Span+378+Winter+2014+Agenda

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=**8 abril: Assessment**=


 * Announcements:**

Traditions Ball, Apr. 12, 2014 from 8-11 p.m. $30 for 2 tickets This formal event features music, dancing, light refreshments, and entertainment, and is open to all students, faculty, and alumni. Register at http://studentalumni.byu.edu


 * 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.
 * Students will generate a performance-based assessment for use in a world language classroom.

= ACTIVITIES: =

**1: Assessment Graphic Organizer** // (Brainstorming) - 10 min. //

1) Get a graphic organizer and a partner.



2) Together, brainstorm everything you know about assessment. 3) Form a new group with 2 other pairs. 4) Discuss your answers with your new group. 5) Take additional notes on your graphic organizer. (You may use your notes on the upcoming quiz over this topic.)

2: Analysis of Student Work
// (Discussion) - 20 min. // 1) Get into a group of 4. 2) Get a salmon-colored DISCUSSION worksheet.

3) Obtain one folder from the box: 4) Follow the instructions on the worksheet. 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

3: Giving Feedback
// (Role Play) - 10 min. //

1) Read the cartoon on the screen. Consider: How does an athletic coach give feedback (content, processes, timing)? 2) Follow the instructions on the FEEDBACK worksheet. 3) Participate in the Feedback Role Plays. 4) Evaluate the feedback given using these questions:

// 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?

5) 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]
 * [|Linguafolio Passport]

4: Rubrics for Homemade Bread
// (Rubric Development) - 20 min. //

1) Get a blank rubric template. 2) Eat some homemade bread (with butter & honey). 3) Work with a partner (or the whole class) to develop a rubric for "good" homemade bread. You may wish to use [|Rubistar]. 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]
 * [[file:Sample Brownie Rubric.doc]]

Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes:
 * Extension Activity (or homework): **
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale

**5: Midterm Course Evaluations** // (Soliciting Feedback) - 15 min. //

Rotation Review or Carrousel

6: The Closure Process
// (Closure) - 5 minutes //

Do the Ticket Out

Have students explore:
 * The Closure Process.doc
 * Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5

For practical information on assessment, visit: http://languagelinks2006.wikispaces.com/Assessment

**7: Discussion of Purposes of Assessment**
1) Read the following questions:


 * What are the purposes of assessment ?
 * Why are standardized tests so popular?
 * How will you assess your own students? (See Quiz & Test Construction for sample test formats)

2) Listen as someone reads ** Testing Miss Malarkey ** . 3) Listen as someone reads either: Get in Line for "No Cow Left Behind" (use the Elmo) or Testing Miss Malarkey 4) Listen as someone reads these 2 quotes:

"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)

5) Discuss your thoughts about the questions in light of what you have read with one to three other classmates

=3 abril: Writing=


 * Improving Students' Writing Proficiency**


 * Writing Practice**
 * Ways to Practice Writing
 * Shaving Cream
 * Sidewalk Chalk
 * Writing on Another Person's Back


 * Writing Fluency**
 * Frases Descriptivas ( Detail, Grammatical Patterns, & Elaboration)
 * Timed Writing


 * Scaffolding Students' Writing** (Materials Rotation Review)


 * Clone Poems
 * Comic Strips
 * Comparison Charts
 * Diamond Poems
 * Facebook Profile Pages
 * Found Poems
 * Graffiti Wall
 * Graphic Organizers
 * Lee y Organiza
 * Opinions & Reasons
 * Plot Organizers
 * Pre-writing/Speaking
 * Read & Respond
 * Real Forms & Applications
 * Sentence Webbing
 * Stories (Animals should not wear clothing because . . ., pairs write sentences under each picture via a gallery walk, then vote for best sentence per picture)
 * Story Choice Web
 * Templates


 * Post-reading Activities That Require Writing**
 * Circle Stories (like If You Give a Mouse a Cookie)
 * Class Valentines
 * Clone Stories (like 7 Blind Mice)
 * Fractured Fairy Tales
 * Guess Who Boyfriend/Girlfriend Description Paragraphs
 * Querido Pedrín (Fairy Tale Characters Write Letters to One Another)
 * Sentence Strips with Comparatives & Superlatives
 * Story Strips (They create the story based on choosing 5-8 sentence strips taken from the story as a pre- or post-reading activity)
 * Stories from a Different Perspective (i.e., 3 Little Pigs from the perspective of the Big Bad Wolf)

