Span+378+Fall+2015+Assignments

//Esta página es para los estudiantes matriculados en la clase de Span 378 durante el otoño de 2015. Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los// //Guidelines for Posting//.toc

=14 diciembre=

1) Study for the Final Exam, which will be held from 7 a.m. to 10 a.m. in our normal classroom.

Be SURE you have studied the ACTFL Proficiency Guidelines.

2) Bring something to share for breakfast if you like.

=**10 & 8 diciembre**=

1) Inquiry Project & Presentation - Due Dec. 10 2) FLTEACH Project - Due Dec. 10 (Post your projects here.) 3) Course Evaluation 4) Study for the final exam which will be held on Monday, Dec. 14 from 7 a.m. to 10 a.m.--this will help you: 5) Optional, but HIGHLY recommended: a) Read the scripture or prophetic quote in Column 1. b) Watch the videos or explore the links in Column 2. c) Answer the question in Column 3 to determine how you will apply these principles in your own classroom.

=**3 diciembre**=


 * Choose ONE.**

a) Create a rubric for the ideal foreign language lesson plan. b) Use these materials to help you. c) Submit a hard copy to Dr. M.
 * Option A:** Lesson Planning Rubric

a) Write an objective for a Spanish 1 class. b) Create an integrated performance assessment project that will provide evidence that students mastered the objective. c) Write clear instructions for the project (5 steps, 7-10 words, each step numbered). d) Create performance assessment tasks and scaffolding materials. e) Create task-specific rubrics to evaluate the project. ([|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA) (Bring a hard copy of instructions, performance tasks, scaffolding materials, and rubric to class.) = =
 * Option B: Create an** ** Integrated Performance Assessment **
 * Students must read something
 * Students must communicate about what they read
 * Students must share what they learned (tools students can use to create/share)

=1 diciembre:=


 * Integrated Performance Assessments (IPAs)**


 * Guiding Questions:**
 * Why is performance-based assessment an important component of proficiency-based world language programs?
 * What is an Integrated Performance Assessment (IPA) and how is it structured?
 * How does one "grade" an IPA?


 * **Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.


 * **Read: Authentic and Standards-based Assessment (Shrum & Glisan, 4th Edition, pp. 410-422)**
 * You only need to read what is underlined on the 12 pages
 * Be sure to look at items that have stars by them
 * If a page has no underlining, you can skip it


 * **Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * **Explore this[| handout] on Integrated Performance Assessment by Paul Sandrock**
 * p. 5 - Sample Interpretive Assessment
 * pp. 3, 6-7 - Sample Interpretive, Interpersonal, & Presentational Tasks
 * p. 8 - Questions for self-assessing the tasks you create for your own IPA assignment


 * **Come prepared to discuss [|this template] for assessing interpretive skills.**


 * Bonus Resources: **

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Evaluations for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students] Integrated Performance Assessment Diagram Sample IPA Tasks from Toni Theisen (French) Sample IPA Tasks from Andrea Henderson (Look at Example 2) [|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ) Principles of Creating Effective Rubrics
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task


 * Optional: You may also wish to explore these modules to see how IPAs fit into curricular design. **

Why assess? (Read through all the modules in this section) What am I assessing? (Just view the examples in this section) Create an assessment unit step-by-step (All of the modules in this section) Continuous improvement (Formative assessment, checklists, rubrics)

=19 noviembre:=

1) Read: 2) Explore: [] - Awesome, creative, LOW PREP ideas for checking students' understanding 3) Explore: The Closure Process 4) Explore: Assessment Resources 5) Explore: Tools for Assessment

=12 noviembre:=

1) Work on FLTEACH projects (Due Dec. 10).

2) Work on Inquiry Projects (Due Dec. 10).

3) Explore:

Books Online

Lesson Plans

Book Lists:
 * **[|Pattern Books] (like //If You Give a Mouse a Cookie)//**
 * Topical Listing of Children's Books
 * [|Wordless Picture Books] - From University of Illinois at Urbana-Champaign, organized by topic ([|Talking About Wordless Picture Books - Suggested Activities])
 * [|SSR Library in Spanish] - This post describes books that most appeal to heritage and non-heritage learners alike--great ideas for your in-class library
 * [|High-interest reading for Spanish Heritage Learners] - A list of compelling and authentic Spanish novels for young readers & some pricing tips

4) Make sure you are familiar with:

Pre-reading Activities During Reading Activities Post-reading Activities

5) Optional: You may also wish to explore:

Interactive Activities Games

=10 noviembre:=

Sorry, I forgot to post homework, so you get off easy tonight.

