Span+380+F13+Archive

toc //**This page contains information and assignment sheets for Professor Nielsen's Span 380 Practicum in Teaching Spanish course  .**//

=Assignments for Today=

Tarea para el 10 de diciembre
user:chilesoccer12345

user:amackay4 -

user:OHprofesora

user:spanishteach

El 5 de Diciembre
1. Presentan una situación y vamos a hablar mas de ellos. 2. Tarea para el 10 y escriban una pagina acerca de todo que aprendiste durante esta semestre.
 * double spaced
 * Times New Roman
 * 12 pt

3. Hablaremos acerca de su carpeta final. 4. El Martes el 10 de Diciembre, tendrán su examin final sera una situación real en una clase y tienen que responder.
 * Recuerdan que la clase sera 40 minutos no solo 20 minutos.

El 3 de Diciembre

 * 1) Vamos a hablar mas del Disrupting the Disruptor

Su tarea para Jueves el 5 de Diciembre. 1. Lean sus pacquetes y sean preparados para presentar una situacion

Tus mentores tienen que llenar esta forma antes del 10 de Dicembre.

El 21 de noviembre
1. Vamos a hablar de Disrupting the Disruptor

2.

3. Tarea para Martes el 3 de Diciembre











Leen y identifican los situaciones. Pongan sus respuestas aqui.

Leen lo siguiente y escriban un parafo de lo que leyeron.

4. Pongan tu tarea aqui de Martes el 19 de Noviembre

El 19 de noviembre
1. Vamos a hablar de las observaciones de sus mentores. 2. Vamos a hablar de mas situaciones con los estudiantes.

Tarea:











==

==

El 14 de Noviembre

 * 1) Hablaremos de situaciones con los estudiantes.
 * 2) [[file:Students.pptx]]
 * 3) [[file:A student mini situations.docx]]
 * 1) [[file:A student mini situations.docx]]

El 12 de Noviembre

 * 1) Contestare a tus preguntas acerca del semestre de  Student Teaching.
 * 2) Hablaremos acerca de los estudiantes y cómo el ambiente puede afectuar la disciplina de los estudiantes.
 * 3) [[file:Tips on Atmosphere.docx]]

El 7 de Noviembre
Clase sera 40 minutos hoy. >> media type="custom" key="24815996" - user:kristen_michaelis
 * Pongan sus videos aqui antes de la clase con tu nombre visible.
 * Sarah Pusey
 * media type="custom" key="24815392"
 * Steele Pavlovsky
 * media type="custom" key="24815986"
 * Collin Nicholas
 * media type="custom" key="24815988"
 * Joe Leatham
 * media type="custom" key="24815992"
 * Ashley Mackay
 * media type="custom" key="24815994"
 * Hablaremos acerca de la seguridad entre sus visitas - ie.el maestro en[| Nevada], la maestra en[| Massachusetts]

El 5 de Noviembre
No clase hoy. No olvidan de votar. Recuerdan que nuestro profeta y los doce apostoles nos aconsejan lo siguiente:


 * Encourage its members to play a role as responsible citizens in their communities, including becoming informed about issues and voting in elections.
 * Expect its members to engage in the political process in an informed and civil manner, respecting the fact that members of the Church come from a variety of backgrounds and experiences and may have differences of opinion in partisan political matters.
 * Request candidates for office not to imply that their candidacy or platforms are endorsed by the Church.
 * Reserve the right as an institution to address, in a nonpartisan way, issues that it believes have significant community or moral consequences or that directly affect the interests of the Church.


 * Luchan con la tarea para el jueves. **

El 31 de Octubre - Feliz Halloween o El dia de las brujas!

 * 1) Hablaremos acerca de las conferencias de los padres y los maestros.

