Span+378+Fall+2016+Agenda

The agenda for each class session will be posted here.toc

=11-15 & 17-16: Assessment=


 * Students will identify products, practices, and perspectives associated with assessment in world language education.
 * Students will analyze and evaluate student projects to inform program development, lesson planning, and feedback.
 * Students will provide effective feedback on student work.
 * Students will develop 4-column rubrics for assessing student performance.


 * Guiding Questions**


 * What are some of the purposes of assessment in world language education?
 * Why should world language programs rely on different types of assessment?
 * What kinds of projects can we ask students to do to help them practice their language skills and that allow us to assess their language performance?
 * How does one develop effective rubrics and use them to provide meaningful feedback that builds proficiency?


 * Can Dos**


 * I can name at least 3 different purposes of assessment in world language education.
 * I can explain why a world language teacher should use a variety of different kinds of assessment.
 * I can describe at least 3 different types of projects I could use to assess students' language skills.
 * I can develop an effective rubric that provides meaningful feedback on student performance.


 * ACTIVITIES:**

=1: Assessment Graphic Organizer= //(Brainstorming) - 10 min.//

1) Get a graphic organizer and a partner. 2) Together, brainstorm everything you know about assessment. 3) Form a new group with another pair. 4) Discuss your answers with your new group. 5) Take additional notes on your graphic organizer. (You may use your notes on the upcoming quiz over this topic.)

=2: Discussion of Purposes of Assessment= //10 min.//

1) Listen as someone reads ** Testing Miss Malarkey **.

2) Discuss the following questions:
 * What are the purposes of assessment?
 * Why are standardized tests so popular?

3) Read the following quotes and then discuss them with one to three classmates.

"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.//)

"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)

=3: Discussion of Test Formats= //10 min.// In small groups, analyze:

a) What does each quiz allow you to learn about the students' understanding? b) What would the affordances and constraints of each quiz be for the teacher? The student? c) How does each quiz encourage (or ignore) the development of students' critical thinking?

4: Analysis of Student Work
//(Discussion) - 20 min.//

1) Get into a group of 4. 2) Get a blue DISCUSSION worksheet. 3) Obtain one folder from the box: 4) Follow the instructions on the worksheet.
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Spanish I Stories
 * Timelines
 * Top 10 Lists

5: Giving Feedback
//(Role Play) - 10 min.// 1) Follow the instructions on the FEEDBACK worksheet. 2) Participate in the Feedback Role Plays. 3) Evaluate the feedback given using these questions:

//Does your feedback. . .//
 * make time to listen to the **students' evaluation** of their own performance?
 * **encourage students** to invest more fully in their own learning?
 * focus on one to three things **students have control over changing** about their performance?
 * tell students the **very next step** they can take to improve their performance?
 * give students **concrete strategies** for moving their performance to the next level?

**5: Rubrics for Homemade Bread** //(Rubric Development) - 15 min.//

1) Get a blank rubric template. 2) Eat some homemade bread (with butter & honey). 3) Work with a partner (or the whole class) to develop a rubric for "good" homemade bread. You may wish to use [|Rubistar]. 4) Use these sample rubrics for inspiration: > 5) Evaluate your work using the checklist (or the rubric) in this document: > **6: Thursday's Agenda**
 * [|Chocolate Chip Cookie Rubric]
 * [|iRubric: Five Point Rubric for the Perfect Pizza]
 * [|Hamburger Tasting Rubric]
 * [[file:Sample Brownie Rubric.doc]]


 * 1)** Explore: Performance-based Assessment.

**2) Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post?


 * 3) Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * 4) Examine these examples:**

[|Examples (Be sure to look at 1, 2, & 3)] [|Examples B (Be sure to look at 1-4)]


 * 5) Explore these examples: **

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Evaluations for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students]

Integrated Performance Assessment Diagram Sample IPA Tasks from Toni Theisen (French) Sample IPA Tasks from Andrea Henderson (Look at Example 2) [|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ) Principles of Creating Effective Rubrics
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task

=9-20-16: Teaching Demos=


 * Today's Objectives:**


 * Students will develop a 3-month Scope & Sequence for a high school Spanish I textbook.
 * Students will write three well-formed objectives for Spanish I students that each address a different grammatical, linguistic, or cultural topic.
 * Students will create a well-scaffolded, culturally grounded, interdisciplinary lesson plan from a template using principles of thematic planning.


