Span+378-Fall+2011+Agenda+for+Today

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=6 diciembre=


 * La bienvenida - Alison Eddington **


 * Today's Topic: Teaching Writing**

//**Objective: Students will develop meaningful post-reading and presentational communication activities that support the development of secondary students' writing proficiency.**//


 * //Assessment://** Lesson Plan Assignment


 * Warm-up:** Learning Centers

A) **ACTIVITY 1:** Writing Conferences (user:chericem1) B) **ACTIVITY 2:** [|Writing Activities Revised.doc]


 * Find a partner
 * Read the handout
 * Say something at the end of each page (comment, personal experience, question)

C) **ACTIVITY 3:** Final Exam Review - Carousel walk of graphic organizers

Assessmentuser:brettms Contextualization, culture and realia user:sraluz Definitions user:sarahnt user:jimip Lesson Planning & Pacing user:profemoos National Standards 1322684136 Pedagogy user:eddingtona Reading and Writing (Literacy) user:smegane1 Oral Proficiency Interview user:bmslloyd Technology and Visual Cognition user:haf527


 * D) ACTIVITY 4:** True Colors

Statistics Readings Dialogue Journals


 * E) ACTIVITY 5:** Dialogue Journals

Questions about final exam review? Thoughts on True Colors?


 * F) ACTIVITY 6:** Teaching Demos


 * //Don Quijote//


 * //Adivina cuánto te quiero//


 * ACTIVITY 7:**


 * Input, Processing, Output
 * Presentational Communication & Post-reading Activities
 * Big books
 * Clone Stories (//7 ratones ciegos//)
 * Puppet books
 * Smoosh books
 * Preparing Students to Write
 * Journals
 * Rules
 * Blogs
 * Dialogue Journals [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Dialogue+Journals.doc"]] [|Dialogue Journals.doc]
 * Double Entry Journals
 * Conversation Journals
 * "Grading" Journals
 * Responding to content
 * Highlighting errors
 * Peer editing [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Peer+Editing-Response+Worksheet-BYU.doc"]] [|Peer Editing-Response Worksheet-BYU.doc]
 * Graphic Organizers
 * Processes [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Stick+With+Writing+Rev.doc"]] [|Stick With Writing Rev.doc]
 * Templates
 * Worksheets [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/McGwire.doc"]] [|McGwire.doc]


 * Word Play
 * Writing with Details
 * Writing in a Spanish for Spanish Speakers class
 * Academic language
 * Word choice and eliminating prepositions
 * Writing with details
 * Transitions
 * Spelling

=1 diciembre=

Bienvenida

Questions about Homework?


 * Teaching Demos:**

//**Carlos y la calabaza**// (Story switches)


 * //Froggy se viste// **
 * Paso 1:
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.


 * Paso 2: Act out what the teacher says.
 * Paso 3:
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly

// **El secreto en la caja de fósforos** //
 * Brainstorming dragon-related words with overhead
 * Describe & Draw (with ppt)
 * If a dragon were to come to BYU . . . (whole class brainstorms with sentence strips)
 * Tone carries meaning[[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Que+quiere+decir+%28tono%29.doc"]] [|Que quiere decir (tono).doc][[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Techniques+for+Successful+Storytelling.doc"]] [|Techniques for Successful Storytelling.doc]
 * Find a partner.
 * Decide who is A and who is B.
 * Take turns reading the worksheet aloud.
 * Partner A returns the worksheet. Partner B picks up a book for each partner.


 * Paired reading with books
 * Grammar worksheet

=29 noviembre=

Bienvenida - Megan

ACTFL

Group presentation for UFLA and for ACTFL next year?
 * Coordinator
 * Proposal Writer
 * Wiki Page?

Remaining Assignments & Final Exam

Student Teaching Placements

21st Century Literacy

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 * [|U.S. teen brings school to Cambodia - Giving- msnbc.com] - Teen raised $52,000 and partnered with world bank, etc.


 * [|Students 2.0] - Geographically distributed, international team of teen bloggers who launched the blog to engage adults in conversations about technology in education


 * [|Twenty Five Days to Make a Difference] - Blog by a 10-year-old girl that focuses on her efforts to make a difference in the world. Dec. 1, 2007 post - she began by shoveling snow and putting salt down so people wouldn't slip and is now into charity & activism. (Read from the bottom up to see the growth in her literacy skills)


 * [|Tech Trends 2011]

Thematic Lesson Demos

=15 noviembre=


 * //Corduroy (Audio)// **
 * **Part 1:**
 * Find out what the words mean
 * Write 2 sentences about the pictures
 * Use all the words on the word list
 * Partner A turns in the worksheet. Partner B gets 2 sentence strips.


