Span+671-SLAT+601+Assignments+Fall+2016

//This page contains daily homework assignments from Dr. Cherice Montgomery's Span 671/SLAT 610 Principles of Foreign Language Teaching course offered in Fall 2016. Homework is DUE on the date under which it is listed.//toc

=**12-13-16**=


 * 1) Final exam 8:00 pm - 10:00 pm in JFSB B132. NOTE THE CHANGE IN ROOM!**


 * 2) Please read this [|blog post] on giftedness and view the associated videos. Visit this wiki page for more information about differentiation.**


 * 3) Use this study guide to help you study for the final: [[file:Span 671-SLAT 601 Final Exam Study Guide Fall 2016.pdf]][[file:Span 671-SLAT 601 Final Exam Study Guide Fall 2016.doc]]**

=**12-08-16**=


 * 1) Final draft of literature review due.**


 * 2) Prepare for the In-class Activity:**


 * **Fraenkel & Wallen (Ch. 1, 2, or 3).**
 * **Reichelt article (Reading & Writing)**
 * **Rubin article (Listening & Speaking).**


 * 3) We will review for the final today.**

=**12-06-16**=


 * 1) Complete this reading guide for Shrum & Glisan, Ch. 11. You do NOT need to fill out anything on the first page unless you want to.[[file:Shrum & Glisan Ch 11 Assessment Reading Guide - 4th ed.doc]][[file:Shrum & Glisan Ch 11 Assessment Reading Guide - 4th ed.pdf]]**


 * 2) Conference presentations due today.**

a) Laura b) Emily c) Kara d) Linnea e) Anna f) Stephanie g) Jorge h) Dustin i) Jeff


 * 3) Begin revising your literature** **review based on my feedback.**

=**12-01-16**=


 * 1) Explore the Dare to Differentiate wiki.**

a) Use this reading guide: b) Be sure to bring a hard copy of your answers to Question 10 to class.
 * 2) Read Shrum & Glisan, Ch. 10** **(Addressing Diverse Needs of Learners in the Language Classroom).**


 * 3) Work on your conference presentation.**

=**11-29-16**=

(This should be a very complete draft so you can get feedback.)
 * 1) Full Draft of Literature Review due.**


 * 2) Conference Proposal Template due**


 * 3) We do have class today.**

=11-24-16: No Class (Thanksgiving)=


 * 1) Continue working on literature review.**

= =
 * 2) Thanksgiving. No class**

=11-22-16: No Class (Friday Instruction)=


 * 1) Continue working on literature review.**


 * 2) Read Shrum & Glisan, Ch. 10 (Addressing Diverse Needs of Learners in the Language Classroom).**

= =
 * 3) No class.**

=11-17-16: No Class (ACTFL)=


 * 1) Continue working on literature review.**


 * 2) No class**

=11-15-16: No Class (ACTFL)=


 * 1) [|Submit UFLA Proposal]**

a) Submit using the above link. b) If you don't plan to submit one to UFLA, bring a hard copy to class on 11-29. c) Here are some sample proposals to help you.




 * 2) Work on literature review (due 11-29-16).**


 * 3) Class (it is my understanding you are going to eat waffles and give feedback on your literature reviews)?**

=11-10-16=

a) Fill out this template and bring a HARD COPY to class: (Here is a copy of what UFLA actually asked for last year in case you want more guidance: ) b) Use this PowerPoint template to help you think through what would go in the "content" portion of your proposal: c) Keep the following things in mind as you write your proposal:
 * 1) Complete the conference proposal form.**
 * Is this a topic that K-12 teachers (who are NOT researchers) will care about? (If not, how can I connect it to something they do care about?)
 * Did I write a catchy, descriptive title that is no more than 10 words long?
 * Did I write an interesting, but accurate description of my session in 50-100 words (the length varies from conference to conference--you are usually safe with 50-75 words.
 * Did I identify key objectives the session will accomplish (as can do statements or teacher outcomes)?
 * Did I list the key content I will cover, in the order I will cover it, followed by a specific pedagogical strategy I will use to do so?
 * Does my proposal include an innovative framing of the problem, a solid theoretical rationale for what I propose to do about it, and good modeling of the pedagogical strategies I want participants to use when they implement my ideas?
 * Did I cite the research I used?

