Span+378+Fall+2017+Assignments

// Esta página es para los estudiantes matriculados en la clase de Span 378 durante el otoño de 2017. 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 //.


 * Note: All items are DUE on the day under which they are posted! **

=** Dec. 18 **=


 * 1) Study for the Final Exam (11 a.m. - 2 p.m. in JFSB B181). [[file:Final Exam Study Guide Span 378 Fall 2017.pdf]] **


 * 2) Complete the BYU Online Course Evaluation. **

=** Dec. 14 **=


 * 1) Add an assessment activity to one of your lesson plans. **


 * 2) Identify whether you added a writing, technology, and assessment activity to your story-based lesson plan or your literature-based lesson plan. **


 * 3) Email Dr. Montgomery: **


 * a) Your final copy of your story-based lesson plan and materials. **


 * b) Your final copy of your literature-based lesson plan and materials. **


 * 4) Finish your FLTEACH Project if you haven't already done so and prepare to turn it in on the day of the Final Exam. **

=** Dec. 12 **=

https://free.primarypad.com/p/zaWIQlmTM7 **1) Read through this [|one-page overview] of important things to consider when integrating technology into your classes.**


 * 2) Watch this short video (if you didn't do so when reading the above material).**

media type="youtube" key="bfvuG620Bto" width="560" height="315"

**3) Explore these Tools for Writing Assessment.**

**4) Choose one tool.**

**5) Add a writing assignment to your lesson plan that incorporates the tool.**

**NOTE: You do not have to re-print the entire lesson plan or turn anything in until next Thursday.**

**Optional: Read this [|chapter] about the theoretical foundations of PICRAT.**

=** Dec. 7 **= = = = =
 * 1) Read: [[image:languagelinks2006/ChocolateChipCookiesAndRubrics.png link="http://www.teach21.us/uploads/1/3/0/5/13053428/chocolate_chip_cookie_guide.pdf"]] **

= =

= =

= =
 * 2) Read: Taylor & Bateman, Ch. 12 (Assessment).**

= =
 * 3) Prepare for a short reading quiz over Taylor & Bateman.**

=** Dec. 5 **=


 * 1) Read: Taylor & Bateman, Ch. 9 (Writing) **


 * 2) Prepare for a brief, closed-book quiz over the material. **


 * For those who want a head-start on Thursday's homework: **


 * 3) Read for Thursday, 12/7: [[image:languagelinks2006/ChocolateChipCookiesAndRubrics.png link="http://www.teach21.us/uploads/1/3/0/5/13053428/chocolate_chip_cookie_guide.pdf"]] **


 * 4) Read for Thursday, 12/7: Taylor & Bateman, Ch. 12 (Assessment).**

=** Nov. 30 **=


 * 1) Teaching Demonstrations are Due Today **

=** Nov. 14 **=

a) Your text should be culturally authentic. b) Your lesson should have a clear proficiency goal. c) Your lesson should engage students with cultural content. d) Your lesson should include one of each: e) Bring your lesson plan and materials to class.
 * 1) Develop a full lesson and accompanying materials for your children's book. **
 * Pre-reading activity
 * During reading activity
 * Post-reading activity

a) Your text should be culturally authentic. b) Your lesson should have a clear proficiency goal. c) Your lesson should engage students with cultural content. Some examples of culturally-infused lessons based on video texts:
 * 2) Develop a full lesson and accompanying materials for your LITERARY text. **





d) Your lesson should include one of each: e) Come prepared to teach a 5-minute segment to the class on the Tuesday we come back. f) Your lesson will be evaluated using this criteria:
 * Pre-reading activity
 * During reading activity
 * Post-reading activity


 * 3) Think about how you might engage students in using technology to produce language as part of the two lessons above. **


 * 4) Complete this worksheet. You may e-mail it to me when finished.[[file:Gospel-based Teaching Principles Worksheet.doc]] **