=**1 abril: Writing**=

La casa que Juan construyó - House That Jack Built

Salta, ranita, salta

Writing in the Target Language Activities

=13 marzo: Literacy=

El canto de las palomas

Story-based Lesson Plans

=**[]**= =**11 marzo: Literacy**=

Donde viven los monstruos - Pre-reading activity that focuses on identifying and describing body parts (plus additional lesson plans and video clip of the book in Spanish) - K-12 lesson plans for use with popular children's books

Max y los monstruos

La niña invisible - A great book for discussing bullying, gangs, human rights, and prejudice

Oye al desierto/Listen to the Desert

Froggy se viste A great way to teach/reinforce reflexive verbs!

Si le das una galletita a un raton

Si llevas un ratón a la escuela

[|Two women]

=**6 marzo: Literacy**=

**Today's Topic:**

Story-based Instruction

= Objectives: =


 * Students will articulate key principles of story-based instruction.
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.

= Guiding Questions: =


 * What is story-based instruction?
 * How do pre-, during, and post-reading/listening/viewing activities make input more comprehensible?

Activity 0: Log into TitanPad
- Use this to discuss each activity.

**Activity 1: Read the following handout.**

- A list of principles for selecting children's books appropriate for use with second language learners

** Activity 2: Explore each site **
a) Explore the library of children's stories on each site below. b) Use the principles from the handout in Activity 1 to make a list of at least 5 stories you could use as a teaching tool here:

- Extensive library of digital texts (including children's literature and museums) from Colombia

- Common fairy tales in Catalán, English, Euskara, French, & Spanish

- Read by native speakers (click on Biblioteca to access fairy tales, regional stories, original stories, etc.). You can also download the mp3s. I don't think this one works user:krothert

- Available in Danish, Dutch, English, French, German, Italian, & Spanish

- Searchable database of children's books in a wide variety of languages (including Arabic, Chinese, Croation, Farsi, Filipino, French, German, Hebrew, Italian, Mongolian, Portuguese, Russian, Spanish, Tagalog, & Thai), categorized by age, color of cover, genre, length, topic, etc., that can be read online - [|richa521]

- Links to audio and stories online in French and Spanish I'm not getting this one to work either user:krothert

- Lists of the children's picture books currently available for check-out from the collection (organized by year of publication)

- Click on the map to launch the animated folktales in a separate tab. Folktales are subtitled in the language in which they are spoken. Some of them offer choices of English or Arabic, Chinese, Hebrew, etc.

[|Spanish Children's Stories] - A list of links from Dr. Lori Langer de Ramirez posted to FLTEACH

This link doesn't work) user:unklesbay

- Interactive, online stories in English and Spanish, links to printable activities (find the difference btwn 2 pix), list of children's books in Spanish with descriptions in Spanish and links to Amazon, and interactive games and activitie

=Activity 3: Explore this site.= //How could it help you make the texts you have selected more accessible?//

[|Reading Strategies That Benefit All Learners] - An annotated list with some templates and examples This link isn't working user:krothert

- Use this to converse with your colleagues about each of the activities below.

= Activity 4: Explore [|Inanimate Alice] in the language of your choice.= // Which reading strategies are embedded in it? //

= Activity 5: Read these handouts: =

- Outlines key considerations in developing a story-based lesson and includes lists of possible pre-, during, and post-reading activities

- Outlines the key purposes of pre-, during, and post-reading activities

- Tips for reading stories to your students

Topical Listing of Children's Books
 * Activity 6: Skim this just so you are aware of what it contains.**

= Homework: Choose ONEof these two readings and skim it. =


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. ( **Required:** Use this template to provide feedback on this chapter to the writers of the chapter:

Use one of these free, online tools to create a one-page, graphic organizer that summarizes the main ideas from the article:  )

// **Additional Information on Reading** //

Agger, Michael. (2008, June 13). [|How we read online]. // Slate Magazine. //

[|Baratijas Blog] - Anime, videojuegos, tecnología, cine, y noticias de actualidad