=5 noviembre:=


 * 1) Teaching Demos due today for Carrie & Rachel.**


 * 2) Read the following:**



Selecting Culturally Authentic Texts



[|Reading Strategies That Benefit All Learners]


 * 3) Explore:**


 * Reading Activity Templates
 * Sources for Informational Texts
 * Sources for Literary Texts
 * Writing Activities
 * Pre-reading Activities
 * During Reading Activities
 * Post-reading Activities
 * Reading Strategies


 * 4) Bonus:** Try https://ayamel.byu.edu/

=3 noviembre:=


 * 1) Teaching Demos due today.**

a) Choose something appropriate for a middle/high school audience. b) Choose something with cultural references in it. c) You will use this for an upcoming project. d) Post the link here:
 * 2) Locate a culturally authentic short story.**

Post link here

Carrie Billin https://www.ucm.es/data/cont/docs/119-2014-02-19-Cortazar.LaNocheBocaArriba.pdf I'm using La noche boca arriba by Julio Cortazar.

Rachel Thompson [] I plan on using "la historia se repite"

Daniel Hughes http://www.ciudadseva.com/textos/cuentos/esp/monte/la_rana_que_queria_ser_una_rana_autentica.htm https://hijosdelperu.wordpress.com/cuentos-y-leyendas/
 * In my search I found this website that has some awesome stories and legends peruanas:**

Ben Mitchell: I chose to do one of my favorite short stories // Espuma y nada más //by Hernando Tellez. http://www.literatura.us/tellez/espuma.html

Nicole Fuentes: Pablo Neruda's Walking Around http://allpoetry.com/Walking-Around-(Original-Spanish)

3) Locate a scholarly article about teaching reading/literature in K-12 Spanish.
 * a) Use Google Scholar **
 * b) Choose an article that is helpful to you. **
 * c) Read the article. **
 * d) Post the link here: **

Carrie Billin: http://files.eric.ed.gov/fulltext/ED481420.pdf Rachel Thompson: http://www.jstor.org/stable/20063076?seq=1#page_scan_tab_contents Ben Mitchell: http://nflrc.hawaii.edu/rfl/October2013/articles/ro.pdf Nicole Fuentes: http://muse.jhu.edu/journals/hispania/v098/98.2.christoph.html Daniel Hughes: http://www.jstor.org/stable/25703399?seq=1#page_scan_tab_contents

4) Continue working on your project.**

We will discuss your projects on Tuesday.

Reminder:

a) Choose a topic of interest to you. b) Determine a need in the field related to that topic. c) Do some professional "research" about that need. Use at least 3 different sources d) Develop a product designed to address that need. e) Prepare a presentation to the class in which you outline your project and demonstrate the product you produced.
 * What is the problem?
 * What information or resources are missing regarding that problem? (This will become the purpose of your project)
 * What can you do to help?
 * Informal Reading (blogs, newspaper articles, videos)
 * Interview with Expert in the Field (administrators, teachers, researchers)
 * Professional Reading (journal articles, methods textbooks, research summaries)
 * After-school program
 * Collection of activities or lesson plans
 * Collection of resources (like a wiki)
 * Community partnership
 * Curriculum unit (like a thematic unit)
 * Professional article (The Language Educator)
 * Professional presentation (UFLA, SWCOLT, ACTFL)
 * Service Learning

=29 octubre:=

1) Read the article entitled "Literature, a Rich Resource for Teaching Language & Culture" by Ali Moeller

2) Complete the Thinking Template.

3) Turn your thinking template in hard copy to Dr. Montgomery on Thursday.

=27 octubre:=

Begin working on your teaching demo:

1) Choose a grammar or vocabulary topic typical in Level 1. 2) Prepare a 7-10 minute activity to help students practice. 3) The activity should be grounded in culture. 4) Actively engage students (get them moving). 5) Give students opportunities for interpersonal communication.

Activities will be due on Oct. 29.

