AC-Span+378-W14

Bienvenido a mi pagina!

Notas

- me gusta "one size does not fit all" with the shirt size - necesita contraste los colores buena para leer el texto - bubujas con palabras y una foto, es bueno, pero no la mejor - "chu chu wua a la derecha chu chu wua wua wua!" - manos en frente, pulgados arriba, codos al lado,

Professional Engagement - experiencia - 20 anos en su salon, pero no mejora mucho - experto - siempre esta mejorando, entiende las cosas que necesita hacer - non expert - students' fault - expert - notice when you lost the students (transitions?), students not clear on what they're supposed to do - if you wait till EVERYONE is finished before moving on, the 90% who were finished are bored and entertaining themselves - experts are looking for **PATTERNS** - what are the repeated issues, and the connections between them - major difference between expert and novice is__** perspective **__. - doctrine changes bxs, not studying bxs - immerse yourself in the culture of the profession

feedly.com

Google Hang Out

- get this started before class, it takes some time - I ALWAYS initiate a chat first, just to make sure that you can keep connections while everyone is getting all set up with Hang Out

Hootcourse.com


 * GIVING A MINI-REVIEW RIGHT BEFORE A TEST IS NOT AT ALL HELPFUL TO SEE WHAT STUDENTS HAVE STORED IN THEIR LONG TERM MEMORY*

Activities - sentence building - weird wild stories! and students have to circumlocate unknown words to explain their weird little story to their companion. (use weird super science stories as inspiration, use images, children's books, etc)

25 de febrero notas

- competition game, whoever circles fastest wins. only use spanish. have in groups of three and have one student give the clues, two competing. - or you can cut up a famous painting or picture and then one student has to describe where each square goes to make the picture and the other tries to put the pieces together

andamiaje - scaffolding

- pronounce p, t, k in front of a piece of paper. in english the paper moves, in spanish it shouldn't

- only way for students to be fluent in the culture is if YOU are constantly immersing them in the culture - willing to expose students - CULTURE IS THE CORE

Novice - word and phrase level - most material is memorized - memorized answer, not participation

- sentences, connect a few - learned material, familiar - can recombine with language, not generative - ask and answer basic questions, exchange
 * Intermediate**

- all time frames - some mistakes - basically any situation - goal for most of our students - paragraph level - can create with language - connected paragraphs
 * Advanced**

- most professional situations - work and live in target language - extended and extensive discourse
 * Superior**

- critical thinking, an oral essay - knowledge of world - academic language - cultural knowledge/experience - specialized, technical
 * Distinguished**

activity ideas!

- group of four, roll dice, when roll pairs, students gets pen and does a worksheet. goal = get as much done as possible - roll dice in pairs, say out loud which numbers are rolled, teacher helps - learning centers: charades (vocab words), write script for a movie cover, pop bubble wrap if they get the conjugation right, explain natural disasters with sand paper (friccion), etc,

- video clip with teacher sitting there with Lo, La Los Las posters, each student has object, changes from Yo tengo las manzanas to Yo las tengo. - introduce juanes, go over song, emphasize grammar, make them do bubble charts about subject, then give them the professional or academic vocab word, then connect to Utah - each student comes to computer one at a time, they each have one strip of paper that they need to read and record sound affects for. the rest are working on something else. then these little strips of paper recorded come together in a children's story!!

Una nina invisible pre read - read blurb on back of book - make predictions - answer questions about what will happen - advanced: tell what will happen, create your own ending (using grammar you're practicing) - vocab list regarding content, "is a bully... simpatico? antipatico?" - mystery picture (have a picture, but certain numbers are covering up the picture. students say which numbers they want deleted, then make predictions as they see more of the picture)

- during reading - students draw as they listen to the story - elaborate with your own easy words - before reading the book, each student can have a sentence from the book and use art to draw the meaning of the sentence (look up words in dictionaries, etc) -

post activity Que dice Froggy? Froggy dice, - picture gallery walk

- each child repeats easy story and rest of small group acts it out

- activate prior knowledge - prepare students for conceptual content of story (space in brains for stuff they're about to learn), prior knowledge - ready to make predictions - emotions!!!!!! positive emotions are HUGE

READING ACTIVITIES - buy four books, have reading centers - scan the book so whole class can see it at once - maybe i have different books but they all relate to the same topic (i.e. food, environment, etc)

Activate Prior Knowledge - how much do students know about guerra - political cartoons regarding current events - headlines from newspapers Build Prior Knowledge - give background knowledge 1. talk in general about "what is a revolution" 2. give examples of revolutions they already know about (maybe plot places on a map) 3. mexican revolution - que pais es? - maybe make a movie poster with key vocab, context, etc - would you want to see this movie? back then, we had newspapers to find out about things

NEWSEUM.ORG

- talk about corridas - read through the text

Juan construyo la casa el queso quedo en la casa la rata comio el queso el gato agarro la rata el perro persiguio el gato la vaca corneo el perro la chica ordeno la vaca el muchacho beso la chica
 * __BUILDING STORY - teaching preterito__**

Lesson Plan - meaning first - then grammar pattern - then communication (mini lesson, little worksheet, group work, etc) - communicative activity (students make their own story like that)

Final Four - partners share something with each other, they choose which one is better - these two meet up with two other students, each pair shares their best story - out of the four of them, they choose the best one story, and share it with another group of four, etc - at the end you have a whole class "read off" or something

Closed Folders - closed folders on the whiteboard, students have to come up and peek at them for a few seconds, then go back to their groups and try to remember what it said.

