Winter+2013-Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.toc//

=Apr. 22=

1) Study for the final exam (be ready to tell me what, if anything, you learned; individual multiple choice/short answer section; collaborative scenarios section—I give you a real life issue/scenario, you work together to respond; panel interviews—I give you a question, you each respond individually as though you were at a job interview) on Monday, 4-22-13 from 11 a.m. to 2 p.m.

2) Since the final occurs over lunch time, you can bring food to share (potluck style) if you like.

3) You may wish to read the following pages about True Colors:

Print version of the test: []

Additional Information on how this can help you with classroom management, etc.: []

[]

4) If you have any other questions I haven’t answered, please feel free to send them to me.

Optional: There is a Facebook group associated with FLTEACH: []

=Apr. 16=


 * 1) Complete this worksheet:** [[file:Gospel-based Teaching Principles Worksheet Rev.doc]]

a) Read the scriptures in the 1st column. b) Explore the links to examples from the 2nd column. c) Jot down classroom implications in the 3rd column. d) Bring a hard copy of your responses to class.


 * 2) Finish your FLTEACH project.**

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here


 * 3) Study for the final exam.**

a)


 * Mark each question with the following code:
 * Checkmark = I totally know this
 * ? = I have questions about this
 * Star = I need to study this
 * Look up the answers to the questions you starred.
 * You do NOT need to write out your answers.
 * You do NOT need to turn this in.

b) These graphic organizers created by students from previous classes may be helpful to you:

Assessmentuser:brettms

Contextualization, culture and realia user:sraluz

Definitions user:sarahnt user:jimip

Lesson Planning & Pacing user:profemoos

Learning Styles & Differentiation user:anateras i dont think that worked. heres the same thing again but as a jpg

National Standards 1322684136 Pedagogy user:eddingtona

Reading and Writing (Literacy) user:smegane1



Oral Proficiency Interview user:bmslloyd

Technology and Visual Cognition user:haf527

c) For more specific information, explore the links in this document:

The final exam will be held: Monday, April 22, 11:00 a.m. to 2:00 p.m. (note that this time is different from the one that appears on the syllabus and is the CORRECT time per the university schedule). toc

=**Apr. 11**=


 * 1) Post the quizzes you created last week here.**


 * 2) Review the information on these pages:**


 * Purposes of Assessment - Skim these
 * **Principles of Assessment - Skim these**
 * Closure Activities - Open at least 3 of the documents on this page
 * Performance-based Assessment - Spend most of your time exploring the links on this page


 * 3) Watch this video: (If you are pressed for time, watch all of the excerpts on this page instead):**

media type="youtube" key="lHfo17ikSpY?rel=0" height="315" width="560"


 * 4)** **Finish your FLTEACH Projects (due Tuesday, Apr. 16).**

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here


 * 5) Study for the final exam.**

The final exam will be held: Monday, April 22, 11:00 a.m. to 2:00 p.m. (note that this time is different from the one that appears on the syllabus and is the CORRECT time per the university schedule).


 * Optional:**

Self-graded quizzes in Google Forms (there are 3 different sets of instructions, pick which one sounds most helpful to you):


 * [|Text-based list of instructions]
 * [|Step-by-step instructions with periodic screenshots]
 * [|Printable handout with screenshots and detailed instructions]

=**Apr. 9**= Here is the PowerPoint we discussed in class. I hope it helps in creating your own quizzes!

1) Create a 10-item quiz.

2) Use one of these survey tools to create your quiz:















3) Base your quiz on one of these 2 articles:


 * Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from:[]


 * Sankey, M. D. (2002). [|Considering visual literacy when designing instruction]. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from [] (Alternate link: http://www.ascilite.org.au/ajet/e-jist/docs/Vol5_No2/Sankey-final.pdf)

=**Apr. 4**=

1) Write a 5-sentence story.

2) Choose 3 tools from this page: http://storytools.wikispaces.com/Tech+Tools

3) Put your story into 3 of the tools and save each one.

4) Come prepared to discuss the affordances and constraints of the tools you selected.

5) Do #4 from Apr. 2 homework if you haven't already done so.

Review this handout:

=**Apr. 2**=

1) Sign up for ONE station in **Españolandia** (Apr. 18 from 7:00 a.m. to 12:30 p.m.) []

2) Begin your **FLTEACH Project** (due in 2 weeks).

