FLANG+276+-+Agenda+-+F15

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= October 6 =

FLANG 276 - 1st block; Span 312R - 2nd Block Live in FLSR and Study Abroad Deadlines for Span Teaching Major: Oct. 31 & Feb. 28

=September 11= = = **Activity 1: World Languages, Program Models, & the Purposes of Public Schools**

How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?
 * Immersion
 * Dual
 * One-way
 * Partial
 * Two-way


 * FLES - 20-30 min., 2-3 times per week
 * FLEX
 * Foreign Language Exploratory
 * 9 weeks of different world languages in 6th or 7th grade, then students choose for the next year
 * 9 weeks of available electives, one of which is the TL, then students choose for the next year


 * Middle School TL
 * Often a high school book divided over 2 years
 * Not always developmentally appropriate
 * Usually designed so that students begin high school in Level II or III


 * Intro. to TL - For true beginners
 * TL I
 * TL II
 * TL III
 * TL IV
 * TL V/AP/SNS

Program content, sequences, etc., will vary

**Activity 2: Observational Logistics**

**Activity 3: Observing Like a Pro (Perspectives, Forms, Homework)**

**Activity 4: Teacher Dispositions**

=September 10= = =
 * Activity: Target Language Introductions **

=September 9=


 * Activity 1: Self-assessment Quiz & Dispositions**


 * Activity 2: The Purposes of Schooling According to David Labaree**


 * **Democratic Equality**
 * **Social Mobility**
 * **Social Efficiency**


 * All influenced by: Attitudes, beliefs, culture, norms, values (i.e., perspectives and world view)**


 * Schools become ideological battlegrounds**


 * Activity 3: Hot Topics**


 * What are some of the topics that get battled out in educational curriculum, policy, etc.?
 * Athletics: Gender Equity; Pay to Play
 * Curriculum: Evolution v. creation; "family," "parenting"
 * Gender Issues: Bathroom use for transgender students
 * Segregation: Brown v. Board of Education; Ferguson v. Plessey
 * Sex Education: Abstinence v. contraception
 * What kinds of decisions will teachers be asked to make?
 * Should statements:
 * Should equal amounts of money be put into the fine arts and athletics?
 * Should the revenue from men's athletics be distributed to women's athletic programs?
 * Should schools refuse to serve (teach) undocumented immigrants?
 * Should students learning English as a second language be pulled out of their regular classrooms until they achieve English fluency?
 * Should schools reward teachers financially based on their students' test scores?
 * Should teachers who are teaching in Title 1 schools (children at risk) receive more pay than teachers who are teaching in schools in wealthy, suburban areas?
 * Should a student who has turned a final paper in after the deadline be given credit anyway because it will make the difference between a D and a failing grade?
 * Should you change the failing grade of a track star because the coach has asked you to so that the student can participate in the state track meet the following week?
 * Should you allow a student who has done nothing all year do extra credit packets over the Christmas break so that they can pass your class because a parent has requested it?


 * Activity 4:** ** [|The Vision of the BYU-Public School Partnership: Commitments to Our Future] **


 * Activity 5: Human Graphing ** (Values)



Questions:


 * What are the primary purposes of education? (content knowledge, personal development (emotional, intellectual, physical, social), social skills, cultural values, critical thinking and creativity, economic growth) - Labaree (democratic equality, social efficiency, social mobility)
 * **Choice v. Accountability** - Students should be able to choose what, when, how, where, and why they learn (and should be held personally accountable for it).
 * **Public Trust v. Personal Responsibility** - Teachers should be held personally responsible for students' performance.
 * **Conformity v. Creativity**-
 * Schools should teach students the basics (reading, writing, and mathematics).
 * Schools should teach students responsibility.
 * Schools should prepare students to get a good job.
 * Schools should prepare students to solve (real world) problems.
 * Schools should prepare students to think for themselves.
 * Schools should prepare students to be good employees.
 * Schools should teach students how to behave in socially acceptable ways.
 * Schools should teach students to use their creativity.
 * Schools should teach students to think critically.
 * Schools should teach students to question authority.
 * Schools should challenge students' existing ways of thinking.
 * Schools should reinforce community values.
 * Schools should prepare students to face the future. It is impossible to prepare students for a rapidly changing future that doesn't yet exist.
 * Schools prepare students for a future that no longer exists.

