Fall+2012-Agenda+for+Today

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=6 noviembre=


 * Professional Engagement**

**Today's Topic:** Professional Engagement

**Today's Objectives:**


 * Students will define //professional engagement// and //personal learning networks// (PLN).
 * Students will explain the relationship between professional engagement and proficiency.
 * Students will participate in professional communities of practice.

**Today's Guiding Questions:**


 * What is //professional engagement// and how is it related to a personal learning network (PLN)?
 * Why is professional engagement critical to student learning?
 * How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?

**Today's Tools:** [|ACTFL Online Communities], [|Facebook], [|FLTEACH], Google Chat/Hangout, [|Google Reader], [|Hootcourse], [|SWCOLT], [|Twitter], [|UFLA], Wikispaces


 * ACTIVITY 1: Opening Prayer**


 * ACTIVITY 2: What does a professional do/look/sound like?**


 * ACTIVITY 3: Substitute Debrief ([|Typewith.me])**


 * Content
 * Pedagogy
 * Personality
 * Feedback (on wiki)


 * ACTIVITY 4: Preparation for UFLA/ACTFL/SWCOLT **
 * Professional Engagement ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * What is it?
 * Differences between traditional v. engaged teachers?
 * Role of tech/literacy?
 * PLNs
 * **Cocktail Party -** Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation
 * Tech Tools - [|Facebook], [|FLTEACH], Google Chat/Hangout, [|Google Reader], [|Hootcourse], [|Twitter],
 * ACTFL (Packets) [|ACTFL Online Communities]
 * [|SWCOLT], [|UFLA]
 * Transportation
 * Dress & Comfortable Shoes
 * Check-in for Volunteers & Types of Duties (Registration, Luncheon Ticket Takers, Presiders, Runners)
 * [|Format] (Sessions, Keynote/Luncheon, Exhibits, AAT Meetings)
 * Bring:
 * Bag
 * Business Cards
 * Gum or Mints
 * Laptop or Notepad
 * Pen
 * Snacks/Water
 * Sweater
 * UFLA Assignment [[file:Professional Conference Assignment 2011.doc]]
 * Twitter Hashtag: #ufla2012


 * ACTIVITY 5: Teaching Demos & Feedback**


 * ACTIVITY 6: Children's Literature**

Pre-reading

During Reading

Post-reading

=1 noviembre=


 * Story-based Instruction**

**Today's Topic:** Story-based Instruction

**Today's Objectives:**


 * Students will explain why narrative is an effective framework for organizing language teaching and learning.
 * Students will articulate key principles of story-based instruction.
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.

**Today's Guiding Questions:**


 * What is story-based instruction?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do pre-, during, and post-reading/listening/viewing activities make input more comprehensible?


 * 0h00—0h05 || Welcome, introductions ||
 * 0h05—0h10 || Reading Activity

Find a partner. Use the words to complete the excerpts from the text. Discuss the statement with your partner. Rate yourself using the scale. How much do you agree with the statement? Why or why not? ||
 * 0h10—0h17 || Discussion on Reading


 * 1) 1. We use __narrative__ as a means of organizing our own __experience__.
 * 2) a. Do you agree? Can you give examples?
 * 3) b. Gospel connections, parables, etc.
 * 4) 2. [Egan’s] emphasis on placing __meaning__at center stage, through the use of story form, makes this design principle especially appropriate for the language classroom.
 * 5) a. Why is meaning especially important in the language classroom?
 * 6) 3. Lessons or units should be approached as __good stories__ to be told rather than sets of skills or objectives to be __accomplished__.
 * 7) a. Devil’s advocate: job is related to covering objectives/sets of skills—is there a way to do both? How?
 * 8) 4. The __emotional__ component of narrative permeates experiences of all kinds and makes them more __memorable__.
 * 9) a. Flow, motivation, meaningful learning, and transfer
 * 10) b. Personal experiences?
 * 11) 5. One [strategy]…is to structure every unit and lesson toward some kind of __culminating__ activity—and every activity toward a sense of __accomplishment__ and __completion__.
 * 12) a. What are the advantages to approaching a lesson/unit this way?
 * 13) 6. How can we apply the story form structure to a language lesson? (p. 159) ||
 * 0h17—0h25 || Inside/Outside circles

Have students line up, take hands to form circle, have others find partner.

