Seminar+in+Student+Teaching-Fall+2011

toc //This page contains links to weekly agendas, assignment sheets, and other materials for Dr. Montgomery's Span 476R/496R Seminar in Spanish Teaching course for student teachers and interns in Fall 2011.//

this is an alternative operating system that allows you to reuse older computers for your classroom. The link takes you to their website where they include instructions on how to install it on a computer as either a dual-boot for windows or to replace the operating system all together. If you're curious about using this in the classroom feel free to contact me I can give you more detailed instructions on how to install it and how it can be used to manage your classes computers simply. Just click my name and hit send message -> user:darcoza

This is a web 2.0 tool that allows you to link online services to automate online tasks that you don't want to perform manually. The service can be used to do a large variety of things including automatically posting to facebook, downloading images of yourself others upload, sending automatic tweets, checking the weather, checking RSS feeds, and combining your google calandar with all kinds of stuff. It's a very powerful tool in general but can be used for classroom applications as well. Check it out.user:darcoza I've included a tutorial on how to use this to text homework reminders from your Google Calendar. This is a tool that allows you to set up text reminders for your classroom. It is fairly simple to use requiring only an account and having students sign up by texting the classes keyword to a number. Also supports scheduling so that you can plan the texts to be sent out at a future date.user:darcoza

This another tool that allows you to set up text reminders and alerts for you classroom. This site is a little more complex than remind101 below but gives you access to more features such as getting input from RSS or Twitter and sending polls directly to phones by text without the need for a smartphone or a projector. This service can also be set up to send out text reminders from events on your google calandar. I'll include a tutorial here.user:darcoza

This is a resume editing tool. It allows you to upload a job description for a position you want to apply for then judge how well your resume matches that description. It can then optimize your resume automatically to fit the description best by rearranging the order and including the most important information. It then gives you a rating of how closely your resume matches the job description.user:darcoza

TeamViewer is a program that allows you to remote control another computer. This allows you to control your pc from a smart phone or tablet so that you can walk around the room during a presentation. It also allows you transfer files between computers or access files you forgot on your home or school computer from any other computer. Additionally it can be used as meeting software to allow you to video chat while showing your screen to up to 25 other computers which is good if you need to show the class how to do a new task or if you need to show someone how to do something from a distance. Its a very powerful free tool that you should play around with.user:darcoza

This is a way to simply transfer files that are too large to send by email.user:darcoza

[|Richard Ladd's Handouts (Interactive Activities)]

=**Assignments for Today (12/6/11)**=


 * **Bienvenida: Corey**


 * Food: **Corey**


 * Everything is due (LiveText forms and TWS)[[file:Teacher Work Sample Spanish Template 2011.pdf]] [[file:Teacher Work Sample Spanish Template 2011.doc]]
 * Discussion of preparing a professional portfolio, job interviews, and teaching demos
 * [|Ethics Tes]
 * Request //**Letters of Completion**// from: []
 * Please post your materials and resources from ACTFL below:
 * [|World Languages Daily] (Paulino Brener)
 * ====[[image:IMG_0723.JPG width="204" height="278"]]====


 * **Celebrations & Concerns:**(Nominate topics of conversation by typing an idea, typing ~ three times, and then clicking "Save." The person who has the bienvenida will start us off)


 * **Swap Shop:** Post any ideas you want to share/demo in class here:


 * Nick - Pass the Problem game with articles & oral assessment paired activity (for voice recorders)
 * Travis - E.T. lesson for reflexive verbs
 * Corey - Snowballs, pre-writing graphic organizer, and story project
 * Michael - Techniques for presenting and practicing comparatives
 * Devin - School PowerPoint story (or did we already do this last time)
 * Ruben - Preposition drawing activity
 * Michael's presentation on obtaining classroom computers cheaply and mirroring your computer on your phone