**ACTIVITY 2: Debrief**

// Challenging Authority //


 * [[image:languagelinks2006/ChallengeAuthority.jpg width="800" height="449"]] ||
 * ChallengeAuthority.jpg ||

// Pedagogical Purposes of Human Graphing Activity //


 * [[image:languagelinks2006/HumanGraphingPurposes.jpg width="800" height="449"]] ||
 * HumanGraphingPurposes.jpg ||

// Acceptable Sources of "Evidence" For Justifying Pedagogical Decisions //


 * [[image:languagelinks2006/SourcesOfEvidence.jpg width="800" height="449"]] ||
 * SourcesOfEvidence.jpg ||


 * Activity 6: Video - The First Year**


 * Assignments for Tomorrow **

Work on your target language introduction.

=September 8=


 * Today's Topic: ** Perspectives on Public Education


 * Today's Guiding Questions: **

1) What are the purposes of education? 2) Why do we need strong public schools? 3) What are the moral dimensions of education? 4) How do social and political issues influence education? 5) How will you engage in transformative teaching and learning?


 * Today's Objective: ** Discuss the public purposes of education and related social and political issues.


 * Housekeeping **


 * Welcome
 * Roll
 * Nametags


 * Activity 1: Students with Special Needs - Discussion of Homework **


 * 1) What did you learn from the Auditory Distractions Simulation ** [|Misunderstood Minds] ?


 * 2) What did you learn from " **** The Animal School?" **

([|PDF of the book]) [|Playscript] ([|Video Transcript])


 * 3) What did you learn from reading "Is It a Cheetah?" **



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.

**4) What does this chart mean?:** ** [|Bright v. Gifted Learners] **


 * 5) Bright v. Gifted v. Highly Gifted Learners Human Graphing Activity**


 * 6) What are children capable of doing right now?**

http://thinkthematic21c.wikispaces.com/Leadership+%26+Responsibility


 * Activity 2: Types of Education**


 * What is the difference? **


 * Charter School
 * For-profit Academy
 * Home School
 * Magnet School
 * Montessori School
 * Private School
 * Public School
 * Virtual/Online School

**Activity 3:** ** Human Graphing ** (Values)



Questions:


 * What are the primary purposes of education? (content knowledge, personal development (emotional, intellectual, physical, social), social skills, cultural values, critical thinking and creativity, economic growth) - Labaree (democratic equality, social efficiency, social mobility)
 * **Choice v. Accountability** - Students should be able to choose what, when, how, where, and why they learn (and should be held personally accountable for it).
 * **Public Trust v. Personal Responsibility** - Teachers should be held personally responsible for students' performance.
 * **Conformity v. Creativity**-
 * Schools should teach students the basics (reading, writing, and mathematics).
 * Schools should teach students responsibility.
 * Schools should prepare students to get a good job.
 * Schools should prepare students to solve (real world) problems.
 * Schools should prepare students to think for themselves.
 * Schools should prepare students to be good employees.


 * Activity 4:** Sources for information on public education and reading assignments

FLANG 276 Readings [|FLTEACH Listserv] [|FLTEACH Facebook Page] News

= January 22: Proficiency =


 * Today's Topic: ** Perspectives on Public & World Language Education


 * Today's Guiding Questions: **

1) What is proficiency?

2) What implications do the proficiency guidelines have for world language instruction?

3) How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?


 * Today's Tools: ** [|Playlist]


 * Housekeeping **
 * Roll
 * Nametags


 * ACTIVITY 1: Debrief Jr. High School Visits **


 * Strategies
 * Routines & Procedures
 * Philosophies
 * Student Development

>> || ObservationTriangle.jpg ||
 * ACTIVITY 2: ** ** Observing Like an Expert **
 * The What, Why, and How
 * Triangle
 * [[image:languagelinks2006/ObservationTriangle.jpg width="800" height="600" caption="ObservationTriangle.jpg"]] ||
 * Experts v. novices
 * Context-specific decision-making
 * Habits of mind and behavior
 * Pattern matching/pattern libraries
 * Repertoire of options for thought and action
 * Perceptions can be deceiving
 * That's one hypothesis, what's another one?



=September 7=

No class - Labor Day Holiday

=September 4=


 * Today's Objectives:**


 * Students will analyze some of the challenges faced by students with special needs based on personal experience gained through simulations.
 * Students will articulate how personality characteristics influence interpersonal relationships with students and colleagues.
 * Students will analyze the implications of various personality characteristics for classroom management.


 * 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?

**Today's Tools:** [|Technological Support for Differentiated Instruction]


 * Today's Activities:**

1: Students with Special Needs: Simulations


 * [|Misunderstood Minds] (Do both the Visual Distractions & the Auditory Distractions ones)
 * [|Webaim Simulations]

2: Learning Styles & Multiple Intelligences

[|True Colors (performed by John Legend)] media type="custom" key="23594046"

[|True Colors Quiz - Print Version]

[|True Colors Quiz - Online version (does not give numerical scores)]

- Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends. Page

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

- You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.



- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

- Understanding your interviewer can help you know which strategies will help you communicate best

**5) OPTIONAL: Just For Fun True Colors Materials**

- T his PDF document contains wordsearches for all 4 colors
 * [[image:pl2rs/BlueWordSearch.JPG link="http://www.dmnuniversity.com/TC/downloads/TC-WordSearch.pdf"]] ||

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site)

- Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?

Additional True Colors Resources

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Elements of Effective Instruction-BYU.doc"]] [[file:languagelinks2006/Elements of Effective Instruction-BYU.doc|Elements of Effective Instruction-BYU.doc]]
 * [|Dr. Montgomery's True Colors Materials]
 * Additional info. on True Colors: []

=September 3:=


 * Today's Objectives:**
 * Students will evaluate the pedagogical effectiveness of various activities for developing interpersonal communication skills.
 * Students will support proficiency development of second language learners by making input comprehensible, giving clear instructions, scaffolding tasks, and providing effective error correction and feedback.
 * Students will experience a variety of getting to know you activities that can be used to foster proficiency development.


 * Guiding Questions:**

1) How might teachers use the 5 Cs to more effectively develop students' interpersonal communication skills? 2) Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency? 3) How can we cultivate a classroom climate that supports proficiency?


 * Orientation to the Wiki **
 * Agenda (Your participation is critical)
 * Readings (Collection of resources)
 * Student Pages (Experiment with editing the wiki without messing anything up)
 * Schedule (Coming soon)
 * Reference Materials (Useful throughout your program)


 * [|Introductory PowerPoints] ** (Kalyn)
 * Who am I?
 * Who were they?

Gretchen Holly Chris Rachel M. Rachel K.
 * Who are you?


 * Strategies for Making Input Comprehensible**


 * Strategies for Giving Clear Instructions**


 * Strategies for Scaffolding Tasks**


 * Strategies for Giving Effective Error Correction & Feedback**


 * Interview Colleagues
 * school v. education
 * teaching v. coaching v. facilitation
 * knowing v. understanding
 * most powerful lesson you learned in school (in K-12)
 * most powerful educational experience
 * if you could re-invent schools, what would you suggest be done differently?

=September 2: Proficiency=


 * Today's Objectives:**


 * 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]
 * Students will explain the 5 goal areas of the [|World-Readiness Standards for Language Learning].
 * Students will experience a variety of getting to know you activities that can be used to foster proficiency development.


 * Guiding Questions:**

1) How do novice speakers differ from intermediate and advanced speakers? 2) What is an OPI, how are they structured, and why are they used in the foreign language profession? 3) What are the 5 Cs and what kinds of activities would students be doing in a language class that incorporates them? 4) How can we cultivate a classroom climate that supports proficiency?


 * Today's Tools:** [|Slideshare]


 * Purposes of the Course: To challenge your assumptions, expand your vision, enrich your life **


 * Decision: Determine if pursuing a personal career in foreign language teaching in public secondary schools is the correct decision.
 * Awareness: Develop awareness of what foreign language students should know and be able to do and of good foreign language teaching practice.
 * Purposes: Discuss the public purposes of education, related social and political issues, and the benefits of speaking a foreign language.
 * Motivations: Articulate personal motivations for becoming a teacher, as well as recognize potential strengths and weaknesses as a teacher.


 * The Wind Blows for Those Who...**
 * Learned: Elementary school, immersion program, at home/native/heritage speaker, in school, on a mission, study abroad, combination
 * School: Wants to teach charter, private, public, international (Department of Defense)
 * Traveled: Inside UT, another state, another country
 * Worked: Part-time, Full Time, More than one job
 * Extracurricular Events: Club on campus, president of a student organization, member of a national association
 * Hobbies: Camping, computer programming, dance, drawing/painting, fashion, gardening, hiking, hunting/fishing, horses, musical instrument, photography, reading, running, scrapbooking, organized sports, theatre, write poetry, videogames, work out


 * Oral Proficiency Interview Samples **

1) Look at this diagram:  2) 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?
 * Use the 3 bulleted questions above to discuss: [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]

3) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://actflproficiencyguidelines2012.org/speaking"]]


 * 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) How would you assess the proficiency of these two students? [|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 Language Learning] & Activities

Songs & Other Music-related Activities

Mini-lesson on the future tense in French by Natalie and ?

=September 1: Intro. to Proficiency =


 * Today's Topic: Intro. to Proficiency **


 * Today's Objectives:**


 * Students will define proficiency. (See [|ACTFL Performance Descriptors]. bottom of p. 4)


 * Guiding Questions:**

What do world language educators mean by "proficiency?"


