1.1 Day/Time:
SPN-1002-100
Fully Online
1.2. Semesters offered: Summer II &
Spring
Flag of Spain
1.3 Classroom: Virtual - Fully Online
2.1 Name: Anna Marie Pietrolonardo
2.2 Preferred method of communication: campus e-mail
2.2.1 E-mail address: anna_pietrolonardo@ivcc.edu
2.3 Office: A316
2.4
OFFICE HOURS
Office Hours in A316
M,W: 11:00 AM - 12:30 PM, 1:45 - 2:00 PM, 3:15 -6:00 PM , or by appointment
3.1 Text - Plazas - Lugar de encuentros (with audio CDs*) with Heinle Learning Center*, 3rd edition.
Robert Hershberger, Susan Navey-Davis, Guiomar Borrás A.
ISBN -10: 142820623X I ISBN-13: 9781428206236, Boston: Thomson-Heinle, 2009.
* These items are included with the text in a course text bundle in the IVCC
Book Store
3.2 BlackBoard Course Shell
4.1 An elementary Spanish course designed to foster development of the four essential skills of language acquisition: comprehension of spoken Spanish, reading comprehension, speaking and writing, through resources available in the instructor’s Black Board course; faculty web page; an Internet-based platform for electronic text book, videos, work book and laboratory manual; several hyperlinks to diverse resources provided by the instructor and in the Language Resource Center [LRC A301]. The student will develop, review and expand skills acquired through assigned study and will collaborate with other learners to develop projects, write journals and participate in discussions. Daytime and evening blended sections and a fully online section are available.
5.1 Upon completion of the class, student will be able to
5.1.1. Speak comprehensibly in the target language [TL].
5.1.2 Comprehend statements spoken in the TL.
5.1.3 Demonstrate comprehension of readings in the TL.
5.1.4 Write comprehensibly in the TL.
5.1.5 Demonstrate elementary knowledge of the global Hispanic culture.
5.1.6 Demonstrate awareness of cultural diversity.
5.2 Outcome 1 - Student will speak comprehensibly in the target language [TL].
5.2.1 Competency 1.1 Begin, sustain and close a brief conversation.
5.2.2 Competency 1.2 Ask and answer questions.
5.2.3 Competency 1.3 Speak in brief, but complete sentences.
5.2.4 Outcome 2 - Student will comprehend statements spoken in the TL.
5.2.5 Competency 2.1 Understand classroom instructions.
5.2.6 Competency 2.2 Understand classmates when they speak in TL during class activities.
5.2.7 Competency 2.3 Understand the main ideas in native speaker conversations during class activities.
5.3 Outcome 3 - Student will demonstrate comprehension of readings in the TL.
5.3.1 Competency 3.1 Guess the meaning of unknown words through cognate recognition, prefixes and suffixes and context clues.
5.3.2 Competency 3.2 Comprehend authentic materials containing basic vocabulary for thematic units studied.
5.3.3 Competency 3.3 Comprehend the main ideas in readings about material studied in class.
5.4 Outcome 4 - Student will write comprehensibly in the TL.
5.4.1 Competency 4.1 Write same information as oral exercises in class.
5.4.2 Competency 4.2 Write elementary paragraphs and narratives that could be understood by a native speaker..
5.5 Outcome 5 - Student will demonstrate elementary knowledge of global Hispanic culture.
5.5.1 Competency 5.1 Recognize and discuss cultural differences in material studied in class.
5.5.2 Competency 5.2 Understand origins of customs and traditions in other cultures.
5.5.3 Competency 5.3 Understand origins of customs and traditions in student's own culture.
5.6 Outcome 6 - Student will demonstrate awareness of cultural diversity.
5.6.1 Competency 6.1 Examine and reflect on personal and civic values and responsibilities in the global community.
5.6.2 Competency 6.2 Understand and develop sensitivity to language, values, customs and traditions of others.
6.1 If you need support or assistance because of a physical, psychiatric or cognitive disability you may be eligible for academic accommodations through the Special Populations office. Stop by office B-204 or call (815) 224-0284.