 * **Announcements:**Please post announcements here.
 * [[file:Buzzword Bingo FL.doc]]
 * [|Cell Phones in Learning (Liz Kolb)]
 * Grants
 * [|Max Perks]
 * [|Ministerio de educación - Embajada de España]
 * Piensapapeles
 * [|SAP PowerPoint Tools]
 * Signals for Attention
 * Substitutes
 * [|Tools for Educators]

>> >> =**Assignment Links**= >> >> Due dates for each assignment are available here: >> >> 1) FED: [|LiveText] - [|Field Experience Demographics Worksheet (BYU)] - Use this worksheet to help you gather demographic data for your Teacher Work Sample before recording it in LiveText. You can obtain the information you need in order to complete the worksheet from the [|Utah Performance & Assessment System for Students (UPASS)]. (As you make your selections, additional selection options will appear.) [|Demographics] >> >> 2) PIBS: [|LiveText] >> >> 3) CDS: [|LiveText] >> >> 4) TWS - Final copy due to Dr. Montgomery Nov. 29, 2011. Upload to [|LiveText] AFTER Dr. Montgomery has given you the official approval to do so >> >> 5) [|CPAS] - Your mentor teachers should submit this by Dec. 2, 2011. >> >> 6) [|Ethics Test] >> >> 7) Praxis Exam: If you are currently receiving financial aid, you can request that the fee for the Praxis Exam be waived. >> >> 8) Request //**Letters of Completion**// from: [] >> >> 9) Find //**Conditions of Program Graduation & Licensure**// here: http://education.byu.edu/ess/licensing.html (Here is the direct page to the USOE World Language Endorsement, 6-12): [] >>

>> =**Assignment Sheets**= >> >> >> >> >>
 * [[file:Contextual Factors Brainstorming Sheet.doc]]
 * [[file:Contextual Factors Checklist.doc]][[file:Contextual Factors Checklist.pdf]]
 * Course Information Survey
 * [[file:Course Photo Video Permission Form.doc]]
 * [[file:Lesson Plan Template.doc]][[file:Lesson Plan Template.pdf]]
 * [[file:5Ts of Lesson Planning.doc]]
 * Planning for Substitutes
 * [[file:Permission Form for Sample Student Work 2011-12.doc]]
 * [[file:Stud Tchr Signature Ltr.doc]]
 * ** [[file:Teacher Work Sample Spanish Template 2011.doc]] [[file:Teacher Work Sample Spanish Template 2011.pdf]]Revised 9-20-2011 **
 * Teaching on a Block Schedule
 * [[file:Lesson Planning 80 Min Block - Variations.doc]]
 * [[file:Lesson Planning Time Manipulatives.doc]]
 * [|Block Schedule Lesson Planning Templates]
 * [[file:Thematic Unit Planning Templates.doc]]

>> =Finding a Job Links= >> *[|Education services main page] >> *[|Education services teacher fair] >> *[|Education services job search] >> *[|Recruiting] >> *[|Normal career fair at BYU] >> *[|Teacher fair at BYU] >> [|Alumni career services] >> [|Global career] >> [|Videos for networking, interviewing, cover letters, dress for success] >> >>

>> =**Helpful BYU Links**=

>> =**Important Dates**= >> >> >> >> =Observation Appointments= >> media type="googlecalendar" key="chericemm%40gmail.com" ARG0="&ctz=America/Denver" height="600" width="800" >> >>

>> ==Old Announcements==
 * Bring any materials you may need in order to work on lesson planning for the upcoming week (i.e., textbook, curriculum guides, etc.) ** Please use THIS lesson plan template for future observations:[[file:Lesson Plan Template.doc]] **** Concept Map Software (for those who want to generate webs for your TWS electronically): **
 * [|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 - have closed beta invitations for now)
 * **Observation Sign-ups: You should have scheduled a total of 5 observations for this semester (one for the practicum and 4 for student teaching). If you have not yet done this, please come to class today prepared to do so! **