Use #1-4 ||
 * 0h25—0h32 || Recap/Discuss circles content


 * 1) 1. Things to consider when selecting stories:
 * 2) a. Students
 * 3) b. “Good story”
 * 4) c. Illustrations
 * 5) d. Length and complexity of a text
 * 6) e. Teaching opportunities
 * 7) f. Cultural authenticity and content
 * 8) 2. When selecting a story for use in their classes, what features of a text should language teachers consider?
 * 9) a. Brainstorm connections to story (content, culture, grammar)
 * 10) b. Plan pre-, during-, post-activities
 * 11) c. Consider several passes
 * 12) d. Read meaning first, then form
 * 13) 3. Brainstorm ways to “read” a text with students.
 * 14) 4. Strategies to make input comprehensible. ||
 * 0h32—0h45 || Book Selection and Discussion

Have students choose a book, consider things from #1-4 how it would apply to their texts (NOT pre-, during-, post- activities). ||
 * 0h45—0h55 || Pre-, During- and Post- discussion

Discuss what they think purposes of pre-, during, and post- activities are. Then, distribute and discuss handout. Brainstorm examples, direct them to Dr. Montgomery’s lists. http://languagelinks2006.wikispaces.com/Story-based+Instruction ||
 * 0h55—0h10 || French Demo

-Introduce le petit Nicolas. Voici un petit garçon. Il s’appelle Nicolas. Moi, je m’appelle Bethany. Et vous ? Comment vous appelez-vous? Et lui, comment s’appelle-t-il? Voici l’ami de __Nicolas__. Il s’appelle __Alceste__. Nicolas est très, très __populaire__ en France.

Voici le __texte__ que nous allons lire. Le titre du texte s’appelle « Le petit Nicolas est malade ». Qu’est-ce que ça veut dire, « malade » ? Montrez-moi avec une __geste__.

Regardez les __images__. Est-ce que Nicolas est vraiment malade ? Dans la __réalité__ est-ce qu’il est malade ?

Go through each of the texts. Find the English (or Spanish) cognates. Slide 1—Pauvre, malade, médecin, prescrit, journée (faux ami—24 heures), repos, chocolat Slide 2—allergique, école Slide 3—copain, visite, adore

Match vocab for hard words : médecin, journée de repos, chocolat, allergique, école, malade, partager

Lisez encore, levez-vous chaque fois que vous entendez un mot sur la liste.

Lisez encore, levez la main quand vous entendez une question. (Cut if needed).

Lisez encore, act out. Have two volunteers. Raise cards when character is speaking. Redo and have students read.

Quel est le problème de Nicolas?

Questions de compréhension.

Expansion : Je suis comme… parce que…

Je n’aime pas l’école. Quelle était votre excuse ?

Discuss how exploit for grammar, authenticity. ||
 * 0h10—0h15 || Discuss demo in English

1. What did I do to make the input comprehensible? 2. What were my pre-, during, post-activities? 3. Did they do what they were supposed to? ||
 * 0h15—0h20 || Assign Homework

10-minute mini-lesson Choose a piece of literature Create pre-, during-, and post-activities ||

=30 octubre=

Demo Lessons

=25 octubre=

Demo Lessons

=23 octubre=

Demo Lessons

=18 octubre=

Demo Lessons

=16 octubre=

Graphic Design

=2 octubre=


 * Today's Topic:** Learning Styles, Multiple Intelligences, Students with Special Needs, & Differentiation


 * Today's Objectives:**


 * Students will articulate how differences in personality affect teaching and learning.
 * Students will explore how special needs influence student behavior in the classroom.
 * Students will discuss how teachers can use a variety of instructional strategies to meet the individual needs of their students.

media type="youtube" key="w3vMvfAdW88?rel=0" height="315" width="420"

[|Dr. Montgomery's True Colors Materials]

=13 septiembre=


 * Personal Learning Networks**

**Today's Topic:** Personal Learning Networks

**Today's Objectives:**


 * Students will define and explain the purposes of a personal learning network.
 * Students will explore technologies frequently used to facilitate personal learning networks.
 * Students will create their own personal learning network.

