January+11



It finally occurred to me that by the time we do 5 min. of housekeeping and a 15 min. break, we really only have 2 and a half hours of class, not 3! So, I'm trying a new strategy--the "less is more" strategy! :-) We can't fit more than five 30-min. activities into any class. So, I'm going to propose that we use the following **__routine__** **(and that we set a timer for each segment and stick to it)**:


 * 9:10 - 9:15 - Housekeeping
 * 9:15 - 9:45 - 3 teaching demos each week (except for 1st two weeks and last week--we'll do inquiry projects this week, job stuff next week during this time)
 * 9:45 - 10:15 - Frame the topic for the day
 * 10:15 - 10:45 - Hands-on work with the topic in a small group activity
 * 10:45 - 11:00 - BREAK
 * 11:00 - 11:30 - Hands-on work with the topic in a small group activity
 * 11:30 - 12:00 - Insights & Issues (I think a lot of these get addressed in the wiki's discussion forums, so we'd want to nominate items for this that need more face-to-face discussion, demonstration, or clarification)

=9:10 - 9:15 - Housekeeping=


 * Set the timer!
 * Learning Logs: The ABCs of Education
 * **Advocate** - One issue I really care about is . . . //(helping people develop multiple literacies)//
 * **Believe** - One thing that I strongly believe is . . . //(that you teach who you are)//
 * **Connect & Communicate** - One thing I want to share with others is that . . . //(////that teachers should design rich learning environments and experiences for students that empower them to learn to change themselves, their society, and the world in meaningful ways, and that position them to use their strengths to accomplish that)//
 * **Design & Demonstrate** - One thing I hope to show that I know is . . . //(that relationships are important and that I am learning to connect students to each other, to the content I'm trying to teach, and to the world)//
 * **Educate & Envision** - One thing I wish other people understood about language learning is . . . //(that it can shape identities and communities in powerful ways)//


 * Getting reacquainted - on the wiki! (One thing I realized over the holiday was . . . OR One thing I REALLLLLLY want to share with the class is . . .)
 * Your growth as a group, what I need from you, what you need from me
 * Textbook presentation by Kyle (Amanda G's mentor)
 * Jobs, Jobs, Jobs - Alaska, NY, another state out East that I forget right now
 * Getting a Job Page

=9:15 - 9:45 - Course Overview=

Professional Portfolios
[|Basic Overview] - Many universities across the country require them. . . but use a "product-based" approach to get there.

[|Suny-Cortland] - (Home of FLTEACH) - Practice-based approaches add important layers of meaning to the product!

TE 804 at MSU - How can //__our__// class distinguish itself? Why with the help of triangles, of course--the perspective that this is not an "assignment!" It is an opportunity to share what matters to YOU. All you have to know are the ABCs (up to E!) and understand how to use principles of design to layer the whats, whys, and hows! ;-)

A - It is an opportunity to ADVOCATE for language learning.


 * Administrators: Cover Letter
 * Colleagues & Parents: Open House
 * Students: Benefits of Language Learning - 3Ps that show why your class is fun and meaningful now and valuable for the future? (Sample student work)

B - It is an opportunity to stand up for what you BELIEVE.


 * Administrators: Teaching Philosophy
 * Colleagues & Parents: Community Outreach (Eighth Grade Open House, FL Contests, FL Week, Guest Speakers, Mardi Gras, Special Assemblies/Programs/Performances)
 * Students: Interdisciplinary Projects & Service Learning

C - It is an opportunity to CONNECT with a particular audience, and to show how you connect with kids.


 * Administrators: Coaching, Clubs, Extracurriculars
 * Colleagues & Parents: Newsletter
 * Students: Extracurriculars, Field Trips, Study Abroad

D - It is an opportunity to DESIGN an experience for that audience that DEMONSTRATES who you are and what you know and can do.


 * Administrators: Resume, Lesson Plans & Unit Outlines, Instructional Activities, Assessments, Course Evaluations
 * Colleagues & Parents: Sample student work
 * Students: FL Contests, FL Week, Guest Speakers, Mardi Gras, Projects, Special Assemblies/Programs/Performances, Videos

E - It is an opportunity to EDUCATE them--helping them to ENVISION what language teaching and learning could be if you were teaching in their school.


 * Administrators:
 * Colleagues & Parents:
 * Students:

This "conversation" might result in a job, but even if it doesn't, it should expand their vision of the whats, whys, and hows of //quality// language learning and the teaching that supports it.

