This page contains activities from Dr. Montgomery's guest lectures in Span 377.

Homework: Due Oct. 13


1) Use the 5 Ts template to brainstorm a lesson.

2) Create a lesson for Spanish II students.

a) Teach CONTENT (Plan a lesson that prepares students to discuss a social issue in a cultural context.)
b) Visualize students speaking about the content. (What do you want to hear students say?)
c) Select target grammar and vocabulary for saying that.
d) Find culturally authentic texts that use that language.
e) Complete the lesson plan template.

Turn in a hard copy to Dr. Montgomery on Oct. 13

Here are a few examples:



Here are some resources to help you:








Lesson: Oct. 1

Review Homework

Example: Teaching Commands - Traditional teaching

a) Student presents formal commands using traditional approach
b) Discussion: Students don't know what a command is or why they need it --> Contextualize and provide a purpose in a meaninful, relevant way (No David)
c) Dr. M. shows "Conjugate, change, check"
d) Dr. M. shows Lesson Plan Template
e) Los mandatos video
f) Contextualized Lesson - La historia de Juan:
g) The Beauty of Colombia

Note: We did not do Scrabble or Superheroes or any other videos besides La historia de Juan and Los mandatos


Homework: Due Oct. 1


Class meets at 2 p.m. in JFSB B135 on Thursday. This homework will be due on October 6.

0) Complete the yellow Thinking Template distributed in class by jotting down impressions as you watch one video, read one article, and read the page I distributed in class:

1) Read the article distributed in class.

2) Watch ONE of the following videos:



Changing Education Paradigms (11:41)






Can Skateboarding Save Our Schools? (14:51)






Forget What You Know (18:10)






Hackschooling Makes Me Happy (11:13)






3) Choose ONE of the following to read:



a) EditingKodachrome.jpg




b) EducationNeedsToBeTurnedOnItsHead.jpg



c) MorePedagogicChangeIn10Years.jpg





d) PersonalizingFlippedEngagement.jpg





e) TheSchoolCliffStudentEngagementDrops.jpg




f) ShiftingtheParadigmTransformativeLearningTheory.png




g) TeachingWithoutAScript.jpg





h) WhatIfSchoolsCreatedACultureOfDo.jpg




i) GreatTeachersDontTeach.JPG





j) SteveHargadornEscapingTheEducationalMatrix.JPG



k) 9CharacteristicsOf21stCenturyLearning.png



1) Bring a hard copy of this hand template to class:



a) Select a topic from a typical Spanish I class.


b) Write one language objective for the topic.


c) List 3 culturally authentic texts students could discuss.


d) List 3 activities to help students process the texts' meaning.


e) List 3 interpersonal speaking activities for the texts.

Materials from class 2/3/15


- Blank Lesson Plan Template

- Completed sample lesson plan

Lesson Planning - Photos and printables of the manipulatives we used in class

Span 377 Homework: Due 2/5/15


1) Watch the first two minutes of the following video:


Los mandatos




2) Watch ONE of the following videos:


Changing Education Paradigms (11:41)




Can Skateboarding Save Our Schools? (14:51)




Forget What You Know (18:10)




Hackschooling Makes Me Happy (11:13)




3) Choose ONE of the following to read:


a) EditingKodachrome.jpg



b) EducationNeedsToBeTurnedOnItsHead.jpg


c) MorePedagogicChangeIn10Years.jpg




d) PersonalizingFlippedEngagement.jpg




e) TheSchoolCliffStudentEngagementDrops.jpg



f) ShiftingtheParadigmTransformativeLearningTheory.png



g) TeachingWithoutAScript.jpg




h) WhatIfSchoolsCreatedACultureOfDo.jpg



i) GreatTeachersDontTeach.JPG




j) SteveHargadornEscapingTheEducationalMatrix.JPG


k) 9CharacteristicsOf21stCenturyLearning.png


4) Post 3 ahas and one question you have based on what you learned from today's homework here.