7.1 This is a fully online class.
7.1.1 Students are expected to complete all requirements described in the Course Outline according to the Schedule of Assignments. The course assignments are presented in module format. Each module is opened in two week intervals. Grades are reported shortly after the end of each module in the BlackBoard gradebook.
7.2 If, for any reason, you cannot meet an assignment deadline, it is your responsibility to notify me by e-mail [in advance of the due date if possible], and to obtain information about any work that you need to make up from your course outline, from my web site or from a classmate.
7.4 Late work may be excused at the discretion of the professor.
7.4.1Any unexcused late work will result in the lowering of the project grade by one letter each time.
8.1 Summative Assessments - These assessments measure student progress against course objectives and contribute to the course grade.
8.1.1 Participation in class assignments
8.1.1.1 Participation in class activities is important to your success in a world language class.
8.1.1.2 By being prepared and willingly participating in class activities, you can earn maximum participation points.
8.1.1.3 Likewise, lack of participation in activities and discussions will adversely affect your final grade.
8.1.1.4 Counter-productive behaviors, such as, but not limited to- speaking out of turn, chatting off-task to the point of distracting classmates and/or disrupting the class by continually speaking in English in class instead of the target language [TL] will be adversely reflected in your final course grade.
8.1.2
Reflective Journals
8.1.2.1 Each journal entry will consist of five complete sentences written in the
TL in response to a given prompt. Journals in the fully online class are
incorporated into the module activity assignments.
8.1.3
Homework per module - 50 points
8.1.3.1 Includes, but is not limited to
8.1.3.1.1
Work done by student in text, Heinle Learning Center and/or BlackBoard to acquire knowledge
8.1.3.1.2
Minimum two hours per week in the BlackBoard activities and/or Heinle Learning Center in addition to
Module Activities.
8.1.4
Four quizzes - each 100 points
8.1.4.1 Quizzes are incorporated into module activities.
8.1.5
Capstone Performance - 100 points
8.1.5.1
Students will work individually to prepare a project according to an assigned
theme during Module 5. The project will provide the student with an opportunity to demonstrate
successful completion of the course objectives, with particular emphasis on
Objectives One and Four - Speaking and Writing.
8.1.6 Final Cumulative Oral Examination - 100 points
8.1.7 Final Cumulative Written Examination 100 points
8.1.8
Rubric for
Final Cumulative Oral Examination
Listening comprehension [15]
__________
Is there negotiation of meaning between learners to establish comprehension? Is the learner’s response appropriate to the context?
Fluency and completeness of response [15] __________
Did the learner respond fluently or haltingly? Were there long pauses in the learner’s speech? Did the learner use complete sentences? Did the learner provide many details?
Pronunciation [20] __________
Are the sounds that the learners use those of Spanish? Is the influence of English noticeable in the learner’s pronunciation?
Vocabulary [25] __________
Does the learner use a wide range of vocabulary, or do many words appear to be recycled in response after response? Does the learner respond incompletely or incorrectly due to a lack of appropriate vocabulary?
Grammatical accuracy [25] __________
Is there subject/verb and noun/adjective agreement? Are genders correct? Is adjective placement correct?
Are verb tenses used correctly and appropriately? Is word order correct and logical?
Total __________
8.2 Formative Assessments - These assessments are
not for grades; instead, they provide information to help students to learn and
the instructor to teach.
8.2.1 Pre-Examination - a written pre-examination will be administered the first
week of class to help determine the level of prior knowledge with the target
language [TL]. This examination is not part of the course grade.
8.2.2 Classroom Assessment Techniques [CATs] - In this Online class, these assessments will be administered as part of the Survey available after the completion of each module to help determine class acquisition of new material, identify subjects for review and prepare for summative assessments. CATs used include "Clearest/Muddiest", "Minute Paper", "RSQC2" and others. CATs are not taken for a grade. Feedback resulting from CAT administration is reported back to the class in a timely manner to help students learn. This feedback is provided in the BlackBoard Course "Announcements" and "Frequently Asked Questions" sections.
