Span+378+Winter+2017+Agenda

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

=4/24/17: Final Exam=



Reflection Worksheet: @https://byu.az1.qualtrics.com/jfe/form/SV_6loDxbgclGI4g2F

Survey: @https://byu.az1.qualtrics.com/jfe/form/SV_5yZBdoMEJzAfQ4l

=4/18/17: Classroom Management & Gospel-centered Teaching=

**Today's Topic: Classroom Management & Gospel-centered Teaching**


 * Today's Objectives: **

Students will:

1) Identify common disruptive behaviors. 2) Explain typical motivations for student misbehavior. 3) Distinguish between minor or isolated instances of misbehavior and patterns of disruption which require intervention. 4) Expand their repertoire of pedagogical strategies for addressing classroom disruptions in the target language. 5) Apply effective techniques for involving students, parents, and colleagues in improving student behavior.

**Today's Can Dos:**

1) I can list common classroom disruptions. 2) I can explain typical reasons underlying student misbehavior. 3) I can distinguish between behaviors which require intervention and those which do not. 4) I can justify the intervention strategies I use. 5) I can actively involve students, parents, and colleagues in improving behavior.

**Today's Guiding Questions:** 1) WHAT are some things students do during class that are commonly considered misbehavior, and how does a teacher determine when to intervene?

2) WHY do students misbehave?
 * Do students view disruptive behavior differently than their teachers?
 * How do unmet needs factor into disruptive classroom behavior?
 * Why respect, relationships, and student responsibility such important components of classroom management?

3) HOW can student misbehavior be prevented or addressed?
 * How can teachers present rules in the target language?
 * How can student misbehavior be addressed in the target language?

4) WHERE can teachers find effective intervention strategies?

5) WHAT should a teacher do if a situation turns into a crisis?

6) WHEN should teachers involve parents, colleagues, and/or administrators?

7) What else do you want to know about classroom management?


 * ACTIVITY 1: Integrated Performance Assessments & Student-led OPIs**

1) What did you learn from the homework? 2) What questions do you have?


 * ACTIVITY 2: Gospel-centered Teaching**

1) What did you learn from the homework? 2) PowerPoint Presentation 3) What questions do you have?


 * ACTIVITY 3: Classroom Management**

1) What questions do you have? 2) The What, Why, & How of Classroom Management 3) Classroom Management Strategies 4) Classroom Management Resources
 * Clear, Minimal Expectations (Syllabi)
 * Routines & Procedures
 * Respect & Relationships
 * Signals for Attention
 * Giving Instructions
 * Curriculum (Thematic, Culture at the Core)
 * Engagement (Cooperative Learning, Interactive Activities, Total Participation Techniques)
 * Stop, Smile, Wait
 * One Liners
 * Atonement

=4/13/17: Assessment=


 * Today's Topic: Assessment**


 * Today's Objectives:**
 * Students will identify products, practices, and perspectives associated with assessment in world language education.
 * Students will analyze and evaluate student projects to inform program development, lesson planning, and/or feedback.
 * Students will provide effective feedback on student work.
 * Students will develop 4-column rubrics for assessing student performance.


 * Today's Can Dos:**

1) I can explain the purposes of assessment, key principles of assessment, and common assessment practices in world language education. 2) I can obtain information from student work to inform program development, lesson planning, and conversations with parents about student progress. 3) I can provide effective feedback on student work that improves their language development. 4) I can develop effective rubrics for assessing student performance.


 * Today's Guiding Questions: **
 * Why is performance-based assessment an important component of proficiency-based world language programs?
 * What is a student-led OPI?
 * What is an Integrated Performance Assessment (IPA) and how is it structured?
 * How does one "grade" an IPA?
 * How does one provide effective feedback that builds proficiency?


 * ACTIVITIES: **

// (5 minutes) // 1) Listen as someone reads ** Testing Miss Malarkey ** . 2) Listen as someone reads these 2 quotes:
 * Activity 1: Purposes of Assessment **

"In a very real sense, tests have invented all of us. They play an important role in determining that opportunities are offered to or withheld from us, they mold the expectations and evaluations that other form of us (and we form of them), and they heavily influence our assessments of our own abilities and worth. Therefore, although testing is usually considered to be a means of appraising qualities that are already present in a person, in actuality, the individual in contemporary society is not so much measured by tests as constructed by them" (Hanson, F. Allan. The invention of intelligence. // Education Week. // )

"A grade is an inadequate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material" (Dr. Roger T. Taylor)

3) Read the following questions:


 * What are the purposes of assessment?
 * Why are standardized tests so popular?