d) I will use this rubric to evaluate the presentation you give in class: e) Proposals have a VERY good chance of being accepted this year if you actually submit them to UFLA. f) Resources:

[|Sample PowerPoints from Presentations Dr. M. has given] [|Materials from Sample Presentations] (some of these are better than others)

a) Revise the introductory paragraph from your annotated bibliography. You can use this as the introduction to your literature review. b) Write the first sentence from your logic chain. c) List three additional sentences that could be used to support what you said. d) Give examples from studies you have read for each sentence. e) Insert the appropriate citations, then repeat the process for all of the other sentences from your logic chain.
 * 2) Bring a HARD COPY of at least the first three paragraphs of your literature review with you to class.**

(The more you have written, the more direction you'll have to continue writing over the week of ACTFL and Thanksgiving Break.)

=11-8-16= 1) Read Shrum & Glisan, Ch. 7. 2) Begin working on your literature review.

=11-3-16= = = 1) Complete the Prospectus Outline Template:

2) Complete the Logic Chain Template:

3) Read Chapter 9 of Shrum & Glisan and complete one of these reading guides:

=11-1-16=


 * 1) PRINTED COPY of annotated bibliography assignment due.**


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

=10-27-16=


 * 0) Find out what "positivism" means in a research context.**

a) Choose either Ch. 6 or Ch. 8. b) Download the appropriate reading guide for the selected chapter. Ch. 6 (Choose ONE reading guide to complete)
 * 1) Read Shrum & Glisan.**

Ch. 8 (Choose ONE reading guide to complete) c) Review the reading guide. d) Read the chapter you selected. e) Complete the reading guide and bring a hard copy to class.

a) Review this template. b) Read at least 10 articles. c) Annotate the 10 articles you read. d) Use this template to organize your bibliography. e) A hard copy will be due on November 1.
 * 2) Finish your annotated bibliography.**

=10-25-16=

No homework

=10-22-16= Midterm

=10-20-16=

a) You should be able to complete the following tasks:
 * 1) Study for the midterm.**

b) The exam will cover these topics:
 * I can summarize historical trends in language teaching in the U.S.
 * I can list and explain major theories of second language acquisition, and the instructional methods and approaches that have arisen from them.
 * I can define and distinguish between quantitative and qualitative research (key characteristics, purposes, similarities, and differences).
 * I can describe key considerations in selecting and narrowing a research topic.
 * I can explain how to locate, organize, and annotate research articles.
 * I can craft effective research questions.
 * I can identify typical sections of a research article and explain the purpose of each one.
 * I can identify the target audience and purpose of research journals and evaluate the effectiveness of a typical research article.
 * I can write and evaluate an annotation based on a research article.
 * I can explain and apply key principles and considerations of thematic planning.
 * I can use the oral proficiency guidelines to plan and scaffold curriculum and instruction.
 * I can apply scaffolding strategies to support the development of oral proficiency, literacy, and interculturality.

c) You will have no more than 45 minutes to complete the exam. d) The exam will consist of matching/multiple choice, short answer, application, and collaborative questions. e) Sample questions appear below:
 * Historical Trends in Language Education in the U.S.
 * Second Language Acquisition: Theories & Instructional Methods/Approaches
 * If you are tired of the textbook, you can use [|this site] to review
 * Read the [|Questions for Thought & Observation]
 * Click through the explanations and/or videos
 * Some are more helpful than others
 * Quantitative v. Qualitative Research
 * Definition of Each
 * Primary Goals/Purposes of Each
 * Characteristics of Each
 * Selecting a Research Topic
 * Crafting Research Questions
 * The Structure of Research Articles (Sections & Purposes of Each Section)
 * Key Principles of Research Design
 * Evaluating the Quality of Research Articles
 * Oral Proficiency Guidelines
 * Key Principles of Contextualized Curricular/Instructional Planning
 * Key Principles of Developing Proficiency, Literacy, and Interculturality
 * Key Principles & Pedagogical Strategies for Scaffolding

Sample Matching Question: Match each proficiency descriptor with the appropriate ACTFL Proficiency Rating.