9.1 IVCC Grading
Scale: <60%=F, 60-69%=D, 70-79%=C, 80-89%=B, 90-100%=A
9.2 Grade Point Calculation - SPN-1002-100
|
Assessment |
Possible |
My |
| Technical Orientation | 10 | |
| M1A1 | 5 | |
| M1A2 | 10 | |
| M1A3 | 15 | |
| M1A4 | 25 | |
|
M1-Homework |
50 |
|
|
M1-Quiz |
100 |
|
| M1A5-Reflective Journal | 10 | |
| M2A1 | 5 | |
| M2A2 | 10 |
|
| M2A3 | 15 |
|
| M2A4 | 25 |
|
|
M2-Homework |
50 |
|
|
M2-Quiz |
100 |
|
| M2A5-Reflective Journal | 10 |
|
| M3A1 | 5 |
|
| M3A2 | 10 | |
| M3A3 | 15 |
|
| M3A4 | 25 |
|
|
M3-Homework |
50 |
|
|
M3-Quiz |
100 |
|
| M3A5-Reflective Journal | 10 | |
| M4A1 | 5 | |
| M4A2 | 10 | |
| M4A3 | 15 | |
| M4A4 | 25 | |
|
M4-Homework |
50 |
|
|
M4-Quiz |
100 |
|
| M4A5-Reflective Journal | 10 | |
| Capstone Project | 100 | |
| Final Oral Exam | 100 | |
| Final Written Exam | 100 | |
| Total Possible Points | 1170 |
9.3.1 My "Extra Credit Philosophy"
As a faculty advisor to two IVCC student organizations I am deeply committed to
supporting student activities that provide cultural enrichment and opportunities
for extra curricular learning. Throughout the semester, I'll post a series of
activities that are eligible for extra credit points toward the grade in this
course. Some are passive activities such as attending a special event; others
are active opportunities to work on a World Language Organization (WLO) project
as a volunteer; others are purely academic opportunities to earn points - such
as writing an optional essay.
9.3.2 Guidelines for the ethical application of "Extra
Credit" opportunities
As an instructor, my two-fold purpose in offering "extra credit" opportunities
includes encouragement of students to participate in extra curricular activities
at IVCC and provision of a "safety cushion" of points to help counterbalance a
disappointing performance on an assessment or serve as a means to improve a
grade for a student who has done all the coursework but may have had some
difficulty on assessments.
It is not my intention to provide "extra credit" points to students who participate in these activities instead of completing required course work.
9.3.3 "Extra Credit" Policy
"Extra credit" points will be applied toward the grade of students who have
completed all course work. If a student has an incomplete grade for a missing
assignment or assessment, then the "extra credit" points will not be applied until the missing
assignments are completed for late, partial credit. Any quizzes missed because
of unexcused absences may not be made up.
10.1 It is the responsibility of the student to request a withdrawal from this course before the final withdrawal date.
10.2 Students will not be automatically withdrawn by the professor for failure to actively participate in the online class.
10.3 If a student has been active in class after the Last Date for Withdrawal, that student is not eligible for a withdrawal unless there are extenuating circumstances.
10.4 If a student has extenuating circumstances and needs to request a withdrawal after the Final Withdrawal Date, it is necessary to obtain the signatures of both the professor and the dean of the division. Such approvals are not granted automatically.
11.1 Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
12.1 Academic integrity is directly linked to the Core Values of Illinois Valley Community College, three of which are RESPONSIBILITY, RESPECT and HONESTY. It is the RESPONSIBILITY of each student to RESPECT the academic integrity of our course by doing their own work, and by refusing to assist others in deception. Academic dishonesty violates the academic integrity expected of all students.
12.2 Academic dishonesty is defined as, but is not limited to:
12.2.1 Cheating – using or attempting to use unauthorized materials, study aids, or information in any academic exercise, including copying from another person’s work or preparing work for another person that is to be presented as the other person’s own work.
12.2.2 Fabrication – furnishing false information to a College official relative to academic matters, including, but not limited to, misrepresentation of written information provided in admission documents.