**Today's Guiding Questions:**


 * What is a //personal learning network (PLN)//?
 * Why are personal learning networks so important in 21st Century society?
 * How can students establish their own PLNs?

**Today's Tools:** [|Edmodo], [|Facebook], [|FLTEACH], [|Google Reader], [|Hootcourse], [|Twitter], Wikispaces

**ACTIVITY 1:** [|What is a personal learning network (PLN)?]

Image: [|Langwitches]

**ACTIVITY 2:** Why are personal learning networks so important in 21st Century society?

**Pre-viewing:** Sketch a diagram of all the networks in which you currently participate.

**During Viewing:** When Dr. M. stops the video, turn to your partner and answer one of the following questions.


 * What implications do PLNs have for learning?
 * What are the pedagogical implications of PLNs for teachers?
 * What implications do PLNs have for the policies, practices, and procedures of our current educational systems?

media type="youtube" key="mghGV37TeK8" height="315" width="420"

**Post-viewing:** Use [|Hootcourse] to share at least one "aha" you had while viewing the video.

Warlick, David. (2008, April 3). Stages of PLN adoption. //The Thinking Stick.// Retrieved January 12, 2012, from [] Used under a Creative Commons 3.0 License.

**ACTIVITY 3:** How can you establish your own personal learning network?: Interpretive Communication ([|FLTEACH], [|Google Reader], & RSS)



media type="youtube" key="VSPZ2Uu_X3Y" height="315" width="560"





**ACTIVITY 4:** How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Facebook], [|Hootcourse], [|Twitter])











**ACTIVITY 5:** How can you establish your own personal learning network?: Presentational Communication (Wikispaces)


 * ACTIVITY 6: Literacy Exploration Stations**


 * Assignments:**

Personal Metaphor Assignment

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 * Readings:**

Brown, John Seely, & Adler, Richard P. (2008, January/February). Minds on fire: Open education, the long tail, and learning 2.0. Educause Review, 16-32. Retrieved Sept. 5, 2008, from [] (Choose a chapter to read)

Dieu, Barbara, & Stevens, Vance. (2007, June). Pedagogical affordances of syndication, aggregation, and mash-up of content on the web. TESL-EJ, 11(1), 1-15. Retrieved March 1, 2008, from [] (Provides an overview of tools one might use in an ESL/FL classroom)

Henry, Jeff, & Meadows, Jeff. (2008, Winter). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning & Technology, 34(1). Retrieved July 27, 2009, from []

IntrepidTeacher. (2009, September 30). There's No Such Thing As Virtual: It Is All Teaching. IntrepidTeacher (Edublogs). Retrieved September 30, 2009, from [|http://intrepidteacher.edublogs.org/2009/09/30/theres-no-such-thing-as-virtual-it-is-all-teaching/comment-page-1/#comment-400]

Kay, Matthew. (2008, September 14). Teaching without a script. New York Times. Retrieved September 15, 2008, from []

Lamb, Brian. (2007). Dr. Mashup; or, why educators should stop worrying and love the remix. Educause. Retrieved Sept. 5, 2008, from [] (Defines mashups, outlines issues they have created in terms of intellectual property, considers affordances of the concept for educators)

LeLoup, Jean W. and Ponterio, Robert. (2005). Technology and foreign language instruction: Where we have been, where we are now, where we are headed. In ACTFL 2005-2015 Realizing Our Vision of Languages for All, pp. 153-174.