A) Novice B) Intermediate C) Advanced D) Superior E) Distinguished

1) Communicates with short, memorized, pre-packaged phrases

2) Can handle a situation with an unexpected complication

3) Narrates in the past, present, and future

4) Can hypothesize and explain complex matters in detail

5) Speaks in strings of sentences and asks basic questions

Sample Multiple Choice Question: Which of the following is one of the 5 Cs mentioned in the World-Readiness Standards for Learning Languages?

a) Collaboration b) Comparisons d) Comprehension e) Content b) Creativity

Sample Short Answer Question: What is the difference between quantitative and qualitative research?

Sample Application Question: You have been asked to evaluate several studies that are being used by the university as the basis for important policy decisions. List three key factors you will consider and explain how a strong study would differ from a weak one for each factor.

Sample Collaborative Question: Several weak research questions appear below. Collaborate with two other colleagues to refine them and then write your "improved" versions below.


 * 2) Continue working on your annotated bibliography.**

=10-18-16=

a) Select a research topic. b) Identify three potential research questions. c) Determine useful key words & search for relevant articles. d) Evaluate the articles, selecting the 10 most promising ones.
 * 1) Begin working on your annotated bibliography.**

Be sure to consider the following in your evaluations:
 * Title
 * Abstract
 * Research Questions
 * Literature Review
 * Methods
 * Findings
 * Discussion & Implications
 * Conclusions
 * Suggestions for Future Research

Be sure to notice:
 * Definitions of key concepts (What are the buzzwords and how are researchers defining them? What nuances, special distinctions, or clarifications of terms are noted in the articles?)
 * Common reseearch questions (What do researchers typically explore or investigate regarding this topic?)
 * Key issues, areas of inquiry, or concerns (What are the researchers talking about? What are they interested in or worried about?)
 * Methods (What study designs, methods, and data collection/analysis techniques are the researchers using?)
 * Findings (What are the researchers learning from their investigations?)
 * Pedagogical Implications (In what ways might these studies influence classroom practice?)
 * Suggestions for future research (What issues or questions do researchers think need further investigation?)

e) Read and annotate the 10 articles you selected.

Be sure to address the following in your annotations:


 * Primary purpose of the study
 * Type of study (quantitative, qualitative, mixed-methods)
 * Context, design, and methods used (Where did the study take place, how many participants, what kind of design, data sources, instrumentation?)
 * Key findings (What theoretical framework was used to interpret the findings and what were the major findings)
 * Principle conclusions (What did the study determine based on the findings?)
 * Useful implications for research or teaching (Why should we care?)
 * Flaws you notice in research design, methods, analysis, or interpretation of data (Anything we should beware of?)


 * 2) Come with at least 1 annotation done (3 would be better).**

a) Finish at least one annotation. b) Include the citation in APA format, followed by the annotation. c) Print a HARD COPY and bring it to class. d) We will provide feedback on these in class.


 * 3) Begin reviewing your course notes for the exam next Thursday.**

=10-13-16=

a) Visit ACTFL's [|What the Research Shows] page. b) Read through the green questions. (These are examples of guiding questions.) c) Read through the blue statements. (These are examples of statements of findings.) d) Click on three blue statements and skim what appears. (These are examples of annotations.) e) Notice what the annotations have in common.
 * 1) Prepare to write your annotated bibliography.**

a) What topic will you pursue? b) Brainstorm some possible research questions. c) Self-evaluate your research questions using the factors you used in class: d) Come prepared to share your topic and possible research questions in class.
 * 2) Make some tentative decisions about your research topic**.
 * Is it feasible?
 * Is it clear?
 * Is it significant/meaningful?
 * Is it ethical?
 * Does it involve relationships?