Tarea para entregar el 7 de Noviembre:
 * 1) Hagan un video de 2 minutos acerca de una conferencia entre los padres y los maestros.
 * 2) Necesita una situacion tipica y tienen que resolvarlo.
 * 3) Recuerdan que tienen que crearlo si mismo.
 * 4) Usan las cosas que hablemos entre esta unidad.
 * 5) Presentaran sus videos en la clase del 7 de Noviembre.
 * 6) Pueden tener mas que un padre, tambien pueden tener presente los estudiantes.
 * 7) Pueden actuarlo o pueden usar animacion para demonstrar tu entendimiento.
 * 8) Pongalo aqui en el Wiki para poder ver el jueves.

Esto es el rubric. Porfavor leenlo para saber especificamente necesitan.

El 29 de Octubre
Tarea que necesitan entregar hoy : Leen los situaciones y escriban lo que harás - un parafo cada situación. Pongan sus resultos en el Wiki. Y de alli leen los resultos que un grupo de maestros decidieron. Compara lo que has puesto con lo que dijeron ellos y sean preparados para hablar de esto.
 * 1) [[file:Parent Situations #1.docx]]



En clase, vamos a practicar situaciones reales que tendrán en tus vidas con los padres.











- 1383025634

El 24 de Octubre

 * 1) Pongan sus gráficas de Educación acá.

Steele Pavlovsky: http://prezi.com/9hkqmxitv10x/present/?auth_key=3x23cy2&follow=gs0ufyp5u8q6&kw=present-9hkqmxitv10x&rc=ref-56682341



Ashley Mackay

Sarah Pusey [|Influences of my Education]

Joe Leatham




 * 1) Van a presentar tus gráficas a la clase - Sean preparados.

El 22 de Octubre

 * 1) Entregan sus resultas a la situación como un documento aquí.

2. Hablaremos acerca de las relaciones entre los profesores y los padres.

El 17 de Octubre

 * 1) Pongan sus situaciones aquí en la wiki.
 * 2) Vamos a cambiar las situaciones creado por si mismo.
 * 3) Tienen que escribir una resulta de la situación de una pagina.


 * Collin Nicholas**

You are an experienced Spanish teacher but are starting your first year at a new school in CA. You have attended many professional conferences and have been applying new techniques to your teaching for years. You were a very popular teacher at your old school, but because of family issues you had to move. Because of all the new techniques you have been applying in your classroom your students find the class very enjoyable. they love to learn, love to come to your class and love to practice Spanish both in and outside of class.

The only problem is the effect that it is having on the other Spanish teachers at the school. Your Spanish 2 students seem to frequently make comments such as "Your class is WAAY better than [other teacher]'s class! Their class is BORING! We actually have fun in this class and love to learn! We don't ever want to go back top [other teacher]'s class again!" Your students from all Spanish levels speak with other students in the other teachers class about your class and how much better it is.

The other teachers have gotten wind of this and are starting to get upset. They have children switching out of their classes to join yours. they start to shoot you dirty looks in the hallway and avoid you during staff meetings. The initial relationships that you had formed with them before the year began are starting to deteriorate.

You know that the methods you are using in your teaching are the best and the latest. Your students are improving greatly in their language abilities. you also know from the little you have seen from the other teachers that they are set in their ways. They are still using old methods that don't engage the student and are not as effective or fun. But you are worried that the relationships that you are losing with teachers will destroy the environment and possibly the success you could have at this school.

What would you do to solve this issue?


 * Ashley Mackay**

You are a first year Spanish teacher at Springville High School, and you are trying to make new associations and professional relationships so that you can build a network of professional support, and so that you can show that you are interested in being a "team player" at your new school. You begin first by making friends with the other language teachers in your hallway, including Pam, Steve, and Gary. Pam and Steve are both very friendly and professional, and both express a willingness to help you out if you need ideas or have questions. Gary offers the same, but with time you notice that he starts coming around during your preparation period to chat or to tell stories about his personal life. He has the same preparation hour that you do. You can gather that Gary is an experienced teacher who has a lot to offer in helping you develop your skills as a teacher. You can also tell that he is lonely and not as accepted or popular with the other teachers. Gary continues to come by more and more and his interruptions are beginning to take a toll on your ability to manage what little preparation time you have. You feel bad because Gary really is nice and harmless, but he's a distraction to you. You also wonder how Gary can possibly prepare effectively for his own students when he is constantly in your room during his prep time.

