Span+378+Fall+2017+Agenda

// The agenda for each class session will be posted here. //

toc =Oct. 10: Visual Cognition=


 * Today's Topic: Graphic Design & Visual Cognition **


 * Today's Objectives: **


 * Students will identify key principles of graphic design.
 * Students will explore principles of graphic design through learning centers.
 * Students will analyze and evaluate written materials using principles of graphic design.
 * Students will use principles of graphic design to improve the materials they produce.


 * Today's Guiding Questions: **

1) Why is it so important for world language teachers to understand the idea of visual cognition? 2) What key principles do graphic designers use to guide cognition? 3) How might teachers utilize principles of graphic design and typography to support student learning?


 * Today's Can Dos: **

1) I can explain the importance of visual cognition in world language education. 2) I can analyze and evaluate written materials using principles of graphic design. 3) I can apply principles of graphic design to the materials I produce in order to improve learners' success.


 * Today's Tools: ** ** Technology Tools **


 * TODAY'S AGENDA: **


 * Housekeeping: **


 * Roll
 * Discussion of Homework


 * ACTIVITY 1: The Evolution of A Flyer **


 * ACTIVITY 2: Graphic Design Learning Centers **


 * Focal Point **
 * Rule of Thirds **
 * Flow **
 * Directs attention/cognition
 * Guides the eye to and through key elements/information
 * Keeps the eye circulating on the page
 * Spotlights primary information


 * Contrast **
 * Color (light v. dark)
 * Conceptual (opposite meanings - draws heavily on allusions)
 * Elemental (e.g., photo v. drawings)
 * Font (typeface)
 * Size (hierarchy, guides the eye)


 * Repetition **
 * Color
 * Image/patterns
 * Text
 * Thematic or design elements
 * (Mind searches for patterns - odd one out is easier to locate - implications for teaching grammar)


 * Conceptual Strength & Visual Interest **

1) What is the conceptual core? 2) What theme is used to convey the concept? 3) What elements support and extend the theme? 4) How is prior knowledge activated and used? 5) Why is coherence/unity a critical aspect of conceptual strength?


 * ACTIVITY 3: Presentation of Information - World Language Examples **

1) What do you notice about the ads, articles, flyers, and worksheets that capture your attention and are easy to read/absorb? 2) How do the principles of graphic design work together in each of these examples to consolidate information, capture and direct attention, engage emotion, guide cognition, and ensure retention? 3) Why are layout and principles of graphic design so critical to ensuring that students can access and retain information?

([|Example 1], [|Example 2: Fire])

[|Learn to Read Korean in 15 Minutes by Ryan Estrada]

[|Learn to Read Russian in 15 Minutes by Ryan Estrada]

[|Word Order in Thai]

**ACTIVITY 4:** ** Conversation About Visual Cognition **


 * 80% of information processing occurs in the visual cortext
 * [|Picture Superiority Effect]
 * [|Dual Coding Theory]
 * [|Five Taxonomies of Instructional Graphics] (See also: [|Effect Sizes by Picture Function])
 * [|Phases of Visual Storytelling]
 * [|The Typical Slide]
 * Visual cognition supports integration of information and reduction of cognitive load


 * ACTIVITY 5: La planificación y las destrezas del siglo 21: El desarrollo progresivo de la competencia** **lingüística**


 * La estructura y organización de una lección tradicional
 * El desarrollo de los objetivos [[file:Writing Objectives Rev 2016.pdf]]
 * La pedagogía: La cognición, el papel de conocimientos previos, y los elementos esenciales de una lección
 * La estructura y la secuencia de una lección
 * Técnicas para fomentar cambios en los niveles de competencia
 * Demostraciones por Jessica Haxhi; Danielle Kessie; Janae Purcella


 * ACTIVITY 6: Quickfire Task: Create a Cultural Exploration Worksheet **

a) Choose a culturally authentic image b) Create a worksheet c) Give clear instructions in your target language d) Carrousel walk and debrief


 * ACTIVITY 7: ****La tarea**


 * **Copyright Module**
 * **Online Professionalism Module**
 * **Online WL Community Explorations**
 * **Professional Resource Library**

=Oct. 5: Scaffolding=


 * Today's Topic: Scaffolding Interpretive Communication**
 * Students will define interpretive communication.
 * Students will explain how scaffolding supports learners in acquiring information in the target language from culturally authentic texts.
 * Students will integrate scaffolding into their own developing lesson plans.


