Span+378+Fall+2016+Assignments

// Esta página es para los estudiantes matriculados en la clase de Span 378 durante el otoño de 2016. 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 //. All items are DUE on the day under which they are posted!toc

=12-12-16=

1) Complete this [|Final Reflection Worksheet] online. (There are 11 questions.)

2) Complete this [|Final Course Survey].

3) Complete the course evaluation sent to you by BYU.

4) Study for the final exam (Monday, December 12 from 11 a.m. to 2 p.m.). a) The final exam will consist of 4 segments: b) Use this study guide to help you study. Questions in red will not be on the final.
 * Teaching demos for Jacob & Talia
 * Written section consisting of multiple choice, fill-in-the blank, and short-answer questions.
 * Collaborative section consisting of one more 5-minute think-aloud and a response to a scenario.
 * Interview panel in which I will ask you questions about issues in world language education and you will respond.
 * Think aloud section.
 * I think you'll find that it is fun, but it will take the whole time that is scheduled. :-)

5) Bring your Asi se dice and Realidades textbooks with you to the final.

=12-8-16=

a) Look at each slide. b) If you have a question, write it below like this:
 * 1) Review the rest of the slides from this PowerPoint.**

Slide 47 - List your question here


 * 2) Finish your FLTEACH project.**

a) Go to the [|FLTEACH Archives] . b) Click on the month of your choice. c) Choose a thread and read all related posts. (Note: A thread is a topic of conversation.) d) Choose four other threads and read related posts. e) Create a one-pager that summarizes what you learned.
 * Use principles of graphic design to communicate clearly.
 * POST YOUR ASSIGNMENT HERE (you can also see examples from previous classes here).
 * Your work will be evaluated according to this criteria: [[file:FLTEACH Evaluation Checklists.pdf]]

a) Your teaching demo should be 7 minutes long. b) Given an accelerated version of your UFLA presentation. c) Use this PowerPoint template & rubric to help you organize your presentation. d) The presentation should demonstrate your professional competence. (The presentation is worth nearly 30% of your grade!) e) Sign up here for the order in which you will present.
 * 3) Teaching Demos Due**

1) Kira, Molly and Nathan 2) Lindsey and Robert 3) 4) Laura 5) Talia 6) Jake 7) 8)

4) Begin studying for the final exam.

=12-6-16=


 * 1) 7-minute teaching demos due Thursday, 12-8-16. See Nov. 10 for a PowerPoint template.**


 * 2) Complete this worksheet and e-mail it to Dr. M.**



=12-1-16=


 * 1) Work on your FLTEACH assignment: [[file:FLTEACH Assignment Rev.pdf]]**

a) Go to the [|FLTEACH Archives] . b) Click on the month of your choice. c) Choose a thread and read all related posts. (Note: A thread is a topic of conversation.) d) Choose four other threads and read related posts. e) Create a one-pager that summarizes what you learned.
 * Use principles of graphic design to communicate clearly.
 * Post your assignment here (you can also see examples from previous classes here).
 * Your work will be evaluated according to this criteria: [[file:FLTEACH Evaluation Checklists.pdf]]


 * 2) Prepare your teaching demo for Dec. 8.**


 * 3) Examine these examples of Integrated Performance Assessments:**

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

=11-15-16=


 * 0) Come to class on Tuesday, 11/15. Lindsey will teach you about assessment.**


 * 1) No class on Thursday, 11/17 (ACTFL) - Do online homework from Activity 6 on the agenda page.**


 * 2) No class on Tuesday 11/22 (Friday Instruction) or Thursday 11/24 (Thanksgiving).**

Homework for the next 2 weeks:


 * 3) Work on your FLTEACH Project (see instructions from 11-10-16 below).**


 * 4) Begin researching the topic for your professional development project.**

a) Search for information about your topic.


 * Jacob - Interactive Lessons for High School Students
 * Laura - Teaching Proficiency through Reading and Storytelling (TPRS)
 * Lindsey & Robert - Interpersonal Speaking Activities
 * Kira, Molly, & Nathan - Engaging Students with Culture in the Target Language
 * Talia - Comprehensible Input in Content-based Language Teaching

b) Identify key principles that could guide teachers in integrating that into their teaching. c) Bring a list of those principles to class on Nov. 29. d) Begin developing a 7- to 10-minute teaching demo that demonstrates those principles in action. e) Demos will be due on the last day of class (Thurs., Dec. 8).

I will prepare the UFLA Conference Proposal.