 * 3) Finalize your lesson plan for the mini-course and submit it.**

=10-11-16=


 * 1) Read the 3 pages that were distributed in class regarding the differences between quantitative and qualitative research.**


 * 2) Explore the following images:**


 * [|Conceptual & Methodological Differences in Quantitative v. Qualitative Research] (Minchiello, 1990)
 * [|Examples of Research Findings from a Qualitative v. a Quantitative Study] (Cool Anthropology, 2015)
 * [|Characteristics of Quantiative and Qualitative Research] (Bryman, 2008 & Onwuegbuzie and Leech, 2005)
 * [|Qualitative v. Quantitative Research] (Mubarak)
 * [|Types of Research Within Qualitative & Quantitative] (Ebling Library, 2016) - Be sure to look at all 3 gray boxes on the Study Design page.
 * [|Examples of Strengths & Weaknesses of Various Research Methodologies]


 * 3) Continue working on your project for the mini-course.**


 * 4) Read:**

(I will let you know on Friday if Dr. Martinsen has anything specific he wants you to read).

=10-6-16=


 * 1) Continue Developing Pre- & During Reading Activities from Scaffolding Class**


 * Prepare a well-scaffolded pre-reading activity **

a) Choose ONE of your printed texts. b) Select an interactive strategy for reading the text you selected. c) Develop a well-scaffolded pre-reading activity that:
 * **A**ctivates students' prior knowledge and experiences
 * **B**uilds background knowledge to prepare students for the content of the text
 * Conceptual
 * Cultural
 * Language Patterns (Grammar)
 * Vocabulary


 * **C**aptures students' attention and interest
 * **D**evelops schema to help students' brains organize information (preview and predict)
 * **E**stablishes a purpose for reading

d) The activity and accompanying materials should be in the target language.


 * Create a well-scaffolded during reading activity **

a) The activity should support: b) The activity and accompanying materials should be in the target language.
 * **A**pply reading strategies
 * **B**reak up (scaffold) the text
 * **C**ritically process the content/meaning of the text (literally and in connection to students' personal lives)
 * **D**evelop interpersonal communication skills
 * **E**valuate comprehension


 * 2) Select a research topic**
 * Choose something directly related to language education/SLA
 * Choose something about which you care deeply
 * Choose something about which you have real questions
 * Choose something that will help you in your future career
 * 3) Search Google Scholar for relevant research articles.**
 * Use effective search techniques [[file:WL Education Research Tips & Tricks 2016 - One Page.pdf]]
 * Read the abstracts
 * Try a variety of different key words/search terms
 * Use key words from articles you like as search terms
 * 4) Map the field**
 * Identify key concepts/ideas from the articles
 * Identify key researchers (people who are frequently cited)


 * For those of you ready to move forward, here are the next steps in the process.**

5: Optional for now) Narrow research topic 6: Optional for now) Locate at least 3 high quality articles directly relevant to your topic 7: Optional for now) Repeat Steps 1-5, but this time, READ at least 10 articles 8: Optional for now) Begin to develop your annotated bibliography
 * Determine which aspects of your topic are most interesting
 * Select one
 * Refine your search process so that it focuses exclusively on that topic
 * Read the abstract
 * Skim the introduction
 * Skim the discussion/conclusions
 * Take notes on: what, why, how
 * Key citations
 * What: Key definitions, concepts, and ideas (How are they defining the topic and framing the problem for study?)
 * Why: Key theories or findings (What theories are they mobilizing to interpret their data? What findings have strong implications for either teaching or research?)
 * How: Key methological considerations, pedagogical principles, or instructional strategies (What are key features of the study design? Which methods did they use for data collection/analysis? What do their findings suggest about classroom practice?)
 * How: Future directions (What do their findings suggest in terms of future research?)