 * **Part 2:**
 * Each partner records their sentence on the computer
 * Sit down
 * Listen to the story

=10 noviembre=

Learning centers are a useful strategy for creating more meaningful, student-focused lessons. Today, you will experience them.

A: Prepare for the written portion of today's work:

1) Fold a sheet of paper into 4 sections. 2) Label the upper, left-hand corner Topic 1. 3) Label the upper, right-hand corner Topic 2. 4) Label the lower, left-hand corner Topic 3. 5) Label the lower, right-hand corner Topic 4.

B: Get into groups and rotate through the activities with your group.

1) Divide yourselves into groups of 3-4 (Group A, Group B, Group C, & Group D). 2) Each group will begin with a different topic (Topic 1, 2, 3, or 4) 3) Follow the instructions for each activity. 4) Record the written portion of each activity in the appropriate space on your paper. 5) Every 20 minutes, rotate to the next station according to this schedule:


 * Topic--> || 1 || 2 || 3 || 4 ||
 * 1:00-1:20 || A || B || C || D ||
 * 1:20 - 1:40 || D || A || B || C ||
 * 1:40 - 2:00 || C || D || A || B ||
 * 2:00 - 2:20 || B || C || D || A ||


 * TOPIC 1: TRANSFORMING TEACHING & LEARNING**


 * Essential Question:** How are thematic planning, professionalism, and advocacy related?


 * Objective:** Students will select teaching approaches based on their power to transform students, education, and the world.


 * Assessment:** Students will identify 3 pedagogical choices/actions they will personally take to transform education.


 * Activity:** Jigsaw

1) Each person should read a different blog post: (5 min.) 2) Share a 3-sentence oral summary of your reading with the group. (5 min.) 3) List the key principles common to all 3 articles under Topic 1. (5 min.) 4) Individually, identify 3 pedagogical choices/actions you will take to transform education. (3 min.) 5) Write your actions under Topic 1 on your paper. (2 min.)
 * [|Shifting the Paradigm: Transformative Learning Theory]
 * [|Education Needs to Be Turned on Its Head]
 * [|New Teachers Are the New Majority] (Skim this one--esp. the intro. and the section on new teachers)


 * TOPIC 2: OVERVIEW OF DIFFERENTIATING INSTRUCTION**


 * Essential Question:** How might differentiated instruction transform teaching and learning?


 * Objective:** Students will use principles of differentiated instruction to create lessons that are more meaningful for students.


 * Assessment:** Students will define differentiation and identify 3 key principles pertaining to it.


 * Activity:**

1) Click on this link to download the PowerPoint: [|dare to diff 09.ppt] (Note: This ppt was designed for use in a face-to-face workshop. You can skip past the first 5 slides.) 2) After every 5 slides, turn to your group and say something (ask a question, discuss the meaning of a slide, make a comment, share an experience, state an opinion) (15 min.) 3) Write a one-sentence definition of differentiation under Topic 2 on your paper. (2 min.) 4) List 3 key principles of differentiation under Topic 2 on your paper. (3 min.)


 * TOPIC 3: STRATEGIES FOR DIFFERENTIATING INSTRUCTION**


 * Essential Question:** How might strategies for differentiating instruction support student learning?


 * Objective:** Students will incorporate strategies for differentiation into the lesson plans they are creating.


 * Assessment:** Students will identify 3 strategies for differentiation they would like to try.


 * Activity:**

1) Open this page: http://daretodifferentiate.wikispaces.com/ 2) Look for the green word "Strategies" on the left-hand side of the page. 3) Open at least 3 of the links in new tabs. (5 min.) 4) Open at least 3 of the documents on each page and d iscuss how you might use these ideas in a Spanish class. (10 min.) 5) Identify 3 strategies you explored that you would like to try and write them under Topic 3 on your paper. (5 min.)


 * TOPIC 4: ELEMENTS OF EFFECTIVE INSTRUCTION**


 * Essential Question:** How does the brain process information and what implications does that have for improving teaching/learning?


 * Objective:** Students will assess the effectiveness of their planning based on information about how the brain (and teachers) learn.


 * Assessment:** Students will evaluate their professional growth so far based on information about effective teaching.


 * Activity:**

1) Work through this PowerPoint, one slide at a time: (5 min.) 2) Discuss the meaning of the slide that has pictures of blinds, a clipboard, a table, and a filing cabinet with your group. (5 min.) 3) Skim these pages, discussing any insights or "ahas" you have with your group: (5 min.) [|Elements of Effective Instruction-BYU.doc]

[|Foreign Language 2.0.pdf]

[|Knowledge, Time, and Innovation]

4) Write at least 3 sentences evaluating your growth/progress as a teacher up to this point under Topic 4 on your paper. (5 min.)