=11-10-16=


 * 1) Begin working on your FLTEACH assignment: [[file:FLTEACH Assignment Rev.pdf]]**

a) Go to the [|FLTEACH Archives] . b) Click on the month of your choice. c) Choose a thread and read all related posts. (Note: A thread is a topic of conversation.) d) Choose four other threads and read related posts. e) Create a one-pager that summarizes what you learned.
 * Use principles of graphic design to communicate clearly.
 * Post your assignment here (you can also see examples from previous classes here).
 * Your work will be evaluated according to this criteria: [[file:FLTEACH Evaluation Checklists.pdf]]


 * 2) Respond to Dr. M.'s e-mail about the final course project.**


 * 3) Explore these materials in preparation for your final course project:**



=11-8-16=

No homework

=11-1-16=

a) Make your input comprehensible: @Strategies for making input comprehensible b) Here is the grading criteria.
 * 1) Teaching Demos Due today.**


 * 2) Read this handout regarding writing objectives. [[file:Writing Objectives Rev 2016.pdf]]**


 * 3) Read the Moeller article about teaching literature. You will have a quiz on this.**


 * 4) Complete the online midterm course evaluation. (This will come to your e-mail.)**

=10-27-16=

I can select a culturally authentic text to support literary development. I can plan an effective pre-reading activity.

1) Choose a culturally authentic text children's book OR literary text. 2) Write an objective in the form of a can-do statement. 3) Identify an assessment (i.e., the evidence students will produce that they "can do" whatever you identified as the lesson objective). 4) Analyze your selected text for places students are likely to experience breakdowns. 5) Prepare a well-scaffolded pre-reading activity.
 * A) Plan a pre-reading activity:**
 * Prepare students for conceptual content.
 * Prepare students for cultural content.
 * Prepare students for linguistic content (vocabulary/grammar).
 * Remember students don't need to understand every word. Focus on what is CRITICAL for them to be able to understand main ideas and talk about the text later.

**10-20-16**

a) The text should be in Spanish. b) Bring something that is relatively short. c) Bring a text that you enjoy reading. d) Ideally, bring a text you might use in an upper-level language class. e) Here is a link to the [|AP Reading List] for those who need ideas:
 * 1) Bring a culturally authentic, __LITERARY__ text to class.**
 * Crónica
 * Essay
 * Poem
 * Short story
 * OR an EXCERPT from a longer text

a) The story should be in Spanish. b) The story can be one you find online. c) If you use something in print, bring a copy with you to class.
 * 2) Bring a culturally authentic children's story to class.**

a) We will probably have two literature professors visit class soon. b) Think about the literature classes you have taken. c) Think about the literature professors you know. d) How could you leverage the expertise of our visitors? e) What questions do you have for literature professors about literacy development in a foreign language that would help you become a better teacher? f) What questions do you have about the pedagogy of literacy development?
 * 3) Post 3 questions about literacy development here. (Scroll to the bottom of the page to post, but read the instructions below first.)**

=10-18-16= = =
 * 1) Read Languages & Children--Making the Match, pp. 158-161 by Curtain & Dahlberg.**
 * 2) Familiarize yourself with the handout on scaffolding that I gave you in class (especially pages 8-11).**
 * 3) Choose ONE chapter to read, using the reading guide to facilitate your reading.**

Taylor & Bateman, Ch. 8: What have you read lately? Reading for Meaning (pp. 163-184).



OR

Shrum & Glisan, Ch. 6: Using an Interactive Approach to Develop Interpretive Communication (pp. 178-208).

(Pick your preferred reading guide)

=10-13-16=


 * 1) Read Handouts 1-5 on this page.**
 * 2) Skim the book lists in this section.**
 * 3) Skim the online sites for stories on this page.**
 * 4) Explore this list of Pre-Reading Activities**
 * 5) Explore this list of During Reading Activities.**
 * 6) Explore this list of Post-Reading Activities.**
 * 7) Explore 3 links in the Lesson Plans section of this page.**


 * Optional:** **Explore the templates on this wiki.**
 * Optional:** **Explore this page on TPR Storytelling.**

**10-11-16** = = a) Review the material from [|this chapter]. b) Review the material from the top half of the wiki page on Copyright.
 * 1) Prepare for the quiz over Copyright.**


 * 2) [|Technological Tools for Visual Thinking] **
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in the this discussion forum.


