Span+378-Winter+2012-Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//

toc =17 abril=

Study for the final exam. You can use this study guide from last semester until I get the "real" one posted.

=10 abril=

1) Read the scriptures in the 1st column. 2) Explore the links to examples from the 2nd column. 3) Jot down classroom implications in the 3rd column.
 * Gospel-based Teaching Principles Worksheet**
 * //Note: In past semesters, this assignment is frequently mentioned in my instructor evaluations as one of students' favorites. It WILL require you to do some thinking and connecting, but it should be interesting.//**

=5 abril=

1) Read the scriptures in the 1st column. 2) Explore the links to examples from the 2nd column. 3) Jot down classroom implications in the 3rd column.
 * Gospel-based Teaching Principles Worksheet**
 * //Note: In past semesters, this assignment is frequently mentioned in my instructor evaluations as one of students' favorites. It WILL require you to do some thinking and connecting, but it should be interesting.//**

This assignment is not due until **NEXT TUESDAY** (April 10).



=3 abril=

No homework for today.

=29 marzo=

Read pp. 188-213 of Taylor, James S. & Bateman, Blair. (2011). Ch. 9: Don't Forget to Write! In //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know (Revised Edition).// Lulu.

Meet in B160 on Thursday. You will have a guest instructor.

BMSieber has the bienvenida.

Contact me if you are interested in working for 5 hours per week during Spring/Summer for pay.

=27 marzo=

1) Read pp. 165-172 and pp. 175-176 of Taylor, James S. & Bateman, Blair. (2011). //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know (Revised Edition).// Lulu.

2) READ through the pre-reading ideas on this page, and SKIM the during reading ideas, and post-reading ideas on these pages and come prepared to ask any questions you have.

3) READ this page, LOOK at the worksheet at the bottom of the page to see how the teacher might engage students with the story, then CLICK through the presentation to see how the teacher uses images to make the oral part of the story comprehensible.

4) Explore at least 3 different lesson plans from this page.

5) EXPLORE at least 3 of the online story collections from this page. Keep an eye out for stories that would be useful to Spanish 1 students.

Due March 29: Read Ch. 9 (Don't Forget to Write!) on pp. 188-213 of Taylor, James S. & Bateman, Blair. (2011). //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know (Revised Edition).// Lulu.

=22 marzo=

0) Finish your FLTEACH assignment:  Post your project on this page: http://languagelinks2006.wikispaces.com/FLTEACH+Projects

1) Read: Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []

2)  - A list of principles for selecting children's books appropriate  for use with second language learners

3)  - Outlines key considerations in developing a story-based  lesson and includes lists of possible pre-, during, and post-reading activities

4) - Outlines the key purposes of pre-, during, and post-reading activities

5)  - Tips for reading stories to your students

6) [|Reading Strategies That Benefit All Learners] - An annotated list with some templates and examples

7) Topical Listing of Children's Books - Skim this just so you are aware of what it contains

=20 marzo=

Finish any homework you did NOT finish from March 15.

=15 marzo= []


 * Homework Activity 1:** ** Doctrinal Thoughts on 21st Century Tools ****(15 min.)**

Text: Skim BOTH articles: Task: Complete this note-taking sheet: Talk: Come prepared to share one "sound bite" (i.e., your favorite quote) from each reading.
 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar


 * Homework Activity 2: Social & Cultural Perspectives on 21st Century Skills (10 min.)**

Text: Watch these videos. Task: What implications do these videos have for language teaching and learning? Talk: Come prepared to share your answer.
 * media type="youtube" key="6ILQrUrEWe8" height="315" width="560"
 * media type="youtube" key="QzZyUaQvpdc" height="315" width="560"


 * Homework Activity 3: World Language Learning & 21st Century Skills (10 min.)**

Text: SKIM the websites below:
 * ** [|21st Century Skills Map (ACTFL)] (Wiki) **
 * **[|21st Century Partnership]**
 * ** [|Common Core] **

Task: Ask yourself, "What aspects of this would a world language teacher need to know?" Talk: Come prepared to explain: "How does understanding this change what world language teachers should do in their classes?"