= =

=22 octubre=

1) Write your Professional Engagement Project proposal.

a) Title of Project (No more than 10 words) b) Purpose of Project (2-3 sentences) c) Brief Description of Project (No more than one paragraph)

2) Explore the materials on the home page of this wiki: http://cultureconnection.wikispaces.com/

=15 octubre=

1) Continue working on your FLTEACH assignment. (Due Nov. 10).

2) Read the following materials about True Colors:

- Page 3 contains brief descriptions of how each color is likely to interact at home, at school, and with friends

- Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others. (See also Page 2 of this handout: )

- Page 1 contains a list of typical behaviors each color exhibits when having a bad day.

- EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; reframing lists; symptoms of a bad day; and team member role cards

- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand



Pages 18-21 of this very professional PowerPoint presentation that provides useful strategies for working effectively with each color




 * [|Orange word search]
 * [|Gold word search]
 * [|Green word search]
 * [|Blue word search]

== - Understanding your interviewer can help you know which strategies will help you communicate best ==

Additional True Colors Resources
- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site) - Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?

=13 octubre=


 * 1) Explore: ** [|A Periodic Table of Visualization Methods]

a) Read the definitions of the 6 types of visualization at the top of the page. b) Scroll over at least 12 squares (2 from each colored section). c) Examine the image that pops up. d) Be prepared to discuss which ones would be most helpful to language teachers.


 * 2) Begin your FLTEACH Assignment: [[file:FLTEACH Assignment 2013.pdf]] **

a) Go to the FLTEACH archives: [] b) Click on a month. c) Select at least 5 different “threads” (a.k.a. topics). d) Read all of the postings related to each thread. e) Prepare a one-page graphic organizer that teaches us what you learned: f) Post your FLTEACH project here: http://languagelinks2006.wikispaces.com/FLTEACH+Projects


 * 3) Explore the issue of copyright: **

a) Complete (you don't have to print this):  b) Watch the first 3 chapters of: [|A Fairy Use Tale] c) Examine: // [|Copyright Chart (from Tech & Learning] //


 * 4) Explore: **http://www.zaption.com/tours/54b1b29caad65fe92104c94c


 * Optional: **

Jonassen, David. (2003). Using cognitive tools to represent problems. Journal of Research on Technology in Education, 35(3). Retrieved April 30, 2005, from [] (Great discussion of the ways that multiple representations support transfer of learning

Sankey, M. D. (2002). Considering visual literacy when designing instruction. e-Journal of Instructional Science and Technology, 5(2). Retrieved February 20, 2009, from []

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[] Now available:

http://link.springer.com/chapter/10.1007%2F978-3-540-79486-8_10

=8 octubre= Do whatever Dr. Knapp assigns.

=6 octubre=

Meet in JFSB B135 at 2 p.m. for the public lecture by Dawn Samples. (No class from 1-1:30 p.m.).

=26 Septiembre=


 * 1) Read these chapters for Dr. Knapp from the Taylor & Bateman book: Ch. 14 (Advanced & Special Classes) & Ch. 11 - Teach Culture? I Only Have Time to Teach Language!**
 * 2) Create a Flyer**

1) Create a flyer for the mini-course by Saturday, 9/26/15 2) Use principles of good graphic design. 3) Include the following information:

Title: Purpose, Practice and Performance: 3 P’s that Increase Proficiency in the L2

Presenter: Dawn Samples, Lexington Public Schools, SC

Sponsored by: //A Pedagogy Mini-course Sponsored by the Dept. of Spanish & Portuguese//

Description: (You can simplify this to a bulleted list if you want) Moving today’s learners into a realm where they begin to take ownership of their own learning and use 21st century strategies and tools can be daunting for both instructors and learners! This mini-course will engage instructors in experiences that challenge them to think about language learning and proficiency from newperspectives. Participants will explore why and how performance-based learning builds target language competence, will experience strategies for providing meaningful learning experiences that help learners take ownership of their own learning and proficiency, and will investigate how to begin the process of building a performance-based learning environment.

Dates : 9/28/15 -10/1/15 from 5:10 p.m. to 7:30 p.m.