Gray, Peter. (2013, November 19). [|The reading wars: Why natural learning fails in classrooms]. // Psychology Today Blog. // Retrieved November 19, 2013, from []

Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. // Theoretical Models and Processes of Reading, 5, // 1570-1613. Retrieved December 15, 2007, from []

Mora, Pat. [|Listen to the desert/Oye al desierto interview] //. // Google Videos. Describes how her books include the pieces of her experience that were missing in her own educational experiences and how important such connections are for bilingual children in order to motivate them to develop literacy skills in both languages

Quintero, Esther. [|Can knowledge level the learning field for children?] // The Shanker Blog //. Retrieved December 11, 2013, from []

=**4 marzo:**=


 * Ways to Read a Story**

Hear/Say

Draw a Paragraph

Audacity Recordings

Act What You Hear

Pre-reading (La Hora de Francisca)

La gallinita roja //-// Good for direct object pronouns

La hora de acostarse de Francisca - Useful for units involving commands, present subjunctive, and childhood

Corduroy - Useful for working with preterit v. imperfect

=25 febrero:=


 * Eungenio Salvador Dali [[file:Eungenio Salvador Dali.doc]]
 * Si el norte fuera el sur [[file:Si el norte fuera el sur Rev.doc]]
 * Poetry Folders
 * Wordless Stories
 * Information Gap Activity: La ropa de los mayas
 * Don Quijote Paired Activity (Me encanta este tema ) user:limaso
 * Picasso Puzzle Describe & Draw
 * [|Picasso Weeping Woman]
 * Picasso Picture Walk [[file:Picture Walk.pdf]]

> >
 * Where Are You From Mixer [[file:Culturally Authentic Realia Mixer.doc]]
 * *** Culture Hear/Circle
 * Cultural Circumlocution [[file:Cultural Circumlocution Spanish-BYU.pdf]] [[file:Circunlocucion Cultural Instructions.ppt]]
 * Peanut Farmers [[file:Peanut Farmers Simulation.doc]] [[file:Peanut Farmers Simulation Slide.ppt]]
 * [|Juan Bobo]
 * media type="custom" key="23432482"media type="custom" key="23432484"

=**20 febrero:** ** La cultura y la contextualización (Con't.) **=


 * El tema para hoy: ** La cultura y la contextualización


 * Objetivos: **


 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.
 * Students will design a culture lesson that incorporates at least 3 research-based principles or instructional strategies for teaching culture.
 * Students will design a project that engages secondary students in exploring culture and assesses their learning.


 * Preguntas guiantes: **


 * What is culture?
 * Why is it important to teach culture in the second language classroom?
 * How might the cultural triangle from the National Standards for Foreign Language help us to better understand and teach the relationships between the products, practices, and perspectives inherent in a given culture or a specific community within the target culture? [|Annenberg - El triángulo cultural]
 * How might teachers use the National Standards to design opportunities for students to experience and explore culture in meaningful ways?
 * How might teachers guard against reinforcing stereotypes and prejudices when teaching culture?
 * How might teachers assist students in recognizing the diversity that exists within the target culture (i.e., avoid overgeneralizations)?


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


 * AGENDA**


 * Bienvenida:** limaso


 * Actividades:**


 * Amish Book
 * Cultural Triangles (Amish, Mormons, etc.)
 * Inside/Outside Circles - Geography of [|South America]
 * Listening Grids
 * Examining Foreign Currency [[file:Examining Foreign Currency.doc]]
 * The Scoop on School [[file:The Scoop on School-BYU.doc]][[file:La vida escolar.doc]]

=**18 febrero: No Class - Monday Instruction**=

=**13 febrero: La cultura y la contextualización**=


 * El tema para hoy: ** La cultura y la contextualización


 * Objetivos: **


 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.
 * Students will design a culture lesson that incorporates at least 3 research-based principles or instructional strategies for teaching culture.
 * Students will design a project that engages secondary students in exploring culture and assesses their learning.


 * Preguntas guiantes: **


 * What is culture?
 * Why is it important to teach culture in the second language classroom?
 * How might the cultural triangle from the National Standards for Foreign Language help us to better understand and teach the relationships between the products, practices, and perspectives inherent in a given culture or a specific community within the target culture? [|Annenberg - El triángulo cultural]
 * How might teachers use the National Standards to design opportunities for students to experience and explore culture in meaningful ways?
 * How might teachers guard against reinforcing stereotypes and prejudices when teaching culture?
 * How might teachers assist students in recognizing the diversity that exists within the target culture (i.e., avoid overgeneralizations)?


