November+2

=Tentative Agenda for November 2=

=12:40 - 12:45=

1) **Housekeeping:**


 * Roll

=12:45 - 12:55=

2) **Learning Logs**:


 * If you haven't added items to the Thoughts for our Field Instructors and Thoughts for our Mentors pages, please do so!
 * One goal from my current "Target Language Refinement Plan (TLRP)" is . ..
 * Mentor Meeting

=12:55 - 1:30 - Assignments=


 * 3) FLTEACH Assignment Demo** - Cherice will post one here - http://nnell.wikispaces.com/Providing+Vision


 * 4) Inquiry Projects** - Cherice will explain how we are going to revamp this using topics from last week's insights &amp; issues.


 * KEY PRINCIPLES** - [|Stupid in America] (John Stossel)

http://www.youtube.com/watch?v=sgLzEqhtXuE Are you smarter than a 5th grader clip that can express similiar feelings of the nations failure in schools. Its shorter than John Stossel, and maybe give you a few laughs too!user:cartierm


 * Authenticity (real audience, real purpose, meaningful work that matters)
 * Empowerment (what students CAN do . . . that students have the power to change both personal and social realities)
 * Layer the Learning - [|Super Duper Music Looper]
 * Needs (Every misbehavior is a response to an unmet need)
 * Perspective (It doesn't matter how it is, what matters is how it FEELS! Our ability to understand is linked to our ability to "see")
 * Point &amp; Counterpoint (Whose point of view?!)


 * What is the QUESTION?**

//**[|Classroom Management]**//


 * How can teachers manage the paperload? user:gabybutcher
 * How can teachers keep large classes that NEVER stop talking focused on activities? user:AmandaGSpanish user:kristynd user:richa521 user:cartierm user:senorastafford user:sherm118

Inquiry Project Classroom Management
 * What are some good strategies for [|transitioning] smoothly from activity to activity that maintain students' focus and attention? user:dawnmarie user:decortem user:senorastafford

//**Culturally Authentic Service Learning Activities**//


 * How might use culturally authentic service learning activities to develop students' communication and cultural skills? (Such as addressing the English language learning, health education, and literacy needs of orphans in Honduras) user:emilylewis user:decortem user:richa521 user:cartierm user:fraucote1

//**Maintaining Professional Relationships**//


 * How do I keep the balance between what's best for me, and what's best for my kids? user:cartierm
 * How can I communicate with my mentor in productive ways and still maintain my own personal and professional identity? user:mllegibbs user:decortem
 * What are some strategies for working with "problem parents"? user:gabybutcher user:senorastafford

//**Planning Effective Lessons from the Textbook**//


 * How can teachers use the textbook (and materials like cultural readings) to [|plan] effective lessons? user:dawnmarie user:AmandaGSpanish user:cartierm user:senorastafford user:AmyBas
 * What strategies can we use for students who just don't study? user:amandabainbridge user:fraucote1
 * How can we incorporate TPRS with a standard textbook and more culturally relevant material? user:leonar77user:armst156

//**Target Language Refinement**// (confidence, competence, grammar, Spanish 1 all day)


 * How can I improve my own target language skills quickly and easily and what can I do to help students do the same outside of class? user:AmandaGSpanish user:emilylewis user:kristynd user:cartierm user:mllegibbs


 * What are the KEY ISSUES involved in the question?** **(Unpack the question . . . what are assumptions, beliefs, and values are embedded in the question?)**


 * Who are the STAKEHOLDERS? (Students, parents, teachers, administrators, business leaders, community members, scholars, researchers)**


 * What are the stakeholders [|PERSPECTIVES] about these issues? (Focus Groups, Interviews, Open-ended Statements, Questionnaires, Surveys)

What does RESEARCH/SCHOLARSHIP say about these issues? (Google Scholar, Professional Journals)

What other SOURCES OF INFORMATION could I consult to add depth and dimension to my understanding of this issue?** **(****Artifacts, documents, field notes, student work, observations) Be sure to** **think about issues of accuracy, confirmation, completeness, insight, missing information, perspective, and "triangulation."**


 * How will I EVALUATE the accuracy, authority, coverage, currency, and relevance of the information I have gathered?

How might I REPRESENT what I have learned so that I can remember it and others can make sense of it?**


 * How will I DISSEMINATE my findings in powerful ways that will motivate others to take action on these issues?**

=1:30 - 2:00=

5) **Swap Shop**: (Who has something they are dying to present to the WHOLE group? Anyone want to share something from MiWLA or the Tech Conference? Post it here and on the Swap Shop page.)

Jeopardy Review Game user:kristynd

Bridget's TPRS Example :) user:leonar77 Word 2007 Word 2003

//**Sample Activities/Strategies**//
 * Analogies
 * Board Games (Dice Games, Discovery Toys, Generic Board Games, Interactive, [|Speed Scrabble], TV Games)
 * Dot-to-Dots (ABC, #s, pictures)
 * Drawing (Coloring Worksheets, Describe &amp; Draw, Draw Grids)
 * [|Flyswatters] user:gabybutcher
 * [|Hear/Circle]
 * [|Hear/Say] user:cartierm
 * Interactive Activities (4 corners, Information Gap, Inside/Outside Circles, Think/Pair/Share)
 * Learning Centers user:gabybutcher
 * Listening Grids
 * Manipulatives (Flashcards, Paper Plates, Wrap-ups)
 * Mixers
 * Movies user:gabybutcher
 * [|Paired Activities] (Bill Heller - Richard Ladd, Barbara Snyder - Sentences)
 * Rotation Review
 * [|Signal Cards] user:cartierm
 * Simulations
 * [|Skit Sacks] (I would like to learn more about this -Gaby Butcher
 * Snowballs [[file:Snowballs.doc]]
 * Songs (Cloze, Number, Match, Predict, Sort, etc.)
 * Story-based Instruction (Chumba la Cachumba, Fractured Fairy Tales)

I'm interested in all of these- are they up on the wiki in various areas? user:richa521 - I've tried to link most of these above.

= = =BREAK: 2:00 - 2:15=

=2:15 - 3:15=

6) **Insights &amp; Issues:** (Nominate items for discussion here. I realize we didn't handle everyone's issues from last week very well, so feel free to copy and paste if you need to.)

TYPICAL WEEK - Also I was wondering what a typical week in a Spanish classroom would look like for you. I've been reading a ton of information in vocabulary exercises, learning centers, etc. and you could definitely spend a lot of time on any one topic. How much time would you devote to each (vocab., grammar, culture, etc.)? user:fraucote1

I need help understanding grammar explicitly, because I do not explain it well user:cartierm

ROLE PLAYS - Maintaining professional relationshipsuser:mllegibbs user:decortem

7) **Assignments for** **the Week of 11/2/07 - You know what to do!**


 * **FLTEACH Project** - You should be reading at least 3 threads in preparation for the project which is due on 11/30. Read from the [|archives] or [|subscribe] (for free).
 * **Inquiry Project -** If you've started, bring what you have so far. View the samples from last year BEFORE you come to class!
 * **Swap Shop -** If you haven't presented something, come prepared to share something you have created, something you've tried from your mentor, or something you learned from one of the professional conferences. You will have approximately 5-7 minutes to accomplish this.
 * **Videotape &amp; Critical Reflection** - Come prepared with questions. Project is due 11/30