=** Nov. 9 **=


 * 1) Complete the take-home quiz over the article by Ali Moeller (open note). **

a) Introduce the text (title, author, country it is from). b) Teach one or more segments of your lesson plan (i.e., don't tell us what you would do, do it with us) c) Teach in Spanish. d) You have 5 minutes to teach. e) You may accelerate portions of the lesson (i.e., give us 30 seconds to do something instead of 10 minutes).
 * 2) Come to class prepared to teach a 5-minute segment of your lesson based on a culturally authentic children's book or literary text. **


 * [|Self-assessments] **

=** Nov. 7 **= = =
 * 1) Study for the quiz over the article by Ali Moeller. **


 * 2) Read Taylor & Bateman, Ch. 8. **


 * 3) Locate a culturally authentic children's book and a literary text that you'd like to develop a lesson around. They can be on the same topic, or on two different topics **

=** Nov. 2 **=


 * 1) Finish reading the article //Strategies for Teaching Multi-level Language Courses// by Richard Ladd. **


 * **Post at least one question you have about this article in the space below:**
 * a: Click "Edit."
 * b: Type your question.
 * c: Type ~ 3 times next to the end of your question.
 * d: Click "Save."

__ Article Questions __

Example: My question is... user:chericem1 How do you know how much responsibility to put on the students? Also, at the beginning when you're teaching them how to teach, do you do that in English or Spanish? user:elaineteach96 While this sounds like an awesome idea, how often do the kids actually stay on task? Many of the students I have taught recognize when they are given extra assignments (like being a facilitator) and avoid it at all costs.user:sarita.c What would you do if one of the students forgot to prepare their part of teaching or refused to ever do their part? How would you make sure that their group is still learning the necessary material during that class time? user:span321 The article mentions that there is "no such thing as being finished" in a world language classroom so how can we help advanced students to use their own time wisely (aka continue developing their language ability) when they have completed assigned tasks? user:habla3 The text mentions that "Students must learn to ask questions, to provoke thought, to learn through their langue use, i.e., their teaching." My question is this: how do we get them to this point? I know the article comes up with ideas and strategies afterwards, but how can we truly motivate our students to want to be critical thinkers and be engaged in their learning? What is the key? user:run4lyfe My question is, if we implement something like having them grade assignments as a group, how can we make sure that they are all participating, and it isn't just one student that knows a lot giving all his or classmates the answers? I LOVE this idea, I would just want it to be as effective as possible. user:ashbates1


 * 2) Carefully read these sections of the NCSSFL-ACTFL Can Do Statements: **


 * [|Introduction]
 * What do you understand now that you didn't before? Type your answer below:
 * a: Click "Edit."
 * b: Type your answer.
 * c: Type ~ 3 times next to the end of your answer.
 * d: Click "Save."
 * What stood out to me most was the statement that "Can-Do statements are not a checklist of tasks to be demonstrated once and checked off." Before reading this introduction, I always saw Can-Do statements as exactly that: a list of things students should be able to do, and I always thought that once they could do a particular thing, you mark it off and move on to the next thing. That is not really the case, though. Can-Do statements actually describe what learners can do consistently over time. user:elaineteach96
 * I thought it was interesting how the Can-Do statements should not be used for determining grades. Some of the teachers I have observed are trying to switch their grading towards the Can-Do statements to measure proficiency, but we need to be careful to not make it a checklist.user:sarita.c
 * Like elainteach96, I also found it interesting that these can-do tasks are not a one-time assessment, but rather building blocks of proficiency that students will delve deeper into over time and learn to express in more dynamic contexts as they grow in the language. Many times I think teachers understand this concept, but students do not. I wonder how we can help students transition to this stepping stone rather than check box mentality? user:habla3
 * I now understand better that the can-do statements are not a limitation of what to learn or teach. I have been viewing the can-do statements for my current units in my practicum that way. Now that I understand this concept better, I can incorporate other skills in my lessons and have my students set goals for individual growth in language proficiency that may go beyond the can-do statements for the given unit. user:span321
 * I hadn't realized that one of the goals of these "Can-Do Statements" was to develop Intercultural Communicative Competence (ICC). Thinking about it now, it just makes sense. However, it wasn't something that clicked before. I feel like it helped me realize that the purpose of the "Can-Do Statements" is to teach students how to meaningfully engage in the target language. That can only be done with the development of ICC as language and culture are inseparable. user:run4lyfe
 * I now understand better that the Can-Do Statements should be something that the students are actively working and are familiar with. This makes total sense because it's kind of unfair to have students trying to meet benchmarks, without having them know exactly what proficiency in that area looks like. It would be really effective for students to know precisely what they are being taught to do with the language. It changes it from learning a bunch of vocabulary about clothes, to learning how to interact with an employee at a store. It's teaching them what they CAN DO with the language. user:ashbates1
 * One of the things that I found interesting and never thought about is that Can-Do Statements are a set of goals that help students' progress in the target language. I never thought about Can-DO statements as a set of goals that are accomplished every day in class. On top of that, all these goals are attached to learning the culture. Teaching the culture is incorporated in each set of goals, not just in a couple of the lessons. user:jmcasiano