// (10 minutes) //
 * Activity 2: Traditional Quizzes & Tests **

Explore:

a) What does each quiz allow you to learn about the students' understanding? b) What would the affordances and constraints of each quiz be for the teacher? The student? c) How does each quiz encourage (or ignore) the development of students' critical thinking? d) How will you assess your own students? (See Quiz & Test Construction for sample test formats)

//(10 minutes)// a) What is an Oral Proficiency Interview? b) Why are OPIs useful to students? b) How is a __student-led__ Oral Proficiency Interview structured?
 * Activity 3: Student-led OPIs **

// (20 minutes) //
 * Activity 4: Analysis of Student Work **

1) Get into a group of 4. 2) Download this DISCUSSION worksheet.

3) Obtain one folder from the box: 4) Follow the instructions on the Analysis of Student Work Discussion Sheet. 5) If you finish early, explore: Performance-based Assessment.
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Spanish I Stories
 * Timelines
 * Top 10 Lists

// (15 minutes) //
 * Activity 5: Giving Feedback **

1) Read the cartoon on the screen. Consider: How does an athletic coach give feedback (content, processes, timing)? 2) [|Growth Mindset Feedback] 3) Giving Clear, Specific Feedback & Using Process Writing: [|Austin's Butterfly]

media type="vimeo" key="38247060" height="360" width="640" 4) Follow the instructions on the FEEDBACK worksheet.

5) Participate in the Feedback Role Plays. 6) Evaluate the feedback given using these questions:

// Focus on Form - Does your feedback. . . //
 * make time to listen to the **students' evaluation** of their own performance?
 * **encourage students** to invest more fully in their own learning?
 * focus on one to three things **students have control over changing** about their performance?
 * tell students the **very next step** they can take to improve their performance?
 * give students **concrete strategies** for moving their performance to the next level?

// (20 minutes) //
 * Activity 6: Rubrics for Homemade Bread **

1) Open [|Quickrubric] or [|Rubistar]

2) Eat some brownies 3) Work with a partner (or the whole class) to develop a rubric for "good" brownies. 4) Use these sample rubrics for inspiration: 5) Evaluate your work using the checklist (or the rubric) in this document:
 * [|Chocolate Chip Cookie Rubric]
 * [|iRubric: Five Point Rubric for the Perfect Pizza]
 * [|Hamburger Tasting Rubric]

6) Explore the following tools which are being used in world language classes around the country. (Note: Although the instrument is portfolio-based and called // Linguafolio //, teachers frequently refer to it as "Can Do Statements:")


 * [|Linguafolio Self Assessment Grid]
 * [|NCSSFL-ACTFL Global Statements]


 * Homework: Integrated Performance Assessments (IPAs) (Think Aloud Recording( **


 * Guiding Questions: **
 * Why is performance-based assessment an important component of proficiency-based world language programs?
 * What is an Integrated Performance Assessment (IPA) and how is it structured?
 * How does one "grade" an IPA?
 * **Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.


 * **Read: Authentic and Standards-based Assessment (Shrum & Glisan, 4th Edition, pp. 410-422)**
 * You only need to read what is underlined on the 12 pages
 * Be sure to look at items that have stars by them
 * If a page has no underlining, you can skip it


 * **Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * **Explore this[| handout] on Integrated Performance Assessment by Paul Sandrock**
 * p. 5 - Sample Interpretive Assessment
 * pp. 3, 6-7 - Sample Interpretive, Interpersonal, & Presentational Tasks
 * p. 8 - Questions for self-assessing the tasks you create for your own IPA assignment


 * **Come prepared to discuss [|this template] for assessing interpretive skills.**


 * Bonus Resources: **

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Evaluations for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students] Integrated Performance Assessment Diagram Sample IPA Tasks from Toni Theisen (French) Sample IPA Tasks from Andrea Henderson (Look at Example 2) [|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ) Principles of Creating Effective Rubrics
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task

=4/11/17: Differentiation=


 * Today's Topic: Differentiation **


 * Today's Objectives: **

1) Pre-service teachers will analyze some of the challenges faced by students with special needs based on personal experience gained through simulations. 2) Students will explore a variety of instructional strategies for differentiating instruction to meet the individual needs of their students. 3) Students will develop technology-infused learning centers that differentiate instruction regarding a particular topic.


 * Guiding Questions: **

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) What implications do personality characteristics have for classroom management? 4) How might world language educators differentiate instruction to better meet the individual needs of their students? 5) What are learning centers? How do they work? Why are they especially effective in the world language classroom?


 * Today's Can Dos: **

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]


 * Housekeeping: **


 * Roll
 * Opening Prayer
 * Questions About Lesson Planning

//"Imagine going to work and not being able to do your job. Now imagine that you can't leave your job. Imagine having to do that every day. This is what life is like for children with learning disabilities"// (Dr. David Urion, Director, Neurology and Learning Disabilities Program, Children's Hospital, Boston)
 * ACTIVITY 1: Why Differentiate? **


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

media type="custom" key="23687654" ([|PDF of the book]) [|Playscript]

[|Video] media type="custom" key="29125483" ([|Video Transcript])



Not all students are ready to learn the same thing on the same day in the same way. Consequently, teachers can better serve their students by differentiating (or tailoring) instruction to their individual needs.