 * Today's Guiding Questions:**

1) What is scaffolding? 2) Why should teachers scaffold culturally authentic texts? 3) How can teachers scaffold culturally authentic texts?


 * Today's Can Dos**

1) I can define scaffolding. 2) I can identify the reasons learners have difficulty reading culturally authentic texts. 3) I can apply scaffolding strategies to support learners in successfully acquiring information from culturally authentic texts.


 * Today's Tools: [[image:languagelinks2006/SlideshareLogo.gif link="https://www.slideshare.net/"]] **


 * Housekeeping: Research Study on Pedagogical Decision-making**


 * Actividad 1: La bienvenida**

=media type="custom" key="29362217"=
 * Actividad 2: El apoyo de la comunicación interpretativo**


 * Actividad 3:** **La tarea**

=Oct. 3: Intro. to Scaffolding=


 * Today's Topic: Intro. to Scaffolding**
 * Students will define scaffolding.
 * Students will explain how scaffolding supports language development.
 * Students will integrate scaffolding into their own developing lesson plans.


 * Today's Guiding Questions:**

1) What is scaffolding? 2) Why is scaffolding a critical component of effective language instruction? 3) How can teachers integrate scaffolding into their own lesson plans?


 * Today's Can Dos**

1) I can define scaffolding. 2) I can explain how scaffolding supports language development. 3) I can apply scaffolding strategies to my lesson plans.


 * Today's Tools: [[image:SlideshareLogo.gif link="https://www.slideshare.net/"]] **


 * Actividad 1: Bienvenida**


 * Actividad 2: Quickfire Task: Create a lesson in 5 minutes based only on the items in the cubbies in our classroom.**


 * Actividad 3: Review of Path to Proficiency Graphic Organizers**


 * Actividad 4: Review of Lesson Outlines**

=media type="custom" key="29362217"=
 * Actividad 5: Scaffolding Interpretive Communication (Intro. to Definitions & Key Principles)**


 * Actividad 6:** **La tarea**

=Sept. 26: Planning for Proficiency=


 * Today's Topic: Planning for Proficiency**
 * Students will use characteristics of proficiency to diagnose learners' needs.
 * Students will support proficiency development of second language learners by making input comprehensible, giving clear instructions, scaffolding tasks, and providing effective error correction and feedback.


 * Today's Guiding Questions:**

1) What are the characteristics of proficiency at each level? 2) Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency? 3) How can teachers use [|21st century skills] to design learning environments and experiences that will systematically develop students' proficiency in a second language?


 * Today's Tools: [[image:AAPPLLogo..JPG link="http://aapplcb.actfl.org/"]] **


 * Actividad 1: Bienvenida**


 * Actividad 2: Repaso de los videos de la tarea**


 * Actividad 3: L****a competencia lingüística (Legos PowerPoint)**


 * Actividad 4: Determinar las necesidades de los estudiantes (Crear tarjetas de competencia)**


 * Actividad 5: Los recursos**

· [|ACTFL Oral Proficiency Guidelines] y [|Performance Descriptors]
 * ACTFL World-Readiness Standards
 * [|NCSSFL-ACTFL Global Can-Do Benchmarks]
 * ([|Linguafolio Grid,][|Checklists])
 * Exámenes orales globales (ACTFL/ETS OPI, [|AAPPL], [|IPA], SOPA)
 * ([|Unidad temática: La peineta colorada], [|Blendspace], [|Common Curriculum], [|LearnBoost], [|10MinuteLessons], [|Planboard], [|PlanbookEdu], [|Standards Toolbox])


 * Actividad 6:** **La tarea**


 * [[image:languagelinks2006/AAPPLLogo..JPG link="http://aapplcb.actfl.org/"]] y una tarjeta de resumen **

=Sept. 21: Proficiency=


 * Today's Objectives:**
 * Students will define proficiency. (See [|ACTFL Performance Descriptors] . bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will describe key characteristics of proficiency for each level.


