Span+477+Agendas+from+Summer+2013

//Please post your questions and comments about the agenda for today's Span 477 Summer 2013 class on this page.toc//

= August 12: Teaching Demos =
 * Teaching Demos
 * Review for Final Exam

=** August 9: Teaching Demos **=

=** August 7: Lesson Planning, Part 1 **=

Tech Tools Scope & Sequence - Planning for the Year Lesson Plans Closure General Feedback on Lesson Plan Rough Drafts [|La casa adormecida] Lesson Plan & Teaching Demo Assignment Final Exam

=** August 5: Assessment, Part II **=


 * Today's Objectives:**
 * Students will analyze and evaluate student projects to inform program development, lesson planning, and/or feedback.
 * Students will provide effective feedback on student work.
 * Students will develop 4-column rubrics for assessing student performance.
 * Students will generate a performance-based assessment for use in a world language classroom.

Performance-based Assessment Rubrics [|Rubistar] Examining Student Work - ** Project Ideas **
 * Today's Activities:**
 * Course Evaluations **
 * Principles of Assessment**
 * Feedback **
 * Closure Activities **

=** August 2: Assessment, Part I **=


 * Today's Objective: **

Students will identify products, practices, and perspectives associated with assessment in world language education..


 * Today's Activities: **

> > "A grade is an inadequate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material" (Dr. Roger T. Taylor)
 * "Real" lesson plans
 * From Topic to Issue Handout
 * Thematic Planning Wheel
 * Lesson Planning Menu
 * ** Testing Miss Malarkey **
 * "In a very real sense, tests have invented all of us. They play an important role in determining that opportunities are offered to or withheld from us, they mold the expectations and evaluations that other form of us (and we form of them), and they heavily influence our assessments of our own abilities and worth. Therefore, although testing is usually considered to be a means of appraising qualities that are already present in a person, in actuality, the individual in contemporary society is not so much measured by tests as constructed by them" (Hanson, F. Allan. The invention of intelligence. //Education Week.//)
 * NCLB
 * Understanding Cartoons
 * Sample Quizzes & Tests
 * **Purposes of Assessment**
 * The Influence of Roles on Assessment

=** July 31: Literacy--Teaching Writing Part 2 **=



media type="custom" key="26268330"

Writing in the Target Language

Timed Writings



=** July 29: Literacy--Post-reading Activities **=

Found Poetry - Guillermo Jorge Manuel José Frases descriptivas - Guided Story Choice Web -

=** July 26: Literacy--Inductive Grammar **=



La gallinita roja

La niña invisible - A great book for discussing bullying, gangs, human rights, and prejudice

El canto de las palomas - Mystery picture; Drawing activity

La historia de Juan media type="custom" key="26268334"

La casa que Juan construyó - House That Jack Built - Great for introducing preterit tense in Spanish

Salta, ranita, salta - Good follow-up to La casa que Juan construyó


 * July 24 **

No class - Pioneer Day Holiday

=** July 22: Literacy--During Reading Activities **=


 * Today's Activities:**

Opening Prayer

A teacher is like a superhero because. ..

media type="custom" key="26268336"

Chumba, la cachumba - Useful for working with time and verbs in Spanish

El secreto en la caja de fósforos

Froggy se viste A great way to teach/reinforce clothing and reflexive verbs!

Si le das una galletita a un raton

Reading Quiz

=** July 19: Literacy--Pre-reading Activities **=

Opening Prayer

Flyswatter Game - Irregular preterit verbs


 * Key Principles:**




 * Sample Pre-reading Activities:**

Max y los monstruos Donde viven los monstruos Two Women ([|Poem]; [|Lesson Plan]) La hora de acostarse de Francisca

**Developing Thematic Units:**

media type="custom" key="26268338"

media type="custom" key="26268340"



= July 15: Technology =


 * Today's Objectives:**


 * Students will develop basic skills in using technology for professional productivity.
 * Students will explore trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.
 * Students will integrate technology into a language lesson or assessment.


 * Today's Guiding Questions:**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are foreign language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?


 * Today's Tools:** [|Diigo], [|Feedly]


 * Today's Agenda**

Basic Skills

Copyright

= July 12: Visual Cognition =


 * Today's Objectives:**


 * Students will articulate the importance of creativity in language learning.
 * Students will identify key principles of graphic design & visual cognition.
 * Students will analyze, evaluate, and improve the written materials they produce using principles of graphic design.