 * Today's Can Do Statements:**

1) I can develop an effective scope and sequence for a Spanish 1 class. 2) I can write well-formed objectives to guide lesson planning. 3) I can use principles of thematic planning to create meaningful, standards-based, student-centered lesson plans.


 * Today's Guiding Questions:**

1) Why is it important to develop a scope and sequence before planning any lessons? 2) What is the purpose of an objective and what does a well-formed objective for a Spanish class look like? 3) How does thematic planning different from other approaches to world language lesson planning?


 * Today's Tools:**

- This tool uses a lengthy list of questions to guide teachers through the process of selecting, evaluating, and scaffolding tasks for lessons in close reading that are aligned with the Common Core



- Beautiful, customizable software; click and point text entry; sometimes gets hung up

[|Google Docs Lesson Planning Templates]

- Very nice, clickable interface; allows teachers to save materials in a "portfolio"



[|Planboard]

- Very basic click and type calendar; allows you to repeat lessons, push to Google Calendar, and print

- Interface is a little old-fashioned, but it does provide both an outline view and a box view for typing, allows linking to Utah Core Standards (English/Language Arts, Math, Science, & Social Studies), allows linking to a curriculum map, has test creation features (including a place for reading passages), course website features, and professional networking features


 * Today's Activities:**


 * Housekeeping:**


 * **Roll**
 * **Announcements: Teaching Demos for Dr. Bown in JFSB 1161 on Thursday**


 * ACTIVITY 0: Teaching Demos with Feedback**


 * Dr. Bown's classes will be your students**


 * ACTIVITY 1: Scope & Sequence**



1) List the months school is in session. 2) Number the weeks in each month (or insert dates). 3) Identify key holidays and insert them. 4) Identify key grammar and vocabulary covered in each chapter. 5) Think of a real-life context in which you might use the targeted grammatical structures. 6) Envision a project that would allow you to determine whether or not students can use the language. 7) Identify the vocabulary students will need to complete the project. 8) Block out how much time you will devote to each grammatical concept. Give more time for harder concepts.


 * ACTIVITY 2: Writing Objectives**



1) What do you want students to DO by the end of the lesson? 2) What task could you give students that would allow you to observe or measure how well they can accomplish the task? 3) What parameters will allow you to determine whether students can do that task well enough? (Think real life)


 * ACTIVITY 3: Planning From a Textbook**

45 min variations - What does the pacing of a typical 45-minute period look like? 80 min variations - What does the pacing of a typical 80-minute period look like?
 * Spread the stack of time cards on your desk (or the floor)
 * Use the cards to answer the questions below:

Each row of this photo depicts a possible lesson plan configuration for a 45-minute period. The numbers represent the number of minutes devoted to the activity. As you look at the photo, think about how well each configuration is likely to capture, sustain, and recapture students' attention. Contrast this photo with the next photo of configurations for 80-minute block periods.



This photo demonstrates some possible configurations for an 80-minute block period.

The middle row of this photo shows how a teacher might allocate time to different elements of effective teaching.

This photo shows how a teacher might use elements of effective teaching (on the yellow stickies) to guide planning. The colored papers represent different blocks of time. Laying out the time blocks first is one way to help you think about the "rhythm" of your class. Layer 4 lists the actual activities a teacher might "slot" into each time block. Layers 5 and 6 show how a teacher might strengthen the lesson by adding in tasks based on the National Standards. Layer 7 indicates how a teacher might integrate technology into specific activities during the lesson.


 * Select a grammar-based lesson from the textbook.
 * Write an objective for the lesson that requires students to use the targeted grammatical structure in a cultural context.
 * Write down 5-7 tasks (each on its own Post-it note) students could DO to prepare students to meet the objective.
 * Attach each Post-it note to a time card indicating how much time you will allot for it.
 * Sequence the cards in a logical order so that each activity builds on the previous one.
 * Prepare to explain the pedagogical reasoning behind the pacing of your lesson.


