Span+378-Fall+2011+Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//

toc =8 diciembre=

Your final, theme-based lesson plan will be due on the day of the final exam (Tuesday, 11 a.m.)

1) Choose a Spanish 1 textbook topic. 2) Develop a thematic lesson on that topic. 3) Brainstorm using this 5Ts template: 4) Bring a hard copy of your lesson plan to class: =

= =6 diciembre=

A hard copy of your finals review graphic organizer is due today.

=1 diciembre=

- This is intended to provide you with a comprehensive review of the material we have covered in this course.


 * Due December 6**

1) Sign up to be responsible for ONE section. 2) Type the section & your username here:

Assessmentuser:brettms

Contextualization, culture and realia user:sraluz

Definitions user:sarahnt user:jimip

Lesson Planning & Pacing user:profemoos

Learning Styles & Differentiation user:anateras i dont think that worked. heres the same thing again but as a jpg

National Standards 1322684136 Pedagogy user:eddingtona

Reading and Writing (Literacy) user:smegane1



Oral Proficiency Interview user:bmslloyd

Technology and Visual Cognition user:haf527

3) Summarize the answers for your section. 4) Represent your summary with a graphic organizer. 5) Bring a HARD COPY with you to class.


 * For Personal Study**

1) Answer the questions from the remaining sections orally. 2) Mark each question with the following code:

Checkmark = I totally know this ? = I have questions about this 3) Look up the answers to the questions you starred. 4) You do NOT need to write out your answers. 5) You do NOT need to turn this in.
 * = I need to study this

- For your convenience

=29 noviembre=


 * //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 world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can world language teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?

a) Choose an article:
 * 1) Pedagogical Thoughts on Literacy & 21st Century Learning**


 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.// Retrieved Sept. 17, 2008, from [] (Great for History & Social Studies majors, focuses on principles but uses tools as examples)


 * 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 [|http://tesl-ej.org/ej41/int.html] (Provides an overview of tools one might use in an ESL/FL classroom)


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from[] (Good for anyone interested in immersion)


 * 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 [] (Focuses on principles, not tools)
 * McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from [] (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)

b) Skim the article. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning? d) Share 3 key principles using **ONE** of these tools: e) Bring the link to class


 * 2) Doctrinal Thoughts on 21st Century Tools**

a) Skim BOTH articles: b) Complete this note-taking sheet: c) Come prepared to share one "sound bite" (i.e., your favorite quote) from each reading.
 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar


 * 3) Principles of 21st Century Literacy & Learning in Action **

a) Choose 3 links. b) Explore each one. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning?


 * [|Be Safe @ BYU]
 * [|Inanimate Alice]
 * [|Go2Web2.0 Directory] (Explore at least 3 sites that are NEW to you if you choose this one.)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|100 Best YouTube Videos for Teachers] (Be sure to look at the videos on Language and Art. You may also enjoy the videos on Teaching and Technology.)
 * [|Project Tomorrow] (Skim the charts and tables in either the Educator or Parent/Student reports from //Project Speak-up//)
 * media type="youtube" key="6ILQrUrEWe8" height="315" width="560"
 * media type="youtube" key="QzZyUaQvpdc" height="315" width="560"
 * media type="youtube" key="6gmP4nk0EOE" height="315" width="420"Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. //YouTube//. Retrieved May, 2007, from [] In Spanish: []


 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)

=22 & 24 noviembre=

No class this week due to Friday Instruction & Thanksgiving

=17 noviembre=

No homework (because I forgot to post it). Sorry!

=15 noviembre=

1) Skim: [|To Learn & To Teach More Effectively] by Elder Scott.

2) Read the scriptures listed on this worksheet (they are hotlinked, so you can just click on them): 3) Explore the links that correspond to each section (I think you'll find them interesting).

4) Jot down notes for yourself in the boxes provided.

5) Come to class prepared to discuss in detail what you learned.

=10 noviembre=

Explore this graphic organizer: [|Differentiation Concept Map] and this one by [|Carol Tomlinson]

(OPTIONAL) Skim: Planning from the Textbook

=8 noviembre=

1) Bring a hard copy of your notes from UFLA. 2) Come prepared to discuss what you learned from UFLA.

I couldn't think of another place to share this with you. But this is what I learned from UFLA cellphones Liliana G

=3 noviembre=

1) Finalize your lesson plan. Bring a hard copy for Dr. M. with you to UFLA.