Does the medium really change the impact of the message? Judge for yourself! (Cherice's //Kick It Up a Notch// ppt)

Affordances & Constraints - Blogger, CD, Edublogs, Google Pages, MSU Website, Scrapblog, Wiki, other options


 * Cover Letter**
 * Theme - Show off your core values, beliefs, and philosophy re: education while expressing who YOU are and what matters to you personally
 * [|Example 1] - Design (attention and communication) analysis
 * [|Example 2 - WSU]
 * [|Example 2 - WSU]


 * Cover page (your name, photo, quote, border) - Sets reader's expectations, "primes" the pump, helps them get to know YOU (the person) better
 * **Resume** - 15-30 seconds is all the time you have
 * **Teaching Philosophy** (Show 3 examples, plus brochure)
 * **Artifacts**: Title, Photo, One-sentence Caption (even worksheets--put the photos on top of the worksheet!)
 * [|Yvonne Divans Hutchinson] - Bottom of this page shows an excellent way to give readers a visual overview of your lesson plan and why it matters that focuses on perspectives instead of solely products or practices. Also note the use of photos and captions.
 * Emily Venson - Private link - Note the impact of the visual design
 * Helping them imagine you as a teacher: Building language skills with music, TPR, etc. (Title, photo, one-line caption, assignment sheet or activity outline on facing page using BULLET POINTS--wide range of activities, be sure to include traditional and non-traditional examples that "show off" your repertoire and the various facets of language teaching (some projects, some class activities, some grammar, some field trips, some bulletin boards in the background, kids doing lots of things but goals should be clear from the page title and the caption
 * Helping them imagine you as a contributing member of the faculty: Photo of you out to lunch with your language department (or at some social gathering); Photo of you participating in a school assembly or presenting at an inservice or helping with something; Photo of you at open house or parent teacher conferences or 8th grade enrollment night or back-to-school night
 * Helping them imagine you working with students and parents: Photo of you working with kids as part of a language club, coaching a sport, or working on an extracurricular activity or service project--be sure to get photos of the kids too - and make a different page for each type of activity if you have enough pix
 * Helping them imagine you as a professional: Photo of you presenting at a professional conference or in TE 804; photo of you helping write curriculum or do anything else professional
 * Helping them imagine your effects on students: Sample student work, letters from students, course evaluations from students (selected comments plus a clean copy of the evaluation form on the facing page)
 * Photo permission form early in the book
 * Thank-you notes from people (you and the person, caption with their title, thank-you note)--from parents, students, your field instructor, your principal--include the official letter on the facing page if they wrote you a recommendation letter
 * Study abroad or service - one "collage" page with a photo from each place, the program in bold, the place name, followed by a separate page for each place with
 * Awards/certificates, letters of recommendation, test scores, transcripts
 * Professional organizations page (logos from professional organizations (or collage of covers from conference programs as background, with quotes from you about what you have learned from participation in the conferences and why the professional organization is of value to you, your teaching, and your students
 * Standards page - 5 Cs and your philosophy re: each one or a photo with a sample activity showing how you've integrated each one at some point during the semester
 * FLTEACH page - a one pager that shows ideas and insights you've contributed, that you've used, and photos of it in action in your classroom

[|FL Samples] - From a course on integrating technology into teaching, but TONS of FL examples (many higher ed)

[|General Examples from Carnegie Foundation]

[|Comprehensive Resources] - Links to loads of other examples, resources, tips, and research

[|Resources] - A simpler page of resources for those who are feeling overwhelmed

So now let's talk policy - The "[|Google Ban]". . . based on the experience you just had in digital writing, rhetoric, and composition, what do you think about this policy from the perspective of a student? A teacher? Now, let's try thinking like an administrator, [|working within the policy], working around the policy (in legal ways), what it means for us (here at MSU and in your schools--issues of advocacy, education, information, intellectual property, literacy, mentoring, technology), how we can apply what we learn from this case to other contexts (such as starting new language programs, addressing budget cuts, NCLB and standardized testing policies, NCA documentation, etc.)

I would like to give "snaps" to whoever pointed out that our class doesn't make group decisions very well. You're so right! user:armst156

=9:45 - 10:15 - Inquiry Projects= //(You do not have to present this to the whole class, but those who want to should sign up here. The maximum number we could do would be six projects that were only 5 min. each. Fewer projects = more time to present.// //If everyone wants to present, you can have 5 min. each and we'll cut some grammar time at the end of the period.//

1) Service Learning Group (Emily, Mary, Steve, Ashleigh, Lisa, & Melissa)

2) Special Education (Sarah Blitz)

3)

4)

5)

6)

7)