Daily Journal - write for 5 minutes at the beginning of class everyday. either using one of the prompts on the board, or anything else they'd like. - your pen has to keep moving! scribble if you don't know what you want to say - can't use a dictionary. after 5 minutes ask "words we don't know"

"We are one another's clinical material" "All of our weaknesses are revealed in relationships"

Writing - add on game - one student writes two words "jose trabaja", next student adds a word, first student adds a word, etc

- Guided story choice web

- put the sentences of the story in order

PARKING LOT - put student questions on corner of board, then you'll remember to go back and talk about them after

- squirt shaving cream on desk, then have them spell words in cream with correct accents - write with sidewalk chalk - write on partners' back

ALSO - don't say "whoever doesn't have a partner standup!" that's embarrassing! just have people who already have a partner sit down, you'll quickly see who doesn't and can pair them fast

- have students graffiti slang on walls!

- pick up lines "yo te quiero mas que.." o algo asi. comparisons, valentines day, etc

- story - Froggy's First kiss

- "my perfect boyfriend" - describe herself, describe her ideal boyfriend

- make valentines for hw, pass them around and everyone writes something nice

- if you give a mouse a cookie - they create their own! "if you give a bear..."

- fractures fairy tales - create new stories from pictures from old stories

- write their own stories

__**Assessments**__

Performance Based Assessments - Las Meninas - you can always make assignments more interesting by asking students to use a different perspectives - students can make booklets, - $$? provided their own materials - at the end of each chapter, unit test, vocab tests throughout, project due (designed to help apply what they learned in the chapter) - not a lot of class time for these (maybe 15 minutes going over project, assignment sheet, rubric, examples, counter examples, etc) - at end, one class period to go over rough draft, etc (maybe during unit at end of test they could work on project) - Capture a Concept - 3, 4, 5 - pick a concept, explain through medium of choice (books, posters,

IDEAS - students have blank "potatoes", have to dress up their potatoes, then explain their drawing to another students, the other student has to try and draw their potato clothes the exact same way - thanksgiving turkey hands - kids cut and paste foods into paper refrigerators. "te gusta jamon?" to partenrs - movie night! whole school will watch student videos and judge them, etc

- grading for grammar and accuracy. more difficult grammar technique? more mistakes. not bad spanish!

Student Work Analysis - know and can do? - progress towards next level of proficiency Standards? should be embedded - other talents, skills, understanding - learning styles and preferences - thinking styles - patterns (individual student patterns, class patterns) - learn what modifications or scaffolding to change

First: with any project is take the time and generate a list of what you absolutely want students to do. The non-negotiables. Then group them in ways that make sense.

Second: give an even number of categories, so students can't just "fall in the middle". make sure you give enough grade sections. boxes shouldn't be vague!

Third: each box should tell students **__exactly__** what they have to do to change or move up a grade. "somewhat met requirement" - what the heck does this mean??

Fourth:

(his rubrics were in English, which is fine) - every situation was a teaching opportunity for real life (power out example)
 * envision the assignment and think, where did it fall apart? (starting at "what do I want" won't be as helpful)
 * entire class in Spanish, work hard to make it comprehensible, kids moving and talking majority of hour, make it relevant to students
 * he had a rubric for EVERY ASSIGNMENT

Rubric

Brownies for example: - consistency - texture - appearance - flavor/richness/sugar - size/thickness - frosting - creativity - temperature - shape


 * Lesson Planning **

1. most teachers are so anxious for content that they skip student learning pieces - you need their attention first (more than anything) 1. consistent routines & procedures 2. signal for attention 3. something you'll do related to content that makes them want to pay attention


 * break up letter! turns out to be from "13 colonies" haha

2. activate prior knowledge and experience - memory: in order for info to get into our brains, it has to capture our attention

Perceptual Register (blinds) Survival, Novelty or Emotion (sirens, threaten survival, breaking the pattern)

Short Term Memory (clipboard or snapchat) - after a while it start to get hard to hold everything, things start to fall off - 7 chunks of info is average amount of info we can hold - 20-30 second retention rate Want things to stay? - personal relevance - it needs to be meaningful to me! *also, chunking helps students remember! "volar en avion" instead of just "volar"

Working Memory (table) - takes info from clipboard and from filing cabinet and dumps it all on the table - what do i already know about this? what am i learning?

How do you know what they already know? KNOW YOUR STUDENTS

Filing Cabinets - long term memory

Closure - closure moments in class - students has to do some sort of something that allows them to process/synthesize the lesson/section

- most teachers want to teach content first, and then if they're lucky and at the end have time then do something to practice with it

- it is better to have the students to something without having to be taught the content first

SO... - model assessment - experience - shares - contextualized experience

__Contextualization__ - meaning - sense - communication - creation - closure

You have just become candy makers, and your job is to make as many candy bars as possible (usually this is a 15-20 minute lesson) - 1 chocolate - 1 nut - 1 tech (paperclip) - 5 euros

- force students to USE the vocab

now meaning, then form

Meaning - why is this important? and what do the words mean? - So what did we just do? - How did you feel? (always start with the kid) - Les gusta la actividad? (stand up if you liked it) - why did you like it or not like it - what does this remind you of? - hay connecciones en esta activdad y lo que pasa en el gobierno? etc

Grammar - goal is so that then they can communicate and create something that matters to them - writing follow up

**1. Estoy muy animada estar aqui en esta clase con la doctora Montgomery!**


 * 2. [|Funny cat pictures] **


 * 3. Aqui hay un perrito triste ** [[image:sad dog.jpg width="394" height="264"]]

**5. un video**
 * 4. un documento ** [[file:annika christensen.docx]]

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6) otras cosas?

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user:chericem1

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