Homework: Due 10/17/14


1) Select a grammatical principle (i.e., stem-changing verbs in the present tense, reflexive verbs, etc.)

2) Search online for a lesson plan that teaches that principle to Spanish students.

3) Evaluate the lesson plan in terms of the 5Ts:

a) Does it have a clear objective framed in terms of communicative functions (what students will do with the language)?

b) Does it revolve around a meaningful topic (as opposed to just a grammar principle or vocabulary category)?
  • Does it tell what students will use the grammar to talk about?
  • Is the topic appropriate for secondary students?
  • Is the topic something middle schoolers, high schoolers, or adults would talk about in real life?
  • Is the topic something YOU would find interesting to discuss?

c) Does the lesson use culturally authentic texts (comic strip, magazine article, newspaper article, piece of art, poem, short story, song, video clip, etc.)
to provide students with "input" (i.e., information) about the topic?

d) Does the lesson engage students in interactive tasks that help them to extract and process MEANING from the texts they have read or viewed (i.e., by completing graphic organizers, creating something, drawing, holding up pictures, paraphrasing, sequencing events, summarizing, etc.)?

f) Does the lesson include interpersonal activities that involve students in exchanging information or expressing opinions about the texts they have read or viewed?

4) Revise the existing lesson plan so that it successfully meets the criteria listed above. You can neatly write your suggestions directly on the existing lesson plan, or you can type a new one that explains what you have changed and why.

OBJECTIVE: You will probably need to use the formula I showed you to create one that focuses on communication
TOPIC: What will students talk about? [So if the topic of the lesson plan is "school," you might reframe it as "education," or if the topic is "food," you might reframe it as "nutrition"]
TEXTS: You will probably need to identify several culturally authentic texts you could use to supplement the existing lesson.
TASKS: Give a suggestion for a task that helps students think critically about the topic.
TALK: You will probably need to provide paired activities that allow students to exchange information (as opposed to just a presentational task where students are just presenting information).

5) Turn in a HARD COPY to Dr. Montgomery by October 17.




Homework: 9/25/14


1) Bring a hard copy of this hand template to class:

a) Select a topic from a typical Spanish I class.
b) Write one language objective for the topic.
c) List 3 culturally authentic texts students could discuss.
d) List 3 activities to help students process the texts' meaning.
e) List 3 interpersonal speaking activities for the texts.

2) Watch the first two minutes of the following video:

Los mandatos


3) Watch ONE of the following videos:

Changing Education Paradigms (11:41)


Can Skateboarding Save Our Schools? (14:51)


Forget What You Know (18:10)


Hackschooling Makes Me Happy (11:13)


4) Choose ONE of the following to read:

a) EditingKodachrome.jpg


b) EducationNeedsToBeTurnedOnItsHead.jpg

c) MorePedagogicChangeIn10Years.jpg



d) PersonalizingFlippedEngagement.jpg



e) TheSchoolCliffStudentEngagementDrops.jpg


f) ShiftingtheParadigmTransformativeLearningTheory.png


g) TeachingWithoutAScript.jpg



h) WhatIfSchoolsCreatedACultureOfDo.jpg


i) GreatTeachersDontTeach.JPG



j) SteveHargadornEscapingTheEducationalMatrix.JPG

k) 9CharacteristicsOf21stCenturyLearning.png

5) Post 3 ahas and one question you have based on what you learned from today's homework here.

Lesson 9-23-14


1) Introductions
2) Think/Pair/Share Discussion of Most Memorable Learning Experience
3) If Teachers Were Architects PowerPoint
4) Writing Objectives (Scrabble Game)
5) Writing Objectives (Debrief, Lecture, & Group Practice)

6) ACTFL Global Statements
7) Commands (Traditional v. Conjugate/Change/Check Method)
8) Commands (No David book & Los Mandatos Video)
9) Lesson Planning Manipulatives
10) Homework



Homework: 10-10-13


a) Select a topic.
b) Write 3 objectives (one for language, one for content, and one for culture).
c) Identify an assessment that would provide evidence students have met the objectives.
d) Create a bulleted list of possible activities that would prepare students for the assessment.
e) Turn in a hard copy to Dr. Montgomery.