 * Today's Guiding Questions:**

1) Why is creativity an important component of language learning? 2) What key principles do graphic designers use to guide cognition? 3) How might teachers utilize principles of graphic design to support student learning?


 * Today's Agenda:**

Opening Prayer

National Standards Quiz

Red Flower with a Green Stem

C & the Box

Graphic Design Magazine Analysis Activity in Small Groups

Return Homework/Grades

Handwriting & Dr. M's Defective Eyes


 * [|Discussion Forum Postings] (answer the question, talk to each other, check back for responses, I'll stay out of the discussion on purpose)
 * Tech Survey Results (Survey Monkey)
 * Course Information Survey Results

= July 10: 21st Century Skills: Collaboration & Creativity =


 * Today's Objectives: **
 * Students will define creativity.
 * Students will assess their own creativity.
 * Students will explore characteristics and conditions commonly associated with creativity.
 * Students will identify and examine examples of key elements of the creative process.
 * Students will explore the relationship between creativity and technology.
 * Students will articulate the relationships between cultural values, 21st Century skills, and creativity.


 * Today's Guiding Questions: Learning as a Creative Process **
 * What do we mean by creativity? (Individually, Professionally, Societally, Culturally)?
 * How is individual creativity commonly assessed and how does that differ from how professional domains assess it?
 * Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?
 * In what ways is creativity supported/constrained by cultural values?
 * What are some of the elements of the creative process (according to research) and how do they align with key principles of SLA?
 * Why is creativity such a fundamental element of learning (especially in the 21st Century)?
 * How does technology support and constrain creativity?
 * How can teachers use key concepts and principles of creativity to design more compelling language learning environments and experiences?


 * ACTIVITY 1: ** What do we mean by creativity?




 * ACTIVITY 2: ** How is individual creativity commonly assessed and how does that differ from how professional domains assess it? Are you creative?

[|Creativity Test] (Associative Flexibility) [|School of Art & Design Creativity Test] (General Page) ([|Creative Uses of the Test]) [|How Far Does Your Creativity Go? (Os)] [|How Far Does Your Creativity Go? (Xs)] [|How Creative Are You?] (Diamonds) [|2-minute Creativity Test] (5-question self-assessment - one for individuals and one for organizations) [|Art Institute of Vancouver's Right/Left-brain Creativity Test](Reports results in a useful format with excellent explanations) [|Creax Creativity Test] (Provides a spiderweb results on 8 different metrics)

[|Self-scoring Creativity Test] (Must be ordered online: Originality, Fluency, Flexibility, Elaboration)


 * ACTIVITY 3: ** Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?

[|Flowers are Red] (Poem)

media type="custom" key="26268344"

**What is Creativity?** View more PowerPoint from David E. Goldberg


 * ACTIVITY 4: ** What are some of the elements of the creative process (and how do they align with key principles of SLA)?

Example of creativity

Principles of Graphic Design (Ppt)

Visual Cognition & Graphic Design Advertising Activity





Homework: Hofstadter, Douglas. [|Variations on a theme as the crux of creativity].

MLC2006 - Creativity

**ACTIVITY 5: What are some of the conditions that support creativity?**

[|The Genius of "One Percenters" is Their Amazing Command of the Obvious]


 * ACTIVITY 6: Why is creativity such a fundamental element of learning?**


 * ACTIVITY 7: ** How does technology support and constrain creativity?

Creativity & Technology
 * Conceptual Transfer
 * Diffusion of Innovations
 * Distributed Cognition
 * Flow
 * Gamification
 * Motivation
 * Recontextualization
 * Scaffolding
 * Technology Adoption
 * Transformative Learning
 * Transliteracy

**ACTIVITY 8:** How can teachers use key concepts and principles of creativity to design more compelling language learning environments and experiences?


 * **[|Common Core]**
 * **[|21st Century Skills Map (ACTFL)] (Wiki)**
 * **[|21st Century Partnership]**

= July 8: 21st Century Skills: Critical Thinking =


 * Today's Objectives:**


 * Students will locate high quality, culturally authentic materials.
 * Students will identify effective critical thinking and problem-solving activities for Spanish teachers.