 * ACTIVITY 2: //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.

[|ACTFL Position Statement on Diversity & Inclusion in Language Programs]


 * ACTIVITY 3: //In what ways can teachers differentiate learning in their classrooms?// **

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: //What simple strategies can world language teachers use to differentiate learning?//**

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.


 * ACTIVITY 5: //How can learning centers support differentiation?//**

//Do you ask students to learn in a variety of different ways in order to better address the special challenges, learning preferences, needs, and personalities of each one?//

Learning Centers - The teacher prepares learning centers based on curricular goals, student interests and learning preferences, and unit themes. Students are allowed to decide which centers they will attend (but a minimum number of centers or tasks is required), which tasks they will complete at a given center, and/or, the peers with whom they will work.

Tiered Assignments - Although all students must cover similar content, the teacher develops a continuum of assignments that allow students to explore the key elements of the topic under study at increasingly broader, deeper, more challenging, or more complex levels of coverage, depending on their skills and understandings.

**Structuring Discussions**
 * **Carrousel Brainstorming** - Post large pieces of chart paper around the room. Put a topic or question at the top of each sheet. Divide students into groups and give each group's "recorder" a different colored marker. Give each group 30 seconds to 2 minutes to brainstorm a list of items or answers related to the topic or question. When the time ends, have each group move to a new piece of chart paper and continue the process.
 * **Focus Questions** - Give each small group a list of questions and ask them to choose at least 3 to discuss.
 * **Jigsaw** - Divide students into groups (1, 2, 3, 4). Give each group a different set of paragraphs to read, a skill or process to learn, etc. When time is called, regroup students so that each new group is comprised of at least one member of the original groups (each group should have a 1, a 2, a 3, and a 4 in it) so that the representative of the original group can teach the information, skill, or process to the new mixed group.
 * **Key Ideas** - Ask students to identify 3-7 sentences containing key ideas regarding the topic of study.
 * **Key Words** - Ask students to extract 3-7 key words that summarize the topic of study and devise a graphic organizer that will help others remember them.
 * **Prioritization** - Give each student a red dot, a green or blue dot, and a yellow dot or Post-it flag. Post a list of ideas, topics, or activities on chart paper around the room and have students "vote" on the topics using their dots. (Red dots=high priority, green/blue dots=moderate priority, yellow dots = low priority). Have students "defend" their choices or attempt to come to consensus on the choices.
 * **Read & Retell** - Give students something to read, then have them retell it to a partner, adding a personal experience or connection in the process.
 * **Round Robin** - Seat students in small groups. Call out a controversial question or statement and allow students to express their opinions--but students are only allowed to talk one at a time, according to the order in which they are seated around a round table. Consequently, if they wish to respond to something someone else has said, they must make a note of that so that they can remember the comment they wish to make until it is their turn. When it is their turn, they are only allowed to make one comment and/or ask one question. In this way, all students (including those who are reluctant to speak), get a turn.
 * **Talking Chips** - Give each student in a group 4 chips of a different color. Students may make comments or ask questions at any time during the small group or whole class discussion, but each time they do, they must "pay" a chip. When they are out of chips, they cannot speak again until everyone has used their chips. Conversely, for each chip the student spends, s/he may earn a point toward some privilege or reward.


 * Structured Opportunities to Move & Talk**


 * **Affinity Diagram** - Have students jot down key ideas or concerns about a given topic individually on separate Post-it notes, then ask them to work together to organize the ideas or concepts into meaningful sets. Have them label each set.
 * **Carrousel** - Post chart paper on the wall, write a question on each page, divide participants into groups, give a different colored marker to each group, send a group to each paper, give them one minute to jot down answers to the question, then have them move to the next page.
 * **Focus Groups** - Divide the tasks into 4 pieces, send a "facilitator" to guide each small group through their piece of the task, pull the whole group back together for the finished product.
 * **Four Corners** - Provide a variety of readings or topics, form groups by favorites, participants discuss, each person shares the most valuable idea they are taking away from their group's discussion, no comments from others are allowed until everyone has spoken.
 * **Grab a Word** - Listen to, read, or watch a piece of "text" (an audio clip, statement, or video clip), and then from the center of the table, grab the word that you associate most closely with what you heard, read, or saw.
 * **Human Graphing** - Once participants have completed a multiple-choice survey, personality quiz, etc., and tallied their results, send them to different locations in the room based on their scores so that everyone can see the visual distribution/clustering of the people in the class.
 * **Inside/Outside Circles** - Have participants make 2 circles facing one another. Give the people in the inside circle a question, and have the outside circle answer them.
 * **Popcorn** - Stand and say one word that you associate with the topic.
 * **Story Squares** - Sketch something in each box related to the topic. Trade papers with a partner. Point to a square on your partner's paper that seems interesting to you and listen to them tell you the story. [[file:Story Squares.doc]]


 * [[file:Making Groups Work.doc]] - Techniques for structuring group work so that students can engage in it more successfully


 * ACTIVITY 6: //What other resources can world language teachers use to differentiate// **

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 [|Adapting Materials & Strategies for Special Needs Students]

[]



[|CAST: Teaching Every Student (Tools)]

[|Differentiation] - Links to a wide variety of resources regarding differentiation.



