language Curriculum & Instruction w/ Lab)
Monmouth College:
Spring 2017
.25 credits
M 3:00-3:50 am,
WH 114
Instructor:
Magistra Wine, office WH 19 (TH 11:45-12:15, 3-3:15 WF)
Course Description:
This course surveys methods of teaching Latin, looking at
past and present practices, trends, changes, pedagogical issues, differences in
approaches, language issues, resources, issues specific to teaching Latin
language, textbooks, resources, professional needs, program needs, and
curriculum standards.
Text:
R. A.
LaFleur, ed.
Latin for the 21st Century:
From Concept to Classroom.
Or another of your choice:
Paul Distler, Teach
the Latin, I Pray You. ISBN 978-1-89885-540-8.
Distler's classic book offers concrete advice on the best
way to teach Latin morphology, grammar, vocabulary, and reading comprehension,
as well as how to fashion effective reviews. Distler provides excellent
techniques and lists resources, and discusses educational theory. (advertised in
Bolchazy-Carducci)
|
|
|
Evaluation: The
grades on weekly presentations, discussion, and related assignments will be
averaged with the grade on the final project.
Grading scale:
A (100-91), B (90-80), C (79-68), D (67-57).
Schedule:
The following schedule shows both topics and pace which is necessary to
cover the material. The class may
make adjustments as necessary, in order to accommodate class needs and
preferences.
Week 1, Jan. 16
Topic: goals, hopes,
problems, theories/philosophies, styles, realities, ideals, concerns,
experience, trends, keeping up, using spoken Latin, use of games; class
observation; notebook/journal; Bolchazy-Carducci, ICC list-serve, Facebook
“Teaching
Latin for Acquisition” community;
Anna Reiff, one of our alumnae, who teaches at Stagg High School, would like to
speak to the class about Comprehensible Input; TLC from CAMWS, teaching
demonstrations, review of material
Week 2, Jan. 23
Topic: technology (smartboard)
Chapter 1: history
Chapter 2: changes in approach
Week 3, Jan. 30
Topic: Latin and foreign languages
Chapter 3: linguistic perspective
Chapter 4: trends, language education
Week 4, Feb. 6
Topic: state standards and curriculum, NCLB
Chapter 5: national standards
Chapter 6: elementary school
Week 5, Feb. 13
Topic: new teachers, FL issues, ICTFL
Chapter 7: middle grades
Chapter 8: high school: grammar-translation
Week 6, Feb. 20
Topic: textbook comparison
Chapter 9: high school: reading approach
Chapter 10: AP
Week 7, Feb. 27
Topic: high school issues
Chapter 11: high school: enrichment
Chapter 12: school-college articulation
Week 8, Mar. 6—spring break
Week 9, Mar. 13
Topic: saving/maintaining/starting the program
Chapter 13: college: grammar-translation
Chapter 14: college: reading approach
Week 9, Mar. 20
Topic: professional organizations (ICC, ACL, ICTFL, CAMWS,
John Gruber-Miller’s newsletter, TCL)
Chapter 15: undergraduate Classics as
Chapter 16: Classics major seminar
Week 10, Mar. 27
Topic: promotion, PR
Chapter 17: graduate education
Chapter 18: Latin TAs
Week 11, Apr. 3
Topic: elementary age
Chapter 19: graduate Latin teacher prep programs
Chapter 20: Latin and Spanish
Week 12, Apr. 10
Topic: virtual classroom
Chapter 21: Learning disabilities
Chapter 22: Electronic classroom (distance learning)
Week 13, Apr. 17—no classes
Week 14, Apr. 24
Topic: resources
Chapter 23: Computamus
Chapter 24: Resources
Week 15, May 1
Topic: activities; regional variations, different school
settings
Teach the Latin, I
Pray You
taking tours
Week 16, May 5: finals
final reports
Caveat:
This syllabus is subject to revision by the
instructor, provided that written or verbal notice is given in class.
Course Engagement
Expectations
This course is scheduled to
meet 1 day per week for 50 minutes for the semester. You should expect to spend
on course reading, homework, and assignments approximately three hours outside
of class for every hour in class. Assigned activities may take each student a
different amount of time to finish, but the weekly average for all students in
the course should be 3 hours. Further estimates include:
In-class activities 1 hour
Reading and studying of text
1 hour
Assignments 1 hour
Review of course materials
and class prep 1 hour
Average per week 5 hours
Academic Honesty:
Students in this course are encouraged to do their homework together (identical
work which is submitted should be acknowledged). All other classwork, especially
quizzes and exams, must be the student's own work. Plagiarism, i.e., copying
someone else's work without giving credit, is to be avoided. Such copying--from
a book, another classmate's paper, or any other source--is dishonest.
At
Monmouth College we view academic dishonesty as a threat to the integrity and
intellectual mission of our institution. Any breach of the academic honesty
policy – either intentionally or unintentionally - will be taken seriously and
may result not only in failure in the course, but in suspension or expulsion
from the college. It is each student’s responsibility to read, understand and
comply with the general academic honesty policy at Monmouth College, as defined
in the Scots Guide
(http://department.monm.edu/stuserv/student-handbook/academic.htm) and to the
specific guidelines for each course, as elaborated on the professor’s syllabus.
The following areas are examples of violations of the academic honesty policy:
1. Cheating on tests, labs, etc; 2. Plagiarism, i.e., using the words, ideas,
writing, or work of another without giving appropriate credit; 3. Improper
collaboration between students, i.e., not doing one’s own work on outside
assignments unspecified as group projects by the instructor; 4. Submitting work
previously submitted in another course, without previous authorization by the
instructor. (This list is not intended to be exhaustive.)
The Monmouth
College Writing Center offers unlimited,
free peer tutoring sessions for students at MC. Peer writing tutors work with
writers from any major, of any writing ability, on any type of writing
assignment, and at any stage of their writing processes, from planning to
drafting to revising to editing. Peer speech tutors are also available on a
limited basis to assist student speakers at any point in the process of
designing a speech – from outlining to delivery. We are located on the 3rd
floor of Mellinger and we are open Sunday-Thursday 7-10pm and
Monday-Thursday 3-5pm on a first-come, first-served basis. No appointment
necessary! Learn more about the Writing Center at our website:
http://blogs.monm.edu/writingatmc/writing-center/
Teaching & Learning Center (TLC):
The Teaching and Learning
Center offers various resources to assist Monmouth students with their academic
success. All programs are FREE to Monmouth students and are here to help you
excel academically. Our services are not just for struggling students, but
designed to assist all students to get better grades, learn stronger study
skills, and be able to academically manage your time here. Visit them at the 2nd
floor of Poling Hall from 8am-4:30pm or on line at
http://www.monmouthcollege.edu/academics/support/tlc. They can also be reached
at: tlc@monmouthcollege.edu or 309-457-2257. They want to help you – it’s COOL
to get the help early!
Disability Support Services:
Monmouth College wants to help all students be as academically successful as
possible. It is the goal of Monmouth College to accommodate students with
disabilities pursuant to federal law, state law, and the college’s commitment to
equal educational opportunity. Any student with a disability who needs an
accommodation should speak with the Teaching and Learning Center. The Teaching
and Learning Center is located on the 2nd floor of Poling Hall, 309-457-2257, or
http://www.monmouthcollege.edu/life/disability-services.