 * Today's Guiding Questions: **

1) What do we mean by "proficiency?" 2) How do different proficiency levels manifest themselves in student performance? 3) How can teachers use characteristics of proficiency to diagnose learners' needs and support their success in the world language classroom?


 * Today's Can Dos: **

1) I can define proficiency. 2) I can describe key characteristics of proficiency for each level. 3) I can use characteristics of proficiency to diagnose learners' needs and support their success.

=** Today's Tools: **=

[|Chatzy], [|Chatzy],, [|Google Hangouts], [|Popplet] , [|Slideshare] , [|Titan Pad] , [|Today's Meet]

=**Getting to Know You Activities:**=
 * //(for assessing proficiency)//**

3) Cell Phone Introductions

4) I See, I Think, I Wonder




 * Activity 1: Log in to Today's Meet**

1) Click on this icon:

2) Type your name. 3) Keep this tab open during class time so you can chat with your classmates.

**Activity 2: What do we mean by proficiency?**



1) Find a partner. 2) Read the questions. 3) Discuss an answer to each question based on personal experience.


 * Activity 3: Popplet **

4) Click on this icon:

5) Follow the instructions that appear on your screen.

6) Don't be afraid to click! If you need help, ask your colleagues in the Today's Meet chatroom.

7) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 8) View this example: [|http://popplet.com/app/index.php#/1175734] 9) Refer to this article for more information: [|World Language Students are Poppleting]


 * Activity 4:**

1) Go to: 2) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 3) View this example: [|http://popplet.com/app/index.php#/1175734] 4) Refer to this article for more information: [|World Language Students are Poppleting]


 * Activity 5: Proficiency: Experience v. Proficiency v. Expertise**

media type="custom" key="28220365"

1) Watch the slide show. 2) Think of an answer to each question based on personal experience. 3) Click on this icon: 4) Follow the instructions that appear on your screen. 5) If you need help, ask your colleagues in the chatroom in the lower, right-hand corner of the screen.


 * Activity 6: ACTFL Oral Proficiency Pyramid**

1) Pick a partner. 2) Choose a tool: [|Chatzy], , [|Google Hangouts], [|Popplet] , [|Titan Pad] , [|Today's Meet] 3) Look at this diagram:  4) Discuss the diagram with your partner using the tool you chose.
 * In what ways is the diagram helpful?
 * Is there anything missing?
 * What implications does the diagram have for assessment?
 * Use the 3 bulleted questions above to discuss: [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]


 * Activity 7: ** **Oral Proficiency Interview Samples**

0) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking"]]

1) Pick a partner & a discussion tool. 2) Watch all of the examples in the Novice section. 3) After each example, discuss: 4) Watch the first example from the I ntermediate section. How is it different from the novice examples?
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

5) Watch the first example from the Advanced section. How is it different from the intermediate examples? 6) View samples of different proficiency levels __[|in Spanish]__.

a) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version).

b) Look for the gray buttons.

c) Click on the View Samples button for Novice, Intermediate, and Advanced.

d) Choose at least **ONE video** to watch for each category.

e) What characteristics do speakers at each level possess?

7) What is the role of pronunciation in proficiency?

[|Language Fail] media type="custom" key="29346453"

[|Mayor Bloomberg Speaks Spanish] media type="custom" key="29346455"


 * Activity 8: Analyzing Real Life Examples of Proficiency**

1) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

2) Watch these videos.