**ACTIVITY 7: Homework**

**1) Teaching Demos due on Thursday** **2) Gospel-centered Teaching Worksheet Due**

=4/6/17: Teaching Demos=

=3/30/17 & 4/4/17: Teaching Writing=


 * Today's Topic: Teaching Writing (Post-reading) (Continued) **


 * Today's Objectives: **

1) Pre-service teachers will continue to explore what the research says about what makes writing difficult for second language learners. 2) Pre-service teachers will experience strategies and activities for scaffolding students' writing. 3) Pre-service teachers will integrate the writing process and strategies for scaffolding writing into their lesson plans.


 * Guiding Questions: **

1) What else does the research suggest about the factors that make writing difficult for second language learners? 2) How can world language teachers scaffolding writing assignments and activities to support learners in writing successfully?


 * Today's Can Dos: **

1) I can explain the factors that make writing difficult for second language learners. 2) I can apply scaffolding strategies to improve students' success with writing assignments and activities in the target language.


 * Today's Tools: PrimaryPad **


 * Housekeeping: **


 * Roll
 * Questions About Lesson Planning


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2: Strategies for Scaffolding Writing **


 * ACTIVITY 3: Activities & Products That Develop Writing Skills **

http://www.oneglobalclassroom.com/authentic-writing-resources.html

**ACTIVITY 4: Integrating Writing as a Post-Reading Activity**


 * Counterbalance Theory
 * Noticing
 * Awareness
 * Guided Practice
 * Oral Production
 * Written Production


 * ACTIVITY 5: Homework (Prepare for teaching demos)**

=3/28/17: Post-Reading Activities=


 * Today's Topic: Teaching Writing (Post-reading) **


 * Today's Objectives: **

1) Pre-service teachers will identify key stages of learning to write in a world language. 2) Pre-service teachers will explain how to use proficiency targets and the NCSSFL/ACTFL Global Can Do Statements to plan activities that shift learners' writing proficiency to progressively higher levels. 3) Pre-service teachers will explore what the research says about what makes writing difficult for second language learners.


 * Guiding Questions: **

1) What are the key stages of learning to write in a world language? 2) How can world language teachers use professional documents to strategically plan to improve learners' writing proficiency? 3) What does the research suggest about the factors that make writing difficult for second language learners?


 * Today's Can Dos: **

1) I can identify key stages of learning to write in a world language. 2) I can use the NCSSFL/ACTFL Global Can Do Statements to plan activities that shift learners' writing proficiency to progressively higher levels. 3) I can explain the factors that make writing difficult for second language learners.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Questions About Lesson Planning


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2: Planning for Españolandia **


 * ACTIVITY 3: Stages of Learning to Write **


 * ACTIVITY 4: Improving Learners' Writing Proficiency **


 * ** Proficiency Targets **
 * ** NCSSFL/ACTFL Global Can Do Statements **


 * ACTIVITY 5: What the Research Says About Learning to Write **

**ACTIVITY 6: Homework**

**3/23/17:**


 * Today's Topic: Literacy Lesson Planning **


 * Today's Objectives: **

1) Pre-service teachers will develop lessons that support learners in interpreting culturally authentic texts. 2) Pre-service teachers will apply key principles of pre-, during, and post-reading to their lesson plans.


 * Guiding Questions: **

1) How can I use a culturally authentic children's book to develop learners' ability to comprehend and produce targeted language patterns? 2) How can I use a culturally authentic literary text to develop learners' ability to understand and interpret what they read both linguistically and culturally?


 * Today's Can Dos: **

1) I can use a culturally authentic children's book to develop learners' ability to comprehend and produce targeted language patterns. 2) I can develop a lesson that helps learners to understand and interpret a culturally authentic literary text. 3) I can apply scaffolding strategies to improve students' success with activities in the target language.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2: Finish Group Walkthrough of Literacy Lesson Planning (During Reading Activities) **


 * **Ways to Read**
 * **Formatting the Text**
 * **Selecting Vocabulary**
 * **Pre-teaching Reading Strategies**
 * **Interactively Make Multiple Passes Through the Text (Repeated Reading)**
 * **Focus on Meaning**
 * **Focus on Form**
 * **Focus on Communication**

**3/21/17: Literacy Lesson Planning**


 * Today's Topic: Literacy Lesson Planning **


 * Today's Objectives: **

1) Pre-service teachers will write clear, standards-based objectives that integrate language, content, and culture.