12.2.3 Plagiarism – comes from the Latin plagiare, which means “to steal.” Therefore, plagiarism is a form of cheating. Plagiarism is defined as using the words or ideas of another as one’s own either on purpose or unintentionally. This includes, but is not limited to, copying whole, portions or the paraphrasing (rewording) of passages or information from any source in any academic exercise (written or oral) without giving credit to the author or source using an appropriate citation style. Students must be able to prove that their work is their own.
12.2.4 Facilitating Academic Dishonesty – helping or attempting to help another to violate any provision of this code.
12.3 Academic dishonesty violates the Student Code of Conduct. The professor has full authority to identify academic dishonesty in her classroom and to impose any of the following sanctions:
12.3.1 Failure of any assignment, quiz, test, examination or paper, project or oral presentation for the work in which the violation occurred.
12.3.2 Lower grade.
12.3.3 Involuntary withdrawal from the course.
12.3.4 Failure of the course.
12.3.5 The professor may report extreme cases of academic dishonesty (such as, but not limited to, collusion among a number of students, selling or providing papers or repeated violations of academic dishonesty, etc.) directly to the Vice President for Student Services for disciplinary action as outlined in section VII Disciplinary Process.
12.3.6 Other sanctions as determined by the professor. The sanction will be put in writing and signed by the student, professor and the Dean of Humanities, Fine Arts and Social Sciences Division.
13.1 Be prepared for class.
13.2 Complete assignments on time.
13.2.1 Be courteous.
13.3 Unexpected delays or cancellations of class: Because the delivery of this class depends on access to the Internet, it is possible that access will be delayed from time to time due to technical difficulties. Please remain calm, patient and courteous should we experience technical difficulties. Appropriate adjustments in course expectations will be made to allow students an opportunity to complete any assignments that are interrupted due to such system-wide delays.
13.3.1 In the event of a school closing due to inclement weather, announcements will be released by IVCC to local media. School-wide closings are also posted to the college web site at www.ivcc.edu.
13.6.2 In the event of a class cancellation, it will be posted on the college web site, in the BlackBoard course and - for those of you who are physically on campus, on my office door A316.
13.7 E-mail
Etiquette
In order
to expedite the
process when you send me an e-mail, identify
yourself by name, course and class section - especially if your e-mail
address does not include your name, AND be specific about the question you
are asking me. Please don't expect me to search through all the course resources
for the
specific place where you were in an exercise in BlackBoard or Quia in
order to reply. Either send me a screen shot, clip and paste, or key in
the actual question so I can reply more promptly. The more specific you are in
wording your request, the better I shall be able to respond.
13.8 Collaborative learning - In class activities, students will often work with partners, and will be assigned to a study group. Many students find it helpful to extend this practice in their study routine by posting general questions for discussion in the BlackBoard Discussion Forum, too. I encourage you to become acquainted with your classmates through the group activities in each module and to contact them to discuss the assignments studied in class, work together online and help one another in learning new material. Your activity in the Discussion form will be reflected in your "Participation" grade in each module.
13.9 A note to my students about learning a new language:
13.9.1 A language cannot be learned overnight. Daily practice is much more useful than cramming the night before the exam. When learning new vocabulary, it is helpful to use the terms in original sentences several times. Write them; say them out loud; turn them into questions; answer them; make flash cards; use them in conversations with classmates. Use the study methods that work best for your personal learning style. It is essential to come to class prepared for the lesson. Read the materials, do the assignments in advance of the class. Be ready to discuss and use the new material in Spanish. Unprepared students are at least as boring as unprepared instructors – and nearly as damaging to the class.
13.9.2 However, even with careful preparation, do not expect to speak perfectly. Expect to make mistakes, to sound and feel silly at times. Most importantly, expect to enjoy this class, too. That is what learning a language is about. But, everyone must make a genuine commitment of time and energy to do so.
SPN-1002-100 Fully Online SUMMER II 2008
SPN-1002-100 Fully Online SPRING 2009
Anna Marie Pietrolonardo © 2008, All rights reserved
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