 * Guiding Questions:**


 * What do world language professionals mean by the terms //culturally authentic materials// and //critical thinking//?
 * How might Spanish teachers locate culturally authentic materials that foster critical thinking?
 * How might Spanish teachers use culturally authentic materials and activities that encourage critical thinking to develop students' language proficiency?


 * Today's Agenda:**


 * Opening Prayer
 * Announce Reading Quiz: National Standards for Wednesday
 * True Colors Results
 * Critical Thinking Presentation (Cognition at the Core)
 * Bloom's Taxonomy
 * [|The Value of an Image Search] (Multiple Representations)
 * [|Bloom's Taxonomy - The OLD Pyramid]
 * [|Changes to Bloom's Taxonomy (2001)]
 * [|Revised Bloom's Taxonomy]
 * [|Bloom's Taxonomy - Verbs]
 * [|Bloom's Taxonomy & Technology Tools]
 * Logic Problems
 * [|Cats]
 * [|Erasers]
 * [|Conversar sin parar]
 * [|Four Corners]
 * [|Human Graphing]
 * [|Human Graphing Variations]
 * [|Shifting Perspective (Julian Beever)]
 * Examining Foreign Currency [[file:Examining Foreign Currency.doc]]
 * Cultural Websites

**Resources:**

 - - An extensive, categorized wiki collection of cultural resources for Spanish teachers, organized by conceptual topics, grammar topics, media types, and vocabulary topics  - A Google Map with links to videos of both folk and popular music from Spanish-speaking countries around the world  - Links to advertisements from around the world  - A Ning community that contains links to a blog and podcasts re: Brazilians living in the U.S.   - A collection of multimedia texts from a variety of different sources (movies, radio, songs, TV) that teachers can use as the basis for activities  - Extensive library of digital texts (including children's literature and museums) from Colombia - A collection of links to newspapers, radio, and TV from countries around the world. You can filter them by country, language, topic, or type of media   - A database of culturally authentic Creative Commons images, organized by language and topic  - Searchable collection of videos in hundreds of languages from around the world. Choose the 100% option in order to get a subtitled version of the video. You can also select the "country" tab to find videos from a specific country.  - Links to poetry and short stories in Portuguese - Very nice collection of Spanish & Latin American literature (navigation on the left) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Culture-based websites in Spanish <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Searchable database of language maintenance/proficiency development lessons (reading and listening) in a wide variety of languages. Allows you to limit the search to video-based lessons. Click on the individual links to launch the lesson modules <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">- Children's picture books online - search for your language <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Check out CDs of music, content materials, [|culture kits], flags, and/or maps from the [|Outreach Resource Library] at BYU's Kennedy Center for free. The Center can also help you schedule [|free presentations] for your classroom regarding specific countries. You may also wish to explore their [|CultureGuides]--conuntry-specific teaching units for both elementary and secondary classes <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Latin American Network Information Center - Extensive list of texts in Spanish & Portuguese (organized by country) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">- Interactive map with legends and folktales from around the world--many available in different languages <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Magazine produced by the Embassy of Spain (also available through the Spanish Resource Center) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Today's front pages from newspapers around the world <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">- List of audio courses and podcasts in a variety of languages, including Spanish & Portuguese <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Site in Argentina containing Quino comics & Mafalda videos <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">Searchable database with links to faculty-reviewed, culturally authentic images, media, and materials from multiple countries <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Excellent grammar practice activities based on culturally authentic multimedia materials <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Extensive list of resources for Spanish literature and linguistics <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Links to sites related to literature in Spanish & Portuguese <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Library of poetry in Spanish read aloud by the authors (or by others) <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">..EDU - Search for educational videos in Spanish <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;"> - Blog by Zachary Jones with links to materials in Spanish that reflect popular culture
 * [[image:languagelinks2006/BroadcastLiveLogo.gif link="http://broadcast-live.com/"]] ||
 * http://broadcast-live.com/ ||
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Depende] (4:28 – Spanish – [|Video based on art] that plays with perspective – would be a great foundation for launching a discussion re: the pros/cons of Spanglish)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Don Quixote de la Mancha] (“translated” into Spanglish)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|The Job] (3:00 – English - Parody)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Mujeres migrantes] (3:23 – Spanish – Ad re: problems faced by women who are migrants)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Manu Chao - Clandestino Clip Inmigrantes] (3:01 – Music video)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Los prejuicios contra los inmigrantes] (:31 – Spanish – Public Service Announcement)
 * <span style="background-color: #ffffff; font-family: 'Lucida Grande',Arial,sans-serif;">[|Spanglish 2] (4:28 – Spanish & English - Movie clip that would be excellent for Translation classes)

=July 5: 21st Century Skills: Social & Cross-cultural Skills=


 * Today's Objectives:**


 * Students will engage students in communicative activities that are culturally grounded.