Room: JFSB B160

Register: Undergrads - Span 480R Grads - Span 680R

For more information, contact: Cherice Montgomery

=24 septiembre:= = =
 * 1) Think about writing spaces through time. How have the following facets changed or evolved? **
 * the technology itself
 * the access to the technology
 * the pace of (r)evolution
 * the control of content
 * the authoring of content
 * the sharing of content
 * the proliferation of content-creating devices in the 21st century


 * 2) Choose at least 5 links to explore:**

>> [|Voycabulary] - Type a URL into the searchbox, select a dictionary in the language of your choice, and watch this little tool make every word on the page a hotlink that students can click on in order to get a definition **. **
 * Emotional Literacy
 * [|Emotional Intelligence Quiz]
 * Environmental Literacy
 * [[image:RadioWillowWeb.gif link="http://mps.wes.schoolfusion.us/modules/cms/pages.phtml?pageid=115312"]] (Listen to Podcast 24: Amazing Ants)
 * [[image:SwitchZoo.JPG link="http://switchzoo.com/"]]
 * Information/Media Literacy
 * [[image:CenterForMediaLiteracy.gif link="http://www.medialit.org/educator-resources"]]
 * [|Dave Werner's Portfolio]
 * [|5 Key Concepts & 5 Key Questions of Media Literacy] (Pages 18 & 38)
 * [[image:teensntech/MediaLitKit.gif link="http://www.medialit.org/cqslideshow.html"]] (Free Downloads)
 * [|Online Reading Strategies] - Provides a rationale for teaching online reading strategies, identifies student behaviors that are indicators of poor reading strategies, and offers multiple suggestions for things teachers can do to teach online reading strategies that will help students to become more successful readers of both print and online text.
 * Numeracy
 * [|UN Cyberschoolbus: Infonation] - Allows students to compare statistics regarding a variety of topics for countries around the world in English or French.
 * [|Understanding USA] - This outstanding site is filled with beautifully designed infographics (that can be accessed in .pdf format and printed) that gives students the opportunity to explore information on a wide variety of interesting science and social studies topics. (Click on the shapes at the top to access them.)
 * Print Literacy
 * [|Newseum]
 * [|Reading Strategies That Benefit All Learners]
 * [|Readable.com] - Upload Word documents or webpage URLs to get an instant, free analysis of the readability of your writing. (See also [|Readability-Score.com])
 * [|Readable.com] - Upload Word documents or webpage URLs to get an instant, free analysis of the readability of your writing. (See also [|Readability-Score.com])
 * Social Literacy - Peanut Farmers Simulation
 * 21st Century Skills: Leadership & Responsibility (Explore the links on this page about how kids under 18 are changing the world)
 * Visual Literacy
 * [|A Periodic Table of Visualization Methods]
 * [|Appliance Design] - This company now produces a digital edition of its monthly magazine. Be sure to turn your sound on, then "turn" the page. Also, play with the buttons at the top of the page (especially Tools and Links)!
 * [|Ben Fry] - Take a look at the ways a scholar from MIT is working with scientists to help them visually analyze and represent complex data sets. First, run the [|anemone applet] and click any of the nodes and drag them to see the effects. Next, view the Quicktime movie of [|Valence]. Before you do so, I recommend that you read the couple of paragraphs of textual explanation below the movie links so that you'll understand what you are watching.
 * [|Colors] - This magazine uses a combination of provocative images and text in a variety of languages to tackle the sociocultural significance of a different theme each month. The materials make compelling contributions to bulletin boards, but MUST be previewed prior to classroom use as much of what is included in the magazine would be inappropriate for classroom use.
 * [|Fenetiks: The Sounds of Spoken Language] **-** An outstanding site that uses multiple representations (audio, diagrams, text, and video) to teach students the phonetics of English, German, and Spanish.
 * [|Gliffy]
 * [|Imagini: Discover Your Visual DNA] - A social mapping project geared toward visual responses that might give you some ideas for this one
 * [|Langu(im)age - Interactive Visual & Sound Poetry] - A very fun place to play! (Requires Shockwave)
 * [|Planet Tolerance: Images in Action]
 * [|10 x 10]
 * [|Visual Literacy: How do I make meaning?]
 * [|Visual Literacy.org]


 * 3) Explore the following sections of this page on graphic design and visual cognition:**

Key Concepts Key Principles Graphic design is about . .. Key principles of graphic design include . .. Primary Purposes of Graphic Design Examples Handouts Interactive Activities

=22 septiembre=

1) Outline a possible plan for a textbook lesson.

a) Use your //Así se dice// textbook. b) Choose a chapter between 3 and 8. c) Choose a lesson from your chapter. d) Outline a plan for teaching the lesson. e) Complete the first page of this plan and bring a hard copy to class.