 * [|Proficiency Benchmarks & Performance Indicators Chart]
 * [|Look at the Novice EXAMPLES on pp. 6-16]
 * [|Look at the Intermediate EXAMPLES on pp. 6-16]
 * [|Look at the Advanced EXAMPLES on pp. 6-16]
 * List one idea this chart or these examples gave you that will help you plan better lessons below.
 * a: Click "Edit."
 * b: Type your answer.
 * c: Type ~ 3 times next to the end of your answer.
 * d: Click "Save."
 * I found it helpful that these new benchmarks distinguish that in interpretive communication, novice-low and novice-mid learners require the use of gestures or visuals in text and conversations. Novice-high learners, however, will have moved beyond these supports. Therefore, if I am teaching novice-mid learners, I should try to slowly take away this extra support to help them develop in their interpretive communication. I would do this gradually and over time so that eventually they can be presented with a short description of something that appears without visuals or gestures. user:elaineteach96
 * As I plan lessons, I need to think about what will take my students to the next level. (What will move them from memorized words to phrases to sentences, etc?)user:sarita.c
 * This was a great reminder that all lessons should be focused on a clear communication goal, whether interpersonal, interpretative, or presentational. The can-do statements for each level provide clear objectives in each of these areas that can easily be adapted to fit each lesson plan. user:habla3
 * These examples showed me that can-do statements can be focused on interpretive tasks, not just interpersonal. I think that in lesson planning, I have focused on interpersonal and presentational communication so much that I have neglected to recognize that focusing on interpretive communication tasks is just as important. If I want my students to survive in real-world situations, they will need to be able to interpret the language around them, not just in interpersonal settings. user:span321
 * This gives me a clearer picture of how to determine where my students are at so that I can effectively find ways to build on their proficiency. That way, I'm not providing tasks that are entirely too difficult or tasks that are too easy. This will help me differentiate for my students who are on various levels. Knowing the levels and assessing the levels where your learners are at provide a clearer direction in which to go. user:run4lyfe
 * Because incorporating culture has been somewhat of a challenge for me, I really liked the page specifically on intercultural communication, and what the products and practices should look like at each proficiency level. This helps me to know exactly what type of cultural activities I should include to make sure that the students are learning to be culturally competent. user:ashbates1
 * Even though I was not teaching grammar in class, I was focusing somewhat on the grammar outcome. I just realized that it is important to build a lot of vocabulary in the novice level so they can express themselves. It does not say I can use the preterite... user:jmcasiano