You don't want to hurt Gary's feelings, and you don't want to sever a newly developed professional relationship that could be important to your success as a teacher. What is the best course of action?

You have just started teaching at a new school in a new town. You know absolutely no one and are eager to make friends among your co-workers and a good impression with your boss. During lunch on the first day, a friendly, energetic woman named Peggy strikes up a conversation with you. The two of you become friends and Peggy quickly makes you feel accepted at this new school. Shortly after a week though, you start seeing things change. At first it’s small things like Peggy couldn’t make it to her bus duty on Thursday or Friday so you cover for her. Then she ran out of time to make copies and asked you to help her out during your prep period. You’re eager to help because you really do want to make a good impression, not to mention the fact that Peggy’s personality is forceful and she has told you that you’ll accept or this year will be harder for you than it already is. She continuously says she’s doing you a favor, that it's what the principle asked her to do. But soon the requests escalate and the pressure and stress build. Making friends and a good first impression are important to you, but it’s getting to the point where you’re making great sacrifices of time you can’t afford to make. What should you do?
 * Sarah Pusey**


 * Kristen Michaelis**

You have been teaching Spanish  at East Junior High School for about 5 years now. You get along pretty well with all of your co-workers, and it has been a good experience for you. Throughout this particular year, you have been figuring out ways to improve the foreign language program in your school. You have found the perfect idea, but you are trying to finalize all of the details. About halfway through the school year, your co-worker and good friend Mr. Anderson, who teaches French, asks you for a huge favor. He asks if he can tell the principal about an idea that you had to improve foreign language program in your school. He asks to take all of the credit because he is in need of a raise to help him out financially. Even though you do not want to offend this co-worker, you still deny his request because you feel like you deserve the credit all of the hard work you have done to improve the foreign language program in your school. He seems to understand your point of view and acts like it didn’t bother him. However, about a week and a half later, the principal announces your idea to all of the foreign language teachers and praises Mr. Anderson for his great idea. You are in shock that he would go behind your back and steal your idea. You want to receive the credit for your great idea without causing problems with your good friend Mr. Anderson. What would you do?


 * Joe Leatham**

As a new student teacher, you are anxious to get started teaching Spanish 1 & 2. You have prepared as well as you could in your methods classes and are excited to implement some of the techniques that you have learned as a student. You're pretty confident that you're going to be an amazing student teacher. When you heard that Mr. Evans was going to be your mentor teacher, you were thrilled. He has been teaching at John Adams High School for 30 years and has so much experience in foreign language teaching. The rumor is that he will be retiring soon, but he has never confirmed nor denied that. You're just grateful that he's there to help you as a student teacher. As the semester begins, you start to realize that you're going to need as much help as possible. Even though you've prepared well as a student of Spanish Teaching, there are some things that only experience can help you with. Luckily, Mr. Evans is your mentor teacher so feel like you have a strong "safety net" in case you get in over your head. After two weeks, though, you notice that you don't really see Mr. Evans as much as you were expecting to. He's hardly ever in the classroom when you are teaching and you can never find him after school. You assume that he's just busy with other things, but you're still a little worried because you know that you're going to need some serious help with your upcoming unit plan. One day you decide to rush to the faculty room as soon as school is over to try to catch him. When you get there you see the French teacher, Mrs. Jacobs. She informs you that Mr. Evans usually goes home every day shortly after 1:00 p.m, that is if he even comes in at all. You call Mr. Evans multiple times. When you finally get a hold of him, you ask him if you can meet with him some time to get some help with your unit plan. You arrange a time to meet, but he doesn't show up. This wasn't the experience that you were expecting! You feel timid about going to Mr. Evans with your concerns about his not being around very often, yet you desperately need his help. What should you do?


