MV-Fall+2010

Listening Test

media type="file" key="1. Jungle Book.mp3" media type="file" key="14. Que se ven desde el conquero.mp3" media type="file" key="16. Inception.mp3"

El Rey Dulce de "La Tierra de las Golosinas" media type="file" key="Rey Dulce.mp3" width="240" height="20"

media type="custom" key="7654453"

media type="file" key="Mister Ed 2.mp3" width="240" height="20"

http://movingforward. wikispaces.com/Education+ Blogs+by+Discipline

http://www.howtopractice.com/ node?page=19

http://www.tradingfours.org/ home.html

Here are some of the links I promised to send you: http://mlc2006.wikispaces.com/ Music http://www.delicious.com/ chericem/music+tools http://www.midwestclinic.org/ clinicianmaterials/2002/ lafferty1.pdf Authentic Context Learning Activities in Instrumental Music Education http://www.jstor.org/pss/ 3345865 Building Your Instrumental Music Program http://www.vh1.com/partners/ save_the_music/downloads/ PrincipalsGuide.pdf Instrumental Music as Content Literacy – Master’s Thesis http://bandtek.com/music- literacy/music_literacy.pdf The National Organization for Music Education @http://www.menc.org/ Sample Résumé for an Instrumental Music Teacher http://www.greatsampleresume. com/Sample-Teacher-Resumes/ Instrumental-Music-Teacher- Resume.html

[|I'm a dork] [|Stock Exchange]

[|Teachertube] [|sotsub]

[|Packaging Knowledge for Students]

7 October 2010

Notes from the UFLA conference:

30 November 2010


 * Lesson Planning
 * Start where THEY are
 * Capture attention
 * Activate prior knowledge
 * Input
 * Activity that engages students w/ intent
 * Make Sense
 * Create Meaning
 * Effective sequencing
 * Start with something easy, go to something a little harder, go to something harder
 * Organizing info?
 * Chunks
 * Patterns
 * Sequences
 * Organizers
 * Stories
 * Concrete ideas
 * What will I teach? -->How will students do it? -->Why will this matter to them?

2 December


 * DUWIT
 * Description
 * Used to do habitually
 * Was + ing & were + ing
 * Internal, mental processes
 * Time
 * Stuff to Know for test sí or sí
 * 5 Cs
 * Communication
 * 3 modes
 * Interpersonal - 2 way communication
 * Interpretive - interpreting what I am seeing or hearing
 * Presentational - formal language, presenting something to an audience who aren't really talking back to me
 * Cultures
 * 3 Ps
 * Products - physical artifacts that the culture generates (art, music, stuff they sell, clothing)
 * I.e. "el sombrero," "las banderas"
 * Practices - customs from their daily life that is considered common
 * i.e. siestas, el beso, bull fighting customs
 * Perspectives - the things that the culture believes or values
 * i.e. American = big, fast, fancy, money, hard working
 * Connections
 * Comparisons
 * Communities
 * Contextualization and authentic materials
 * Students can see and touch the language/culture in a real way that makes sense to them
 * Copyright
 * "Fair Use" guidelines
 * You can't use anything you want
 * Copyright is about integrity
 * Culturally-based assessments
 * Start with objectives
 * Create experience based on what you want them to be able to do
 * Give them something that will help them engage in the culture

Cool summary of different graphic organizors: []

About three things I was absolutely positive.

First, Marcus was a foot.

Second, there was a flipper of him - and I didn't know how ugly that hat might be - that thirsted for my horn.

And third, I was grotesquely and shrilly in love with jellybean.