2) Pre-service teachers will develop can do statements that are aligned with their objectives.

3) Pre-service teachers will plan effective pre-reading activities.


 * Guiding Questions: **

1) What are the components of an effective objective?

2) How can teachers develop can do statements that elicit evidence that students have accomplished lesson objectives? 3) How can teachers apply principles of biliteracy development to develop effective pre-reading activities?


 * Today's Can Dos: **

1) I can identify the components of an effective objective.

2) I can develop can do statements that elicit evidence that my students have accomplished the lesson objectives.

3) I can apply principles of biliteracy development to develop effective pre-reading activities.


 * Today's Tools: PrimaryPad **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2:** **Developing Integrated Lessons That Progressively Build**


 * **La princesa y el pintor demo**
 * **How did I create a shared experience?**
 * **How did I develop oral language?**
 * **How did I develop background/conceptual knowledge**
 * **How did I introduce culture?**
 * **Gradual Release of Responsibility**
 * **I do (teacher models)**
 * **We do (teacher guides whole class practice)**
 * **You do (small group and/or paired practice)**
 * **Individuals do (individual practice)**


 * ACTIVITY 3: Writing Effective Objectives [[file:Writing Objectives Rev 2016.pdf]] **


 * ACTIVITY 4: Developing Effective Can Do Statements **


 * **[|Can Do Statements]**
 * **[|Global Benchmarks]**


 * ACTIVITY 5: Developing Effective Pre-reading Activities **


 * **Multimedia Text(s) as the Basis for a Shared Experience**
 * **Teacher Models**
 * **Connect to Students' Lives**
 * **Connect Students' Experiences to Text**
 * **Activate Prior Knowledge & Personal Experiences**
 * **Build Conceptual/Content Understanding**
 * **Communicate Interpersonally (Develop Oral Language)**
 * **Develop Reading Strategies**


 * ACTIVITY 6: During Reading Activities **


 * **Determine How To Read the Text**
 * **Interactively Make Multiple Passes Through the Text (Repeated Reading)**
 * **Focus on Meaning**
 * **Focus on Form**
 * **Focus on Communication**


 * ACTIVITY 7: Homework**




 * 3/16/17: No class (UCET) **

=3/14/17: Post-reading Activities=

Text Selection Post-reading Activities
 * Focus on Meaning
 * Focus on Form (Counterbalance Theory)
 * Noticing
 * Awareness
 * Focus on Communicative Production (Counterbalance Theory)
 * Controlled Production
 * Communicative Production for Meaningful Purposes
 * Focus on Production of Academic Language (Presentational Writing & Speaking)

=3/9/17: During Reading Activities= =

= =3/7/17: Scaffolding Interpretive Communication= = =

=3/2/17: Bottom-up Approaches to Reading=

Lesson Presentations from Put Reading First

=2/28/17: Engaging Learners with Meaning=

=2/23/17: Interpretive Communication=


 * Today's Topic: Pre-reading Activities **


 * Today's Objectives: **

1) Students will define //pre-reading.// 2) Students will experience a variety of different types of pre-reading activities. 3) Students will apply principles of pre-reading to improve learners' comprehension.


 * Today's Guiding Questions: **

1) What do we mean by "pre-reading?" 2) How can teachers use principles of pre-reading to improve learners' reading comprehension?


 * Today's Can Dos: **

1) I can define pre-reading. 2) I can apply principles of pre-reading to improve learners' reading comprehension.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * [|Copyright Quiz]
 * Ch. 8 Quiz: Reading for Meaning


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2: Ways to Read a Text **


 * ACTIVITY 3: Activating Prior Knowledge **


 * ACTIVITY 4: Building Prior Knowledge **


 * ACTIVITY 5: Creating Schema **


 * ACTIVITY 6: Developing Interactive Activities **

**ACTIVITY 7: Engaging Learners with Meaning** = =

=2/21/17: Monday Instruction=

No Class

=2/16/17: Scaffolding=


 * Today's Topic: Scaffolding Interpretive Communication **


 * Today's Objectives: **

1) Students will define //interpretive communication.// 2) Students will explain what makes reading in the target language difficult. 3) Students will apply principles of scaffolding to improve learners' reading comprehension.


 * Today's Guiding Questions: **

1) What do we mean by "interpretive communication." 2) Why is reading in the TL difficult? 3) How can teachers use principles of scaffolding to improve learners' reading comprehension?