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|ARGO Interview - Ben Affleck] (3:08) - media type="youtube" key="jjkt8eG7Qms" width="560" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez in Spanish Interview] (3:18) media type="youtube" key="6j78DOl0hEk" width="420" height="315"

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"


 * Activity 9:**

1) Visit this list of standardized world language assessments. 2) Click on each icon. 3) Skim the information provided to find out: 4) Use this chart to keep track of what you learn:
 * Who is the intended audience for the test?
 * What is the primary content of the test?
 * How does this test differ from other standardized WL tests of which you are aware?


 * Activity 10:**

1) Skim this page: [|ACTFL Performance Descriptors] 2) Familiarize yourself with [|this document] 3) Familiarize yourself with these items: [|Standards for foreign language learning: Preparing for the 21st Century] & [|ACTFL Proficiency Guidelines (Updated 2012)] 4) What PRACTICAL/PEDAGOGICAL implications do all these documents have for assessing target language proficiency in the world language classroom? 5) Discuss Question 4 in this [|discussion forum].


 * La tarea**

1) Watch the first example from the Intermediate section. How is it different from the novice examples?

2) Watch the first example from the Advanced section. How is it different from the intermediate examples?

3) Come prepared for a reading quiz. Use this checklist to be sure you are ready:
 * **I can define proficiency** (as it pertains to world languages).
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers**
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines])
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], the [|ACTFL Performance Descriptors], and the [|NCSSFL-ACTFL Global Can Do Statements]** ( Skim this page: [|ACTFL Performance Descriptors], then familiarize yourself with [|this document]. Next, play around with this grid: [|NCSSFL-ACTFL Global Can Do Statements], then CAREFULLY explore [|this document]--particularly the checklists)



a) Read the questions.

b) Use the hyperlinked documents/page numbers to answer the questions.

c) Print a hard copy of the study guide.

d) Turn in the hard copy in class.

4) Visit Learner.org's [|Teaching Foreign Languages K-12 Library]


 * Activities: National Standards-Communication **

** El tema para hoy: ** Los estándardes nacionales
** Objetivos: **


 * Students will explain the 5 goal areas of the [|World Readiness Standards for Language Learning].
 * Students will explain the unique contributions of the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors].
 * Students will evaluate the pedagogical effectiveness of various activities for developing interpersonal communication skills.

** Preguntas guiantes: **


 * What are the 5 Cs and what kinds of activities would students be doing in a language class that incorporates them?
 * What unique contributions have the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors] made to world language teaching and learning?
 * How might teachers use the 5 Cs to more effectively develop students' interpersonal communication skills?

**Herramientas tecnol****ógicas: N/A**


 * AGENDA **


 * Bienvenida: **

** Actividad 1: Presentación didáctica **

[|World-Readiness Standards for Learning Languages Video] media type="youtube" key="kCUubDQGFe0" width="560" height="315"



** Actividad 2: Clock Partners **

** Actividad 3: Weather Sentence Diagramming **

** Actividad 4: Cuadros y cuentos **

** Actividad 5: Conversación en la clase **

** Actividad 6: Story Switches **


 * Actividad 7: Círculos concéntricos**

** Actividad 8: Colores y conversaciones **

** Actividad 9: Tiras cómicas **

** Actividad 10: Have You Ever **

** Actividad 11: Wordless Stories **

** Actividad 12: **
 * La tarea**

=Sept. 19: Differentiation=


 * Housekeeping:**


 * Roll
 * Resources: http://www.uen.org/toolbox/


 * Today's Learning Outcomes:**

1) Students will analyze some of the challenges faced by students with special needs based on personal experience gained through simulations. 2) Students will analyze the implications of various personality characteristics for differentiating learning opportunities. 4) Students will explore a variety of instructional strategies for differentiating learning opportunities to meet the individual needs of their students. 5) Students will develop learning centers that differentiate learning opportunities regarding a particular topic.