 * [|Choose two Intercultural Reflection Scenarios (mini-lesson plans) and read through them].
 * [|Look at the Intercultural EXAMPLES on pp. 5-14]
 * List one question you have about integrating culture into your lessons below.
 * a: Click "Edit."
 * b: Type your answer.
 * c: Type ~ 3 times next to the end of your answer.
 * d: Click "Save."
 * With teaching culture, should a cultural topic be the basis of every lesson we teach? If so, how do we reconcile that with grammar if our department's curriculum is based around grammar? user:elaineteach96
 * Some teachers strive to have all assignments in the target language (in class and at home), this says it can be beneficial to do reflection at home. What do you recommend and why?user:sarita.c
 * How can we help our students have //authentic// cultural interactions (with TL practices and products) within the walls of our own classrooms? user:habla3
 * If our school districts already have set unit topics and vocabulary, is there a way that we can help our students learn about those topics while also incorporating culture that may be more relevant to the grammatical structures they are learning at the time? user:span321
 * In the examples I read, I felt that the culture explained/taught was quite superficial and failed to address the why of the cultural practices. For example, the students were to watch a family in the target country doing a weekly grocery shopping run. In all the countries I am familiar with, there is no weekly grocery shopping trip. It is a daily occurrence. Shouldn't we start from the very beginning to show these differences? Is it feasible to go deeper into culture from the very beginning? user:run4lyfe
 * If we teach in a school where there are a lot of native and heritage speakers, how can we make the cultural aspect of Spanish class more interesting? Is there a way to utilize them without making them feel like they stick out? user:ashbates1
 * where can we find materials to teach authentic cultural topics? In Hispanic culture, most of the culture is involved with religion; how should I address that? user:jmcasiano


 * 3) Review this handout: [[file:TFLA Workshop Handout Final Rev.docx]] **


 * List your favorite resource from the handout below (i.e., post the page number and explain why you like it, or post the link to a resource you explored from the handout that you liked.
 * a: Click "Edit."
 * b: Type your answer.
 * c: Type ~ 3 times next to the end of your answer.
 * d: Click "Save."
 * I really liked the Roll and Retell activity under Ways to Read a Text on page 9(https://thebusyteachersguide.files.wordpress.com/2014/11/roll-and-retell.jpg). It seems to be an effective way to check for understanding. Students can work in pairs to roll their dice and answer the question according to what they roll. It can be just an oral activity or even an oral and a written activity if you have one student say their answer while the other writes down what they say. user:elaineteach96
 * http://cultureconnection.wikispaces.com/War this resource stands out to me because I like the idea that you can teach complex subjects like war, even with beginning language learners. Our students are smart and would likely be interested in this.user:sarita.c
 * I especially loved the comparative analysis worksheet on pg.5 that helps students activate prior knowledge before discussing aspects of the TL culture. This page stood out to me because I often jump right into TL culture rather than helping students understand their L1 perspective first and how that experience changes their perspective on other products, practices, and perspectives. user:habla3
 * My favorite resource was this page: http://cultureconnection.wikispaces.com/. It gives a lot of good suggestions for how to teach culture in a way that will be meaningful and impactful for students. Rather than simply integrating some cultural song or image, teachers can use these tips to make culture a key element of lessons that encourages students to notice their own perspectives as well as others'. user:span321
 * I liked page 2, especially the column titled "Global Issue or Social Problem". I feel like it is important to clue in to these details while teaching. Our students are capable of understanding that we live in a global world. They see things that go on thanks to their easy access to the internet. Giving them a context to look at these issues will likely promote a reason for learning the language. user:run4lyfe
 * http://cultureconnection.wikispaces.com/Famous+People I really liked this resource. When I was in practicum, I noticed that students would get really excited when we did an activity with famous people that they recognized. I think this could be a great resource to incorporate culture and make sure students are engaged and excited about it. user:ashbates1
 * http://cultureconnection.wikispaces.com/Bullying I think this resource can be taught at the beginning of the school year to create a safe environment in the class. user:jmcasiano
 * 4) For those who want a head-start on Tuesday's homework, read the article I e-mailed to you by Ali Moeller.**

=** Oct. 25 **=


 * 1) Complete the midterm course evaluation form anonymously and bring it to class or put it in Dr. M's box. **



=** Oct. 19 **=


 * 1) E-mail your professional resource library materials to Dr. M. **

a) Visit [|FLTEACH]. b) Choose a month. c) Read all the conversations from 5 different threads. d) Synthesize your learning by creating a one-page graphic organizer. e) Your organizer should include:
 * 2) Begin your FLTEACH Project. **
 * A title
 * A relevant image
 * Three quotes from the postings you read.
 * One quote from an outside source.
 * Your own opinion about the issue you selected.