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here

3) Explore the following links about **writing.**


 * 4) For next week -**

Explore:











=**Mar. 28**=

No homework

=**Mar. 26**=


 * Choose one of these 2 articles:
 * Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from:[]
 * Sankey, M. D. (2002). [|Considering visual literacy when designing instruction]. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from [] (Alternate link: http://www.ascilite.org.au/ajet/e-jist/docs/Vol5_No2/Sankey-final.pdf)
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in this [|discussion forum]
 * Prepare for a reading quiz over the article you chose.

Consider joining the //[|Deep Approach to Language Learning]// group on Facebook.

=**Mar. 21**=


 * 1) Midterm Evaluation**

a) Complete Page 2 of this evaluation (the one with all 4 questions on a single page): b) Print off a hard copy c) Bring your completed hard copy to class. d) DO NOT include your name on the paper.

a) Skim this checklist: b) Be prepared to use it to give feedback to your peers.
 * 2) Giving Feedback**


 * 3) Graphic Design & Visual Cognition**


 * [|A Periodic Table of Visualization Methods]
 * Scroll over at least 12 squares (2 from each colored section)
 * How does this help with teaching/learning a world language?


 * Graphic Design
 * //Graphic Design Principles:// Read the first page of this PDF handout
 * //Examples// or //Interactive Activities:// Explore at least 3 additional links on the page
 * Prepare to explain how these ideas apply in teaching Spanish


 * [|Inanimate Alice]
 * Choose a language
 * Work through at least one chapter or episode
 * Prepare to explain what this teaches us about reading in Spanish

For **Tuesday, March 26:**
 * Choose one of these 2 articles:
 * Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from:[]
 * Sankey, M. D. (2002). Considering visual literacy when designing instruction. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from []
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in this [|discussion forum]


 * Mar. 19**

No homework for today.


 * Mar. 14**

Revise your teaching demos based on the feedback we discussed in class today.

=**Mar. 12**=


 * 1) Explore:**


 * Pre Reading Activities
 * During Reading Activities
 * Post Reading Activities
 * Techniques for Circling (This link will take you to a page on another wiki)
 * Total Physical Response Storytelling (TPRS)

//Moeller //, Aleidine J. (1992). //Literature: A rich resource // //for teaching language and culture in context.// Central States Conference Report. Lincolnwood, IL
 * 2) Read in preparation for a reading quiz today:**


 * 3) Teaching Demos Due Today**

1) Choose a culturally authentic (or culturally infused) children's picture book. 2) Prepare 3 activities based on the book (1 pre-reading, 1 during reading, and 1 post-reading). 3) Generate the materials for each activity. 4) Prepare 10 copies of the materials. 5) Be ready to conduct the activities in class.

Note: You do NOT need to turn in a lesson plan, JUST the activity materials.

=**Mar. 7**=


 * NO CLASS TODAY - College-wide Assessment Day**

=**Mar. 5**=


 * Begin preparing for your teaching demos which will be due on Tuesday, Mar. 12.**

1) Choose a culturally authentic (or culturally infused) children's picture book. 2) Prepare 3 activities based on the book (1 pre-reading, 1 during reading, and 1 post-reading). 3) Generate the materials for each activity. 4) Prepare 10 copies of the materials. 5) Be ready to conduct the activities in class.

Note: You do NOT need to turn in a lesson plan, JUST the activity materials.

=**Feb. 28**=

1) Read //Getting at the Content// (distributed in class today)

2) Read Handout #3 from this page.

=**Feb. 26**=

1) Reading Quiz over Chapters 8 and 11 from Taylor & Bateman

2) Put the Social Studies resources you found under the appropriate guiding questions here: http://languagelinks2006.wikispaces.com/DLI+Resources

3) Sign up for one of these topics. Locate at least 3 high quality, primary resources that were ORIGINALLY written in Spanish for Spanish speakers (i.e., not resources in translation). Post the resources under the appropriate topics on this page:


 * Grade 6
 * Ancient Civilizations (Mesopotamia, Egypt, Greek, Roman)
 * Religions of the World (Buddhism, Christianity, Hinduism, Islam, and Judaism)
 * Middle Ages
 * Renaissance
 * Revolutions & prominent people from revolutions (Napoleon, Martin Luther, James Watt, Isaac Newton, Madame Curie, Anton Van Leeuwenhoek)
 * World War I, World War II, Korean Conflict, Vietnam Conflict, Cold War, Terrorism
 * Human rights & responsibilities

=**Feb. 21**=


 * Read:** The materials on story-based instruction I distributed in class on Feb. 14


 * Prepare:** For a reading quiz over Chapters 8 and 11 from Taylor & Bateman

=**Feb. 19**=
 * No class today - Monday Instruction**

=**Feb. 14**=


 * Read:** Taylor & Bateman, Chapter 8: What have you read lately?