 * Guiding Questions:**


 * What is the cultural triangle?
 * How might the cultural triangle help world language teachers become more effective teachers?
 * How might Spanish teachers create information gap activities that are grounded in cultural products, practices, and perspectives?


 * Today's** **Agenda:**

media type="custom" key="26268346"
 * Opening Prayer
 * Shrum & Glisan Ch. 2 Jigsaw Activity
 * Approaches to Teaching Culture
 * Cultural Triangle Presentation
 * Information Gap Activity Assignment
 * Culture Activities (Continued)
 * Picasso or Japanese Picture Walk [[file:Picture Walk.pdf]]
 * Peanut Farmers [[file:Peanut Farmers Simulation.doc]] [[file:Peanut Farmers Simulation Slide.ppt]]
 * Poetry Folders
 * [|Juan Bobo]
 * media type="custom" key="26268348"
 * media type="custom" key="26268352"
 * Picasso Puzzle Describe & Draw
 * Information Gap Activity: La ropa de los mayas
 * [|Picasso Weeping Woman]

=July 3: Culture & Contextualization=


 * Today's Objectives:**


 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.
 * Students will design a culture lesson that incorporates at least 3 research-based principles or instructional strategies for teaching culture.
 * Students will design a project that engages secondary students in exploring culture and assesses their learning.

<span style="display: block; font-family: 'Lucida Grande',Arial,sans-serif;">**Guiding Questions:**
 * What is culture?
 * Why is it important to teach culture in the second language classroom?
 * How might the cultural triangle from the National Standards for Foreign Language help us to better understand and teach the relationships between the products, practices, and perspectives inherent in a given culture or a specific community within the target culture? [|Annenberg - El triángulo cultural]
 * How might teachers use the National Standards to design opportunities for students to experience and explore culture in meaningful ways?
 * How might teachers guard against reinforcing stereotypes and prejudices when teaching culture?
 * How might teachers assist students in recognizing the diversity that exists within the target culture (i.e., avoid)

<span style="font-family: 'Lucida Grande',Arial,sans-serif;">**Key Principles:** <span style="background-color: #f3f3f3; font-family: 'Lucida Grande',Arial,sans-serif;">
 * ** Activate Prior Knowledge & Experiences - ** Build on what students already know about their own culture to help them understand cultural ideas and practices that are new to them. Start locally and then build (i.e., self, families, communities, nations). Teach them that they have a culture (i.e., how would they respond to the idea of eating chicken soup on Thanksgiving?)
 * [|101 Characteristics of Americans/American Culture]


 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Allow the Culture to Speak for Itself -**
 * **//Interaction/Participation// -** Provide students with multiple opportunities to interact with the target culture (through exposure to culturally authentic artifacts and materials, native speakers, opportunities to view and participate in culturally authentic practices, community events, etc.).
 * **//Evaluation// -** Assist students in evaluating the accuracy, authenticity, authority, credibility, and coverage of the cultural information they encounter.
 * **//Interpretation// -**Teach students to generate a variety of alternative hypotheses about the meaning of the cultural information they encounter and to base their final interpretations on sound reasoning and evidence (as opposed to emotional reactions or hearsay).
 * [|Civilisation Français]
 * [|Taller Hispano]


 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Avoid Stereotypes**- Purposefully provide counterexamples to stereotypes and over-generalizations. Try to avoid absolutes (i.e. "All French people . . . ."), "othering" (objectifying the other culture or separating "US" from "THEM," often with the intent to criticize or pass value judgments), "exoticizing" (i.e., emphasizing only what grabs attention or will be perceived as strange or weird by students), "trivializing" (i.e., presenting only what is quaint or silly) or "political bias." You can "type" without "stereotyping."
 * [|Amish Paradise]