=** Oct. 17 **= = = =** 1) Use the principles of graphic design that you learned today to improve the scaffolding you already did for ONE of your texts. **= a) Review your scaffolded text. b) Apply principles of graphic design to it to improve students' ability to complete the tasks. c) Bring an electronic copy to class.

a) Locate the materials. b) Decide on a target audience BESIDES the members of this class (i.e., other preservice teachers, Spanish 1 teachers, Spanish AP or IB teachers, district curriculum coordinators, dual language immersion teachers, etc.). c) Decide how you will share your resources with your target audience. Options might include: d) Come to class prepared to present your library.
 * 2) Complete this assignment: **
 * Creating a handout or infographic that highlights the "best" or "top 10" resources from your collection?
 * Preparing a conference presentation/PowerPoint that highlights particularly exciting "finds" from each of the categories on the assignment sheet?
 * Developing a wiki on which you organize everything?
 * Setting up scheduled Facebook posts or Tweets to share the resources you've found with interested groups (such as #langchat or #flteach)
 * Using free tools like [|Diigo], [|Pinterest,] [|Symbaloo], [|Zotero], or another tool of your choice to organize, annotate, and tag the resources?

Ashlee: https://www.pinterest.com/ashleebahr/teaching-resources/ https://docs.google.com/document/d/11AdUwMlhS9almbNAPs7im6niL0A6-yEWdRXV8idPq1c/edit

Michelle:

https://www.diigo.com/user/run4lyfe

Stacy: Jarumi

Kalin: https://www.canva.com/design/DACkHN4y_y8/share?role=EDITOR&token=9wYVyROBkT9YmnPDwEdy5A&utm_content=DACkHN4y_y8&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

Sarah https://www.pinterest.es/sarandon3656/spanish-teaching/


 * 3) Read the [|Copyright Module] and take the quiz if you didn't do it in Span 377.**


 * 4) Read the [|Professionalism Module] and take the quiz if you didn't do it in Span 377.**


 * 5) Do this [[file:Copyright Questionnaire.pdf]]**


 * 6) View the following links:**

[|What is Copyright?] - A great infographic for teaching students about the key ideas involved

[|Copyright v. Creative Commons v. Public Domain Infographic] (A very nice tutorial: )

[|Factors to Consider for Fair Use] - Scroll down to see the graphic that outlines the 4 factors

[|Fair Use: Four Factors] - A graphic that plots the factors on a continuum

// [|Copyright Chart (from Hall Davidson & Tech & Learning)] (PDF) //

// [|Can I Use That Picture?] //


 * 7) Watch the first 3 chapters of this video:** [|A Fairy Use Tale]


 * Optional - Explore:**


 * [|Copyright Crash Course for Teachers] **


 * Sources for Free, Copyright-Safe Images, Multimedia, & Texts **

=** Oct. 12 **=


 * No class - Dept. of Spanish & Portuguese Rank & Status Retreat **

=** Oct. 10 **=


 * 1) Complete [|this questionnaire]. **


 * 2) Prepare for today's reading quiz over Taylor & Bateman, Ch. 11. **

a) Choose a text. b) Decide if you will scaffold it by reformatting it or by generating a worksheet for it. c) Reformat it or prepare the worksheet. d) Bring an electronic copy to class.
 * 3) Scaffold ONE of your texts.**


 * 4) Skim: Manage Your Energy, Not Your Time. **


 * 5) Begin gathering resources for your professional library (not due until 10/17/17). See this assignment sheet for details: **



=** Oct. 5 **= = = 1) Read Taylor & Bateman, Ch. 11

2) Complete the reading guide.