Think about these questions as you plan:


 * What will interest learners about the topic?
 * To what social context will you connect the lesson?
 * How will you bring culture into the lesson?
 * What culturally authentic resources or texts will you use?

2) Explore at least 3 of these online planning tools.

a) Click on the icon. b) Try out the tool. c) Be prepared to tell us what you dis/liked about each tool.

- This tool uses a lengthy list of questions to guide teachers through the process of selecting, evaluating, and scaffolding tasks for lessons in close reading that are aligned with the Common Core



- Beautiful, customizable software; click and point text entry; sometimes gets hung up

[|Google Docs Lesson Planning Templates]

- Very nice, clickable interface; allows teachers to save materials in a "portfolio"





- Very basic click and type calendar; allows you to repeat lessons, push to Google Calendar, and print

- Interface is a little old-fashioned, but it does provide both an outline view and a box view for typing, allows linking to Utah Core Standards (English/Language Arts, Math, Science, & Social Studies), allows linking to a curriculum map, has test creation features (including a place for reading passages), course website features, and professional networking features

=17 septiembre=

1) Finish reading Shrum & Glisan Ch. 3 and turn your reading guide in if you haven't already done so.

2) Explore the purple thematic unit I gave you in class.

a) Which activities do you like well enough to remember for future use? b) What pedagogical strategies does the teacher use to help students understand disciplinary content in a foreign language? c) How does the teacher use the content to build linguistic proficiency? d) Come prepared to discuss the answers to those questions. e) For those of you who want more to explore, here are [|a series of other units, all available for free download].

= = =15 septiembre=

1) Study the National Proficiency Guidelines - [|Watch the examples in Spanish]

2) Explore the [|NCSSFL-ACTFL Global Can Do Statements] (it is interactive--click around on the chart)

3) Begin reading Shrum & Glisan Ch. 3

4) Bring your purple, Level 1 textbooks (Asi se dice) to class.

=10 septiembre=


 * 0) Read the course syllabus and schedule.**


 * 1) Prepare an information gap activity.**

a) Find an information gap activity online. b) Adapt or modify the activity to improve it. c) Bring a hard copy of your creation to class.


 * 2) Read Shrum & Glisan, Chapter 8 (the chapter on Oral Interpersonal Communication). [[file:Shrum & Glisan Ch. 8 Detailed Note-taking Sheet - Oral Prof 4th Ed.doc]] [[file:Shrum & Glisan Ch. 8 Detailed Reading Guide.doc]]**

=8 septiembre:=

No homework

=3 septiembre: Intro. to Class=


 * 1) Choose a wiki user name.**

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Sign up to give the Bienvenida.**

a) Go to the **Bienvenida page.** b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Complete: Course Information Survey**


 * 5) Complete: Student Teaching Information Survey**


 * 6) Complete: Technology Survey **


 * 7) Complete the True Colors Test and bring it with you to class. **


 * 8) Come prepared to answer the question: What do you need to do or learn in this class in order to feel prepared to teach Spanish? **


 * OPTIONAL:**


 * 9) You may wish to join:**

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 10) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats:**


 * 1) langchat
 * 2) utedchat


 * 11) You may wish to register to participate in these professional world language and technology conferences:**

October 1-2, 2015 at Boise State University in Boise, ID
 * [|Idaho Association of Teachers of Language and Culture Conference (IATLC)] **

November 20-22, 2015 in San Diego, CA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)]**

February 18, 2016 at Utah Valley University in Provo, UT
 * [|Utah Foreign Language Association Annual Meeting (UFLA)] **

March 3-5, 2016 at the Hilton Waikiki Beach Hotel in Honolulu, HI
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 2016 - Probably at the DoubleTree by Hilton in Sacramento, CA
 * [|California Language Teachers Association Conference (CLTA)] **

April 2016 in Utah
 * [|Utah Coalition for Educational Technology Conference (UCET)]**

April 22-24, 2015 in Banff, Alberta, Canada
 * [|Open Education Global Conference]**

June 2016 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **


 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * More Professional Development Opportunities**