Livingstone, Sonia. (2003). The changing nature and uses of media literacy. Media@ lse Electronic Working Papers, London School of Economics, 4. Retrieved May 30, 2008, from []

McBride, Melanie. (2009, July 3). The hidden curriculum of 21st century learning. MelanieMcbride.net. Retrieved September 14, 2009, from[] (Key concepts related to curriculum and literacy in a 21st Century world—lots of English/Social Studies applications)

McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from[]

Oblinger, Diane G., & Oblinger, James L. (2005). Educating the Net Generation. Educause. Retrieved Sept. 5, 2008, from[] (Choose a chapter to read)

Prensky, Marc. (2001, October). Digital natives, digital immigrants. On the Horizon, 9(5). NCB University Press. Retrieved June 27, 2006, from[]

Rheingold, Howard. (2008). Using participatory media and public voice to encourage civic engagement. Civic Life Online: Learning How Digital Media Can Engage Youth. Edited by W. Lance Bennett. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 97–118. Retrieved December 13, 2007, from [] Currently available:[]

Robinson, Sir Ken. (2006, February). Sir Ken Robinson: Do schools kill creativity? Ted Talks. Retrieved September 19, 2008, from[] [Video]

Spiro, Rand J., Feltovich, Paul J., Jacobson, Michael I., & Coulson, Richard L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Retrieved November 3, 2003, from[] (This paper is no longer available online.)

Thomas, Sue. (2008). Transliteracy and new media. In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), Transdisciplinary Digital Art. Sound, Vision and the New Screen (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from[]

Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. YouTube. Retrieved May, 2007, from [] In Spanish: [] (We will watch and discuss this one in class, but you are welcome to preview it if you like.)

Wilhelm, Jeff. (2000, March). Literacy by design: Why is all this technology so important anyhow? Voices from the Middle, 7(3), pp. 4-14. (Discusses why teachers should consider making space for alternative writing places, spaces, and tools in 21st Century classrooms and outlines the benefits of using design-based curricula with students)

Wired. – This magazine is an excellent source of ideas and information regarding all things technological []

Young, Jeffrey R. (2009, July 20). When computers leave classrooms, so does boredom. The Chronicle of Higher Education. Retrieved August 25, 2009, from [] (Highlights the importance of active engagement and sound pedagogy)

Zhao, Yong (Ed.). (2005). Research in technology and second language learning: Developments and directions. Greenwich, CT: Information Age Publishing. ISBN 1-59311-191-6. (A compilation of research regarding ways that technology is being used to provide input, communicative practice, and feedback in language education)

=11 septiembre:=

OBJECTIVES:


 * Students will explore trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.

**Guiding Questions**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are foreign language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?

** Today's Topic: ** Copyright & Fair Use
 * Copyright **

** Today's Objectives: **


 * Students will locate information and images using advanced search techniques.
 * Students will apply principles of copyright and fair use.
 * Students will manipulate copyright-safe images.

** Today's Guiding Questions: **


 * What is //fair use//?
 * When using digital media in the classroom, how do students and teachers frequently misunderstand copyright, fair use, and digital citizenship?
 * What pedagogical strategies might you use to teach students to use digital media safely and ethically?


 * TPACK**

Image source: http://tpack.org

**PLNS:** Facebook, ACTFL Online Community, FLTEACH

=** 4 s eptiembre:**=


 * ACTIVITY 1:** True Colors


 * ACTIVITY 2:** Technology Overview


 * 0: Personal Password List** [[file:Personal Password List 2012 Categorized.pdf]][[file:Personal Password List 2012 Categorized.doc]]


 * 1: Buzzword Bingo** [[file:Buzzword Bingo EdTech.doc]] [[file:Buzzword Bingo EdTech.pdf]]


 * 2: Technology Adoption**

** Today's Topic: ** Technology

** Today's Objectives: **


 * Students will define "technology."
 * Students will explain terms commonly used in educational technology circles.
 * Students will discuss technology adoption in education.