 * Today's Tools: **[[image:ViewPureLogo.JPG link="http://www.viewpure.com/"]], [|Slideshare]


 * Housekeeping: **


 * Roll
 * Nametags
 * Welcome Routine
 * FBI Background Check & Fingerprint Clearance


 * Activity 1: What can we learn about professionalism from Facebook & Google? **


 * Activity 2: Typical Beginning-of-the-Year Activities - Do they build proficiency? **

Numbers Drawing Grid Greetings & Classroom Objects Cooperative Activity Pass the Verb Game Color by Number Worksheets Coloring Worksheets (Juegos de Colores) Weather Chuchuá

**Activity 3: What do we mean by proficiency?**

media type="custom" key="27789909"

1) Find a partner. 2) Read the questions. 3) Discuss an answer to each question based on personal experience.


 * Activity 4: Discuss the proficiency of each of these people.**

[|Language Fail] media type="custom" key="25053262"

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

[|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"

= ** August 31: Introduction & Course Overview ** =


 * Today's Topic: Setting the Standard for Professionalism **


 * Guiding Questions: **


 * What are the objectives of this course?
 * How will this course be organized?
 * Why is professionalism so important in language education?


 * Housekeeping **
 * Roll


 * Getting to Know You Activities **


 * Popcorn (Class Composition)
 * From Out-of-State?
 * Languages: Arabic, ASL, Chinese, French, German, Hebrew, Italian, Japanese, Russian, Spanish
 * Level: Wants to teach preschool, elementary, middle, high school, college
 * Experience: Coached? Taught music lessons (piano, violin, voice, etc.)? Taught swimming lessons? Taught in a classroom? Volunteered in a school? Taught Primary?
 * Family: Have family members who were teachers?
 * Career Choice: Are positive you want to be a teacher? May not want to be a teacher by the end of this course?
 * Rationale: Want to become a teacher because you love kids? You love your subject? You feel it is a personal calling/mission? You want your summers off? You want to make a difference?




 * Orientation to the Structure of the Course **
 * Blackboard v. Learning Suite v. Wiki: http://languagelinks2006.wikispaces.com/FLANG+276+-+Exploration+Teaching+FL+-+UT(Orientation to the Wiki)
 * Agenda (Your participation is critical)
 * Assignments (Posted daily here)
 * Reference Materials (Useful throughout your program)
 * Language-specific Resources (French, German, Spanish, etc. - presentation ideas, worksheets, games, photos)
 * General Resources (Classroom Management, etc.)
 * How to get a Wikispaces account (homework)
 * How to join the wiki (homework)


 * On Campus & Observations (Approximately 4 weeks of each)
 * On Campus (Every other week)
 * Textbooks (the world is our campus) -
 * Consider a "junk" e-mail account (Gmail, Hotmail, Yahoo)
 * Articles from various places


 * Guided Observations: Meets daily 8:00 a.m. - noon (in the schools) - Approximately 4 weeks
 * Divided into groups
 * Scheduled observations
 * Groups will observe multiple classes in different K-12 schools
 * Elementary, Middle School, High School, Immersion
 * Same language and different languages


 * What do you need to know in order to make good decisions about becoming a teacher and making progress in your career? (Small group discussion & debrief)

media type="youtube" key="JUcu9PUh9_A" width="420" height="315"
 * Sample First-day Activities
 * Alphabet
 * Warm-up Activities
 * Presenting the Alphabet
 * Alphabet & [|American Sign Language] ([|Alphabet in American Sign Language Handout)]
 * Alphabet Song


 * Alphabet & Emotions (move from happy to sad, angry to happy, depressed to excited, etc.)
 * Alphabet Dot-to-Dot (Make your own dot-to-dots [|here])
 * Alphabet Spelling Partner Practice
 * Greetings & Introductions Hear/Circle
 * Reflexive Verb Pictures Hear/Circle


 * Pedagogical Discussion re: Building a Classroom Climate/Community
 * Why bother with interpersonal activities?
 * Building a professional reputation
 * Learning, memory, storage, and retrieval
 * Multisensory
 * Emotion, how activities "feel," and encoding
 * Inviting the Spirit
 * How does classroom climate and community influence learning?
 * Tips for staying organized
 * Labeling folders
 * Marking originals
 * Color-coding paired activities


 * Homework: **


 * 1) Join the LanguageLinks2006 Wiki **


 * 2) Personal Introduction (Due September 5) **

a) Introduce yourself to the class. b) Include 5 important things about yourself. c) Use only your target language. d) Help colleagues who don't speak your language understand. e) Do not use more than 2 minutes.


 * 3) Bring your signed photo permission form to class. **

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

CM ; CMAgendas)