>> Old Assignments >> >> FED: [|LiveText] - [|Field Experience Demographics Worksheet (BYU)] - Use this worksheet to help you gather demographic data for your Teacher Work Sample before recording it in LiveText. You can obtain the information you need in order to complete the worksheet from the [|Utah Performance & Assessment System for Students (UPASS)]. (As you make your selections, additional selection options will appear.) [|Demographics] >> >> >> >> >> >>
 * Complete the Course Information Survey
 * **Bienvenida**
 * **Food**
 * [|Field Experience Demographics Worksheet (BYU)] - Use this worksheet to help you gather demographic data for your Teacher Work Sample before recording it in [|LiveText]. You can obtain the information you need in order to complete the worksheet from the [|Utah Performance & Assessment System for Students (UPASS)]. (As you make your selections, additional selection options will appear.) You can find additional data here: [|Demographics]
 * Bring any questions you have about the Contextual Factors assignment to class, and bring a __**HARD COPY**__ of the rough draft of your Contextual Factors page with you to class NEXT week (on Jan. 25).
 * Read the syllabus and come prepared to ask any questions you may have

>> **Old Questions** >> >> >>
 * How do we know the difference between good, productive talking between students (like the back-channel talking that Dr. M talks about where a lot of learning goes on)vs. just chatting that makes them inattentive and disruptive? I don't want to break it up when it is good (like doodling, which is often good), but I can't always tell and it is hard if I have to pause every minute to get the class's attention and get them to quiet down a little so I'm not shouting over them. (I hope that makes sense.) user:saritalinda Three quick thoughts: a) Refuse to talk over students. If they are talking, use the stop and wait technique until everyone is quiet before you move on. b) Inattentive chatting will tend to be very social in nature, which means the noise will sound like a rollercoaster--up and down, up and down, as opposed to loud, but steady noise (which usually indicates working). c) Establish expectations for what is acceptable in terms of "backchannel chat" and enforce them. We can talk more about this in class. user:chericem1
 * How can we encourage natural and spontaneous use of the language? (like so that they can engage in a basic conversation without hesitating too much)? user:saritalinda Skye Smith, a student teacher from last year, and her mentor worked out GREAT ideas for this. You should contact her. I also just sent her a note inviting her to share the materials she developed with our class. user:chericem1
 * What are ways to motivate students to want to learn Spanish well and to be excited about it? Similarly, what are ways to help them build confidence in the language (in all four skills, but especially listening and speaking) and not be afraid to try it out and make mistakes? user:saritalinda
 * Are there any tricks for remembering 160+ names faster than I have been able to these last two weeks?!? :D user:saritalindahttp://languagelinks2006.wikispaces.com/Icebreakers-Getting+Acquainted+with+Students and http://languagelinks2006.wikispaces.com/Name+Games Say their names and look for them when you pass out papers. Choose one row per day and ask them to tell you their name, one interesting fact about themselves, and their name on their way out the door. Study the picture rolls. Ask them to say their names before they give any kind of an answer. Use name cards (remind me to show you what Dana Swartz at Lone Peak High does).
 * How can I get the class energized and participating when I'm not sure they are even blinking or breathing (especially morning classes) and won't respond to my questions? user:saritalinda http://languagelinks2006.wikispaces.com/Interactive+Activities
 * How do you deal with students who cry in class because they do not get their way? IE: a student who cries because he doesn't get to work with a friend during partner work. user:madisonb02
 * What is the difference between content-based teaching/units and thematic teaching/units? user:saritalinda
 * QUESTION: what are some ideas/examples of subgroups to analyze/observe for the teacher work sample??? You can do gender, race, socioeconomic class, basketball players, soccer players, art kids, band kids, heritage speakers, Seniors, Freshmen, etc. Ask yourself if/how their group membership impacts their performance. - chericem1Thanks! :D - saritalinda
 * How do we get students to care about and take responsibility for their own education? user:saritalinda (I mean beyond engaging and fun activities, but really changing their attitudes and perspectives...)
 * Is there a way to transfer administrative authority from the creator of a wiki to someone else? user:saritalinda - Yes, you can make them an organizer, which gives them the administrative rights to do everything except delete the wiki. Alternatively, you can make them an organizer, then remove yourself as an organizer. user:chericem1
 * I'm reading a really good book-The Seven Habits of Highly Effective People, and I recommend it to any of you. It applies to life and teaching really well.
 * Movies: I'm still not sure how I would utilize an entire movie to help my students learn Spanish. I know how to use small movie clips, but I'm skeptical about using full length movies for anything other than a substitute lesson plan. Ideas? Opinions? They are welcomed. user:charlaguay