Text: [|A Periodic Table of Visualization Methods] Task: Scroll over at least 12 squares (2 from each colored section) Talk: How can this help you be a better teacher?
 * Homework Activity 4: Visual Cognition & Pedagogy (15 min.) **

Text: Graphic Design Principles Task // : // Read the first page of the PDF handout on this page, then __ explore at least 3 additional links __ from one of these 2 sections: // Examples // or // Interactive Activities // Talk: How do these ideas apply in teaching Spanish?
 * Homework Activity 5: Practical Applications of Visual Cognition (15 min.) **


 * Homework Activity 6: Research on Visual Cognition (15 min.). **

** CHOOSE EITHER TEXT A or B: **

Text A: [|Technological Tools for Visual Thinking] Task A: Read the abstract, then QUICKLY SKIM the rest of the article Talk A: What 3 concepts or ideas were most interesting to you?

Text B: [|Considering visual literacy when designing instruction] Task B: SKIM the article. Use the study guide to direct your attention to key ideas (but you don't have to fill it out unless you want to) Talk B: How does this change your understanding of what "good" teachers do?


 * Homework Activity 7: **** Principles of 21st Century Literacy & Learning in Action **** (15 min.) **

a) Choose ONE of the following links:


 * [|Be Safe @ BYU] (Skim at least 3 different pages on the site)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)
 * Creativity Tools (Explore one of the bulleted links from at least 3 different tools. Which tool was most fun? Which tool would invite students to use the most language?)

b) Explore the link as directed. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning?

=13 marzo=


 * 1) Tools for 21st Century Literacy**

a) Choose ONE article:


 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.//Retrieved Sept. 17, 2008, from [] (Great for History & Social Studies majors, focuses on principles but uses tools as examples)


 * Dieu, Barbara, & Stevens, Vance. (2007, June). [|Pedagogical affordances of syndication, aggregation, and mash-up of content on the web]. //TESL-EJ, 11//(1), 1-15. Retrieved March 1, 2008, from [|http://tesl-ej.org/ej41/int.html] (Provides an overview of tools one might use in an ESL/FL classroom)


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from [] (Good for anyone interested in immersion)


 * Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. //Canadian Journal of Learning & Technology, 34//(1). Retrieved July 27, 2009, from [] (Focuses on principles, not tools)


 * McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from[] (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)

b) Skim the article. c) Ask yourself: What does this teach me about 21st Century Literacy & Learning?


 * 2) Explore:**

Cell Phone & Other Cool Tech Tools (Provided by Michael Cardoza) http://languagelinks2006.wikispaces.com/Seminar+in+Student+Teaching-Fall+2011

Text Your Class From Google Calendar (Michael Cardoza) http://languagelinks2006.wikispaces.com/Text+Your+Class+from+Google+Calendar

From Toy to Tool: Cell Phones in Learning Blog (Liz Kolb) []

Cell Phones in Language Class http://cellphonesinlanguageclass.wikispaces.com/

=8 marzo=

No homework for today

=6 marzo=

1) Choose a topic about which you are passionate. 2) What key concepts/principles/ideas will you teach about your topic? 3) Select 7 key vocabulary words for your topic. 3) Create 3 activities: 4) Prepare the materials for your activities (i.e., handouts, PowerPoints, realia, etc.) 5) Come prepared to "teach" one of your activities to the class. (You will have 5 min. to demo your activity.)
 * Activity 1 - Activate students' prior knowledge
 * Activity 2 - Give students opportunities to move
 * Activity 3 - Give students opportunities to talk (interpersonal communication)

=1 marzo=

No class today (Winter Assessment Day)

=28 febrero=


 * 1) Read the information below:**
 * **Activate Prior Knowledge & Experiences -** Build on what students already know about their own culture to help them understand cultural ideas and practices that are new to them.
 * **Allow the Culture to Speak for Itself -**
 * **//Interaction/Participation// -** Provide students with multiple opportunities to interact with the target culture (through exposure to culturally authentic artifacts and materials, native speakers, opportunities to view and participate in culturally authentic practices, etc.).
 * **//Evaluation// -** Assist students in evaluating the accuracy, authenticity, authority, credibility, and coverage of the cultural information they encounter.
 * **//Interpretation// -** Teach students to generate a variety of alternative hypotheses about the meaning of the cultural information they encounter and to base their final interpretations on sound reasoning and evidence (as opposed to emotional reactions or hearsay).


