Scaffolding+for+Success+Mini-course+Agenda

//This page contains daily agendas from Dr. Montgomery's Scaffolding for Success Mini-course from Fall 2016.//toc

=9-29-16=


 * Today's Topic:** **Scaffolding Interpersonal Communication & Interculturality**


 * Today's Objectives:**

1) Students will define interpersonal communication and interculturality. 2) Students will explain why interpersonal communication frequently breaks down for language learners. 3) Students will explain how interculturality develops. 4) Students will apply scaffolding strategies to support interpersonal communication.


 * Today's Guiding Questions:**

1) What is interpersonal communication? 2) What is interculturality? 3) How does interculturality develop? 4) How can we scaffold interpersonal communication to support learners in communicating about academic content and cultural contexts?


 * Today's Tools:**


 * Today's Agenda:**


 * Housekeeping:**


 * Collect Homework
 * Return Quiz Over Proficiency & Scaffolding
 * Distribute remaining Photo Permission Forms
 * Distribute [[file:Planning Handout 2016.pdf]]

=9-28-16=


 * Today's Topic: Scaffolding Interpretive Communication (Continued) & Academic Language**


 * Today's Objectives:**

2) Students will define interculturality. 3) Students will apply scaffolding strategies to support inquiry while developing academic language and interculturality.
 * 1**) Students will define and provide examples of academic language.


 * Today's Guiding Questions:**

1) What is academic language and why is it important? 2) How can teachers support students in progressively comprehending texts? 3) How can teachers develop students' academic language skills?


 * Today's Tools: Culture Connection, Dual Language Immersion Wiki, [[image:Newsela.JPG link="http://www.newsela.com/"]][[image:TagxedoLogo.jpg link="http://tagxedo.com"]]**


 * Today's Agenda:**


 * Housekeeping:**


 * Collect Homework
 * Distribute [[file:Planning Handout 2016.pdf]]


 * Activity 1:** **Homework**


 * Activity 2: How does reading work?**


 * Activity 3: Engaging Learners in Critically Interpreting Texts**


 * Activity 4: Pre-, During, & Post-reading Activities**


 * Activity 5: How can teachers progressively develop learners' understanding of a text?**

[|Canção do Exílio (Gonçalves Dias)] media type="custom" key="28740342"

[|Intertextualidade]


 * Activity 6: Scaffolding Interpretive Inquiry**


 * **Pre-reading Activities**
 * **During Reading Activities**
 * **Post-Reading Activities**


 * Activity 7: Academic Language**

=9-27-16=


 * Today's Topic: Scaffolding Interpretive Communication**


 * Today's Objectives:**

2) Students will expand their repertoire of interactive ways to read texts. 3) Students will apply scaffolding strategies to support inquiry in the interpretive mode.
 * 1**) Students will locate high quality, culturally authentic texts.


 * Today's Guiding Questions:**

1) Why is reading in the target language often difficult? 2) Why might world language educators want to give priority to culturally authentic texts? 3) How can teachers engage students in the reading process in ways that motivate participation and foster comprehension? 4) How can teachers support students in extracting information from culturally authentic texts?


 * Today's Tools: [|Audacity], Culture Connection, Dual Language Immersion Wiki**


 * Today's Agenda:**


 * Housekeeping:**


 * Quiz Over Proficiency & Scaffolding
 * Distribute [[file:Planning Handout 2016.pdf]]


 * Activity 0: Crafting Compelling Language Learning Experiences**




 * Phases of a Language Lesson


 * Activity 1:** **Locating Culturally Authentic Texts**


 * Definition of Culturally Authentic Texts
 * Rationale for the Use of Culturally Authentic Texts
 * Key Principles for Evaluating & Selecting Culturally Authentic Texts
 * Strategies for Locating Culturally Authentic Texts
 * Repositories of Culturally Authentic Texts
 * How Children's Literature Makes Various Genres Accessible
 * Examining children's literature [[file:List of Titles of Culturally Relevant Children's Literature in Spanish.pdf]]


 * Activity 2: Scaffolding Interpretive Inquiry**


 * Phases of an Effective Language Learning Lesson
 * Key Principles for Supporting Inquiry
 * Key Principles of Scaffolding Input
 * Use Pre-reading, During Reading, & Post-Reading Activities
 * Make multiple passes through the text for DIFFERENT purposes
 * Have students read multiple texts on the same topic
 * Explore multiple perspectives on the same text/topic
 * Edit the task, not the text
 * Reading Strategies
 * The Importance of Prior Knowledge, Experience, & Context