 * 3) Watch this 10-minute video: [|Teaching Without Words]**

media type="youtube" key="2VLje8QRrwg" width="560" height="315"


 * 4) Explore: **
 * [|A Periodic Table of Visualization Methods]
 * Scroll over at least 12 squares (2 from each colored section)
 * Prepare to explain how this helps teachers


 * Graphic Design
 * //Graphic Design Principles:// Read the first page of this PDF handout [[file:Graphic Design Principles for Teachers.pdf]]
 * //Examples// or //Interactive Activities:// Explore at least 3 additional links from one of these 2 sections of the page
 * Prepare to explain how these ideas apply in teaching Spanish


 * //Optional: Additional Reading on Visual Cognition// **

Callow, Jon. (2003, April). Talking about visual texts with students. // Reading Online, 6 // (8). Available: [|http://www.readingonline.org/articles/callow/#theoretical] and []

Jacobs, Julie, & William Mueller. (2001). [|Design principles for interactive texts]. Based on a [|paper] presented at the 11th annual International Conference on Technology in Collegiate Mathematics (ICTCM), New Orleans, 1998. Available: [](Pay particular attention to the psychological principles)

Fadeyev, Dmitry. (2009, February 18). [|9 common usability mistakes in web design]. // Smashing Magazine. // Retrieved February 18, 2009, from [|http://www.smashingmagazine.com/2009/02/18/9-common-usability-blunders/#comment-315307]

Few, Stephen. (2004, September). Data presentation: Tapping the power of visual perception. // Intelligent Enterprise. // Retrieved July 3, 2005, from [|http://www.intelligententerprise.com/showArticle.jhtml?articleID=31400009]

Johnson-Laird, P.N. (1998). Imagery, visualization, and thinking. In J. Hochberg (Ed.), // Perception and cognition at the century's end // (pp. 441-467). San Diego, CA: Academic Press. Retrieved April 30, 2005, from []

Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from: []


 * Lengler, Ralph, & Eppler, Martin J. (n.d.). Towards a periodic table of visualization methods for management. Retrieved January 7, 2006, from: [|http://www.visual-literacy.org/periodic_table/periodic_table.pdf] **

Matei, Sorin A. (2004). Mental maps: Making the invisible visible. Retrieved November 14, 2006, from [|http://www.mentalmaps.info]

McCloud, Scott. (1993). // Understanding comics: The invisible art. // NY: [|HarperPerennial]. ISBN 0-06-097625-X. (Chapter 8)


 * McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from [] **

[|Montage a Google]

Ratcliff, Trey. (2009, February 17). [|10 easy steps to advanced photography skills]. // Smashing Magazine. // Retrieved February 18, 2009, from [|http://www.smashingmagazine.com/2009/02/17/10-easy-steps-to-advanced-photography-skills/]

Russell, D.M. (n.d.). Learning to see, seeing to learn: Visual aspects of sensemaking. Retrieved April 30, 2005, from []


 * Sankey, M. D. (2002). Considering visual literacy when designing instruction. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from ** **[]**

Wilde, Judith. (1991). // Visual literacy. // NY: Watson-Guptill Publications. ISBN 0-8230-5620-1.

=10-6-16=

1) Watch the first 5 minutes of this video on Copyright: http://cyberlaw.stanford.edu/blog/2007/03/fairy-use-tale

2) Read this chapter on Copyright: https://k12techintegration.pressbooks.com/chapter/copyright/

3) Explore the resources for copyright-safe materials on this page: http://languagelinks2006.wikispaces.com/Copyright

4) More information: What is Fair Use: http://www.umuc.edu/library/libhow/copyright.cfm#fairuse

=10-4-16=

1) Choose a typical textbook topic. 2) Expand the topic using the strategies we discussed in class. (i.e., from food to nutrition, from school to education, from shopping to fashion or consumerism, etc.) 3) Brainstorm lesson ideas using the 5 Ts worksheet. 4) Write a lesson objective/learning outcome. 5) Brainstorm lesson activities using these categories: Social Issues Students Gospel Cultural Context Culturally Authentic Materials

=9-29-16=

a) Choose a chapter from the middle of the Realidades 3 textbook. b) Complete the 5 Ts worksheet.
 * 1) Complete the 5 Ts worksheet.**


 * 2) Complete the activities listed below from 9-22-16.**


 * 3) Post the objectives** you wrote for Activity B on 9-22-16 here: Sample Objectives

=9-22-16: NOTE: THIS WILL NOT BE DUE UNTIL 9-29-16=

//**A. Planning (Read BOTH items and explore the sample units)**//


 * Explore the sample thematic units located here (especially the first one): []
 * Examine the [|ACTFL 21st Century Skills Map]

//**B. Writing Objectives** // 1) Read the handout on Writing Objectives. 2) Select a chapter from a high school Spanish I textbook (hint: chapters from the middle of the book will be easiest) 3) Flip through the pages of the chapter. 4) Choose one grammar point, one vocabulary topic, and one cultural topic from the chapter 5) Write one well-formed objective for __each__ of your choices in #3.