 * ACTIVITY 4: Input - Packaging Knowledge for Students**

Packaging Knowledge for Students (Interactive PowerPoint) media type="custom" key="6986977"

1) What roles do organization, repetition, context, and patterns play in learning and memory? 2) What implications do these principles have for language teaching and learning?

Pedagogical Implications of How the Brain Learns (PowerPoint slides)

media type="custom" key="23517422"





**ACTIVITY 5: Developing Thematic Units:**


 * Get out //La Peinata Colorada: A Thematic Unit [[image:PeinataColoradaThematicUnit.jpg link="http://wayback.archive-it.org/855/20101103145504/http://nflrc.iastate.edu/pubs/units/La_peineta_colorada_dl.pdf"]]// ([|More free thematic units] from [[image:NFLRC.png link="http://wayback.archive-it.org/855/20101103145038/http://nflrc.iastate.edu/pubs/homepage.html"]])
 * This is the model for your Teacher Work Sample, so look it over **CAREFULLY!**
 * Sample Lessons:
 * Heidi Mecham - Adjective agreement
 * Janae Rhoden - La historia de Juan
 * Danielle Kessie - Natural Disasters
 * La tomatina & -er verbs

media type="custom" key="23517416"

media type="custom" key="23517418"






 * Activity 6: Giving Instructions & Scaffolding**

media type="custom" key="6986995"
 * Giving Instructions
 * Scaffolding


 * Learning Centers


 * Activity 7: Closure**


 * Trace your hand on a piece of paper
 * Choose a finger
 * Read the question on that finger of the model
 * One "aha" I had during class today that I don't want to forget . ..
 * What I learned about planning and pacing today . ..
 * What I learned about pedagogy today . ..
 * One thing I understand now that I didn't before . ..
 * One question I still have . ..
 * Write a short phrase on your finger to answer the question
 * Your hand is your ticket out.


 * Activity 8: Developing an Online Professional Learning Network (if time)**

> = =
 * [|ACTFL Online Communities]
 * [|Facebook] Groups - [|//Edmodo//]
 * [|FLTEACH] (RSS & [|Feedly])
 * Google Chat/Hangouts
 * LanguageLinks2006; [|Ñandu]
 * [|Twitter] ([|#langchat], #flteach) - [|Hootcourse]
 * Linked In
 * [|Today’s Meet]
 * [|//Tweetdeck//]

=9-15-16: Lesson Planning=


 * Housekeeping:**


 * **Roll**
 * **Announcement: Visit Dr. Bown's class**
 * **Debrief homework**
 * **Discussion of Pedagogical Decision-making**


 * ACTIVITY 1: Finish watching Proficiency videos**


 * ACTIVITY 2: Think Aloud With a Partner**


 * ACTIVITY 3:** **Overview of Planning**


 * **Writing Objectives**
 * **Planning from a Textbook**
 * **5 Ts**

=9-13-16: Proficiency=


 * Today's Objectives:**


 * Students will define proficiency. (See [|ACTFL Performance Descriptors] . bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will explain the [|structure, content, and purposes] of an Oral Proficiency Interview (OPI). (See the 1st and 3rd paragraphs in the first column: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * Students will explain how the [|ACTFL World-Readiness Standards], [|21st Century Skills Map] , & [|NCSSFL/ACTFL Global Can-Do Statements]  support proficiency development.
 * Students will describe how various program models foster proficiency development.


 * Guiding Questions:**

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) What is an OPI, how are they structured, and why are they used in the foreign language profession? 4) How can teachers use [|21st century skills] to design learning environments and experiences that will systematically develop students' proficiency in a second language? 5) How do typical program models in world language education influence the development of second language proficiency?

**Today's Tools: (PLN tools if time)**

**Housekeeping:**


 * **Roll**
 * **Announcement about visiting Dr. Bown's class**
 * **Procedures for getting Student Teaching Applications signed**

**Activity 1: What do we mean by proficiency?**

1) Click on this icon:



2) Type your name.