 * Activity 3: Ways to Read a Text**


 * Choral Reading
 * Describe & Draw
 * Dramatization
 * Hear/Say [[file:Hear Say Template-BYU.doc]]
 * I Have... Who has...?
 * Inside/Outside Circles [[file:Inside Outside Circles-BYU.pdf]]
 * Jigsaw
 * [|Read & Resonate] (Sample text "[|Willing to be Disturbed]")
 * Read & Respond ([|Sample text about ants], [|sample text about friendship])
 * Read & Retell ([|Sample text about photo ID app])
 * Reader's Theater
 * Recording Studio with [|Audacity]
 * Say Something ([|Sample abstract about text-centered talk])
 * [|Say Something Notes]
 * Skim & Scan
 * Scavenger Hunt (Find 3 ways to...)
 * Story Switches (can do this with articles too) [[|Sample Text 1 About Ants & Technology], [|Sample Text 2 About How Much Ants Can Carry]]
 * Table Tents
 * [|Tiered Spanish Speaking Prompts] ([|Direct link to image])


 * Activity 4: Reading Around a Topic (Beauty)**


 * Activity 5: Scaffolding Culturally Authentic Texts**


 * What makes reading in the TL difficult?
 * Scaffolding Attention
 * Visual Cognition


 * [[file:Graphic Design Principles for Teachers.pdf]]
 * Helping learners notice patterns in the text--layout and alignment (Chinese text)
 * Helping learners notice patterns in the grammar (images, underlining portions of cognates, structuring decision-making) [[file:Culturally Authentic Realia Mixer.pdf]] [[file:Culturally Authentic Realia Mixer Instructions.ppt]]
 * Helping learners focus attention (removing extraneous material, chunking text)
 * Attending to Genre
 * Definition of Genre (Gibbons, 2015)
 * Key characteristics of news
 * Key characteristics of fairy tales
 * Key characteristics of weather
 * Importance of using multiple texts


 * Activity 6:** **Homework**

=9-26-16=


 * Today's Topic: Proficiency & Introduction to Scaffolding**


 * Today's Objectives:**

1) Students will define proficiency. 2) Students will identify key characteristics of each level of proficiency. 3) Students will explain what speakers at different levels of proficiency need in order to shift their performance. 4) Students will define scaffolding. 5) Students will analyze how Lego approaches scaffolding and discuss implications for world language education.


 * Today's Guiding Questions:**

1) What is proficiency? 2) What are the characteristics of proficiency at each level? 3) How can teachers shift the performance of their students to progressively higher levels of proficiency? 4) What is scaffolding? 5) How does Lego scaffold and what implications does that have for world language education?


 * Today's Tools:** [[image:NCSSFLACTFLCanDoSmallLogo.JPG link="https://www.actfl.org/global_statements"]] [[image:actfl.gif link="https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]]


 * Today's Agenda:**


 * Housekeeping:**


 * Name Tags
 * Structure & Format of the Course
 * Syllabus
 * Photo Permission Form


 * Activity 1: Introduction to the Course **


 * Who am I?
 * Popcorn
 * Can Dos
 * Agenda
 * Expectations for Professional Performance
 * Syllabus
 * TPACK




 * Activity 2: Shifting Proficiency **


 * Pathways to Proficiency
 * Definition of Proficiency
 * [[image:NCSSFLACTFLCanDoSmallLogo.JPG link="https://www.actfl.org/global_statements"]]
 * Review of Proficiency Levels[[image:actfl.gif link="https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]]
 * Proficiency Evaluation Activity with Proficiency Role Cards [[file:Proficiency Role Cards.pptx]]
 * I See, I Think, I Wonder
 * What foundations do students need to shift proficiency?


 * Activity 3: Linguistic Legos: The Case for Contextualization & Pedagogical Change **


 * Components of high levels of proficiency BESIDES grammar and vocabulary
 * Importance of play
 * Real world consequences of "play"


 * Activity 4: Defining Scaffolding **


 * Definition of Scaffolding (Wood, Bruner, & Ross, 1976)
 * Zone of Proximal Development (Vygotsky, 1978)
 * How Teachers Think About Scaffolding
 * How Students Think About Scaffolding
 * How Lego Scaffolds
 * "Bite-sized Chunks of Complexity" (Spiro, 1991)
 * Key Principles of Scaffolding


 * Activity 5: Defining High Quality Language Learning ("Main Course" v. "Dessert" Activities) **


 * Examples of Typical "Dessert" Activities
 * Distinctions Between "Main Course" and "Dessert" Activities
 * Determining Your Very Next Steps