2) Attend UFLA. a) Print the last page of this document: b) Fill out the page while you are at the conference. c) Bring a hard copy of the page to class.

=1 noviembre=


 * Assignment A:**

1) Gather culturally authentic materials for your chapter. 2) Bring them to class. 3) Put your name next to the chapter you are working on below:

Chapter 1 - Natural Environment & Personal Accomplishments user:sarahntbmslloyduser:bmslloyd Chapter 2 - Self-expression Through the Arts user:haf527 Chapter 3 - Health, Nutrition, & Exercise user:brettms user:jimip Chapter 4 - Interpersonal Relationshipsuser:Hollilg Chapter 5 - Work & Community Serviceuser:profemoos Chapter 6 - The Future user:sraluz Chapter 7 - Ancient Civilizations, Myths, & Legends user:smegane1 Chapter 8 - Exploration & Cultural Fusion Chapter 9 - Environmental Protection Chapter 10 - Rights & Responsibilities user:eddingtona Liliana Garcia


 * Assignment B:**

1) Revise your lesson plan. 2) Use this revised template: 3) Bring a hard copy to class.
 * Assignment C:**

1) Sign up for [|Hootcourse] 2) Post one comment/question about today's class.


 * Assignment D: (Optional)**

People you may wish to follow on Twitter: (I'll add more to the list later this weekend)

ACTFL (actfl) Alec Couros (courosa) Barbara Lindsey (lindseybp) Cindy Kendall (ckendall) Delvin Lynn Fulton (dlfulton) Janet Glass (JanetLGlass) - ACTFL Teacher of the Year (elementary) Janna Chiang (jannachiang) - Chinese teacher who tweets good tech links Paulino Brener (paulinobrener) SWCOLT2012 (Updates on the conference) TEDTalks (tedtalks) - Newsfeed for TED Talks Thomas Sauer (tmsaue1) Toni Theisen (tonitheisen) - ACTFL Teacher of the Year (HS French) Zachary Jones (ZJonesSpanish)

=27 octubre=


 * Homework Instructions:**

1) Develop a single lesson from your textbook chapter. 2) Base the lesson on a cultural “text.” (Preferably a children's book) 3) Complete the template: 4) Develop all the materials for the lesson. 5) Bring hard copies of everything to class Thursday.


 * More Information:**

This is still in development, so feedback on what works/doesn’t work for you is welcome. We want Utah teachers to be able to look at a lesson plan constructed this way and go, “Oh, I get it! I SEE what I’m supposed to do.” =

= =25 octubre=

1) Find a children's story to supplement your textbook chapter. 2) The story should be culturally authentic. 3) The story can be a children's book, online, or in video format. 4) Bring the story (or a link to it) with you to class on Tuesday.
 * ASSIGNMENT A:**


 * ASSIGNMENT B:**

Finish your [|FLTEACH] project and post it here: http://languagelinks2006.wikispaces.com/FLTEACH+Projects



=20 octubre=

1) REFLECT on Tuesday's class in the [|10-18-2011 discussion forum].


 * What did you learn today that was valuable to you?
 * Did you make connections between this and other personal experiences or things you've read?
 * Do you have any questions?

2) SKIM Topical Listing of Children's Books in Spanish just to see what is there. Note the Table of Contents on the right.

3) READ Handouts/Links #1-5 on the Story-based Instruction Page of this wiki. 4) EXPLORE at least 3 of the online story collections from this page. Keep an eye out for stories you could use as part of the unit you are developing.

5) READ through the pre-reading ideas on this page, and SKIM the during reading ideas, and post-reading ideas on these pages and come prepared to ask any questions you have.

6) READ this page, LOOK at the worksheet at the bottom of the page to see how the teacher might engage students with the story, then CLICK through the presentation to see how the teacher uses images to make the oral part of the story comprehensible.

7) READ the reading guide, then ANSWER the questions on it:

OPTIONAL: Anyone interested in learning more about [|Teach for America] should visit this site.

=18 octubre=

0) Reflect on your last class period in the [|10-13-2011 discussion forum].
 * What did you notice during class today about:
 * Methods/materials
 * Student involvement
 * Selecting, packaging, and presenting information
 * What did you learn from today's class?