 * Explore:** Culture Connection & Story-based Instruction

=**Feb. 12**=

1) Watch this video: media type="youtube" key="YEls3tq5wIY?rel=0" height="315" width="420"

2) Read Chapter 11 about culture from Taylor & Bateman

=**Feb. 7:**=

1) Read the information on this page and explore the links: Teaching Culture

2) Read Chapter 11 about culture from Taylor & Bateman for next Tuesday (Feb. 12)

3) Read the schedule:

=**Feb. 5:**=

1) Gather 5 resources in Spanish about your question. 2) Use 3 different types of interesting media. 3) Media should be easy to see and hear. 4) Choose authentic resources that encourage critical thinking. 5) Post your 5 resources here.

=**Jan. 24:**=

1) Explore the 7th Grade Foundations of Social Studies wiki.

a) Explore these links:


 * History
 * Economics

b) Ask yourself these questions: (you don't need to write anything down)


 * Do the lessons have objectives that clearly state what students will DO?
 * Do the objectives allow students to investigate real world problems and issues in MEANINGFUL ways?
 * Are the activities in the lessons things YOU would want to do?
 * Who is doing most of the talking, thinking, and working during the period (the students or the teacher)?
 * Do the lessons make space for students to transform themselves, their neighborhoods, or the world?

c) Your turn!
 * Choose one question from this page.
 * Identify 7 vocabulary words your lesson will target.
 * How will students answer your guiding question? (Brainstorm activities students could DO in SPANISH!)
 * What evidence will show students achieved the objective? (i.e., assessments).
 * Bring a hard copy to class (Guiding Question, 7 Targeted Vocab. Words, Possible Activities, Possible Assessments)

=**Jan. 22:**=


 * 1) Sign up to give the opening prayer.**

a) Go to the Bienvenida page. b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 2) Finish your wiki student page.**

a) Go to Student Pages. b) Click on your initials. c) Add: d) Click "Save." e) Once I have recorded your scores, you may use these pages to take notes in class.
 * Text
 * A link
 * An image
 * A document
 * A video (embedded)
 * One other item that is not a video (embedded, NOT just linked)


 * 3) Read this discussion forum on [|Adolescent Development].**

a) Read the question. b) Read the posts. c) Consider: Which posts were most helpful? Why? d) How did people respond to one another? e) Use these ideas to help you to contribute well to our discussions.


 * 4) Respond to the Class Structure discussion forum.**

a) Read the [|prompt]. b) Type your response in the box. c) Click "Submit."


 * 5) Respond to the Personalized Learning discussion forum.**

a) Read the [|prompt]. b) Type your response in the box. c) Click "Submit."

=**Jan. 17: Literacy in the 21st Century**=


 * 1) Join [|Wikispaces] **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: http://languagelinks2006.wikispaces.com/ c) Click // Join // in the upper, right-hand corner d) Type "276" in the box e) Click submit


 * 3) Read: [|ACTFL 21st Century Skills Map] **

a) Look at the skill title. b) Read the one-sentence description at the top. c) Read the bulleted descriptions on the left-hand side. d) Skim the examples.


 * 4) Skim: [|Common Core Standards for English/Language Arts & Literacy] **

=**Jan. 15: Standards for Language Learning**=


 * 1)** **Complete: [[file:National Standards & Proficiency Guidelines Study Guide 2012.doc]]**

2) Use these documents to help you do so:
 * National Standards in Foreign Language Learning Project. (1999). [|Standards for foreign language learning: Preparing for the 21st Century] (Executive Summary)// . // Alexandria, VA: Author.


 * [|ACTFL Proficiency Guidelines (Updated 2012)]

=** Jan. 10: Getting to Know You **=

1) Complete: Course Information Survey

2) Complete: Student Teaching Information Survey (unless you are an English Teaching Major)

3) Complete: Technology Survey

4) Complete:

Activity Sheets; Agenda for Today; Archives;Assignments for Today; Assignment Sheets; Important Dates; Links to Supplemental Resources; Observation Appointments; Program Links (BYU); Reading List; Student Pages; Syllabus & Schedule; Tech Tools

CM; CMAgendas

Save for Later:

1) Take: [|True Colors Quiz]


 * Take the online version (use the link above).
 * Submit online results using this form ,
 * Take the paper test.
 * Bring the paper test with you to class.