 * Today's Can Dos: **

1) I can define interpretive communication. 2) I can explain why reading in the target language is difficult. 3) I can use scaffolding to improve learners' reading comprehension.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll


 * ACTIVITY 1: **Bienvenida


 * ACTIVITY 2: Finding and Evaluating Culturally Authentic Texts **


 * ACTIVITY 3: Key Principles for Supporting Reading Comprehension (Inside/Outside Circles) **


 * What makes reading in the target language difficult?
 * Key Principles for Supporting Reading Comprehension
 * Purposes of Pre-reading
 * Purposes of During Reading
 * Purposes of Post-reading Activities


 * ACTIVITY 4: Basic Principles of Scaffolding Culturally Authentic Texts **
 * Using formatting to scaffold culturally authentic texts
 * Using genre to scaffold culturally authentic texts
 * Using multiple passes, purposes, and perspectives to scaffold culturally authentic texts


 * ACTIVITY 5: Embedding Reading Strategies into Reading Tasks: Ways to Read a Text **


 * ACTIVITY 6: Scaffolding Interpretive Communication **
 * Activating prior knowledge to scaffold culturally authentic texts
 * Building conceptual understanding
 * Creating schema
 * Developing interactive tasks
 * Expanding academic language
 * Finding ways to foster inquiry
 * Giving learners opportunities to use interpersonal communication to cognitively process the content and culture of texts
 * Helping learners to share information in the presentational mode

**2/14/17: Scaffolding**


 * Today's Topic: Scaffolding **


 * Today's Objectives: **

1) Students will define // scaffolding. // 2) Students will explain how scaffolding is related to Vygotsky's (1978) Zone of Proximal Development. 3) Students will apply principles of scaffolding to improve learners' reading comprehension.


 * Today's Guiding Questions: **

1) What do we mean by "scaffolding?" 2) Why is an understanding of Vygotsky's "Zone of Proximal Development" foundational to scaffolding? 3) How can teachers use principles of scaffolding to improve learners' reading comprehension?


 * Today's Can Dos: **

1) I can define scaffolding. 2) I can explain the relationship between Vygotsky's (1978) Zone of Proximal Development and scaffolding. 3) I can use characteristics of proficiency to diagnose learners' needs and support their success.


 * Today's Tools: N/A **


 * Housekeeping: **


 * Roll
 * Turn in homework


 * ACTIVITY 1: **Bienvenida - Matthew


 * ACTIVITY 2: Utah Foreign Language Association Debrief **
 * What did you notice about professionalism?
 * What surprised you regarding the exhibits?
 * Which sessions were most valuable to you?


 * ACTIVITY 3: Defining**** Scaffolding **


 * ACTIVITY 4: Linguistic Legos: What we can learn from Lego about scaffolding **

=2/9/17: UFLA Conference= (No class on campus) = =

=2/7/17: Proficiency, Continued=


 * Today's Topic: Proficiency, Continued**


 * T**** oday's Objectives: **

1) Students will define // proficiency. // 2) Students will describe key characteristics of proficiency for each level. 3) Students will use characteristics of proficiency to diagnose learners' needs.


 * 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.


 * Activity 1:** Bienvenida


 * ACTIVITY 2: Defining Proficiency **


 * Real world contexts
 * Spontaneous
 * Unrehearsed
 * Acceptable to native speakers


 * ACTIVITY 3: Characteristics of Proficiency **


 * Novice: Parrot
 * Intermediate: Tourist
 * Advanced: Storyteller
 * Superior: Diplomat
 * Distinguished


 * ACTIVITY 4: Examples of Proficiency from ACTFL**

=2/2/17: Proficiency=


 * Today's Topic: 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 explain the structure, content, and purposes of an oral proficiency interview (OPI). (See the 1st and 3rd paragraphs in the first column: [|ACTFL OPI: Answers to Frequently Asked Questions]


 * Guiding Questions:**

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) What is an OPI, how are they structured, and why are they used in the foreign language profession?

**Today's Tools:** [|Popplet], [|Slideshare] , [|Titan Pad] , [|Today's Meet]


 * 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:

Here is the shared link: http://popplet.com/app/#/1223954

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: 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.

> 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.
 * Activity 5: ACTFL Oral Proficiency Pyramid**
 * 1) Pick a partner.
 * 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 6: ** **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://actflproficiencyguidelines2012.org/speaking"]]

1) Pick a partner & a discussion tool. 2) Watch all of the examples in the Novice section.

3) After each example, discuss:
 * 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?

4) Watch the first example from the I ntermediate section. How is it different from the novice examples?

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="28220397"

[|Mayor Bloomberg Speaks Spanish] media type="custom" key="25053274"


 * 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"

[|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 **

=1/31/17: No Class= (Department Assessment Day)

=1/26/17: Teaching Demos= = =

=1/24/17: Digital Citizenship & Cybersafety= = = **Today's Topic:** Cybersafety, Digital Citizenship, Copyright, & Fair Use


 * Today's Objectives: **


 * Students will explain common problems associated with student use of technology.
 * Students will articulate principles of cybersafety, privacy, and security.
 * Students will apply principles of digital citizenship, copyright, and fair use.


 * Today's Can Dos: **

1) I can give examples of common problems associated with student use of technology. 2) I can articulate key principles of cybersafety. 3) I can use digital media safely and ethically for research and teaching.