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


 * AGENDA**


 * Bienvenida:** Ebeltran77



media type="custom" key="25104862"
 * ** Activate Prior Knowledge & Experiences - ** Build on what students already know about their own culture to help them understand cultural ideas and practices that are new to them. Start locally and then build (i.e., self, families, communities, nations). Teach them that they have a culture (i.e., how would they respond to the idea of eating chicken soup on Thanksgiving?)
 * [|101 Characteristics of Americans/American Culture]


 * **Allow the Culture to Speak for Itself -**
 * **//Interaction/Participation// -** Provide students with multiple opportunities to interact with the target culture (through exposure to culturally authentic artifacts and materials, native speakers, opportunities to view and participate in culturally authentic practices, community events, etc.).
 * **//Evaluation// -** Assist students in evaluating the accuracy, authenticity, authority, credibility, and coverage of the cultural information they encounter.
 * **//Interpretation// -**Teach students to generate a variety of alternative hypotheses about the meaning of the cultural information they encounter and to base their final interpretations on sound reasoning and evidence (as opposed to emotional reactions or hearsay).
 * [|Civilisation Français]
 * [|Taller Hispano]


 * **Avoid Stereotypes**- Purposefully provide counterexamples to stereotypes and over-generalizations. Try to avoid absolutes (i.e. "All French people . . . ."), "othering" (objectifying the other culture or separating "US" from "THEM," often with the intent to criticize or pass value judgments), "exoticizing" (i.e., emphasizing only what grabs attention or will be perceived as strange or weird by students), "trivializing" (i.e., presenting only what is quaint or silly) or "political bias." You can "type" without "stereotyping."
 * [|Amish Paradise]


 * **Compare, Don't Just Contrast**- Present both similarities and differences between the target culture and the dominant culture of your students (i.e., refrain from "othering" the target culture by emphasizing solely the differences).
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)
 * [|Cultural Venn Diagram]
 * [|Pre-departure Orientation for Chinese Students (Chart)]
 * [|10 Travel Tips for Japanese Visiting America]


 * **Critically Evaluate Texts** - Consider the cultural content (or lack thereof) embedded in the texts you choose to use
 * **Elicit & Challenge Incomplete or Mistaken Information**- Uncover students' mental models about culture by giving them opportunities to talk about their own culture. Address their misconceptions respectfully. Offer students multiple examples/representations of the phenomena under study so they can see the diversity that exists within the target culture. Be sure to address both "big C and little c" culture.
 * [|Barbara Snyder's Culture Clashes]
 * We & They by Rudyard Kipling ([|Poem], [|YouTube Reading])


 * **Embed Culture in EVERY Activity (See activity examples below)**
 * **Frame the Culture Positively** - Encourage students to avoid value judgments (i.e., "different," not "better," "worse," "stupid," or "weird"). Speak about the culture as though a native speaker were standing in the room--honestly, openly, but respectfully.
 * **Highlight Connections & Relationships** - Focus on the //relationships// between products, practices, and perspectives in the target culture rather than considering each one separately and in isolation.
 * **"Make the Familiar Strange" -** Encourage students to examine their own culture from the perspective of an "outsider."
 * **"Normalize" the Target Culture -** Use culturally authentic images and materials on a regular basis. Try not to "frame" or "teach" the culture as something that needs to be separated or "pulled out" each time (from Deanna Mihalyi)
 * **Prioritize Perspectives**- Encourage students to examine how the beliefs, values, historical events, and physical conditions of the culture influence the logic behind what and how people do things.
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)

=**11 febrero: National Standards**=


 * El tema para hoy: ** Los estándardes nacionales


 * Objetivos: **


 * Students will explain the 5 goal areas of the [|National Standards for Foreign 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:** Ebeltran


 * Actividad 1: Presentación didáctica**


 * 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**

=**6 febrero: 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.
 * Students will explain the structure, content, and purposes of an oral proficiency interview (OPI).
 * Students will experience a variety of getting to know you activities that can be used to foster proficiency development.