3) Type your personal definition of proficiency.


 * Activity 2: Popplet **

4) Click on this icon:

5) Follow the instructions that appear on your screen.

6) If you finish early, v iew this example: [|http://popplet.com/app/index.php#/1175734], then refer to this article for more information: [|World Language Students are Poppleting]


 * Activity 3: ACTFL Oral Proficiency Pyramid**

7) Pick a partner. 8) Look at this diagram: 9) Discuss the diagram with your partner.
 * In what ways is the diagram helpful?
 * In what ways do intermediate speakers differ from advanced speakers?


 * Activity 4: ** **Oral Proficiency Interview Samples**

10) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions] 11) Click around on this website (navigation on the left-hand side and at the top): 12) Watch the video examples directed by the instructor. After each example, discuss:
 * 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?


 * Activity 5: Analyzing Real Life Examples of Proficiency **

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

2) Watch these videos.

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Language Fail] media type="custom" key="28707928"

[|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"

[|ARGO Interview - Ben Affleck] (3:08) - media type="youtube" key="jjkt8eG7Qms" width="560" height="315"

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

[|Selena Gomez in Spanish Interview] (3:18) media type="youtube" key="6j78DOl0hEk" width="420" height="315"

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


 * Activity 6: How do various professional documents and program models support or constrain the development of proficiency in the target language?**

1) Skim this page: [|ACTFL Performance Descriptors] 2) Familiarize yourself with [|this document] 3) Familiarize yourself with these items: [|Standards for foreign language learning: Preparing for the 21st Century] & [|ACTFL Proficiency Guidelines (Updated 2012)] 4) What PRACTICAL/PEDAGOGICAL implications do all these documents have for assessing target language proficiency in the world language classroom?

=9-8-16: True Colors=


 * Today's Topic: ** Learning Styles & Multiple Intelligences

**OBJECTIVES:**


 * Students will articulate how personality characteristics influence interpersonal relationships with students and colleagues.
 * Students will analyze the implications of various personality characteristics for classroom management.
 * Students will explore a variety of instructional strategies for differentiating instruction to meet the individual needs of their students.

**CAN DO STATEMENTS:**

1) I can explain how attention to personality characteristics can guide teachers in selecting appropriate pedagogical strategies for meeting individual student needs. 2) I can apply my understanding of personality characteristics to strengthen interpersonal relationships with students and colleagues. 3) I can use routines and procedures to improve classroom management.


 * GUIDING QUESTIONS: **

1) Who are you as a teacher? As a student? 2) How do personality characteristics influence interpersonal relationships in a school setting? 3) What implications do personality characteristics have for classroom management? 4) How might world language educators differentiate instruction to better meet the individual needs of their students?

**TODAY'S TOOLS:**







[|Technological Support for Differentiated Instruction]


 * TODAY'S ACTIVITIES: **


 * Activity 1: Housekeeping **

1) Roll 2) Bienvenida 3) Course Schedule


 * Activity 2: Learning Styles & Multiple Intelligences **

[|True Colors (performed by John Legend)]

Discussion of True Colors Materials & Class Results


 * Activity 3: Developing a Professional Learning Network (Cocktail Party) **


 * Cocktail Party - Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation


 * Activity 4: How do language teachers establish a professional identity for themselves? (Professional Biography) **


 * [|Dr. Montgomery's Website] ([|Weebly], [|Wix])
 * Professional Bio [[file:Professional Biography Assignment-BYU.pdf]][[file:Professional Biography Checklist-BYU.pdf]][[file:Professional Biography Template.pdf]][[file:Professional Biography Rubric-BYU.pdf]]


 * Activity 5: Visual CVs **

**a) Why a visual résumé (especially for Level 1 students)?**


 * Learners Create Job Postings, Visual ** ** Résumés of Their Lives, "Hire" a Group? (Instructional) **


 * Interpretive: Culturally Authentic **Résumés**
 * **Interpersonal: Who will you "hire" for your group project**
 * **Presentational: Make your case to your group**

[|Margaret Williams] media type="custom" key="28420677" **b) How do effective visual résumés transcend languages (or not)?**