Extra Credit: Complete the lesson plan template and generate the materials for your lesson.




Lesson: 9-26-13


Today's Topic: Lesson Planning

Objectives:
  • Students will evaluate, identify problems with, and rephrase world language lesson objectives.
  • Students will identify the distinguishing features of learning objectives, assessments, and instructional activities.
  • Students will plan world language lessons in which the objectives, assessments, and activities are well-aligned.

Guiding Questions:
  • How can one determine whether or not an objective is effective?
  • What is the difference between learning objectives, assessments, and instructional activities?
  • What role does time plan in lesson planning?
  • How might one use a lesson plan template to guide a lesson plan?

Activities:

1) Opening Prayer

2) Refining Objectives

  • Discussion of Homework
  • Analysis of Learning Objectives
  • Refinement of Learning Objectives

3) Learning Objectives v. Assessments v. Instructional Activities

  • What's the difference between them?
  • What content goes with each item?

4) Scope & Sequence

  • Determine how many chapters must be covered within the year.
  • Divide the chapters among each of the months of the school year.
  • Discuss the sequence in which you will cover the chapters.
  • Discuss other issues with colleagues (like course expectations and outcomes, exit exams, National Standards & Utah Core, scheduling issues, etc.)
  • Develop thematic units.

5) Unit Plan

  • Objectives - Tell what students will be able to do with the target language by the end of the unit that they could not do before.
  • Essential (Guiding) Question - An open-ended question that guides student work and will help lead students toward accomplishing the objective.
  • Assessments - Tell how students will provide evidence that they can meet the objectives.
  • Activities - Tell what activities students will need in order to prepare them to successfully complete the assessment.

6) Signals for Attention (& Songs)

  • You can view photos and descriptions of the signals for attention we discussed during class here.
  • You can access the conjugation songs for ir and ser to the tune of Row, Row, Row Your Boat here (along with many songs for reinforcing other grammatical principles).

7) Lesson Plan

  • Objectives - Tell what students will be able to do with the target language by the end of the lesson that they could not do before.
  • Assessments - Tell how students will provide evidence that they can meet the lesson objectives.
  • Activities - Tell what activities students will need in order to prepare them to successfully complete the assessment.
  • Pacing/Use of Time:
    • Consider schedule (block v. traditional v. modified block)
    • If the end goal is proficiency, students need opportunities to use/practice the language during class
    • Instructions can eat a lot of time, so plan them!
    • "Chat time," "transition time" between activities, and "down time" at the end of the period eat into instructional time, so teach bell to bell and carefully plan instructions and transitions.
  • You can view photos of and download the time planning manipulatives we used in class from this page: http://languagelinks2006.wikispaces.com/Lesson+Planning+Templates

8) Discussion Of Lesson Plan Template


9) Assign Homework:

a) Select a topic.
b) Write 3 objectives (one for language, one for content, and one for culture).
c) Identify an assessment that would provide evidence students have met the objectives.
d) Create a bulleted list of possible activities that would prepare students for the assessment.
e) Turn in a hard copy to Dr. Montgomery

10) Extra Credit: Complete the lesson plan template and generate the materials for your lesson.


Homework: Due 9-26-13


1) Write 3 performance objectives for the topic of your choice:

  • Choose a topic that interests you.
  • Think of what students could SAY in relation to the topic.
  • Write at least ONE standards-based objective for your topic. (Do not write more than 3.)
  • Use this handout to help you:
  • Next time, you will create lesson materials based on the objectives you write.


2) Choose ONE of these blog posts to read:

Are you lecturing about nouns or facilitating learning with verbs?

