Span+477+Assignments+for+Summer+2015

// Span 477 assignments will be posted here. Assignments are due on the date that appears above them.toc //

=August 10=

Last day of class Final exam Final teaching demonstration

=August 7=

1) Reach Ch. 11 of Shrum & Glisan

2) Prepare your final 10-minute teaching demonstration for Monday, based on Unidos, Ch. 3.

a) Look at the vocabulary list (last page of the chapter). b) Look at the cultural content of the chapter (2nd to last page of the chapter). c) Select a grammatical structure to practice (ONE of the green boxes located throughout the chapter). d) Create a meaningful, culturally-infused set of activities to help students learn and practice your targeted grammar and vocabulary. e) Be sure to include a "focus on meaning," "focus on grammatical form," and "focus on communication" activity.

3) Begin studying for the final exam, which will be structured as follows:

Section 1: Multiple Choice & Short Answer - This will cover the basics of the World-Readiness Standards for Language Learning, Oral Proficiency, and content from the readings this semester Section 2: Collaborative Section - You and your colleagues will work together to provide advice on two scenarios, selected from approximately 5 options Section Section 3: Panel Interview - I will ask you a series of questions that you might be likely to be asked during an interview for a position as a Spanish instructor. Each person will have an opportunity to respond to the same question, then we will discuss what makes an interview answer stand out across candidates.

Use this study guide to help you:

=August 5=

1) Read Ch. 11 of Shrum & Glisan by Friday

2) Begin studying for the final exam, which will be structured as follows:

Section 1: Multiple Choice & Short Answer - This will cover the basics of the World-Readiness Standards for Language Learning, Oral Proficiency, and content from the readings this semester Section 2: Collaborative Section - You and your colleagues will work together to provide advice on two scenarios, selected from approximately 5 options Section Section 3: Panel Interview - I will ask you a series of questions that you might be likely to be asked during an interview for a position as a Spanish instructor. Each person will have an opportunity to respond to the same question, then we will discuss what makes an interview answer stand out across candidates.

Use this study guide to help you:

=July 27-31=

Guest Instructor: Elizabeth Robinson

Teaching Demos

=July 24=

No class - Pioneer Day

=July 17= = = 1) Read Ch. 6 of Shrum & Glisan and complete this study guide: (Due Monday, July 20).

2) Continue to work on your teaching demonstration for Monday.

a) Choose a typical Level 1 vocabulary topic. b) Find a culturally authentic text about your topic. c) Prepare an activity that focuses on the MEANING of the text. d) Prepare an activity that focuses on the FORM of the text. e) Prepare an activity that focuses on INTERPERSONAL COMMUNICATION about the text. You will present this as a __full lesson__ (3 activities) on Monday.
 * Select a topic from a beginning level textbook.
 * Expand the topic (i.e., school --> education; clothing --> fashion; weather --> climate change; body parts --> health & wellness)
 * Produced by a native speaker, for an audience of native speakers
 * You can search for one you like.
 * You can also select one from //Culture Connection.//
 * Use more than one text to strengthen the power and interest level of your lesson.
 * Give simple instructions.
 * Give students opportunities to discuss the topic.
 * Give students opportunities to interact with the text.
 * Give students opportunities to think about the culture.
 * Provide any scaffolding needed.

=July 15=

1) Read the Moeller article (Literature, a Rich Resource for Teaching).

2) Begin working on your teaching demonstration for Friday.

a) Choose a typical Level 1 vocabulary topic. b) Find a culturally authentic text about your topic. c) Prepare an activity that focuses on the MEANING of the text. d) Prepare an activity that focuses on the FORM of the text. e) Prepare an activity that focuses on INTERPERSONAL COMMUNICATION about the text. You will present this as a __ full lesson __ (3 activities) on Monday.
 * Select a topic from a beginning level textbook.
 * Expand the topic (i.e., school --> education; clothing --> fashion; weather --> climate change; body parts --> health & wellness)
 * Produced by a native speaker, for an audience of native speakers
 * You can search for one you like.
 * You can also select one from //Culture Connection.//
 * Use more than one text to strengthen the power and interest level of your lesson.
 * Give simple instructions.
 * Give students opportunities to discuss the topic.
 * Give students opportunities to interact with the text.
 * Give students opportunities to think about the culture.
 * Provide any scaffolding needed.