=10:15 - 10:45 - Videotape Discussion (Small Group Portion)=

//If we try to watch all the videos, and if each video were already set up and only lasted 3 min., and if we only discussed each one for 2 min. (unrealistic) it would take an hour and 40 min. In other words, there are too many of you to do this the way I'd like. Instead, I propose we divide into 5 groups of 4 each (sign up below). Each person gets 1 minute to set up, 3 minutes to show their clip, and 3 minutes to discuss with the group (or the group can watch all 4 videos then discuss issues across the videos if you prefer that). Each group nominates one video for the whole class to watch. The video should be nominated not because it is so fabulous, but because of the issues it would allow the class to think about and discuss.//

Sign up for a group. Note next to your name if you need ME to provide any particular kind of technology for us to be able to watch your video.
__Group 1__

1) Melissa DeCorte (VHS) 2) Sarah Blitz (mini DVD) 3) Emily Lewis (DVD) 4) Mary Cartier (mini DV/dvd)

__Group 2__

1) Gretchen Gibbs (DVD) 2) Ashleigh Cote (DVD) 3) Jessica Brown 4) Bridget Leonard

__Group 3__

1)Amy Burger 2)Amanda Gorman 3)Angela Sherman 4)Kristyn Dehne

__Group 4__

1) Dawn Huney (VHS) 2) Amy Scott (DVD) 3) Amanda Bainbridge 4) Sara Armstrong (DVD)

__Group 5__

1) Steve Carpenter 2) Gaby Butcher (DVD) 3)Carolina Garza (VHS) 4)Lisa Richardson

Template for Video Presentation
 * You will have one minute to explain the context of the video clip. Your explanation should consist of NO MORE THAN 3 simple sentences and should follow the outline below:
 * //Hour, Level, Length: This is my 8th hour German 1 class and our periods are 90 minutes long.//
 * //Objective/Content, Activity: Students were supposed to be practicing descriptive adjectives and prepositions of location by describing the contents of their maps to a partner, who was supposed to draw the missing elements.//
 * //Event: Although I was unaware of it during class, when I watched the video, I noticed that there were two boys fighting in the back of the room.//
 * You will have one minute to give us at least one (but no more than 3) questions to focus your group's attention and guide our discussion/feedback. (When devising these questions, think about what really concerns you, interests you, or puzzles you about this video clip and how you might use the collective wisdom of the group to explore those issues.)
 * //What hypotheses do you have about these students' needs?//
 * //How might I engage these students more successfully in the future?//
 * //Why do you think these students made the choices they did?//
 * Your group will watch the 3-minute video clip you have selected.
 * Your group will have 2 minutes to discuss the clip.

=10:45 - 11:00 - BREAK=

=11:00 - 11:30 - Videotape Discussion (Whole Class Portion)=

//As a whole class, we'll view the 5 videos that have been nominated and talk about what we understand about teachers, students, and language learning that we didn't before we watched them, how the person might address those challenges differently in the coming semester, etc.//

Group 1 Video - Group 2 Video - Group 3 Video - Group 4 Video - Group 5 Video -

=11:30 - 12:00 - Insights & Issues (Spanish Grammar or Classroom Management)= //My nomination would be grammar here. I think you need it sooner rather than later. I would be showing Spanish examples (which although unfair for the French and Germans, does actually meet the needs of 97% of the class). The French and German folks could either watch and try to think more about PROCESS (how I'm teaching it and what strategies I'm using that could apply to concepts in their languages) instead of content (the specific grammar I'm teaching), or they could work on something else (like a classroom management webquest I have created). As a sidenote, you'll find that many of the truly stellar French and German teachers at ACTFL tend to be teachers who have gotten very good at sitting in Spanish sessions at conferences or reading posts in online discussion forums and then applying them to their own languages by focusing on themes, concepts, principles, and techniques instead of language-specific// //things.// //If other, more pressing things arise, feel free to nominate them.// //We could do the classroom management piece for next week's insights & issues time (or vice versa).//

Explaining the difference between "mucho" and "muy"--so that my kids can understand it, and differenciate when to use which... because the grammatical explanation is difficult and they don't have the intuition to say which one "sounds" better. user:cartierm

Explanation of grammar in general in a non grammatical way--ie in a language my kids will understand... I think no matter the topic, I would benefit. user:cartierm

Teaching verb conjugations without being boring...I have trouble thinking of ways to intro basic conjugations without doing (boring) explicit lessons. user:decortem

How to address a class that is more "social" than others even though you have tried several things to get them to be on task. Basically, I would like several pieces of advice on things to do when a class needs more structure and how to deliver that structure in a solid, effective, and non-confronting way. user:butche11

=Assignments due today:=


 * Read Course Schedule BEFORE coming to class and come prepared to ask questions
 * Bring videotapes for class presentation
 * Nominate particular grammar items you need help with under Insights & Issues (or other topics if you don't want grammar)