 * Steele Pavlovsky**

Teaching is something that has come easy for you. You have been teaching in different settings for many years in different assignments and now you finally have your own classroom and are excited to explore new ideas and really dive into teaching. Your principal is a little older and likes a more traditional style of teaching. For this reason he has teamed you up with mentor teacher that has years of experience and is greatly respected throughout the school. Her teaching style has been working for years in the foreign language department and the principal feels you still have a lot to learn. You want to try something that you learned in one of your education classes at college, that you feel will work out well for students involving a social issue. Your mentor teacher advices that you stick to the curriculum that she has been using for years that has not created any of these type of issues. She doesn’t want to see you have any issues arise because of situations that you want to touch on that exist in your current school. She thinks that some students could become upset because they may think that you are picking on them. You know that connections are a huge part of foreign language teaching and want to incorporate this aspect of teaching into your classroom. If you found yourself in this situation how would you try to resolve this problem?

El 15 de Octubre

 * 1) Entregan sus comentarios de las situaciones en el ppt.
 * 2) Practicaremos con personas que pueden ser difíciles.

3. Hacen una situación con una colega.

El 10 de Octubre
>
 * 1) [[file:Coworkers basic steps.pptx]]
 * 2) Entregan por e-mail y hablas como si yo era su supervisora o directora.Y tratas de explicar la situación y lo que vas a hacer para corregirlo. Email Due Hoy
 * 1) Escriban comentarios de las situaciones en el ppt. Due Tuesday October 14th
 * 2) [[file:Practicum 380_Syllabus-Fall 2013.docx]] Revised

El 8 de Octubre

 * 1) Compartiran sus resumes y clarificaremos dudas que talvez tendran.

El 3 de Octubre
> > Escriba un breve resumen de su estructura y contenido. > > Esté preparado para discutir un poco en la próxima clase. >
 * 1) Hablaremos acerca del TWS.
 * 2) Tarea: Lectura y análisis de dos ejemplos de TWS.


 * Examples of TWS units: **



- **Topic: Careers** - Stellar example of a TWS - beautiful formatting, solid contextual factors and objectives, helpful unit planning web, really nice variety of activities (including learning centers) - **Topic: Personal Identity & Legacy (based on the Spanish version of the movie Cloudy with a Chance of Meatballs)** - Excellent example of unit planning webs, of connecting a Spanish 1 unit to social issues (stereotyping), of using popular media in pedagogically sound ways, of scaffolding abstract discussions, and of integrating technology into assessment. Could use a stronger connection to culture. - **Topic: Travel** - Neat example of how to build oral proficiency in middle school language classes while scaffolding their ability to spontaneously negotiate meaning in the target language (in preparation for participation in Españolandia). Great assessments too. - **Topic: Healthcare in Mexico** - Good example of grounding the unit in social issues and culturally authentic materials, nice unit planning grids, good example of lesson plans and instructions
 * [|Details]
 * [[file:languagelinks2006/Charla Aranda Final TWS.pdf|Download]]
 * 7 MB
 * [|Details]
 * [[file:languagelinks2006/JanaePurcellaUnit Outline TWS FinalCMJP.doc|Download]]
 * 2 MB
 * [|Details]
 * [[file:languagelinks2006/Skye Smith TWS.doc|Download]]
 * 4 MB
 * [|Details]
 * [[file:languagelinks2006/Healthcare in Mexico Unit Overview-Danielle Kessie.doc|Download]]
 * 1 MB

- **Topic:** Exceptional example of Design for Instruction. Also a good example of Unit Overview, Unit Planning Web, National Standards, Report of Student Learning (Whole Class), & Implications for Future Teaching
 * [|Details]
 * [[file:languagelinks2006/Lauren Hekking Selected TWS Elements.doc|Download]]
 * 4 MB

- **Topic: Food** - Good example of learning objectives, instructional decision-making, subgroup and individual, reflection and self-evaluation, insights on effective instruction, and assessments (pre-tests and rubrics)
 * [|Details]
 * [[file:languagelinks2006/Brianne Jensen Food Unit.doc|Download]]
 * 160 KB

Syllabus Updated --

El 1 de Octubre
2. Escriban una carta por email. Mandamelo y hablas como si yo era su supervisora o directora. Y tratas de explicar la situación y lo que vas a hacer para corregirlo. Email Due October 10
 * 1) Hablaremos acerca de situaciones que require que estamos profesional.