1) **Midterm Course Evaluation:** (Choose one)

2) Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale

3) Consider: [|The Closure Process.doc]

4) Explore: Sample Closure Activities and Quiz & Test Construction (sample test formats)
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5
 * OPTIONAL - Explore: http://languagelinks2006.wikispaces.com/Assessment

5) Read Chapter 7: Using Assessment to Help Students and Programs Grow of //Languages & Children// OR Chapter 11 of Shrum & Glisan about Assessment

=13 octubre=


 * Homework A:** Read the handout, then write 1 objective for your chapter.

Students will (communicative function) about (cultural context/vocabulary topic) using (grammatical structure) in (performance parameters).
 * Topic:** Writing Objectives
 * Text:** Handout [[file:Writing Objectives 2011-BYU.doc]]
 * Task:** Write 1 objective for one lesson in your chapter
 * Talk:** Come prepared to brainstorm possible assessments you might use to gather evidence about whether or not students have mastered your objectives
 * Template:** Use the formula below and the yellow sheet I distributed in class to help you.


 * Homework B:** Choose one of the following to read. Sign up next to the one you choose (no more than 4 people per article). Identify 3 key ideas.

FionaB. (2009, November 15). [|Grading 2.0: Evaluation in the digital age]. //HASTAC (Humanities, Arts, Science, & Technology Collaboratory).// Retrieved September 29, 2010, from []user:Hollilg user:sarahnt user:bmslloyd profemoos


 * Hall, Elizabeth Wikfors, & Salmon, Susan J. (2003). [|Chocolate chip cookies and rubrics: Helping students understand rubrics in inclusive settings].//Teaching Exceptional Children,// 8-11. Retrieved November 12, 2010, from []**
 * user:eddingtonauser:jimip user:anateras**


 * Van Hof, Jill. [|Things I learned today: Using a journal for closure]. //ASCD Express, 6//(8). Retrieved January 30, 2011, from []**


 * user:smegane1user:haf527user:sraluz user:brettms**

Topic: **Assessment** Texts: **Readings on assessment (see above)** Task: **Identify three key ideas from the text you don't want to forget.** Talk: **Come prepared to "engage" your colleagues who haven't read that article with those 3 ideas.** Template:** Jigsaw (the teacher will have students jigsaw to gain the full benefit of all the texts even though they only have to read one)

=11 octubre=


 * Homework Activity: Revised Reading guides**


 * Topic:** Visual Cognition
 * Text:** Print advertisements we looked at in class
 * Task:**

1) Consider the ads we reviewed in class. 2) Identify the elements that made them effective. 3) Revise your reading guide using these elements. 4) Bring a HARD COPY of the reading guide to class.


 * Talk:** Come prepared to discuss what you learned from this assignment.


 * Techniques, Templates, & Tech:**
 * Use this handout to help you:
 * You may wish to use one of these concept mapping tools to create your reading guide:
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Freemind] (Free from Sourceforge, but requires download)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - free trial, then you have to pay)


 * OPTIONAL:** Explore this link: [|FLTEACH Daily]

=6 octubre=

**//Note: This homework should be fun and interesting. It looks like a lot. Don't panic. All the activities shouldn't take you more than 1 hour total. You do not need to write anything down. Just come prepared to discuss each section.//**


 * Topic:** Visual Cognition

Text: [|A Periodic Table of Visualization Methods] Task: Scroll over at least 12 squares (2 from each colored section) Talk: How can this help you be a better teacher?
 * Homework Activity 1: (15 min.)**

Text: Graphic Design Principles Task//:// Read the first page of the PDF handout on this page, then __explore at least 3 additional links__ from one of these 2 sections: //Examples// or //Interactive// //Activities// Talk: How do these ideas apply in teaching Spanish?
 * Homework Activity 2: (15 min.)**


 * Homework Activity 3: (15 min.).**


 * CHOOSE TEXT A or B:**

Text A: [|Technological Tools for Visual Thinking] Task A: Read the abstract, then QUICKLY SKIM the rest of the article Talk A: What 3 concepts or ideas were most interesting to you?

Text B: [|Considering visual literacy when designing instruction] Task B: SKIM the article. Use the study guide to direct your attention to key ideas (but you don't have to fill it out unless you want to) Talk B: How does this change your understanding of what "good" teachers do?


 * Homework Activity 4: (15 min.)**

Text: Creativity Tools Task: Explore one example (the bulleted links) from at least 3 different tools Talk: Which tool was most fun? Which tool would invite students to use the most language?