=9-29-16:=

Reminder: Come to class in JFSB B161


 * 1) Prepare a well-scaffolded pre-reading activity **

a) Choose ONE of your printed texts. b) Select an interactive strategy for reading the text you selected. c) Develop a well-scaffolded pre-reading activity that:
 * **A**ctivates students' prior knowledge and experiences
 * **B**uilds background knowledge to prepare students for the content of the text
 * Conceptual
 * Cultural
 * Language Patterns (Grammar)
 * Vocabulary


 * **C**aptures students' attention and interest
 * **D**evelops schema to help students' brains organize information (preview and predict)
 * **E**stablishes a purpose for reading

d) The activity and accompanying materials should be in the target language. e) Bring a HARD COPY of your activity and materials to class.


 * 2) Create a well-scaffolded during reading activity **

a) The activity should support: b) The activity and accompanying materials should be in the target language. c) Bring a HARD COPY of your activity and materials to class.
 * **A**pply reading strategies
 * **B**reak up (scaffold) the text
 * **C**ritically process the content/meaning of the text (literally and in connection to students' personal lives)
 * **D**evelop interpersonal communication skills
 * **E**valuate comprehension

=9-27-16:=

Reminder: Come to class in JFSB B161


 * 1) Explore these websites: **

a) Explore the websites on the first page. b) Read through the information on the second page. c) Complete the sheet on the third page.


 * 2) Study this information over proficiency and scaffolding. **

a) Review these documents.







b) Review your notes from class. c) Be prepared to explain key differences in each proficiency level. d) Be prepared to define scaffolding. e) Be prepared to explain key principles of scaffolding as they relate to the World-Readiness Standards for Learning Languages.

=9-22-16:=


 * 1) Read Shrum & Glisan Ch. 4 or 5.**
 * If you currently teach elementary school, read Shrum & Glisan, Ch. 5.
 * If you currently teach middle school, high school, or college, read Shrum & Glisan, Ch. 4.


 * 2) Summarize the chapter you were assigned.**
 * Create a handout.
 * Your handout should be no longer than 1 page front and back.
 * The handout should summarize key concepts and principles from the chapter.
 * The handout should rely heavily on **visual** elements to convey information.
 * Bring 10 hard copies of your handout to class.

=9-20-16:=

a) Your topic should be relevant to SLA/world language education. b) Choose a topic about which you care deeply. c) Choose a topic about which you have real questions. d) Choose a topic that is still somewhat broad.
 * 1) Decide on a tentative research topic.**

e) Post your topic next to your name in #3 below.
 * // Example 1: Scaffolding (too broad) //
 * // Example 2: Scaffolding the 3 Modes of Communication (OK) //
 * // Example 3: Scaffolding interpersonal conversation during peer tutoring (too narrow) //

a) Do a Google Scholar search for your topic. b) Download promising citations to Zotero. c) Read ABSTRACTS from articles you added to Zotero. d) List the titles of 3 useful articles in #3 below. e) Read ONE article and take notes in Zotero.
 * 2) Begin researching your selected topic. **


 * 3) List your topic and 3 useful articles next to your name.**

//Example: Dr. M. - Scaffolding the 3 Modes of Communication// // 1) [|Perceived Usefulness of a Strategy-Based Peer Annotation System for Improving Academic Reading Comprehension] // //2) [|Discussing literature: Text-centered talk during group work and all-class discussion in an undergraduate Spanish course]// //3)// //[|Scaffolding for second language writers: producing an academic essay]//

Anna - The relation between semantics,pragmatics and translation 1) Linguistics and ethnology in translation-problems 2) Pragmatics and translation 3) Suprasentential semantics and translation

Dustin - Dual Language Immersion in Secondary Education 1)Effects of an elementary dual language immersion school program on junior high school achievement 2)Sustaining a dual language immersion program: Features of success 3)Dueling models of dual language instruction: A critical review of the literature and program implementation guide

Emily - What strategies can bilingual families use to raise bilingual children? 1) [|"The Influence of Parent Language Use on the Dual Language Development of Simultaneous Bilinguals" Berit Erin Gelvez 2016] 2) [|"Talking with Strangers: A Study of Bilingual Communicative Competence" Genesee, Boivin, Nicoladis 1994] 3) [|"Bilingual First Language Acquisition (BFLA) in Children of Bilingual/Bicultural Families: An annotated Bibliography for Parents and Teachers" Foster 2013]