 * **Challenge Incomplete or Mistaken Information** - Purposefully provide counterexamples to stereotypes and over-generalizations. Offer students multiple examples of the phenomena under study so they can see the diversity that exists within the target culture.
 * **Compare, Don't Just Contrast** - Present both similarities and differences between the target culture and the dominant culture of your students (i.e., refrain from "othering" the culture by emphasizing solely the differences).
 * **Highlight Connections & Relationships** - Focus on the //relationships// between products, practices, and perspectives in the target culture rather than considering each one separately and in isolation.
 * **"Make the Familiar Strange" -** Encourage students to examine their own culture from the perspective of an "outsider" ([|We & They], by Rudyard Kipling)
 * **"Normalize" the Target Culture -** Use culturally authentic images and materials on a regular basis. Try not to "frame" or "teach" the culture as something that needs to be separated or "pulled out" each time (from Deanna Mihalyi)


 * 2) Cultural Topic Brainstorm **
 * Select a cultural “text”. (Children’s Book, Cultural Artifact, Painting, Poem, Short Story, Song, Video Clip, etc.) [[image:meaningfulmethods/CultureConnection.jpg link="cultureconnection/home"]]
 * Brainstorm 10 activities STUDENTS could do with it.
 * Record ideas here or in an online web. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Cultural Text Brainstorming Web.doc"]] [[file:languagelinks2006/Cultural Text Brainstorming Web.doc|Cultural Text Brainstorming Web.doc]]
 * You can use images or a different layout.
 * PRINT A HARD COPY for class.
 * [|Concept Mapping Tools]
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)

=

= =14 febrero: Culture=

**Note: You will attend class in our normal room, but Dr. Knapp will be teaching it. We will NOT have Span 380 on Feb. 14 or 16 due to room scheduling conflicts. NO class (378 or 380) on Feb. 21 due to Monday Instruction.**

1) Read Taylor, J. & Bateman, B. (2011). Culture (Ch. 11). //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know - A Methods Book for Teachers of Spanish, (Revised Edition).// Lulu.

2) Create a rubric.

a) Select a performance-based assignment you'll give frequently. b) Create a rubric c) You may wish to use these sample rubrics to give you ideas d) You may wish to try using [|Rubistar] (an online rubric maker) to help you e) Use this sheet to evaluate your performance
 * 4 columns
 * At least 3, but no more than 5 performance dimensions
 * Consistent terms in a consistent order across each dimension

=9 febrero: Assessment=

1) Examine: Quiz & Test Construction

2) Prepare a 10-20 question quiz that covers the following:


 * National Standards for Foreign Language Learning
 * [|The National Standards for Foreign Language Learning: Executive Summary]
 * [|ACTFL Proficiency Guidelines: Speaking, Writing, Listening, & Reading (Revised 2012)]
 * Differentiation
 * True Colors
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * Writing Objectives [[file:Writing Objectives.pdf]]

a) You may use Google Forms, Survey Monkey, or any other tech tool of your choice. b) Be sure to include clear instructions. c) Prepare an answer key. d) You will switch quizzes with someone else at the beginning of the next class. e) You will take the other person's quiz.