=**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] ,

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


 * Bienvenida:** Ethan (substituting for Eliza)

** Activity 1: 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 2: Popplet**

1) Click on this icon:

2) Follow the instructions that appear on your screen. 3) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 4) View this example: [|http://popplet.com/app/index.php#/1175734] 5) Refer to this article for more information: [|World Language Students are Poppleting]

**Activity 3: Proficiency: Experience v. Proficiency v. Expertise**

media type="custom" key="25053242"

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

**Activity 4: ACTFL Oral Proficiency Pyramid**

1) Pick a partner. 2) Look at this diagram: 3) 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?

**Activity 5:** **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) Watch all of the examples in the [|Novice] section. 2) After each example, discuss: [|Language Fail] media type="custom" key="25053256"
 * 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
 * What is the role of pronunciation in proficiency?

=**4 febrero: Clase con la Dra. Knapp (los hispanohablantes)**=

[|Mayor Bloomberg Speaks Spanish] media type="custom" key="25053276"

=**30 enero: Invitada: Lynn-Fulton Archer (Programas de inmersión)**=

=28 enero: Clase con la Dra. Knapp (AP y clases avanzadas)=

No sé dónde colocar esto, pero pueden bajar o ver en línea el pdf del examen AP de que nos habló la Dra. Knapp.

=**23 enero: Profesionalismo**=


 * Bienvenida: Tarea (FLTEACH Assignment)**

**El tema para hoy:** El profesionalismo

**Objetivos:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will define //professional engagement// and //personal learning networks// (PLN).
 * Students will explain the relationship between professional engagement and proficiency.
 * Students will participate in professional communities of practice.
 * Students will reflect on their participation in a professional conference.

**Today's Guiding Questions:**

1) How is world language education structured? 2) How do professional conferences support professional growth? 2) What is // professional engagement // and how is it related to a personal learning network (PLN)? 3) Why is professional engagement critical to student learning? 4) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?

**Today's Tools:** [|ACTFL Online Communities],, ,
 * [[image:meaningfulmethods/GoogleHangoutsLogo.jpg]] ||
 * Google Hangouts, [[image:meaningfulmethods/HootcourseLogo.jpg link="http://hootcourse.com/course/2012/e8j5vw8vb/"]] , [[image:meaningfulmethods/SWCOLTLogo.jpg link="http://www.swcolt.org/"]] , [[image:meaningfulmethods/TwitterLogoNew.JPG link="https://twitter.com/"]] , [[image:meaningfulmethods/UFLALogo.GIF link="http://organizations.weber.edu/ufla/"]] , ||


 * [[image:meaningfulmethods/WikispacesLogo.png caption="WikispacesLogo.png" link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * Bienvenida: user:limaso**


 * ACTIVIDAD 1: Lotería profesional **

** ACTIVIDAD 2: ¿Cómo se sabe que una persona es un profesional? **


 * ¿Cómo se parece?
 * Apariencia
 * Comportamiento
 * Ropa

>
 * ¿Cómo se suena un profesional?
 * Comunicación
 * Correo electrónico/cartas
 * Dirección
 * Salutación
 * Contenido
 * Saludo
 * Firma
 * Presencia profesional en la red
 * Delicious
 * Linked In
 * Facebook
 * Friend Feed
 * Twitter
 * Teléfono
 * Voicemail Message
 * Saludo (¡Oye! v. hola o identificación profesional)
 * Discurso
 * Contenido/Enfoque de la conversación
 * Tono de la conversaci ón
 * Vocabulario
 * Experiencia v. Especializaci ón


 * ¿Cómo se porta un profesional?

** ACTIVIDAD 3: Interacciones profesionales **
 * Interacciones profesionales ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * ¿Qué es?
 * Diferencias entre profesores tradicionales y profesionales más involucrados?
 * ¿El papel de la tecnología y la alfabetización?