 * Today's Can Dos:**

1) What are some of the challenges students with special needs may experience in the world language classroom? 2) How do personality characteristics influence interpersonal relationships in a school setting? 3) How might world language educators differentiate learning opportunities to better meet the individual needs of their students? 4) What are learning centers? How do they work? Why are they especially effective in the world language classroom?


 * Today's Guiding Questions:**

1) I can explain typical problems students with common disabilities experience in a world language class. 2) I can explain how attention to personality characteristics can guide teachers in selecting appropriate pedagogical strategies for meeting individual student needs. 3) I can select appropriate instructional strategies and accommodations to meet the needs of students with special needs. 4) I can use learning centers to differentiate instruction.


 * Today's Tools:**





[|Technological Support for Differentiated Instruction]


 * Bienvenida:**

[|True Colors (performed by John Legend)] media type="youtube" key="tEx4iA5-7Xc" width="560" height="315"


 * ACTIVITY 1: [|Why Differentiate?]**

media type="youtube" key="w3vMvfAdW88" width="420" height="315"

//What is differentiation?//
Differentiation is a big word that is often used in education to talk about the ways that teachers make the curriculum more accessible to their students. Typically, it involves adjustments to the //**content**// of the curriculum, the //**processes**// in which students engage with the curriculum and the teacher, and/or the //**products**// or assignments students produce. These changes are made in an attempt to make the curriculum better match the interests, learning preferences, and needs of individual students, special groups of students, or even entire classes. Although most teachers agree with the concept of differentiation in theory, many believe that it is difficult to implement successfully in schools where classes are large and the individual students in each class are very diverse, or not worth the time it might take.


 * ACTIVITY 2: Students with Special Needs Simulations**


 * [|Misunderstood Minds] (Do both the Visual Distractions & the Auditory Distractions ones)
 * [|Webaim Simulations]
 * [|What 80% Comprehension Feels Like]


 * ACTIVITY 3: Principles of Differentiation**

1) Examine: [|Differentiation Concept Map] 2) What activities do you remember participating in during your time in K-12 education which reflect the best practices identified on the map?


 * ACTIVITY 4: Explanation of Learning Centers **


 * Center 1: Dare to Differentiate PowerPoint & Paired Discussion **

1) Go to this page: [] 2) Click on the Dare to Diff 09.ppt link 3) View the PowerPoint presentation once it downloads 4) Discuss the presentation with your colleagues as you view it


 * Center 2: Exploration of Differentiation Strategies **


 * Read this and discuss with a partner: ** [|Adapting Materials & Strategies for Special Needs Students]

If you finish early:

1) Go to the Dare to Differentiate Wiki 2) Click on at least 3 of the links under // "Strategies." // 3) Open at least 3 of the documents on each page. 4) [|Discuss with your colleagues] how you might use these ideas in a Spanish class.


 * Center 3: Exploration of Classroom Management Cartoons**

1) Look at the cartoon. 2) What does it teach you about classroom management and/or differentiation?


 * Center 4: Classroom Management Thinking Template**

1) Read the quotes. 2) Complete the template.

If you finish early, explore: Classroom Management


 * ACTIVITY 5:** **Homework**

=Sept. 14: Classroom Management= = =
 * Housekeeping:**


 * Roll


 * Today's Learning Outcomes:**
 * Teachers will plan interactive activities in the target language to get to know learners.
 * Teachers will use personality characteristics to select classroom management strategies.


 * Today's Can Dos:**

1) I can interactively engage students with classroom rules, each other, and the content of the course. 2) I can give students opportunities to use the target language on the first day of class.


 * Today's Guiding Questions:**

1) What are typical students worried about on the first day of class? 2) Why is it important for students to build relationships with one another during the first week of class? 3) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language skills?