3) Skim: Purposes of assessment

4) Skim: [|Linguafolio Grid] 5) OPTIONAL - Explore: Performance-based Assessment

=7 febrero: Assessment=

1) Study for the quiz:


 * National Standards for Foreign Language Learning
 * [|The National Standards for Foreign Language Learning: Executive Summary]
 * [|ACTFL Proficiency Guidelines: Speaking, Writing, Listening, & Reading (Revised 2012)]
 * Differentiation
 * True Colors
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * Writing Objectives [[file:Writing Objectives.pdf]]

2) Read: (Assessment)


 * Choose ONE of these chapters to read:**

Curtain, H. & Dahlberg, C. (2010). Using assessment to help students and programs grow (Ch. 7). //Languages and Children, Making the Match: New Languages for Young Learners, Grades K-8, (4th ed.)//. NY: Pearson. (The reading guide is OPTIONAL)

Taylor, J. & Bateman, B. (2011). Assessment (Ch. 12). //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know - A Methods Book for Teachers of Spanish, (Revised Edition).// Lulu.

Shrum, J. & Glisan, E. (2010). Assessing standards-based language performance in context (Ch. 11). //Teacher's Handbook: Contextualized Language Instruction, (4th ed.).// Boston, MA: Heinle-Cengage Learning.

=2 febrero: Info. Gap=

1) Prepare an information gap activity. 2) The activity should engage students in communication. 3) The activity should help students practice a grammatical concept. 4) Create a worksheet that includes: 5) Bring a HARD COPY of the worksheet to class.
 * A header with the title of the activity
 * Instructions in simple Spanish (1 line per step, no more than 5 steps, no more than 7-10 words per step)
 * A model or example
 * Scaffolding for the activity
 * A footer with your name in it

=**31 enero: Writing Objectives**=

1) Participate in this simulation: []

2) View this PowerPoint: media type="custom" key="12288864"

3) Read this handout:

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

4) View this presentation: media type="custom" key="12288866"

5) Explore these 2 links:





OPTIONAL: Explore: http://tech4di.wikispaces.com/

For next time:

=**26 enero: Differentiation**=

1) Read:
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]

2) Choose ONE (a-e) to read, listen to, or view:

a) Watch this video (or read the [|transcript]): media type="youtube" key="VyweQQMfNVs" height="315" width="420" b) Read this [|children's book] c) Read this [|handout] d) Collaborate with others to perform this [|play] e) Listen to this [|song]

3) Explore these two graphic organizers: [|Differentiation Concept Map] and this one by [|Carol Tomlinson]

4) Read Nielsen, Lisa. (2011, May 18). [|Why I will no longer work to differentiate instruction]! //The Innovative Educator (Blogger.com).// Retrieved May 19, 2011, from

[] 5) **Facebook Project** - Don't forget to make 1 initiating post and 1 contributing post and submit your "informe" to Paul Sebastian each week. Several of you still haven't joined the Facebook Group. Please do so: []

=**24 enero: Lesson Planning**=
 * (The homework listed below will not be due until January 31, but don't put it off because you'll be getting new homework on the 24th and the 26th and you have a reading quiz on Jan. 31)**

1) **Brain-based Learning**

a) Read pages 94 and 76-80 from Shrum, J. & Glisan, E. (2010). //Teacher's Handbook: Contextualized Language Instruction (4th ed.).// Boston, MA: Heinle-Cengage. b) Post a comment, question, or personal experience about brain-based learning in this [|discussion forum]. c) Respond to someone else's comment.

2) **Thematic Planning**

a) Read pages 149-152 and 165 from Curtain, H. & Dahlberg, C. (2010). //Languages and Children, Making the Match: New Languages for Young Learners, Grades K-8.// NY: Pearson. b) Post 3 key ideas, concepts, or principles related to thematic planning in this [|discussion forum]. c) Comment on someone else's post.

3) **Lesson Planning -** Read Chapter 4 from Taylor, J, & Bateman, B. (2011). //Fundamentals of Language Teaching: What Every Spanish Teacher Needs to Know.// Lulu.

I have identified the sections you need to read below. If it is not listed here, you are welcome to skim or read it, but I don't consider it critical information. If the word SKIP appears in front of the pages, I want you to skip those sections because the information differs in some important way from what we will be doing in class and, therefore, may confuse you. (You are, of course, still welcome to read it, but don't rely on it.)