 * ACTIVIDAD 4: Redes del aprendizaje **
 * PLNs
 * **Cocktail Party -** Presentarse, meterse en una conversación, establecerse como profesional, "Elevator Advocacy"/Educación, salir de una conversación
 * Herramientas tecnológicas - [|Facebook], [|Feedly], [|FLTEACH], [|Google Chat/Hangout], [|Hootcourse], [|Twitter]


 * ACTFL (Paquetes) [|ACTFL Online Communities]


 * ACTIVIDAD 5: Preparar para conferencias y talleres profesionales **


 * El desarrollo profesional
 * [|ACTFL] - Nacional (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - Local (Half-day meeting this year)
 * BYU Spanish Teachers Workshop
 * El transporte
 * La ropa y zapatos cómodos
 * Voluntarios, tipos de responsabilidades (Registración, boletos para el almuerzo, ayudantes en las sesiones, mensajeros
 * [|Format] (Sesiones, Discurso de apertura, almuerzo, exhibiciones, reuniones de AATs)
 * Bolsa
 * Tarjetas de negocio
 * Chicle o mentas
 * Computadora o papel
 * Boli
 * Comida/agua
 * Suéter
 * Asignación de SWCOLT
 * Hashtag #swcolt14

=**21 enero: Catch-up**=


 * Catch-up: How do I type a, e, i, o, u, with an accent, upper case? Thanks user:limaso**
 * Go here and you can see three ways to do it: Spanish characters user:WalkerPaul**


 * Actividad 6: Los derechos del autor**



[|A Fairy Use Tale]

// [|Copyright Chart Page 1] (PDF) // // [|Copyright Chart Page 2] (PDF) //

Recursos:


 * Actividad 7: Las destrezas básicas**


 * la acentuación
 * las imágenes en //MSWord//
 * redactar imágenes [[image:FotoflexerLogo.jpg link="http://www.fotoflexer.com"]]
 * **La cognición visual (a continuación)**


 * Actividad 8: Los marcadores sociales**

Tagging: Interactive Mixer & Affinity Diagram











=**16 enero: La ciudadanía digital**=


 * El tema para hoy: ** La ciudadanía digital y las destrezas básicas


 * Objetivos: **


 * Students will locate information and images using advanced search techniques.
 * Students will apply principles of copyright and fair use.
 * Students will manipulate copyright-safe images.


 * Preguntas guiantes: **


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


 * Herramientas tecnol****ógicas:** //[|Delicious], [|Diigo], [|Zotero],// //Wikispaces, [|ViewPure]//, // [|YouTube] //


 * Agenda:**


 * Bienvenida:** user:madrid2011


 * Actividad 1: Lotería**




 * Actividad 2: HelpDesk**

media type="custom" key="24875866"

1) ¿Qué tiene que ver este video con el aprendizaje de la tecnología? 2) ¿Han experimentado algo similar? 3) ¿Qué nos enseña de cómo ayudarles a los que tienen miedo de aprender la tecnología?


 * Actividad 3: Say Something**

Say Something: // [|Digital Natives, Digital Immigrants] //


 * Actividad 4: Lista de contraseñas **




 * Actividad 5: Los buscadores**


 * Investiga a la Dra. Dr. M. - ¿Qué pueden encontrar acerca de la Dra. M. en cuanto a su vida personal y profesional en 2 minutos?
 * Investiga a si mismo o a una colega - Presenta un dato interesante a su grupito
 * Investigaciones eficaces
 * [|Country-specific Google]
 * [[file:FL Search Tips & Tricks 2014.pdf]] [[file:FL Search Tips & Tricks 2014.doc]]


 * Actividad 6: Los derechos del autor**



[|A Fairy Use Tale]

// [|Copyright Chart Page 1] (PDF) // // [|Copyright Chart Page 2] (PDF) //

Recursos:


 * Actividad 7: Las destrezas básicas**


 * la acentuación y los atajos
 * los encabezados y los pies de página
 * las formas e imágenes en //MSWord//
 * agrupar y redactar imágenes [[image:FotoflexerLogo.jpg link="http://www.fotoflexer.com"]]
 * **La cognición visual (a continuación)**


 * Actividad 8: Los marcadores sociales**

Tagging: Interactive Mixer & Affinity Diagram












 * Tarea**

=**14 enero: La cognición visual**=


 * El tema para hoy: La tecnología, el alfabetismo y** **la cognición visual**


 * Objetivos:**


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


 * Preguntas guiantes:**

1) What key principles do graphic designers use to guide cognition? 2) How might teachers utilize principles of graphic design to support student learning? 3) How might principles of graphic design and typography be leveraged to develop students' literacy skills?