 * ACTIVITY 1: Interactive Getting to Know You Activities**


 * **Why? (Classroom Climate & Classroom Management): YOUR SYLLABI FROM HOMEWORK**
 * **What? (Debrief Homework Explorations)**
 * Icebreakers/Getting Acquainted with Students
 * Name Games
 * **How? (Making Input Comprehensible & Managing Group Work)**


 * ACTIVITY 2: True Colors**


 * ACTIVITY 3: Classroom Management**


 * ACTIVITY 4:** **Homework**

=Sept. 12: First Days of School=


 * Housekeeping:**


 * Roll
 * Wiki
 * Resources: http://www.uen.org/toolbox/


 * Today's Learning Outcomes:**
 * Teachers will create a course syllabus that motivates learners and engages parents.
 * Teachers will prepare **first-day activities** in the target language that support the development of a productive classroom climate.


 * Today's Can Dos:**

1) I can interactively engage students with classroom rules, each other, and the content of the course. 2) I can give students opportunities to use the target language on the first day of class.


 * Today's Guiding Questions:**

1) What are typical students worried about on the first day of class? 2) Why is it important for students to build relationships with one another during the first week of class? 3) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language skills?


 * ACTIVITY 1: What students want to know v. what teachers want to tell them on the first day**


 * ACTIVITY 2: Create a Course Syllabus**


 * ACTIVITY 3: Analysis of Course Syllabi Online (Print v. Graphic)**


 * Print**


 * Graphic**

[|Bring Your Game] [|Your Class Binder] [|Our Semester Adventures] (Can Dos) [|Syllabus de la Clase 3 con Sra. Bergeron] [|Español 1 Laura Sexton] [|Espanol 2 Sra. Ramirez] [|Español 1 Sra. Hahn] [|Español 4]


 * ACTIVITY 4:**


 * Fi****rst Days of School: Paired Discussion of Activities**

Uncommon Commonalities Para Conocernos Mejor Icebreakers
 * //Getting to Know You//**

//**Bellringers & Warm-ups**//

//**Alphabet & Numbers**// ASL Alphabet Retail Alphabet Alphabet with Attitudes Alphabet Song Alphabet Dot-to-Dot Spelling Partner Practice ABC Riddle Worksheet Numbers Grid Drawing in Pairs

Greetings & Responses Cooperative Activity Greetings & Goodbyes Hear/Circle Classroom Scavenger Hunt //**Colors**// Colors Listening Grid Color-by-Numbers Mystery Pictures Coloring Worksheets
 * Greetings & Classroom Objects**

//**Grammar Activities**// Coloring Grammar Worksheets Little Spanish Helper (Nate Whitney)


 * ACTIVITY 4: Discussion of Today's Guiding Questions**

1) What are typical students worried about on the first day of class? 2) Why is it important for students to build relationships with one another during the first week of class? 3) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language skills?


 * ACTIVITY 5:** **Homework**

=Sept. 7: Planning (Scope & Sequence)=


 * Today's Topic: ** Your Questions


 * Today's Learning Outcomes:**
 * Students will identify their own personal concerns about preparing to teach


 * Today's Can Dos:**

1) I can identify and articulate my concerns about preparing to teach.


 * Today's Tools: N/A **


 * ACTIVITY 1: Question & Answer Session**


 * ACTIVITY 2: Scope & Sequence**

=Sept. 5: Intro. to the Course=


 * Today's Topic: ** Intro. to the course.


 * Today's Learning Outcomes:**
 * Students will get to know one another.
 * Students will identify key issues related to classroom instruction.


 * Today's Can Dos:**

1) I can interactively engage students with classroom rules, each other, and the content of the course.


 * Today's Tools: **


 * Housekeeping:**


 * Roll
 * Name Cards
 * Bienvenida
 * Swap Shop
 * What has the Lord taught you this week?
 * Opening Prayer
 * Student Marshalls
 * Textbooks


 * ACTIVITY 1: Introductions**


 * Who am I?
 * What is the Lord preparing you to do?
 * Self-care
 * Capacitate yourself to be leaders in the field


 * ACTIVITY 2: Buzzword Bingo**


 * ACTIVITY 3: Intro. to** **Course Wiki**


 * ACTIVITY 4: Course Syllabus**


 * ACTIVITY 5: Homework**