[|Rocío Treviño]

[|Fernando Balderas Copto]

[|Laura Guerrero] [|Moa Jansson]

[|James Michael Chong]

**c) Is there an advantage to print v. video?**

[|CV vidéo - Lucie Le Squeren-Caulfield]

media type="youtube" key="QAS0_LS0knQ" width="560" height="315"

**d) What kinds of things might you include in a visual résumé?**

//**Group 1: Multiple Representations**// ** [|Jason Keys] - Multiple representations highlight professional skills**

[|Fabio Zanesco] - Multiple representations highlight professional skills **//Group 2: Timelines//**

** [|Antonio Di Vico] - Icons and timeline represent basic information**

** [|Doug Belshaw] - Photo combined with timeline (Flickr)** ** [|Steve Jobs] - Photos combined with timeline (Flickr)** [|Leonard] - Uses a series of cartoon-like images to demonstrate the development of his skills and experience over time //**Group 3: Photos & Sentence Stems**//

** [|Mike] - Photos combined with sentence stems and text boxes identify key information**

** [|Krista Neher] - Photos combined with sentence stems in an advertising-type style highlight skills and experience**

** [|Catrin DuChamp] - Photo combined with boxes and portfolio (Flickr)**

**//Group 4: Icons//**

[|Laura] - Shapes, icons, and textboxes used to convey traditional content of a résumé

** [|Matthew McNew] - Icon-laden format conveys large quantities of informéation common to most in a simple way**

** [|David P. Ingram] - Photos combined, icons, and multiple forms of representation used to convey large quantities of info. in an engaging way that is much more like a true infographic**

** [|Tina Chen] ** - Uses a traditional infographic format to convey "statistics" about her work

[|Chris Rowe] - Bar-graph format showcases the proportion of skills commonly used in his field that he demonstrated in various positions

[|Ailton Henriques] - Large photo with lots of text, more traditional in content

**e) What are some key mistakes people make?**

[|Deviant Art] [|Eric Bar]

More examples: [|Infographic Visual Résumés on Pinterest]

f) Create your own visual résumé. 1) Decide what content you will include. 2) Select a style that appeals to you.

3) Choose a tool from the list below. (Read pros/cons [|here] ). ( [|More tools] )











4) DRAFT a visual résumé highlighting the knowledge and skills you bring to teaching.

5) Evaluate your efforts: [|What Makes an Infographic Bad and How to Make It Better] )

Additional Resources: [|Why Infographics in Education?]

** [|5 Ways to Use Infographics in Language Classes] ** ** Examples of Tiered Assignments in World Languages **

**Evaluate:**

** [|Europass Online Composer] **

** [|Europass Examples] **

**Homework: Craft a professional bio and a visual CV; complete the Qualtrics survey**

=9-8-16: First Days of School=


 * ACTIVITY 1: Housekeeping**

1) Roll 2) Guest Speaker: Dr. Alisa Kesler-Lund - Consent Forms for Pedagogical Decision-making Study


 * ACTIVITY 2: Professional Organizations & Benefits**

Professional Development (ACTFL Folders)
 * [|ACTFL] - National (Boston, MA the week before Thanksgiving 2016) - ACTFL Folders
 * [|SWCOLT] - Regional (Oklahoma City, OK in 2016) [Other regionals: CSC, NECTFL, PNCFL, SCOLT, SWCOLT]
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop (Summer)

a) Look at The Language Educator and FLAnnals.


 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.


 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?


 * ACTIVITY 3: First Days of School**

Repaso Examples (in pairs) ASL Alphabet Alphabet with Attitudes Alphabet Dot-to-Dot Alphabet Videos 2 Alphabet Spelling Partner Practice Numbers Graphing Pictures Classroom Objects Scavenger Hunt Greetings & Responses Cooperative Activity Greetings & Responses Hear/Circle Reflexive Verbs Hear/Circle Colors Listening Grid Color by Number Worksheet Coloring Worksheets (Juegos con colores) Make Your Own Coloring Worksheet

=9-1-16: Professionalism= =** Today's Topic: ** Professionalism =


 * Today's Objectives:**


 * Students will define professionalism, professional engagement, and personal learning networks (PLNs).
 * Students will list common characteristics of professional world language educators.
 * Students will explain how the system of professional organizations is structured in world language education.
 * Students will participate in professional communities of practice.