EducationNeedsToBeTurnedOnItsHead.jpg

GreatTeachersDontTeach.JPG

ShiftingtheParadigmTransformativeLearningTheory.png

WhatIfSchoolsCreatedACultureOfDo.jpg

9CharacteristicsOf21stCenturyLearning.png


3) Read these three questions:

a) According to the speaker, what are some of the reasons our current educational system is not functioning very well?
b) According to the speaker, what are some of the skills our educational system should be cultivating?
c) What implications do these ideas have for the way we plan world language lessons?


4) Watch this 11-minute video: http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=player_embedded




5) Explore:

6) Come prepared to discuss what all of these ideas mean to you personally and to your future lesson planning as a teacher.

OPTIONAL:

Look at these presentations for yet another perspective on lesson planning:









Lesson: 9-24-13


Today's Topic: Lesson Plans & Writing Objectives

Objectives:
  • Students will identify what they would like to know about lesson planning.
  • Students will develop pedagogically sound objectives.
  • Students will use pedagogically sound objectives to focus a lesson plan.

Guiding Questions:
  • What is the purpose of an objective?
  • How does one develop an effective objective?
  • How might one use objectives to guide a lesson plan?

Activities:

1) Introductions

2) What questions do you have about lesson planning?

3) What is "most important" about teaching?

4) Scrabble

  • Play the game
  • Make rules
  • Play according to the rules you receive
  • Work together to make words. Your words should intersect.

5) Debrief Scrabble Game
  • How might this game serve as a metaphor for teaching and learning languages?
  • How might this experience help us to improve our teaching?

6) Discussion About Writing Objectives


7) Assign Homework



Lección: 29 de enero, 2013


Tema para hoy: La planificación de actividades y lecciones

Objetivos:

  • Los estudiantes explicarán los propósitos de los planes de lección.
  • Los estudiantes identificarán las (des)ventajas de las lecciones tradicionales y las lecciones temáticas.
  • Los estudiantes desarrollarán objetivos que sean pedagógicamente apropiados.
  • Los estudiantes usarán objetivos que sean pedagógicamente apropiados para enfocar un plan de lección.

Preguntas de orientación:

  • ¿Qué es el propósito de un plan de lección?
  • ¿Cómo se desarrollan los objectivos y cómo se debe usarlos para desarrollar un plan de lección?
  • ¿Qué diferencias hay entre lecciones tradicionales y lecciones temáticas?
  • ¿Qué papel juega los conocimientos previos en el aprendizaje?


ACTIVIDAD 1: Google


ACTIVIDAD 2: Juego de Scrabble



  • Jueguen
  • Hagan palabras
  • Jueguen según las reglas que reciben


ACTIVIDAD 3: Scope & Sequence
IMAG1324.jpg

ACTIVIDAD 4:

1) Watch this video: http://www.youtube.com/watch?v=MMywRq_viJ0 (because we didn't get to see it in class).

2) Create a lesson for secondary Spanish 1 students.


a) Brainstorm activity ideas with this 5Ts template:


b) Complete this lesson plan based on your brainstorm:

  • Topic: Choose a problem secondary students face.
  • Texts: Locate 3 culturally authentic texts about the topic. (Remember, texts can be pieces of art, children's books, objects/realia, music, poems, stories, video clips, etc.)
  • Tasks: Devise interactive thinking tasks for processing meaning, form, and communication (at least one of each).
  • Talk: Include opportunities for interpersonal communication.
  • Tools: Be sure to include adequate scaffolding in your activities.

c) Evaluate your lesson:

  • Ask yourself: Is the lesson cognitively challenging, emotionally engaging, personally pertinent, and socially satisfying for students?
  • Ask yourself: Are the students doing most of the talking, thinking, and working?
  • Use this evaluation sheet to check your work before submitting it to Dr. Montgomery. You won't be teaching the lesson, but the first page will be helpful to you in thinking about your plan. The 2nd page is the one I will use to evaluate your work. (Deadline TBA, but probably by the end of February.)

d) Optional: Create all of the materials for the lesson. I will be able to give you especially good feedback if you do this, and it will give you useful materials you can use in the future.





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Span 377 Archives - Fall 2012