 * Hi classmates, I have a question about pre-assessments. I want to do a pre-assessment, don't really know how to because they don't know the material yet, so it would be like giving them a test that they know practically nothing about. And how do I grade that? Would it be for completion. Thoughts and comments are welcome. -user:alissaj Alissa, That's exactly what it is, a test that they will know nothing about. I did mine yesterday. And to prep the students I told them, "This is the pre-test. So, you'll likely fail miserably. At the end of the chapter when I test you again, you're going to see how much you've learned." To make my pre-test less miserable to bear, I turned mine into learning centers. I made 5 stations (desk groups) in the room, and the pre-test had 5 pages (1 page per table/station/desk group). So, at each station the students had 5 minutes to finish their worksheet (portion) of the test. Then I played music to get them to the next table. I mainly did this because i just tested them on the end of the last chapter we finished. And these kids just took the ACT. So, they've been tested to death. This way of testing allows for the students to converse at their stations a little. But there's not much help they can really get from each other b/c everyone was lost. I just told them to do their best. When the 5 minutes was up, I played some loud, upbeat latino music. When they heard it they had to move to the next station.I put a diagram on the board to help facilitate this part. As far as grading goes, in the computer I'm giving them a completion grade. But, obviously I will be also creating a "real grade" for purposes of the TWS. I hope this helps a little. user:charlaguay THANKS CHARLA!!!! Yes, that helps a lot, and great ideas for the rotations of students. I have two questions still- why did they have to move tables? Did the groups get mixed up during the test? And also- why do you need a "real grade" for the TWS? --I had them moving tables to make it go by more quickly for them, since my assessment was 5 pages long. It also got them up and moving and created a way fro me to involve some fun music in the activity. I just thought it was a good way to break the test up and make it more bearable for them. (Each table had a different worksheet...so in order to get the next one, they had to go to the next table) As far as the pre and post assessments go. We will be comparing and analyzing the two side by side. Click hereto view the examples that Dr. Montgomery has posted. Just reading through them really helped me understand what all I need to be doing and why. user:charlaguay
 * What kind of preparation should go into having a guest speaker?
 * Possible considerations:
 * Give students a bio on the guest speaker
 * Prepare students for the speaker by having them read excerpts from the speaker's blog, newspaper articles related to the topic the speaker will be discussing, watching short video clips about the topic that will be addressed, etc.
 * Ask students to generate questions for the guest speaker in advance as a homework assignment - perhaps allow the class to vote on the most interesting questions
 * Prepare a "coping card" that contains useful phrases for asking/answering questions and have students practice them by interviewing one another
 * Prepare a graphic organizer or note-taking sheet that students can use to gather and organize information shared by the guest speaker. Ideally, students will use this to accomplish some task or produce some sort of product after the guest speaker leaves
 * Students enjoy food and food can help keep students who are typically disruptive more focused during a presentation - consider having a refreshment table if appropriate to the occasion
 * Prepare a thank-you note and small token of appreciation for the guest speaker - students can sign the note. Tokens might include the speaker's favorite candy bar, a gift certificate to a restaurant or bookstore, etc. It is helpful if the token is something related to the topic of the speech. user:chericem1How can I help students use the computers most effectively? It seems like a big deal to get them all over to the computer lab, so I want to be well prepared and help them get the most out of it.
 * Plan time to help get students logged in (this always takes more time than one might expect)
 * Prepare a well-scaffolded instruction sheet that is broken up into sections and clearly identifies each task students must complete. Ideally, this will include screenshots.
 * Always make sure students have to produce something during their time in the lab--an audio recording, a blog post, fill out a Google Form, a PowerPoint slide, a worksheet, etc.
 * Demo what you want students to do in the classroom (keeping instructions short and simple) and allow students to ask questions before you go to the lab.
 * Set clear expectations for behavior (and consequences for students who choose to misuse their time in the lab by horsing around or surfing inappropriate sites - make sure your consequences are in harmony with school policies). Teach students cybersafety and digital citizenship (i.e., copyright safe sources, giving credit where credit is due, appropriate ways to interact online, not to give out personal information online, etc.)
 * Be clear about what is due by the end of the period and where/how students should turn it in
 * Have a system for monitoring students during the period. Consider implementing a buddy system (ask 3, then ask me). user:chericem1
 * Assessment: my questions are:
 * What types of assessments should I be doing? - Test what you are teaching. Use a variety of assessments so you can gather a complete picture of students' progress--information about students' skills in a variety of areas (including oral proficiency, writing skills, interpretive skills, and even discrete skills such as grammar/vocabulary, etc.) Possible types include quizzes, tests, projects, skits, etc.
 * How often? - As often as is necessary in order to accurately and adequately communicate progress to students and their parents, provide students with feedback that will improve their performance, make effective instructional decisions about what to do next, and understand students' misconceptions
 * Is homework a type of assessment? It can be.
 * Would it be a good idea to give them an oral test along with a shorter written test at the end of a unit? user:charlaguay Definitely, since the development of their oral skills is of paramount importance to us as language educators (and to them) user:chericem1
 * How do I manage my wiki (take some things out and put in into a different wiki)? Ask me in class! user:chericem1
 * Direct object pronouns- FL Teach archive: http://listserv.buffalo.edu/cgi-bin/wa?S2=FLTEACH&q=&s=direct+object+pronouns&f=&a=&b=
 * How can I show students images of famous artwork legally? Project it? Print it off so they can work with the images in groups? user:CarrieKum I would say either is fine as long as you aren't broadcasting it online or letting them take it home. Many textbooks come with art transparencies too user:chericem1