 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Compare, Don't Just Contrast**- Present both similarities and differences between the target culture and the dominant culture of your students (i.e., refrain from "othering" the target culture by emphasizing solely the differences).
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)
 * [|Cultural Venn Diagram]
 * [|Pre-departure Orientation for Chinese Students (Chart)]


 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Critically Evaluate Texts** - Consider the cultural content (or lack thereof) embedded in the texts you choose to use
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Elicit & Challenge Incomplete or Mistaken Information**- Uncover students' mental models about culture by giving them opportunities to talk about their own culture. Address their misconceptions respectfully. Offer students multiple examples/representations of the phenomena under study so they can see the diversity that exists within the target culture. Be sure to address both "big C and little c" culture.
 * [|Barbara Snyder's Culture Clashes]
 * We & They by Rudyard Kipling ([|Poem], [|YouTube Reading])


 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Embed Culture in EVERY Activity (See activity examples below)**
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Frame the Culture Positively** - Encourage students to avoid value judgments (i.e., "different," not "better," "worse," "stupid," or "weird"). Speak about the culture as though a native speaker were standing in the room--honestly, openly, but respectfully.
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Highlight Connections & Relationships** - Focus on the //relationships// between products, practices, and perspectives in the target culture rather than considering each one separately and in isolation.
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**"Make the Familiar Strange" -** Encourage students to examine their own culture from the perspective of an "outsider."
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**"Normalize" the Target Culture -** Use culturally authentic images and materials on a regular basis. Try not to "frame" or "teach" the culture as something that needs to be separated or "pulled out" each time (from Deanna Mihalyi)
 * <span style="font-family: 'Lucida Grande',Arial,sans-serif; font-size: 12.727272033691406px;">**Prioritize Perspectives**- Encourage students to examine how the beliefs, values, historical events, and physical conditions of the culture influence the logic behind what and how people do things.
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)

<span style="font-family: 'Lucida Grande',Arial,sans-serif;">**Activities:**


 * Culture Hear/Circle [[file:Hear Circle Culture.ppt]]
 * Picasso Puzzle
 * Don Quijote Pairs
 * Where Are You From Mixer
 * Listening Grids [[file:Listening Grid Activities Arabic ST.doc]]
 * The Scoop on School [[file:The Scoop on School-BYU.doc]]
 * Cultural Circumlocution [[file:Cultural Circumlocution Spanish-BYU.pdf]]

=July 1: Communication=


 * Today's Objectives:**


 * Students will explain key concepts of second language acquisition
 * Students will analyze the content and pedagogy of a variety of communicative language activities


 * Guiding Questions:**

1) What key concepts of second language acquisition resonate with you? 2) Why is it important to include a wide variety of communicative language activities as a part of beginning language classes? 3) How might teachers ensure that their students experience success with communicative language activities in class?


 * Key Principles:**


 * **Comprehensible input** provides students with building blocks for language production.
 * **Contextualization** supports language learning by making it easier for learners to see patterns in the target language and to connect language with meaning.
 * **Scaffolding** assists students in producing language, creating meaningful products, and interacting with others while negotiating meaning.
 * **Affective** elements can support or constrain language learning.
 * **Feedback** is an essential part of language learning.


 * Today's Agenda:**

1) Opening Prayer

2) Debriefing of Ch. 1 of Shrum & Glisan on second language acquisition (SLA)

3) Communicative Activities: Examples with Debrief of Linguistic Content & Pedagogical Processes


 * [|Clock Partners]
 * Other Ways to Form Partners: [[file:Making Groups Work.doc]]
 * Sentence Diagramming [[file:Sentence Building.pdf]]
 * Story Squares (Cuadros y cuentos) [[file:Cuadros y cuentos.doc]][[file:Cuadros y cuentos.pdf]]
 * Inside/Outside Circles (Círculos concéntricos) [[file:Inside Outside Circles Getting Acquainted Activity 378.doc]]
 * Story Switches
 * Conversation in the Classroom [[file:Conversation in the Classroom Rev.doc]]
 * Story Sequencing //(Carlos y la calabaza)//

Proficiency & Pedagogy: Contextualization, Comprehensible Input, Scaffolding, & [|Technological Pedagogical Content Knowledge]

=June 28: Teaching in the Target Language=


 * Today's Objectives:**


 * Students will explain the structure, content, and purposes of an oral proficiency interview (OPI).
 * Students will explain the benefits of teaching in the target language.
 * Students will identify key strategies for making input comprehensible.