 * Today's Guiding Questions:**

1) What do we mean by professionalism in world language education? 2) How can you detect a professional when you encounter one? 3) How do language teachers establish a professional identity for themselves? 4) What is professional engagement and how is it related to a personal learning network (PLN)? 5) Why is professional engagement critical to student learning? 6) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and student success?
 * Today's Tools: ** [|ACTFL Online Communities], [[image:meaningfulmethods/FacebookLogo.jpg link="http://www.facebook.com/"]], [[image:meaningfulmethods/FLTEACHLogo.gif width="232" height="29" link="http://web.cortland.edu/flteach/"]], [[image:meaningfulmethods/Feedly_Logo.png width="126" height="126" link="http://cloud.feedly.com/"]]


 * [[image:meaningfulmethods/GoogleHangoutsLogo.jpg link="https://hangouts.google.com/"]] ||
 * Google Hangouts ||



, ,

,, ,




 * [[image:meaningfulmethods/WikispacesLogo.png link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * HOUSEKEEPING:**


 * Roll
 * Textbooks
 * Name Cards


 * ACTIVITY 1: What do we mean by professionalism in world language education? (Professionalism Quiz)**


 * Professional Reputation
 * E-mail
 * Voicemail
 * Signature Line
 * Footers
 * Online Professional Presence


 * ACTIVITY 2: How can you detect a professional when you encounter one? (Professionalism Worksheet)**


 * What does a professional look like?
 * Appearance
 * Clothing
 * Grooming
 * Observation


 * What does a professional sound like?
 * Communication
 * E-mail/Letters
 * Address
 * Salutation
 * Content
 * Closing
 * Signature Line
 * Telephone
 * Voicemail Message
 * Greeting (Yeah v. Hello or personal identification)
 * Discourse
 * Content/Focus of Conversation
 * Tone of Conversation
 * Vocabulary


 * ACTIVITY 3: How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and student success?**

Preparing for Professional Conferences


 * Logistics
 * Transportation
 * Dress & Comfortable Shoes
 * Check-in for Volunteers & Types of Duties (Registration, Luncheon Ticket Takers, Presiders, Runners)
 * [|Format] (Sessions, Keynote/Luncheon, Exhibits, AAT Meetings)
 * Bring:
 * Bag
 * Business Cards
 * Gum or Mints
 * Laptop or Notepad
 * Pen
 * Snacks/Water
 * Sweater
 * UFLA Assignment


 * Twitter Hashtag: #actfl2016

=8-30-16: Intro. to the Course=


 * Today's Topic: ** Intro. to the Course


 * Today's Objectives: **


 * Students will get to know the instructor and one another.
 * Students will ask questions about the structure and content of the course.
 * Students will experience course routines and procedures.
 * Students will participate in professional communities of practice.


 * Today's Guiding Questions: **

1) Who am I? 2) Who are you? 3) How is this course organized and why? 4) How can this course facilitate professional engagement, professional growth, and student success?


 * Today's Tools: **
 * [[image:meaningfulmethods/WikispacesLogo.png caption="WikispacesLogo.png" link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * HOUSEKEEPING:**


 * Roll
 * Textbooks


 * ACTIVITY 1: Intro. to Course Wiki **


 * ACTIVITY 2: Syllabus [[file:Syllabus Span 378 Fall 2016.pdf]] **


 * ACTIVITY 3: Personal Introductions**


 * **Cell Phone Introductions**
 * **I See, I Think, I Wonder**
 * **Adding Culture**


 * ACTIVITY 4: Introductory PowerPoint**

Homework: Intro. PowerPoint


 * Demographics of BYU Students
 * Introducing yourself
 * Building students' target language skills while introducing yourself
 * Engaging students in the target language during your introduction
 * Food choices
 * Los animales
 * El viento sopla cuando
 * Pedagogical techniques for helping students understand