 * READ: Setting Communicative Goals & Objectives (pp. 50-51)
 * SKIM: pp. 51, 53-54
 * READ: Chart on p. 53
 * READ: Content-based Instruction (pp. 54-55)
 * READ: Do you control the text or does the text control you? (pp. 55-56)
 * READ: Adapting a textbook (p. 56)
 * READ: Model for Textbook Selection (p. 57)
 * READ: Learning objectives (p. 59)
 * SKIP: Chart and Types of objectives (p. 60)
 * READ: Planning how to assess learning objectives (p. 60)
 * READ: Example of a unit plan (pp. 61)
 * READ: Chart on page 61
 * READ: Lesson plan on pp. 63-64
 * READ: Additional considerations in lesson planning (p. 65)
 * SKIP: Other Supplemental Materials (pp. 65-66)
 * READ: Preparing the Classroom (pp. 66-68)
 * SKIP: Media Equipment (pp. 68-69)
 * READ: Seating (pp. 69-71)
 * READ: Cutouts, flannel figures, and puppets (pp. 73-74)
 * READ: Three-dimensional objects (p. 74)

4) **Facebook Project** - Don't forget to make 2 initiating posts and 2 contributing posts and submit your "informe" to Paul Sebastian each week. Several of you still haven't joined the Facebook Group. Please do so: []

=**19 enero: Professionalism**=


 * A) FLTEACH Assignment:**

1) Read the assignment sheet: (Due March 13, 2012) 2) Look over the checklists:

3) Begin reading **[|FLTEACH]** (per the assignment sheet).


 * B) RSS Assignment:**

1) Watch the video below about RSS . 2) In 3 sentences or less, explain what RSS is. 3) List 3 possible answers to this question: How might RSS help language teachers?

media type="youtube" key="VSPZ2Uu_X3Y" height="315" width="560"


 * C) Lesson Planning Assignment**

Engage in a CONVERSATION with your colleagues about these topics in [|this discussion forum].

1) Have your ideas about effective lesson planning changed as you have done more professional reading, taken methods courses, spent time in schools, or considered your own personal experiences as a language learner?

2) What questions do you have about lesson planning?

3) Based on our conversations about oral proficiency and what you know about planning so far, how would YOU go about trying to plan an effective language learning lesson?

=**17 enero: National Standards & Oral Proficiency Guidelines**=

1) Pre-reading: Review this one-page handout:

2) During Reading: Complete this study guide as you read the items below: **Bring a hard copy to class!**


 * [|The National Standards for Foreign Language Learning: Executive Summary]
 * [|ACTFL Proficiency Guidelines: Speaking, Writing, Listening, & Reading (Revised 2012)] - **Read JUST THE SPEAKING section**

4) Go to [|FLTEACH]. Choose a month and click on it. Read at least 3 "threads" or "conversations" (this means choose a topic and read all the links that have that topic listed as the title). Come prepared to discuss them.

5) Try to edit your wiki page. Add text, a link, an image, a document, a video, and a widget. Do as much as you can, then bring your questions to class.

6) Consider joining the Facebook group: [|BYU Undergrads - Dept. of Spanish & Portuguese]

=**12 enero: Search & Copyright**=

1) Sign up to give the bienvenida.

2) Read, sign, and return the orange permission form that was distributed in class. 3) Explore search sites listed on the one-page handout:

4) Take the.

5) Watch copyright video (up through Ch. 3).

6) Being working on your [|Facebook assignment]:

a) Join the group: [] b) Make 2 initiating posts per week: c) Make 2 contributing posts per week: d) Submit the //informe// to Paul Sebastian by Thursday of each week:

=**10 enero: Getting to Know You**=

1) [|True Colors Quiz] (submit results to Dr. Montgomery using this form)

2) Course Information Survey

3) Technology Survey

4) Read the syllabus and come prepared to ask questions:

Activity Sheets; Agenda for Today; Archives;Assignments for Today; Assignment Sheets; Important Dates; Links to Supplemental Resources; Observation Appointments; Program Links (BYU); Reading List; Student Pages; Syllabus & Schedule; Tech Tools

CM; CMAgendas