Jeff - Autism and Foreign Language Education 1) "Learning a second language - everyone's right, or not right for everyone?" //2) "//Links between social and linguistic processing of speech in preschool children with autism: behavioral and electrophysiological measures" //3) "//Working memory and comprehension in children with specific language impairment: what we know so far"

Jorge - 1) Content Based Instruction for Beginning Levels- Content-Based Instruction: Can it Help Ease the Transition from Beginning to Advanced Foreign Language Classes? 2) Scaffolding tasks for beginning language learners - Instructional Scaffolding: Reading and Writing as Natural Language Activities 3) Strategies for increasing student Language Learning Motivation in L2 - Motivation and Second Language Acquisition

Kara - Motivation in Second Language Learning - Student and Teacher Perceptions 1) Attitudes, motivation, and second language learning: a meta–analysis of studies conducted by Gardner and associates 2) Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective 3) The Importance of Motivation in Second Language Acquisition

Laura - Standards Based Thematic Units in Foreign Language Education 1) 2) "A Model of Academic Literacy for Integrated Language and Content Instruction" 3) [|"Content-Based Instruction: A Shell for Language Teaching or a Framework for Strategic Language and Content Learning?"]

Linnea -Motivation for beginning learners. 1) Individual differences in second language learning. 2) Motivation and second language acquisition. 3) Motivation in foreign language learning.

Stephanie - Contextualized Foreign Language Instruction 1) Authentic Materials and Mexican Immersion: A Professional Development Program Combining Pedagogy, Language, and Culture 2) Learning word pairs and glossed sentences: the effects of a single context on vocabulary knowledge 3) Language Learning and the Brain: A Comprehensive Survey of Recent Conclusions

=9-15-16:=

a) Click on this link:
 * 1) Set up a Diigo account.**

b) Fill out the form (user name, e-mail, password). c) Check the "I'm not a robot" box. d) Click "Create Account." e) Consider installing the [|Diigo extension] (or the Diigolet if you prefer).


 * 2) Set up a Zotero account.**

a) Click on this link:

b) Choose the version you prefer (I recommend Zotero standalone). c) Click the red download/install button for the version of your choice. d) Install the correct supporting [|browser extension].
 * This only applies if you downloaded the standalone version.
 * Choose the name of the browser you use most often.
 * Click that link (located directly under the original download button you used).
 * Install the extension.


 * 3) Explore the DiRT wiki.**


 * 4) Finish exploring the links in this handout:** [[file:WL Education Research Tips & Tricks 2016 - One Page.pdf]]


 * 5) Select a tentative research topic. (We will report these in class.)**


 * 6) Optional:** **Set up an [|Academia.edu] account.**

a) Click on this link: b) Click one of the sign-up links. c) Follow the instructions.


 * 7) Optional: Set up a Symbaloo account.**

a) Click on this link:

b) Click the sign-up link. c) Follow the instructions.

=9-13-16: Planning=

a) Answer the question on p. 1 of the reading guide. b) Skim pp. 2-5 of the reading guide. c) Decide which page is of most interest to you. d ) Complete the question(s) on the page you chose. e) Bring an electronic copy of your answers to class.
 * 1) Explore Shrum & Glisan, Ch. 2:** [[file:Shrum & Glisan Ch 2 Jigsaw Tasks - National Standards - 4th ed.pdf]][[file:Shrum & Glisan Ch 2 Jigsaw Tasks - National Standards - 4th ed.doc]]

a) Skim the note-taking sheet.  b) Skim the reading guide. c) Complete EITHER the note-taking sheet OR the reading guide. d) Bring an electronic copy of your answers to class. e) Come prepared to discuss:
 * 2) Explore Shrum & Glisan, Ch. 3. (You can find some of the pages [|here].) **
 * The content of Shrum & Glisan Ch. 2 & 3
 * **Your questions about Ch. 2 & 3!**
 * How the various reading guides supported or constrained your learning