 * Today's Guiding Questions: **


 * What is //cybersafety? D////igital citizenship//? //Fair use//? //Creative Commons?//
 * When using digital media in the classroom, how do students and teachers frequently misunderstand cybersafety, copyright, fair use, and digital citizenship?
 * What pedagogical strategies might you use to teach students to use digital media safely and ethically?

https://www.youtube.com/watch?v=LUBpXXyoAPI&index=22&list=PLCAlYYBOpSZQtLrC7QNflsxyo5j0jbkJQ
 * My Questions: **


 * Today's Tools: **


 * Today's Agenda: **


 * Housekeeping **


 * Roll
 * Explanation of FLTeach Assignment


 * ACTIVITY 1: Think Aloud 1 **

1) How did you plan (i.e., what process did you use)? Outline the steps. 2) What factors did you consider or take into account when planning this presentation? 3) What problems (if any) did you encounter while planning or preparing your presentation and how did you go about resolving them?


 * ACTIVITY 2: Principles of Giving Effective Feedback **


 * ACTIVITY 3: Personal Intro. in the Target Language Teaching Demos & Feedback **


 * ACTIVITY 4: Wiki Skills **


 * Wikispaces **
 * Create a junk e-mail account
 * Join Wikispaces
 * Join Language Links
 * Create a username
 * Create a secure password
 * Student pages
 * Adding text
 * Adding links
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other media


 * ACTIVITY 5: Copyright "Pop" Quiz **


 * **[|What is copyright?]**


 * **[|What are the differences between copyright, Creative Commons, & Public Domain?]**


 * **[|What is fair use?]**


 * **[|What four factors determine fair use?]**


 * **[|Give an example of how teachers typically violate at least 3 of these rules]**


 * Where can you find c** opyright-safe materials? **


 * **What else did you learn about copyright?**
 * Questionnaire
 * [|A Fairy Use Tale]
 * Copyright chapters
 * Copyright modules - did you look at them?


 * ACTIVITY 6: Explore //Culture Connection//**

= =
 * ACTIVITY 7: Homework **

=1/19/17: Professional Productivity=


 * Today's Objectives:**


 * Students will locate high quality culturally authentic materials.
 * Students will develop basic skills in using technology for professional productivity.
 * Students will edit the course wiki.


 * Today's Can Do Statements:**

1) I can search effectively for high quality instructional materials in the target language. 2) I can generate worksheets that integrate text, hyperlinks, images, shapes, textboxes, and other elements effectively. 3) I can edit the course wiki independently.


 * Today's Guiding Questions:**


 * What basic technology skills do world language teachers need in order to function as efficient, productive professionals?
 * What technology tools can help world language educators to develop effective instructional materials?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?


 * My Questions:**

//Post any questions or burning issues questions here//


 * Today's Tools:** //[[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]],// [[image:GoogleScholarLogo.gif link="http://scholar.google.com"]]//[[image:WikispacesNewLogo.png link="languagelinks2006/Span 378-Agenda for Today"]], [[image:ViewPureLogo.JPG link="http://www.viewpure.com"]]//, [[image:YouTubeLogo.jpg link="http://www.youtube.com/"]]


 * Housekeeping: [[file:Personal Password List 2016 Categorized.pdf]] [[file:Personal Password List 2016 Categorized.doc]]**


 * Today's Activities:**


 * ACTIVITY 1: TPACK**



Image source: [|http://tpack.org]


 * ACTIVITY 2: Searching for & Evaluating** **Culturally Authentic Materials**



CultureConnection


 * ACTIVITY 3: Locating Copyright Safe Images**






 * ACTIVITY 4: Basic Technology Skills for Professional Productivity**


 * Navigating in tabs
 * Working in two windows
 * Accents and other diacritical marks
 * Page headers and footers
 * Manipulating text, images, and shapes in //MSWord//
 * Layering images
 * Grouping images
 * Adding text boxes to images, changing their shapes, and changing the fill and transparency of the textbox
 * Removing backgrounds from images and altering colors in images
 * Screen captures
 * Grouping and editing images - [[image:meaningfulmethods/FotoflexerLogo.jpg caption="FotoflexerLogo.jpg" link="http://fotoflexer.com/"]]


 * Destrezas básicas
 * Navegar en pestañas
 * Trabajar en dos ventanas
 * [|La acentuación] y los atajos
 * Los encabezados y los pies de página
 * Las formas e las imágenes en //MSWord//
 * Agrupar y redactar imágenes ([[image:meaningfulmethods/FotoflexerLogo.jpg caption="FotoflexerLogo.jpg" link="http://fotoflexer.com/"]])


 * ACTIVITY 5: Wiki Skills**

= =
 * Wikispaces **
 * Crear páginas
 * Añadir texto
 * Enlazar texto e imágenes
 * Subir imágenes
 * Subir documentos
 * Integrar videos
 * Integrar otra media
 * ACTIVITY 6: Homework**

=1/17/17: Personality & Learning Preferences=


 * Today's Topic:** Classroom Climate, Personality, & Learning Preferences


 * Today's Objectives:**
 * Students will consider how personality characteristics influence classroom climate and learning preferences.
 * Students will articulate how personality characteristics and learning preferences may influence interpersonal relationships with students and colleagues.
 * Students will analyze the implications of various personality characteristics and learning preferences for classroom management.