=** Oct. 3 **=


 * 1) Come prepared to discuss:**

Why do you think I might have decided to use class time to have you do those things?

1. When you come next Tuesday, I’d like for you to be prepared to discuss why engaging in activities that seem to be social (or at the very least, NOT work-related) might be critical to the success of your careers?

2. What professional skills did you see in evidence in the way that event was set up?

3. What pedagogical opportunities (or suggestions) were present in that room? Did any of you spend time thinking about them, take notes on them, or most importantly, take ACTION on any of them?

4. What professional opportunities were present in that room? Did any of you take advantage of those opportunities?


 * 2) Bring your proficiency cheat sheet cards--we will be looking at these today too. **

a) Decide how you will get learners to share their prior knowledge and experiences about the TOPIC of the texts. b) Think of at least one activity that will interactively engage learners with the CONTENT of the texts as they read or watch them. c) Think of at least one activity that will engage learners with the MEANING of the texts as they read or watch them. d) Think of at least one activity that will engage learners with the LANGUAGE of the texts as they read or watch them. e) Think of one activity that will engage the learners in exploring the FORM of the texts (i.e., your targeted language pattern--grammar and vocab.).
 * 3) Develop a lesson around your three texts from last time that includes a pre-, during, and post-activity. **


 * Bring your sample activities to class for critique/discussion.**

=** Sept. 28 **=

a) Identify each level of proficiency based on the **[|ACTFL Proficiency Guidelines]** b) Examine the **[|ACTFL Can Do Statements] (Click on the dots on [|this version] to see only one level at a time.)** c) Decide what pieces learners need to notice in order to improve. d) Summarize the key information for learners. e) Generate a one-page reference card, poster, or flyer to help them remember. Bring an electronic copy to class.
 * 1) Create a card or poster to help students see what they need to change at each level of proficiency to become more proficient.**

a) Choose a personal hobby or interest that is meaningful to you. b) Find three "texts" in the target language related to that topic. c) Texts can be audio, infographics, interviews, magazines, video, etc. d) Choose texts that are interesting. e) Don't worry about language level. = =
 * 2) Gather resources for a lesson.**

=** Sept. 26 **=


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

As you do, think about:
 * 2) Look at this diagram: ** [[file:larcsummer11/language_actfl__pyramid_chart.gif|ACTFL Oral Proficiency Pyramid]]
 * In what ways is the diagram helpful?
 * Is there anything missing?
 * What implications does the diagram have for assessment.


 * 3)** **Consider the 3 bulleted questions above as you view:** [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]


 * 4) Explore this document: [|ACTFL OPI: Answers to Frequently Asked Questions]**
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking"]]

a) Watch all of the examples in the Novice section. b) After each example, consider: c) Watch the first example from the I ntermediate section. How is it different from the novice examples? d ) Watch the first example from the Advanced section. How is it different from the intermediate examples? e) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version).
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

f) Look for the gray buttons.

g) Click on the View Samples button for Novice, Intermediate, and Advanced.

h) Choose at least **ONE video** to watch for each category.

i) What characteristics do speakers at each level possess?


 * 5) What is the role of pronunciation in proficiency? **

[|Language Fail] media type="custom" key="29346453"

[|Mayor Bloomberg Speaks Spanish] media type="custom" key="29346455"


 * 6: Analyzing Real Life Examples of Proficiency**

a) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

b) Consider these questions as you watch the videos below:


 * What do you NOTICE about the speaker's Spanish?
 * In what areas does the speaker SUCCEED?
 * In what areas does the speaker's Spanish BREAK DOWN?
 * How would you rate this speaker's proficiency?
 * What NEXT STEP will improve this speaker's Spanish? (Would this [[file:forchini/PBA_Rubric_color (1).png|rubric]] help students know what to do next? How about [|this one]?)