=13 octubre=

//**OBJECTIVES FOR TODAY:**//


 * //**Students will identify the products, practices, and perspectives associated with assessment in world language education.**//
 * //**Students will analyze and evaluate student work.**//
 * //**Students will provide effective feedback on student work.**//
 * //**Students will develop rubrics.**//


 * ACTIVITY 0: Homework**


 * Each group shares key points from their article
 * Discussion of tips for record-keeping
 * Discussion of what, why, and how Dr. M. graded when she taught in high school


 * ACTIVITY 1: Assessment Graphic Organizer (B****rainstorming)** - 10 min.
 * Brainstorm everything you know about assessment with the class.
 * Use this graphic organizer to record the answers.
 * [[file:Cycle of Assessment-BYU.docx]]
 * Discuss your answers.
 * Take notes on the class discussion.
 * Add to your notes throughout the class period.


 * ACTIVITY 2: Discussion of Purposes of Assessment**
 * Read: //Testing Miss Malarkey//
 * Discuss the following questions:
 * What are the purposes of assessment?
 * Why are standardized tests so popular?
 * How will you assess your own students?
 * Explore the following tool which is becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements:
 * Linguafolio Self Assessment Grid: []


 * ACTIVITY 3:** **Analysis of Student Work -** [[file:Analysis of Student Work Assignment-BYU.doc]] - 20 min.

Follow the instructions on the **FEEDBACK** side of the worksheet Participate in the Feedback Role Plays
 * Get into a group of 3
 * Obtain __**one**__of the folders from the box:
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Evaluate the feedback given using the questions below:
 * Does your feedback include time to listen to the **students' evaluation** of their own performance?
 * Does your feedback **motivate students to invest** more fully in their own learning?
 * Does your feedback focus on **one to three things students have control over changing** about their performance?
 * Does your feedback help students understand what the **very next step** needs to be to improve their performance?
 * Does your feedback give students **concrete strategies** for moving their performance to the next level?
 * Explore examples of other project-based assessments (What text and templates did Dr. M. use to scaffold students' performance? What grammar and vocabulary did each assignment target?)
 * See Performance-based Assessment for more information, project ideas, etc. (after class)


 * ACTIVITY 4: Rubrics for Homemade Bread/Brownies** - 20 min.
 * Get a slice of bread/butter and a brownie
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread/brownies as being "good" [[file:Blank Breadmaking Rubric Template.doc]]
 * Write your answers down on the blank template
 * Use this sample brownie rubric for inspiration: [[file:Sample Brownie Rubric.doc]]
 * Evaluate your work using the checklist (or the rubric) in this document: [[file:Rubric Creation Assignment Evaluation Criteria-BYU.pdf]]
 * Rubrics are much faster to write using [|Rubistar]

=11 octubre= []

=4 octubre=


 * Administrivia**

ACTFL (Who is going? Can replace UFLA assignment with ACTFL) UFLA (Distribution & explanation of volunteer forms and discounts)

Distribution of Checklist Explanation of assignment & its purposes Exploration & evaluation of Ben Schilaty example slide and revised slide Analysis & evaluation of sample slides
 * ACTIVITY 1: FLTEACH**


 * ACTIVITY 2:** **Lesson Planning**

Gold Graphic Organizer


 * ACTIVITY 3: Contextualization**

Cultural Simulation


 * ACTIVITY 4: Creative Self-expressoin**

Exploration & analysis of tech tools (Xtranormal, GoAnimate, Glogster, Wordle, Tagul,Tagxedo)


 * ACTIVITY 5: Homework**

Explore tech tools (3 examples) Try to create your own activity using one Read about visual literacy

=29 septiembre=


 * 0: Administrivia**

1) Write your name in the corner of a full sheet of paper. 2) Divide the paper into 4 boxes. 3) Label the upper, left-hand corner of each square (A, B, C, or D). 4) Do each activity today in the appropriate box. 5) Turn in the paper at the end of class.
 * Announce:** Information on yellow flyer--distribute small blue flyers to any interested students
 * Distribute:** ACTFL Packets (1 per student)
 * Prepare:**


 * Today's Objective:** Students will evaluate textbook activities, select the most productive, and incorporate them into a meaningful lesson plan for a __middle school__ Spanish 3 class.

