RB-Span+378-W14

11 Mar 2014 Teacher acting out story, or having student act it out as pre-reading activity Students use tangible props to guide them through their reading. Pantomime as post-reading activity Modeling, then pair work w/ patterned story (w/ teacher observation), as pre, during, post-reading activities. 13 Feb 2014 Continuum of Cultural Integration 1) Teacher explains cultural products, practices, and/or perspectives 2) Teacher embeds culturally authentic materials, practices, perspectives, in classroom activities 3) Teachers anchors curriculum in culture 4) Students participate in the target culture 5) Students internalize culture and cross boundaries. 6 Feb 2014 Popplet.com  Dr. Knapp's elements of expertise (Example: teaching):
 * 1) Attention: Pay attention to the right elements (listening to classroom chatter patterns)
 * 2) Decision-making (looking for patterns, not isolated solutions; "extensive pattern libraries"; experts abstract patterns, as opposed to the novice's superficial interpretations)
 * 3) Experience (accept failure; discover what is relevant)
 * 4) Knowlege vs. Understanding (connect knowledge w/ understanding and experience; comprehension, understanding, application)
 * 5) Proficiency/Skill (practical application)

Vocab sticks with emotional component. Don't assume that students understand. Look for indicators of understanding. Teach useful vocab, not just the stuff they like the most within their own culture. Teach students rejoinders and otherwise difficult phrases, like "What else?" -- Experienced vs. Expert Make sure students know what their learning task is. Don't let students get lost in transitions. Perspective is the central difference between an experienced and an expert teacher. Immerse yourself professionally. Check out getting an RSS feed on feedly.com. For homework, join HootCourse. 2a) //The Language Educator// is a magazine designed to accessibly present research-based language instruction methods. It is for educators who need to find quick research-based ideas of how to build effective learning experiences for their students. //FLAnnals,// on the other hand, is a peer-reviewed journal for the purpose of presenting research findings. This publication allows educators to thoroughly explore research that may inform their own pedagogy. In order to contribute to //FLAnnals//, educators must have original research to present, while contributors to //The Language Educator// may present ideas of how to implement research that other educators have presented.   2b) ACTFL is the American Council on the Teaching of Foreign Languages, the main professional organization for language educators. It's a community where educators can gauge their techniques against research and share ideas. Students can become members of ACTFL to begin to engage with the professional community and familiarize themselves with recent research even before beginning their careers as educators. 3) Worksheet for January 21, 2014  Revised worksheet for January 23, 2014    user:rsbwiki