=July 13=

1) Read Shrum & Glisan, Ch. 3. 2) Complete ONE of these two study guides (and prepare to turn it in):

=July 10=


 * Plan an interpersonal communication activity based on a culturally authentic text.**



1) Choose a typical Level 1 vocabulary topic. 2) Find a culturally authentic text about your topic. 3) Prepare an interpersonal communication activity about your text. 4) Come to class prepared to teach your __activity__ on Friday. 5) You will present this as a __full lesson__ (3 activities) on Monday.
 * Select a topic from a beginning level textbook.
 * Expand the topic (i.e., school --> education; clothing --> fashion; weather --> climate change; body parts --> health & wellness)
 * Produced by a native speaker, for an audience of native speakers
 * You can search for one you like.
 * You can also select one from //Culture Connection.//
 * Use more than one text to strengthen the power and interest level of your lesson.
 * Give simple instructions.
 * Give students opportunities to discuss the topic.
 * Give students opportunities to interact with the text.
 * Give students opportunities to think about the culture.
 * Provide any scaffolding needed.

=July 8=

Begin looking for a culturally authentic text that you like.

=July 6=

Explore the Culture Connection wiki.

a) Read the information on the page that loads. b) Click on each link on the white part of the page. c) Explore the materials to which each link takes you. d) Explore at least one link from each of the following sections (in the blue bar on the left-hand side of the page): e) Come prepared to discuss the role of culture in class.
 * Cultural Materials
 * Conceptual Topics
 * Grammar Topics
 * Vocabulary Topics

If you have extra time, you may wish to start thinking about how you could integrate culture into an interpersonal speaking activity (could be an information gap activity, a jigsaw activity, or some other type of paired activity).

=July 1=

1) Read Chapter 8 (and complete one of these reading guides):

2) Prepare a well-scaffolded information gap activity.

a) Choose a grammatical principle and a vocabulary topic. b) Design a speaking practice activity. c) The activity should require oral exchange of information. d) Progressively build students' language (words to sentences to paragraphs). e) You will teach the activity in class (so bring 3 copies).

I will use the following checklist to evaluate your activity:

=June 29=


 * Read Ch. 1 of Shrum & Glisan [[file:Thinking Template for Shrum Glisan 1 - SLA - 4th ed.pdf]][[file:Thinking Template for Shrum Glisan 1 - SLA - 4th ed.doc]]


 * Review the [|Spanish speech samples] for Principiante, Intermedio, & Avanzado


 * Review the Course Syllabus and come to class with any questions you may have: [[file:Span 477 Syllabus Summer 2015.pdf]]


 * OPTIONAL: 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


 * Y ou may wish to participate in these [|Twitter] chats: **


 * 1) langchat


 * 1) utedchat


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

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 **

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 26=

Same homework as June 24 if you didn't already do it.

=June 24: Tech & True Colors=


 * 1) Come to JFSB B135 for class tomorrow.** You are also invited to participate in the rest of the workshop: [[file:2015 BYU Summer Workshop Horario.pdf]]


 * 2) 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.


 * 3) Join the LanguageLinks2006 Wiki **

a) Go to: ** http://languagelinks2006.wikispaces.com/ ** b) Click // Join // in the upper, right-hand corner c) Fill out the form that appears:

d) Click submit e) Write your password down somewhere safe.
 * Type your username and a password.
 * Add a working e-mail address
 * Check NO (about making a wiki)


 * 4) 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."


 * 5) Complete: **** Course Information Survey **


 * 6) Complete: ** ** [|Technology Survey] **


 * 7) Complete your Student Page ** (if you feel comfortable doing so).

**8) Explore:** >> >> - 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 >> >>
 * [[image:pl2rs/CoachingTips.JPG link="http://cc2012.csusm.edu/pluginfile.php/135436/mod_resource/content/1/True%20Colors%20Packet.pdf"]] - EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; reframing lists; symptoms of a bad day; and team member role cards

=June 22=

No homework - First day of class

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