El 26 de Septiembre

 * 1) Entregan sus gráficos y sus ensayos.
 * 2) Hablaremos acerca de como ser professional.



El 24 de Septiembre
1. Entregan sus gráficos de las cosas que les influyen. Unified Ethics Chart Due 2. Comparten sus gráficos con la clase. 3. Hablaremos acerca de los ensayos que necesitan entregar el jueves. Ethics Essay Due Thursday, September 26th.

El 19 de Septiembre

 * 1) Hablaremos acerca de tus éticas.
 * Donde empiezan y que cosas les influyen









El 17 de Septiembre

 * 1) Entregan sus aplicacion para la ensenanza del estudiante.
 * 2) Hago el reviso final y entreganlo a la oficina de Educacion antes de las 5 de la noche.

El 12 de Septiembre

 * 1) Hablaremos acerca de la autobiografia para su aplicacion.
 * 2) Hablaremos acerca de las ideas para conocer sus estudiantes.

El 10 de Septiembre

 * 1) Hablaremos acerca de la autobiografía para la aplicación para la enseñanza del estudiante.
 * 2) Entregan una copia a Profesora Nielsen y un companero de la clase y entregalo antes **del Miercoles el 11 de Jueves**.
 * 3) Impriman una copia del autobiografia de su companero, y usa el rubric para darle sugerencias. Y traelo para la clase **el** **Jueves el 12 de Octubre**.



4. Ejemplos

El 05 de Septiembre

 * 1) Hablaremos acerca de la aplicación para la enseñanza del estudiante.
 * [|La Pagina de La Ensenanza del Estudiante]
 * [|La Aplicacion]
 * 1) Hablaremos acerca de la programa de estudio para este clase.

El 03 de Septiembre

 * 1) Bienvenidos a la clase!!
 * 2) Fue un gusto conocerles!

=**Contextual Factors (TWS)**=





=Field Reports= //(Due every Thursday)//



=Focused Observation Sheets= //(Complete any two and turn them in by December 12, 2013)//



=Lesson Plan Template= //(Teach at least 5 hours during your practicum. Be sure to get feedback from your mentor on your lesson plans, and submit your lesson plan to Professor Nielsen on the day she comes to observe.)//

- Complete this template for each

- Very cool, free software you can download and use to create a lesson plan by dragging and dropping elements into a timeline.

- This online tool walks you through the process of creating a lesson plan and allows you to save and print it when you are done.

- This document contains a list of possible options you can choose from while planning world language lessons. Each section is hyperlinked to pages in this wiki where you can download templates and find activity descriptions and ideas

=Professional Evaluation= //(You, your mentor, and Professor Nielsen should each complete this form after you have spent 15 hours observing and teaching in the classroom. It is due no later than December 12, 2013.)//



=Reading & Viewing Guides=

= **Requirements** = 1) Spend **15 hours** assisting in your mentor teacher's classroom and turn in a **field report** every Thursday.

2) Complete **2 focused observations**.



3) Schedule an appointment with Professor Nielsen to come observe you teach at least once. Provide Professor Nielsen with a hard copy of your lesson plan and related materials for the period she comes to observe you.

4) Complete a **self-evaluation** form by December 12, 2013.



5) Turn in your **mentor's evaluation** by December 12, 2013.



6) Complete the **[|FED online]** by October 10, 2013.

7) Turn in your Contextual Factors by October 10, 2013.

8) Turn in all assignments, practicum sheets, etc in a binder by December 12, 2013.

=Self-evaluation= //(Due by December 12, 2013)//



=**Student-focused Videotape Assignment**= //(An optional, but highly encouraged assignment)//



=** Supervisor Evaluation **= //(When Professor Nielsen comes to observe you, she will fill out this rubric)//

= **Syllabus** =

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