 * 3) E-mail me your research topic brainstorming lists from class (#1 from the homework on 9-8-16).**


 * 4) OPTIONAL: Sign up to bring food for future class periods here.**

=9-8-16: Locating, Exploring, & Organizing Research=


 * 1) Brainstorm topics with which you can personally connect. **

a) Brainstorm a list of topics that you might like to explore. (If you aren't sure, explore the links on this page for some examples of what people are talking about in the news re: world language education.) b) Use the questions below to guide you. c) Divide a sheet of paper into two columns. d) In Column 1, list as many topics of interest to you as you can. (If you use the first three questions below to guide you, your answers can include your personal hobbies and interests--even if they are not related to languages or education.)
 * What do you care about or love exploring (in general)?
 * What are you passionate about (in general)?
 * What do you find exciting (in general)?
 * What facets of __world language education__ do you enjoy reading about or learning about?

e) In Column 2, list as many topics that worry you as you can.
 * What challenges are you experiencing in your classroom?
 * What upsets you about education or teaching/learning a foreign language?
 * What do you wish you could change about language teaching/learning?

f) Bring your list to class--but it doesn't have to be printed out.


 * 2) Selectively read Shrum & Glisan, Ch. 1 (pp. 1-64). **

a) You do NOT need to read the entire chapter. b) Skim this Thinking Template.

c) Notice that you only need to read certain pages in order to answer the questions.

d) Answer the questions on the Thinking Template.

e) Bring your completed answers to class. They do not have to be printed out as a hard copy, but I do have to be able to look at them on your electronic device during class.

(Hint: If you don't yet have the textbook, try checking one out from the library or searching for the answers to these questions online.)


 * 3) Bring an electronic device to class. **

a) You will need to access the internet on the device. b) You will need to be able to perform searches on the device. c) Optional: It will be helpful to you if you have administrative privileges on the device (i.e. so you can download a free program and install browser extensions for research with my help).


 * 4) From a technology-based perspective, this class period will be very hands-on and one of the most critical in your whole program. Not a good one to miss if you can avoid it! :-) **

=9-6-16: True Colors=


 * 1) 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 "671-601" in the box e) Click submit

a) Go to the **Theory into Practice Tip of the Day** page. b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."
 * 2) Sign up to give the Theory into Practice Tip of the Day.**

a) Read through the schedule. b) Decide which activities seem helpful. c) Decide which activities do NOT seem helpful. d) Post at least 3 helpful and 3 unhelpful items in this discussion forum.
 * 3) Review the course schedule.**
 * Be sure you are signed into the wiki.
 * Click Edit.
 * Type your ideas.
 * Click Post.


 * 4) Propose suggestions for making this class valuable to you. **
 * Click on [|this link].
 * Follow the instructions that appear.
 * You can see what people are saying in the window below.

media type="custom" key="28693890"


 * 5) Complete:** [[file:Course Photo Video Permission Form Span 671-SLAT 601 2016-2017.doc]]


 * OPTIONAL:**


 * 6) You may wish to explore/download these True Colors materials: (P.S. it can be a lot of fun to have family members take the quiz)**

[|True Colors (performed by John Legend)] media type="custom" key="28693920"

[|True Colors Quiz - Print Version]

[|True Colors Quiz - Online version (does not give numerical scores)]

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

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

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



- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

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

**Just For Fun True Colors Materials**

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

- 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 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: []


 * 7) You may wish to join:**

[|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


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


 * 1) langchat
 * 2) utedchat


 * 9) 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**

=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) Complete: Course Information Survey. **


 * 3) Complete: Technology Survey **


 * 4) Come prepared to answer the question: What do you need to do or learn in this class in order to feel prepared to read research from the field of world language education and write a relevant thesis? **


 * 5) Jeff: Complete the True Colors Test Dr. M. e-mails you and bring it with you to class. **

=8-30-16: Course Intro.=

No homework (because it is the first day of class)!

** Learners Create Job Postings, Visual ** ** Résumés of Their Lives, "Hire" a Group? (Instructional) **
 * Stuff for later for Dr. Montgomery**


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