** Today's Guiding Questions: **


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //Why do many people find technology difficult to integrate into their personal and professional lives?//

** Today's Tools: ** [|Storify], Wikispaces, [|YouTube] (Homework: [|Google Forms], [|Survey Monkey])

Literacy Quotes (Table Tents) - From: Wilhelm, Jeff. (2000, March). [|Literacy by design: Why is all this technology so important?] // Voices from the Middle, 7 // (3), 4-14. Retrieved December 23, 2011, from []

media type="youtube" key="4pyjRj3UMRM" height="315" width="420"

**3: Basic Skills**


 * Navigating in tabs [[file:FL Search Tips & Tricks 2012.doc]][[file:FL Search Tips & Tricks 2012.pdf]]
 * Working in two windows
 * Accents and other diacritical marks
 * Page headers and footers
 * Manipulating text, images, and shapes in //MSWord//
 * Screen captures
 * Grouping and editing images - //[|Picnik]//


 * 4: Search**
 * Google Dr. M. - What can you find out about her personally and professionally in 2 minutes?
 * Google yourself or a colleague - Present an interesting fact to your small group
 * Speed Searches


 * ACTIVITY 3:** Wiki


 * ACTIVITY 4:** Colors


 * Colors Listening Grid
 * Coloring Worksheets (Gessler)


 * ACTIVITY 5:** Songs




 * ACTIVITY 6:** Pronunciation


 * [[file:ManzanasYBananas.doc]]
 * Fox in Socks
 * Arbolito de Piru


 * Sponge Activity:**


 * Asignaciones para la próxima clase**

1) Sign up to give the bienvenida.

2) Read the syllabus and come prepared to ask questions:

Span 378 Syllabus -

Span 378 Progress Report -

=** 30 agosto: **=


 * Housekeeping**


 * Roll
 * Nametags
 * Textbook Checkout
 * Span 378/380 Checklist/Policies
 * Discussion of Technology Survey
 * Discussion of True Colors Survey


 * ACTIVITY 1:** Alphabet Activities (Continued)
 * Alphabet with Attitudes
 * Spelling Info. Gap
 * Alphabetization Riddle and Dot-to-Dot


 * ACTIVITY 2:** Numbers Activities


 * Hear/Say [[file:Hear Say Blank Template.doc]] [[file:Hear Say.doc]]
 * Numbers Graphing


 * ACTIVITY 3:** Classroom & Greetings Activities


 * Classroom Objects Scavenger Hunt
 * Greetings Hear/Circle [[file:Hear Circle Culture.ppt]] [[file:Hear-Circle ST.doc]]
 * Greetings Cooperative Activity [[file:Greetings Coop Activity.pdf]]
 * Pasaverbo


 * Assignments:**


 * Take the new True Colors quiz.
 * Report your results using the online form.
 * Read the articles online.

=** 28 agosto: Conocerse **=


 * Quehaceres**


 * Pasen la lista
 * Hagan etiquetas de identificación


 * Orientación al curso**


 * Propósitos del curso: **
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")


 * Cómo funcionará cada clase**

El wiki


 * Actividades**


 * Bell Work/Warm-up Activities**


 * Bienvenida
 * Start Ups
 * Journals
 * Quiz of the Day
 * Warm-up Strips
 * PowerPoint Warm-ups
 * Homework/Nametag Sheets
 * Student Facilitators

Alphabet with Sign Language

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[|ABC Dot-to-Dot] - White out the numbers, replace them with letters (or put the numbers out of order). Put the list of letters on the partner's sheet.


 * Asignaciones para la próxima clase**

1) Course Information Survey

2) Technology Survey

3) [|True Colors Quiz] (submit results to Dr. Montgomery using this form)

4) Read, sign, and return the orange permission form that was distributed in class.

5) Complete the UFLA Registration form and bring it with $15 check made out to UFLA.

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

CM; CMAgendas