=4 octubre=

1) Choose one: a) Develop a reading guide for this article: [] b) Develop a viewing guide for this 20-minute video: []

2) Continue working on your FLTEACH assignment: []

3) Decide if you are going to ACTFL (Nov. 17-19, 2011). Sign your name here if you are.

This search engine will help you find inexpensive airline tickets: [|http://www.kayak.com] You can browse the convention program here: [] You can register for the conference here: [] (Book by October 12 for the most inexpensive price - $85) You can book your housing for the conference here: []

=29 septiembre=

The assignment (which is due at the beginning of class on Thursday) is as follows:

1) **Brainstorm** topics typical of a Spanish 1 textbook. 2) **Trace** your hand on a sheet of paper. 3) **Write** each of the following items on the appropriate fingers of the hand.


 * **TOPIC:** Choose one topic from your brainstorm list.
 * **TEXT:** Locate 3 culturally authentic “texts” for the topic.
 * **TASK:** Determine a task students can do with the texts.
 * **TALK:** Add talking into your task.
 * **TECHNIQUES, TEMPLATES, & TECH:** Decide which tools can scaffold students’ work.

Here are links to the resources we discussed today that will help you.

http://languagelinks2006.wikispaces.com/
 * Language Links Wiki (Navigation is in the gray bar on the left-hand side of the page)**

http://languagelinks2006.wikispaces.com/Spanish
 * Spanish-specific Materials**

http://languagelinks2006.wikispaces.com/Spanish+-+Grammar-related+Activities
 * Grammar-related Materials**

http://languagelinks2006.wikispaces.com/Vocabulary-related+Activities
 * Vocabulary-related Materials**

http://cultureconnection.wikispaces.com/ =
 * Cultural Resources**

= =20 septiembre=

1) **Read:** Ch. 9 from Curtain & Dahlberg OR Ch. 11 from Taylor & Bateman.

2) **Explore:** [|18 Free Ways to Download Any Video Off the Internet]

3) **Keep working on your wiki assignment (see below).**

=15 septiembre=


 * 1) Wiki Assignment**

a) Choose a Conceptual or Vocabulary Topic from the Culture Connection wiki that also appears in //Realidades 3//. b) Locate high quality, culturally authentic resources about that topic. c) Use at least 3 different types of media. d) Post the resources here.


 * 2) Copyright Assignment**

a) Watch the first 3 minutes of the video on this page: http://cultureconnection.wikispaces.com/Copyright b) Answer the questions on the Copyright Questionnaire (you will not turn this in) c) Skim the Copyright Guidelines in this chart: [] d) Use these links to find copyright safe materials for your wiki assignment:


 * Images: http://cultureconnection.wikispaces.com/Copyright#Images
 * Multimedia: http://cultureconnection.wikispaces.com/Copyright#Multimedia (Audio & Video)
 * Text: http://cultureconnection.wikispaces.com/Copyright#Text


 * 3) Read: Chapter 3 of Curtain & Dahlberg. (OPTIONAL reading guide: [[file:Reading Guide for Curtain Dahlberg Ch 3 Rev.doc]]**


 * 4) Explore:** []


 * 5) (Optional) Explore:** http://mlc2006.wikispaces.com/Music

=13 septiembre=

Here is the link to information about how to apply for a student teaching license: []

=8 septiembre=

1) Sign up to give the bienvenida.

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

3) Explore the Culture Connection wiki: a) Open each tab under //Cultural Materials,// scan the page, and click on links that seem interesting. b) Explore some of the links under //Conceptual Topics.// Begin with these: //Environment, Immigration// c) Explore some of the links under //Vocabulary Topics.// Begin with these: //Health & Hygiene// d) Select a page that you would like to develop further. Type the name of the page, followed by 3 ~ here.

= =6 septiembre=

1) Read the [|National Standards for Foreign Language Learning (Executive Summary)] and the [|ACTFL Oral Proficiency Guidelines]

2) Complete the study guide:

3) Be sure you have completed all of the assigned tasks on your personal page of the wiki

4) Complete the orange Photo Permission Form distributed in class and bring it with you to class.

Reminder: Span 380 will NOT meet on Tuesday, September 6.

=**1 septiembre**=

1) Course Information Survey

2) Technology Survey

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

Remember to come to JFSB B181 at 12:30 p.m. on Thursday, Sept. 1 for Span 380.

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