1) Read this quote: “I’m not an instructor. I do more than just give instructions. I’m a teacher!” 2) Note 3 things that come to your mind. (Square A) 3) Find a partner. 4) Write a statement for, or against, each other’s observations. (Square A) 5) Discuss how this relates to the //Elements of Effective Instruction//. (We will also discuss these in class next time.)
 * Activity A: Conceptual Warm-up**

1) **Download** the PowerPoint. 2) **View** each slide with a partner. 3) After each slide, **share a thought** with your partner. 4) When finished, identify one **question** you still have. (Square B) 5) Find another group; **exchange questions & answers**.
 * Activity B: PowerPoint in Pairs**

1) Get your “hand” assignment out. 2) Identify the **least developed** part. (Square C) 3) Form **groups** of 3 or 4. 4) **Share** the least developed part with the group. 5) Ask for **suggestions & take notes**. (Square C)
 * Activity C: Helping Hands [[file:5Ts of Lesson Planning.doc]]**

1) **Find** a partner. 2) **Choose** the //Realidades 3// chapter you want to plan together. (Square D) 3) **Agree** on 5 activities you think are productive. (Square D - Write their numbers) 4) **Order** the activities from most to least productive. (Square D) 5) **Explain** the reasoning for your order to another group.
 * Activity D: Evaluation Experiment**

1) Look at the textbook activity you ranked as least productive. 2) Brainstorm ideas for incorporating it into a lesson. (Gold Lesson Plan Graphic Organizer) 3) Use the “hand” template to help you develop your lesson.
 * Activity E: Productive Planning**


 * Homework:**

1) Choose one: a) Develop a reading guide for this article: [] b) Develop a viewing guide for this 20-minute video: []

2) Continue working on your FLTEACH assignment.

3) Decide if you are going to ACTFL (Nov. 17-19, 2011). Sign your name here if you are.

This search engine will help you find inexpensive airline tickets: http://www.kayak.com You can browse the convention program here: [] You can register for the conference here: [] You can book your housing for the conference here: []

=27 septiembre=
 * La bienvenida**

What goes into a lesson plan? Class brainstorm

How can we plan lessons efficiently? 5 Ts Template

Why do lessons often break down? Lesson Planning Manipulatives

What are some tools we can use to improve our planning? http://www.learningscore.com

=22 septiembre= Clase con la Dra. Knapp

=20 septiembre= Clase con la Dra. Knapp

=**15 septiembre**=
 * La bienvenida**

Cuadros y cuentos Colores y conversaciones Story Switches Comics & Conversation Conversation in the Classroom

=13 septiembre= Search [|Delicious] [|Diigo]
 * La bienvenida**

=**8 septiembre**= Hear/Say - Numbers Hear/Say - Verbs (with pictures) Hear/Say - Little Red Hen Story ABC Riddle Worksheet ABC Alphabetization Dot-to-Dot Colors - Color by word picture Cooperative Translation Activity - Greetings & Responses Hear/Circle - Greetings & Responses Pasaverbo Sentence Diagramming - Weather Coloring Worksheets - Animals w/ superlatives, classroom objects w/ sentences, numbers w/ math problems, family tree Scavenger Hunt - Classroom objects, art
 * La bienvenida**

=**6 septiembre**=

Pasen la lista Distribuyen papeles a los ausentes ABC Pronunciation Sheet ABC Rap (from Sing, Dance, Laugh, & Eat Tacos) ABC Video (child singing) Voy a comer song Alphabet with Attitudes Alphabet Dot-to-Dot Alphabet Spelling Partner Practice Numbers Grid Drawing

=**30 agosto**=


 * Quehaceres**


 * Pasen la lista
 * Hagan etiquetas de identificación

Prayer

Explanation of Student Teaching

Bell-ringers & Warm-ups

Nametag/homework stamp sheet - Dana Swartz

Spanish Start-ups - Brock Hampton

Warm-up "Facilitator" Schedule - Srta. Vess

Bell Work Strips - Mara Bliss

Sign Language - To teach alphabet/numbers, to moderate classroom discussions


 * Orientación al curso**

Español 378/380 y ScEd 476R - Tienen que tomarlas en secuencia. Si no van a hacer su "student teaching" hasta el próximo otoño, necesitan abandonar Spanish 380 porque queremos que hagan sus prácticas con el mismo profesor con quien van a hacer su "student teaching" Las notas en esta clase - Tienen que sacar a lo menos 70% en las clases de Español 377 y Español 377 y 378 para seguir a "student teaching" Las solicitudes para "student teaching" son para el 15 de septiembre [|Tomar las huellas dactilares](inmediatamente si no lo han hecho)


 * Cómo funcionará cada clase**

El wiki

Span 378 Syllabus -

Span 378 Progress Report -


 * Asignaciones para la próxima clase**

1) Course Information Survey

2) Technology Survey

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

4) Read the Span 378 Syllabus and come prepared to ask any questions you may have:

5) Read, sign, and return the orange permission form that was distributed in class.

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