 * //C. Lesson Planning Graphic Organizer//**

1) Review the Elements of Effective Instruction: 2) Brainstorm at least 5 activities for each bubble of the graphic organizer (Hint: The activities should help students meet the objectives you wrote for Homework Activity A.)




 * //D. Scope & Sequence Planning//**

1) Look at a high school Spanish I textbook. 2) Select 3 months of the year during which school is typically in session. 3) Fill out the or the 3 months you have selected.

//**E. Transformative Teaching & Learning**//

Come prepared to discuss main ideas from ONE video and ONE article.


 * A) Choose ONE video to watch (you can watch more than one if you like):**

[|Can Skateboarding Save Our Schools] (14:51) media type="youtube" key="lHfo17ikSpY" width="560" height="315"

[|Changing Education Paradigms] (11:41) media type="youtube" key="zDZFcDGpL4U?rel=0" width="560" height="315"

[|Forget What You Know] (18:10) media type="youtube" key="Uq-FOOQ1TpE" width="560" height="315"

[|Hackschooling Makes Me Happy] (11:13) media type="youtube" key="h11u3vtcpaY" width="560" height="315"


 * B) Choose ONE blog post/article to read:**

1) //FROM//

2) //FROM//

3) //FROM//

4) //FROM //

5) //FROM//

6) // FROM//

7) // FROM//

8) //FROM//

9) //FROM //

10)

11) // **FROM** //

=9-20-16:=

a) Pretend it is the first day of class. b) Introduce yourself in Spanish (NO English)! c) Make your introduction clear to students (comprehensible input). [Note: German & Russian Teaching Majors are coming to class on Tuesday to be your students!] d) Support comprehension with gestures, images, objects, questions, vocal expression. e) Involve students in producing language whenever possible.
 * 1) Introduce yourself in Spanish.**

a) Can you define and explain all of the terms listed on [|this page]? b) If not, skim [|Shrum & Glisan, Ch. 1]. (Note, this online copy is provided by the publisher for free.) c) Use this thinking template to help you identify important concepts in second language acquisition. d) You do not have to turn anything in. e) You should be able to discuss key concepts and principles from the chapter.
 * 2) Be prepared to justify the pedagogical approaches you selected using Shrum & Glisan, Ch. 1.**

=9-15-16:=


 * 1) Visit the [|ACTFL Proficiency Guidelines in English].**

a) Watch all of the examples in the Novice section. b) As you watch, 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) Optional: View samples of different proficiency levels __ [|in Spanish] __.
 * 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?


 * 2) Read Shrum & Glisan, Ch. 3, pp. 76-80 & 94.** (For more info: [|Shrum & Glisan, Ch. 3, pp. 76, 78-80, 92, 94-103])


 * 3) Read Curtain & Pesola, Ch. 6, pp. 149-152 & 165.**


 * 4) Bring your questions about planning to class on Thursday.**

=9-13-16: Proficiency=


 * 1) Take the [|Qualtrics Survey].**


 * 2) Write a professional biography.**


 * Prepare a professional biography.
 * Use these materials to help you. [[file:Professional Biography Assignment-BYU.pdf]][[file:Professional Biography Checklist-BYU.pdf]][[file:Professional Biography Template.pdf]][[file:Professional Biography Rubric-BYU.pdf]]
 * Your bio should be at least one paragraph long.


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


 * 4) Explore the materials in Sections A-E below. **


 * 5) Create a visual résum **** é. **


 * Decide whether you will highlight your skills as a beginning teacher OR generate an assignment model for students.
 * Create your own visual résumé.
 * Use a style that appeals to you.
 * Select a tool from the list below. (Read pros/cons [|here]). ([|More tools])












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

Instructional: An engaging homework assignment to help beginners practice providing basic introductory information about themselves that requires only novice level language (one- or two-word phrases)

To facilitate collaborative project work: Learners Create Job Postings, Visual Résumés of Their Lives, "Hire" a Group


 * Interpretive: Culturally Authentic Résumés (Learners explore, analyze, and discuss culturally authentic visual résumés)
 * Interpersonal: Who will you "hire" for your group project? (Each group creates its own job posting, learners create visual résumés, group selects candidates to "interview")
 * Presentational: Make your case to your group (Individual group members each give a presentation to their group in favor of their preferrred candidate)

[|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]

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

Additional Resources: [|Why Infographics in Education?]