>> **Old Swap Shop** >> Swap Shop: **//(Sign up to share an idea by typing ~ three times and then clicking "Save." )//** >> >>> >>>
 * user:elisemrw http://languagelinks2006.wikispaces.com/Puppets+as+conversation+aid
 * user:spanruss Great website with songs (grammar/vocab used included) and accompanying worksheets! http://zachary-jones.com/spanish/clozeline (found on FLTeach)
 * arent-Teacher Conferencesuser:chericem1
 * This is a daily quiz sheet that holds 6 quizzes so that you don't have to collect papers every time you have a quiz.[[file:PRUEBA DEL DIA.docx]]user:gerroy02
 * [|sitio para mitos, leyendas, y fabulas]
 * [|Cuentos para dormir] (cuentos con moralejas y valores) user:saritalinda
 * [|Cuentos mitológicos] (del mitología griega/romana y de las culturas antiguas como los Mayas) user:saritalinda
 * Products and programs to use in class from [|CLEAR] (a lot of them are free) user:saritalinda
 * Here's [|another site] that lists songs and the grammar structures and possible temas you could use them for (it's not as thorough as Actualidades, but it's still a good resource)
 * This [|site] has some good materials and ideas to spring from user:spanruss
 * ** [|Colección de cuentos cortos infantiles para la educación en valores]  user:saritalinda **
 * **T**his is a good resource about interacting on the internet: " [|Air Force Web Posting Response Assessment.]" The Steps: Discovery, Evaluate, Respond. It is important to remember that how you interact and what you say on the internet influences what others think about you and what they think about any organization or entity you may be involved with. Always respond to others online with respect, patience, and tact, and a positive attitude. user:saritalinda
 * [|82 Stores offering discounts to teachers]user:saritalinda
 * About motivation and rewards: great presentation: [|the surprising truth about what motivates us] from The Office: [|Alfie Kohn vs Dwight Schrute]user:saritalinda
 * If you are doing a lot of conjugating, it's nice to always have blank verb trees for the students to fill in and stay organized. Here is a simple template with lots of blank trees. [[file:verb trees (blank).docx]]
 * [[file:Las costumbres de la clase.docx]] -Alissa's disclosure document...a diamond in the rough
 * [|FLTEACH Daily]