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|Ben Affleck habla en español sobre 'Argo', Mexico y su palabra favorita] (3:08) - =media type="youtube" key="tHo9ToicSJ0" width="560" height="315" =

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez, de chica común a princesa]

media type="youtube" key="IgxEUBvydf4" width="560" height="315"

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"


 * 7) You will have a quiz over this information next Thursday. Use this checklist to be sure you are ready:**
 * **I can define proficiency** (as it pertains to world languages).
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers.**
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines])
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], the [|ACTFL Performance Descriptors], and the [|NCSSFL-ACTFL Global Can Do Statements]** ( Skim this page: [|ACTFL Performance Descriptors], then familiarize yourself with [|this document]. Next, play around with this grid: [|NCSSFL-ACTFL Global Can Do Statements], then CAREFULLY explore [|this document]--particularly the checklists)


 * 8) Homework due next Thursday for those of you who like to plan ahead:**



a) Read the questions.

b) Use the hyperlinked documents/page numbers to answer the questions.

c) Print a hard copy of the study guide.

d) Turn in the hard copy in class.

e) Visit Learner.org's [|Teaching Foreign Languages K-12 Library] (watch 2 different videos).

=** Sept. 21toc **=


 * 1) Read the classroom management article distributed in class.**


 * 2) Finish viewing the PowerPoint presentation and other links on the agenda if you did not do so in class.**


 * 3) Explore the Classroom Management page of the wiki.**

http://languagelinks2006.wikispaces.com/Span+378+Bienvenida+Fall+2017
 * Bienvenida Sign-up:**

=Sept. 19:=


 * 1) Choose two versions of //The Animal School,// read/watch them, and then think about how they are similar/different.**

media type="custom" key="23687654" ([|PDF of the book]) [|Playscript]

[|Book Read Aloud]

[|Animated Version] media type="custom" key="29338837"

[|Story Set to Music & Photos] media type="youtube" key="QJeyNywDxPc" width="560" height="315"
 * 2) Read and consider what this means for Spanish teachers who work with gifted students:** [[image:IsItACheetah.JPG link="http://www.stephanietolan.com/is_it_a_cheetah.htm"]]


 * 3) Read: [|ACTFL Position Statement on the Role of Language Learning & Valuing Diversity & Promoting Unity]**


 * 4) Read: [|Differentiated Instruction in the Foreign Language Classroom: Meeting the Needs of All Learners] by Toni Theisen**


 * 5) Explore these True Colors Resources (Especially the Coaching Tips and Blues on Your Team Links)**

- Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends. Page

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; 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 reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

- You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.



- 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. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

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

6) Read the course syllabus:

**Sept. 14:**

1) Explore First Days of School (especially: 2) Finish your class syllabus on http://www.canva.com/ (be prepared to show it in class). 3) Self-evaluate your syllabus with this rubric.
 * Icebreakers/Getting Acquainted with Students
 * Name Games)



4) Explore

5) Read the course syllabus:

**Sept. 12:**

1) Turn in your photo permission form.

=Sept. 7:=

1) What classroom routines and procedures would you establish?

2) How would you organize/set up the classroom?

3) What activities would you do with students on the first day of class?

=Sept. 5: Intro. to the Course=

First day of class - No homework 

// What is differentiation? //
Differentiation is a big word that is often used in education to talk about the ways that teachers make the curriculum more accessible to their students. Typically, it involves adjustments to the // ** content ** // of the curriculum, the // ** processes ** // in which students engage with the curriculum and the teacher, and/or the // ** products ** // or assignments students produce. These changes are made in an attempt to make the curriculum better match the interests, learning preferences, and needs of individual students, special groups of students, or even entire classes. Although most teachers agree with the concept of differentiation in theory, many believe that it is difficult to implement successfully in schools where classes are large and the individual students in each class are very diverse, or not worth the time it might take.