 * Guiding Questions:**

1) What is an OPI, how are they structured, and why are they used in the foreign language profession? 2) How does teaching in the target language benefit students? 3) What are some key strategies language teachers can use to make input comprehensible for students?


 * Today's Agenda:**

Guest Speaker: Dr. Knapp


 * Oral Proficiency Interviews
 * Teaching in the Target Language
 * Madame La Professeure
 * Making Input Comprehensible

=June 26: Structure of the Profession; Personality=


 * Today's Objectives:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will explore how personality characteristics influence interpersonal relationships with students and colleagues.
 * Students will analyze the implications of various personality characteristics for classroom management.
 * Students will reflect on their participation in a professional conference.


 * Guiding Questions:**

1) How is world language education structured? 2) How do personality characteristics influence interpersonal relationships in a school setting? 3) What implications do personality characteristics have for classroom management? 4) How do professional conferences support professional growth?


 * Today's Agenda**

0) Administrivia


 * Seating
 * Roll
 * Opening Prayer
 * Professional Development
 * [|ACTFL] - National (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop
 * Buzzword Bingo [[file:Buzzword Bingo FL.pdf]]
 * True Colors Activities
 * [|True Colors Word Sort] (Paper version of the test, plus additional information)
 * [|True Colors Soft Skills]
 * [|True Colors Lingo Worksheet]
 * BYU Spanish Teachers Workshop - Select one session to attend from 11:10 a.m. to 11:50 a.m.

= June 24: Introductions & Proficiency =


 * Today's Objectives:**


 * Students will define proficiency.
 * Students will analyze speech samples from different levels of proficiency.
 * Students will experience a variety of getting to know you activities that can be used to foster proficiency development.
 * Students will edit a wiki.


 * Guiding Questions:**

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) How might teachers establish a productive classroom climate at the beginning of a semester? 4) How can wikis support language instruction?


 * Today's Agenda**

0) Administrivia


 * Seating
 * Roll
 * Getting to Know Me

1) Getting to Know You:
 * Who are you?
 * What do you hope to learn?
 * Why are you interested in teaching?
 * What background do you have in foreign language?
 * What next steps do you plan to take after this course?

2) Course Overview & Technology Skills


 * Introduction to the Wiki
 * Editing the Wiki

3) Popcorn Introductions



4) Cell Phone Introductions

5) I See, I Think, I Wonder

6) Pedagogy: Content v. Process

7) Proficiency: Beginner v. Experienced v. Proficient v. Expert media type="custom" key="26268366"

8) FL Proficiency: Novice, Intermediate, Advanced
 * [[image:ACTFLProficiencyGuidelines2012.JPG link="http://actflproficiencyguidelines2012.org/speaking"]]
 * ACTFL Proficiency Examples: [|Novice], [|Intermediate], [|Advanced]

9) Textbook for the Course: [|Shrum & Glisan, 4th Edition]



10) Homework


 * Sign up to give the Bienvenida
 * Join Wikispaces (Name, Password, Mark the NO box)
 * Sign up to give the Bienvenida by typing ~ three times.
 * Play with your Student Page (if you feel comfortable doing so)


 * Complete the Course Information Survey


 * Take the [|Technology Survey]


 * Take the //[|True Colors]// quiz and send Dr. M. your scores


 * Read:
 * [|True Communication with True Colors]
 * [|True Colors Time Management]
 * [|Color Lingo at Work]
 * [|True Colors Reveals a Rainbow of Student Behaviors]


 * Read Ch. 1 of Shrum & Glisan [[file:Thinking Template for Shrum Glisan 1.doc]] for Monday, July 1


 * Review the Course Syllabus and come to class with any questions you may have: [[file:Span 477 Syllabus Summer 2013.pdf]]

Archives (Previous Agendas)

Back to: Helpful Tools; Home; Instructional Strategies & Activities; Practicum in Teaching Spanish - UT ; Seminar in Student Teaching - UT; Span 477 (T.A. Methods) - UT; Spanish; Teachers' Lounge; 21st Century Technologies