 * Herramientas tecnol****ógicas:**


 * Agenda:**

Thursday, April 3 and Friday, April 4 at Murray High School Keynote speakers are George Couros (@gcouros) and Dean Shareski (@shareski).
 * Bienvenida:** [[user:krothert]**Anuncios:** [|UCET 2014 Registration] - Early Bird Registration ends Fri., Mar. 14, 2014; Register on-site after Fri., Mar. 28 =====


 * Participant (Both Days) $60 ($70 after Mar. 14)
 * Participant (Either Thursday or Friday) $40 ($50 after Mar. 14)
 * Student (Thursday and/or Friday) $30 ($40 after Mar. 14)


 * Actividad 1: [|A Periodic Table of Visualization Methods]**


 * Busque un compañero
 * Hablen de sus tres gráficas preferidas del cuadro
 * ¿Cuáles les gustaron más?
 * ¿Por qué?
 * ¿Cuáles les ayudaron más a los estudiantes?


 * Actividad 2: Declaraciones acerca de la tecnología y la alfabetización**


 * Obtenga una tarjeta que contiene una citación
 * Lea la citación
 * [|//Literacy by Design// by Jeff Wilhelm]
 * [|//Watch IT: The Risks & Promises of Information Technology// by Nicholas C. Burbules & Thomas A. Callister] ([|Book Review/Summary])
 * Busque un compañero
 * Hablen de lo que leyeron


 * Actividad 3: [|Alfabeto de Marcas]**


 * ¿Nos afectan los anuncios?
 * ¿Nos afectan la tipografía?
 * ¿Qué evidencia de la actividad puede usar para apoyar sus opiniones?


 * Actividad 4: Conversación acerca de la cognición visual**


 * Algunas investigaciones concluyen que procesamos hasta 80% de la información que encontramos en la corteza visual
 * La cognición visual es una manera importante de integrar información y bajar la carga cognitiva para el cerebro
 * La cognición visual


 * Actividad 5: Estaciones de aprendizaje acerca del diseño gráfico**


 * Tarea**

=**9 enero: La tecnología**=


 * El tema para hoy:** La tecnología, el alfabetismo, y el profesionalismo en el siglo XXI


 * Objectivos:**


 * Students will develop basic skills in using technology for professional productivity.
 * Students will consider technology's relationship to literacy.
 * Students will explore trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.
 * Students will integrate technology into a language lesson or assessment.


 * Preguntas guiantes:**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?


 * Herramientas tecnol****ógicas:** //Wikispaces, [|ViewPure]//, // [|YouTube] //


 * Agenda:**


 * Bienvenida:** user:rsbwiki


 * Actividad 1:** **La alfabetización en el siglo XXI**


 * Actividad 2: TeensNTech**


 * Actividad 3: Wikispaces**
 * Crear páginas
 * Añadir texto
 * Enlazar texto e imágenes
 * Subir imágenes
 * Subir documentos
 * Integrar videos
 * Integrar otra media

=** 7 enero: Conocerse **=


 * Quehaceres:**


 * Pasen la lista
 * Hagan etiquetas de identificación
 * Obtengan los libros de texto
 * Span 378/380 Checklist/Policies


 * Propósitos del curso: **
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")


 * Cómo funcionará cada clase**


 * Orientación al curso**

Questions About Student Teaching Applications Tentative Placement Information El wiki


 * Discussion of "Real" Work
 * Destrezas básicas
 * Navegar en pestañas
 * [|La acentuación] y los atajos
 * Los encabezados y los pies de página
 * Las formas e imagenes en //MSWord//
 * Agrupar y redactar imágenes ([|Fotoflexer])
 * Nombres de usuario
 * Contraseñas
 * La organización y estructura del wiki
 * Los buscadores; buscar en español
 * Redactar el wiki (Páginas estudiantiles)
 * Los foros de conversación


 * Tarea**


 * Many world language teachers teach in very "traditional ways."
 * What do we mean by "traditional?"
 * How is a "traditional" lesson typically structured (i.e., what are the components)?
 * [|Editing "Kodachrome"](blog post by Tom Welch) - Say Something Reading Strategy

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