 * Today's Can Do Statements:**

1) I can use my knowledge of personality characteristics and learning preferences to cultivate a productive classroom climate, group students effectively, and help students resolve conflicts. 2) I can use my knowledge of personality characteristics and learning preferences to select appropriate instructional strategies that meet individual student needs.


 * Today's Guiding Questions: **

1) What strengths and challenges do specific personality characteristics present (for teachers and for learners)? 2) What implications do personality characteristics have for classroom management and instruction? 3) How do personality characteristics influence interpersonal relationships in a school setting?


 * My Questions:**

//https://www.youtube.com/watch?v=LUBpXXyoAPI&index=22&list=PLCAlYYBOpSZQtLrC7QNflsxyo5j0jbkJQ// //(good video of important pronunciation differences)//


 * Today's Tools: ** iTunes, PowerPoint


 * Housekeeping:**


 * Roll
 * Bienvenida
 * Collect Homework
 * Photo /Video Permission Forms


 * ACTIVITY 1: True Colors Results**


 * ACTIVITY 2: True Colors Group By Diving Rings (Characteristics)**


 * ACTIVITY 3: True Colors Values/Strengths/Challenges/Needs**


 * ACTIVITY 4: True Colors Self-Perceptions & Growth Challenges**


 * ACTIVITY 5: True Colors & Classroom Management Problems**


 * ACTIVITY 6: Management Strategies for Working with Each Color (Students & Colleagues)**


 * ACTIVITY 7: Homework**

=1/12/17: First Days of School=


 * Today's Topic: Staying in the Target Language & Making Input Comprehensible **


 * Today's Learning Outcomes:**
 * Teachers will prepare **first-day activities** in the target language that support the development of a productive classroom climate.
 * Teachers will set **clear expectations** for student activity, behavior, and communication in the target langauge.
 * Teachers will establish clear **routines and procedures** for typical classroom tasks.


 * Today's Can Dos:**

1) I can introduce myself in the target language. 2) I can help students understand what I am saying to them in the target language. 3) I can interactively engage students with classroom rules, each other, and the content of the course. 4) I can communicate clear expectations for student activity, behavior, and communication in the target language. 5) 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?


 * My Questions:**

//Post any questions or burning issues questions here//


 * Today's Tools: **






 * Housekeeping:**


 * Roll
 * Name Cards
 * Bienvenida Sign-up
 * Swap Shop
 * What has the Lord taught you this week?
 * Opening Prayer


 * ACTIVITY 1: Homework - Interactive Introduction**
 * Demographics of BYU Students
 * Introducing yourself in the target language
 * Making input comprehensible and lowering the affective filter
 * Engaging students in the target language during your introduction
 * Checking for understanding
 * Encouraging output
 * Pedagogical techniques for helping students understand


 * ACTIVITY 2: Fi****rst Days of School**

Repaso Examples (in pairs) Alphabet Spelling Partner Practice Numbers Graphing Pictures Classroom Objects Scavenger Hunt Greetings & Responses Cooperative Activity Greetings & Responses Hear/Circle Reflexive Verbs Hear/Circle Colors Listening Grid Color by Number Worksheet Coloring Worksheets (Juegos con colores) Make Your Own Coloring Worksheet


 * Debriefing Questions**


 * Why do you think teachers might use these kinds of activities on the first day of class?
 * How do these activities engage students with content?
 * What are some of the advantages of engaging students with content instead of just going over policies and procedures on the first day?
 * How might teachers combine teaching routines and procedures with student engagement?
 * Do the activities move students toward proficiency in any discernible way?
 * How might a teacher revise these activities so that they progressively build students' proficiency?


 * ACTIVITY 3: 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 4: Posting to the** **Course Wiki**


 * ACTIVITY 5: Search Tips & Tricks**

= =
 * ACTIVITY 6: Homework**

=1/10/17: Intro. to the Course=


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


 * Today's Learning Outcomes: **
 * 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?


 * 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: Buzzword Bingo**


 * ACTIVITY 2: Fi****rst Days of School**

Repaso Examples (in pairs) ASL Alphabet Alphabet with Attitudes Alphabet Dot-to-Dot


 * ACTIVITY 3: 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 4: Intro. to** **Course Wiki**


 * ACTIVITY 5: Course Syllabus**


 * ACTIVITY 6: UFLA Student Marshalls**


 * ACTIVITY 7: Pedagogical Decision-making Research Project**


 * ACTIVITY 8: Homework**