>>> =Resources= >>>
 * [|A Kid's Tour of Latin Music Through Google Maps] - A Google Map with links to videos of both folk and popular music from Spanish-speaking countries around the world user:chericem1
 * [|BYU Theatre Education]
 * First Days of School
 * [|Free thematic unit downloads]
 * Icebreakers
 * Name Games
 * [[file:Negotiating Professional Relationships-BYU.doc]] user:chericem1
 * Open House Info.
 * Orienting Students to the Textbook
 * **Teaching Tip** - If you're looking for teaching ideas this week, you can have culture spotlights and talk about the Mexican Independence Day (Sept. 16) and Chilean Independence Day (Sept.18) user:spanruss
 * [|UFLA Registration]

>>> =**Syllabus**= >>> >>> >>> >>>

>>> =Teacher Work Sample= >>> ** Revised 9-20-2011 ** >>> Bring a **hard copy**of your >>> >>> >>> **Examples of TWS units:** >>> >>>> Sample TWS: >>>> >>>> Sample TWS: - Good example of grounding the unit in social issues and culturally authentic materials, nice unit planning grids, good example of lesson plans and instructions
 * Grammar topic
 * Vocabulary
 * Cultural connection
 * What is your guiding question. (TIP: Insert the word "I" in the question to make it more personal to students.)
 * List of objectives (5-7)
 * Project - What are some projects/activities students will do?
 * On the BACK make a concept map
 * Sample TWS: [[file:JanaePurcellaUnit Outline TWS FinalCMJP.doc]]


 * Sample TWS: [[file:Lauren Hekking Selected TWS Elements.doc]]- Exceptional example of Design for Instruction. Also a good example of Unit Overview, Unit Planning Web, National Standards, Report of Student Learning (Whole Class), & Implications for Future Teaching
 * [[file:Brianne Jensen Food Unit.doc]] - Good example of learning objectives, instructional decision-making, subgroup and individual, reflection and self-evaluation, insights on effective instruction, and assessments (pre-tests and rubrics)
 * **[|Examples of Thematic Units] (like //La peineta colorada)//**

>>> =Tech Tools=

>>> =**Archives**= >>> >>> Seminar in Student Teaching-Fall 2011 >>> Seminar in Student Teaching-Winter 2009 >>> Seminar in Student Teaching-Fall 2008 >>> >>>

>>> Back to: Home, Advocacy, Assessment, Classroom Management, Community Outreach, Curriculum Development, Especially for Elementary, First Days of School, For Beginning Teachers, For Methods Instructors, Getting a Job, Grant Writing, Inquiry-Research-Reflection, Instructional Strategies, Lesson Planning Templates, Literacy, Mentoring, News, Parents, Preparation for Student Teaching, Professional Development, Professional Organizations, Proficiency, Review Games, School Improvement, Second Language Acquisition, Service Learning, Spanish, Special Needs, Staying in the Target Language, Substitutes, Teachers' Lounge, Teaching Culture, Teaching & Learning Styles, Textbooks, 21st Century Technologies >>>