Evaluate:

[|Europass Online Composer]

[|Europass Examples]

=9-8-16: True Colors & Wiki Skills=

ENROLL in the one-credit scaffolding mini-course if interested (Span 480R). It only lasts for one week (Sept. 26-30) from 5:10 p.m. to 7:30 p.m. We meet in JFSB B164 MWF and JFSB B003 T/Th.


 * 0) Here is the tentative schedule for the semester: [[file:Temario Span 378 Fall 2016.pdf]]** (We probably won't stick to it, but it will give you an outline of where we are headed and links to the various tools and resources we'll discuss.)


 * 1) ****Explore:**

a) Open each link. b) SKIM the contents (i.e., you don't need to read it carefully) c) For each one, ask yourseful: What is the purpose of this document and how could it help language teachers?
 * **[|ACTFL World-Readiness Standards]**
 * **[|Oral Proficiency Guidelines]**
 * **[|Can-Do Benchmarks]**


 * 2) Complete the True Colors Quiz distributed in class. ** (For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]


 * 3) Read the following materials:**

a) Click on titles A-G below. b) Read through the information in each packet. c) Ask yourself: How can this information help me to manage my classroom more effectively? d) Ask yourself: How does this information help me to make better pedagogical decisions? e) Ask yourself: What questions do I still have about this information?

A) - Read pp. 2-4. Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends.

B) - This was attached to your e-mail. 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:  )

C) - 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.

D) - 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.

E)

F) - Formatting is ugly, but info. is useful

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

**OPTIONAL: Just For Fun True Colors Materials**


 * [[image:pl2rs/BlueWordSearch.JPG link="https://truecolorsintl.com/resources/"]]- This PDF document contains wordsearches for all 4 colors ||

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site)

- Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?


 * Additional True Colors Resources **

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="file:languagelinks2006/Elements of Effective Instruction-BYU.doc"]] [[file:languagelinks2006/Elements of Effective Instruction-BYU.doc|Elements of Effective Instruction-BYU.doc]]
 * [|Dr. Montgomery's True Colors Materials]
 * Additional info. on True Colors: []

=9-6-16: First Days of School=


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

a) Go to the **Bienvenida page.** b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 2) Explore: For Beginning Teachers**


 * 3) Explore: First Days of School**


 * 4) Optional: Join one or more of these Facebook Groups**

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 5) Optional: You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats:**


 * 1) langchat
 * 2) utedchat


 * 6) Optional: You may wish to register to participate in these professional world language and technology conferences:**

October 6-7, 2016 at Idaho State University in Pocotello, ID
 * [|Idaho Association of Teachers of Language and Culture Conference (IATLC)] **

November 2-4, 2016 in Richmond, VA
 * [|Open Education Global Conference]**

November 18-20, 2016 at the Boston Convention & Exhibition Center in Boston, MA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)]**

February 16-19, 2017 at the Hyatt Regency in Monterey, CA
 * [|California Language Teachers Association Conference (CLTA)] **

February TBA, 2016 at Weber State University in Provo, UT
 * [|Utah Foreign Language Association Annual Meeting (UFLA)] **

March 2-4, 2017 at the Skirvin Hotel in Oklahoma City, OK
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

April 2017 in Utah
 * [|Utah Coalition for Educational Technology Conference (UCET)]**

June 2017 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **

July 6-9, 2017 at the Hilton Chicago Hotel in Chicago, IL
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * More Professional Development Opportunities**



=9-1-16: Professionalism=


 * 1) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Complete: Course Information Survey **


 * 4) Complete: Student Teaching Information Survey**


 * 5) Complete: Technology Survey **


 * 6) Come prepared to answer the question: What do you need to do or learn in this class in order to feel prepared to teach Spanish? **

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

No homework due (because today was the first day of class)!


 * Stuff for later for Dr. M.**


 * 1) Visual Infographic & CV**


 * 2) Complete the True Colors Test and bring it with you to class. **


 * 3) Complete the Course Photo Video Permission Form**