Span+378-Agenda+for+Today

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toc =18 noviembre:=


 * Today's Guiding Questions: **

1) What do we mean by // understanding // ? 2) Why is it so difficult to measure understanding? 3) How are assessment and understanding related?


 * Today's Tools: ** // [|ViewPure], [|YouTube], // [|Slideshare]


 * Activity 1: Testing Miss Malarkey**

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 * Activity 2: I can tell someone understands --- when . . . .**
 * **Art**
 * **Culinary Arts**
 * **Dance**
 * **Foreign Languages**
 * **Graphic Design**
 * **Literature**
 * **Music**
 * **Sports**

https://www.youtube.com/watch?v=7hi8ZrfeRbU
 * Activity 3:** What does it mean to understand?


 * Activity 4: [|Quotes, Cartoons, & Images About Understanding] **


 * Examine both papers.
 * Decide which one you like best.
 * Pass the other one to the right.
 * Continue the process until Dr. M. calls time
 * Tell a partner why you selected your final choice.


 * //Small Group Discussion:// **
 * What generalizations can you make about "understanding" based on the artifacts and materials you viewed?


 * Activity 5: What do we assess v. what is worth assessing? **


 * Activity 6: Of Brownies & Rubrics **

=13 noviembre=

Class discussion

=28 octubre:=


 * Today's Topic:** The Relationship Between Reading & Content-based Instruction

**Today's Objectives:**


 * Students will analyze the challenges of teaching academic content in the target language.
 * Students will explore pedagogical strategies for making interpretive communication in the target language comprehensible for students.
 * Students will develop pedagogically sound, content-based materials in Spanish that support the development of communicative proficiency in all three modes.

**Today's Guiding Questions:**


 * What are some of the cognitive, cultural, linguistic, logistical, and social challenges of teaching academic content in the target language to non-native speakers?
 * How can teachers scaffold non-native speakers' access to and interaction with content THROUGH the target language?
 * Why is it important for teachers to ensure that their methods and materials are focused on simultaneously building academic language, content knowledge, intercultural competence, and linguistic proficiency?

**Today's Activities:**

**Activity 1: Bienvenida**

**Activity 2: Teaching Demo - Personal Introduction (Kalyn Walker - German Teaching Major)**

**Activity 3: Teaching Demo - Thematic Lesson on Nutrition (Kalyn Walker - German Teaching Major)**

**Activity 4: Pedagogical Analysis**


 * What are some of the cognitive, cultural, linguistic, logistical, and social challenges of teaching academic content in the target language to non-native speakers?
 * How can teachers scaffold non-native speakers' access to and interaction with content THROUGH the target language?


 * Activity 5: Scaffolding Interpretive Communication in the Target Language**


 * ** Activating Prior Knowledge **
 * ** Pre-Reading: Preparing Students for Language, Content, & Culture **
 * ** During Reading: Cognitive Processing Through Collaboration & Critical Thinking **
 * ** Post-Reading: Consolidation & Application Through Creation **
 * **Visual Cognition: Formatting Makes a Difference!**


 * Activity 6: Building Academic Language in the Target Language (Dr. Case & Dr. Montgomery's ACTFL Presentation)**

=23 octubre:= Teaching Demos

=21 octubre:= Teaching Demos

=16 octubre:=


 * Today's Topic: ** Literacy (Through Story-based Instruction)


 * Objectives: **
 * Students will explain why narrative is an effective framework for organizing language teaching and learning.
 * Students will articulate key principles of story-based instruction.
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.


 * Guiding Questions: **
 * What are some of the key factors involved in literacy development?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do pre-, during, and post-reading/listening/viewing activities make input more comprehensible?


 * Key Principles: **

**Today's Activities:**

**Activity 1: Bienvenida**

**Activity 2: Reading Quiz over Taylor & Bateman's //What Have You Read Lately?//**
 * The quizzes are printed on white paper and are located in the box outside my office (behind the colored handouts)
 * Do Sections A & C only!
 * Please use CAPITAL letters for your answers.
 * Do not spend more than 10 minutes on this.

**Activity 3: Discussion of Purposes of Narrative (based on reading homework)** // Someone volunteer to facilitate (which means call out a warning each time a minute passes). //
 * Do not spend more than 7 minutes on this.
 * Find a partner.
 * Person A reads the quote aloud.
 * Person B reads the questions aloud.
 * Both partners discuss, then move to the next question.

1) "We use __narrative__ as a means of organizing our own __experience__" (p. 158).

a) Do you agree? Can you give examples? b) How do parables and stories support our gospel learning?

2) "[Egan’s] emphasis on placing __meaning__ at center stage, through the use of story form, makes this design principle especially appropriate for the language classroom" (p. 158).

a) Why is story form such an effective organizing framework for content? b) Why is meaning especially important in the language classroom?

3) "Lessons or units should be approached as __good stories__ to be told rather than sets of skills or objectives to be __accomplished__" (p. 158).

a) Is our job is to cover particular objectives/sets of skills? Do we need objectives? b) How does approaching a lesson as "a good story to be told" change what is possible to do within the lesson versus when we approach it as "a set of objectives to be accomplished?"

4) The __emotional__ component of narrative permeates experiences of all kinds and makes them more __memorable.__

a) Can you share a personal experience that supports or contradicts this statement? b) How does emotion influence our ability to "get in flow," our sense of internal (intrinsic) motivation, meaningful learning, and our ability to transfer what we have learned to new contexts?

5) "One [strategy]…is to structure every unit and lesson toward some kind of __culminating__ activity—and every activity toward a sense of __accomplishment__ and __completion__" (p. 158).

a) What are the advantages to approaching a lesson/unit this way? b) How can we apply the story form structure to a language lesson? (p. 159)

**Activity 4: Inside/Outside Circles re: Children's Literature (Betsy and Trevor)**


 * Form inside/outside circles.
 * Inside circle holds the papers.
 * Outside circle reads the question aloud, then tries to answer.
 * Inside circle provides any missing information/corrections.
 * Rotate to the right.



**Activity 5: Pre-reading (Alli)**

1) Ask: What is the purpose of pre-reading activities? 2) Read: Papá aloud (read the first part, skip through the middle, read the last part) 3) Do the two pre-reading activities for La hora de acostarse de Francisca  4) Don't worry about the interactive reading activity in the slick sheets.
 * How does the way the teacher writes students' answers on the board help them to see grammatical patterns?
 * How do these activities activate prior knowledge and personal experiences?
 * How might these activities make it easier for students to comprehend the story when they finally read it?

** Activity 6: Pre-reading Surveys & During Reading Drawing (Adam) **
 * Pre-reading: Survey on bullying for La niña invisible
 * Pre-reading: Predictions based on the blurb off the back of the book
 * During Reading: Draw a Paragraph

** Activity 7: Other Ways to Read a Story (Hear/Say) - (Tabitha &, Florencia) **
 * Numbers
 * Pictures
 * Text - La gallinita roja (Notice this is g ood for direct object pronouns)
 * Debriefing:
 * Why is this activity so good for developing listening comprehension?
 * What will make this activity difficult for students to do?
 * What do you have to be careful of if you use pictures?
 * Why would it be good for students to do the numbers or alphabet one first?
 * Why is using different colors of paper for Partner A/B a good idea?


 * Activity 8: Teaching Students to Read Aloud with Expression (The Tone Carries Meaning) - (A guy)**
 * Distribute the worksheet:
 * Form pairs
 * Partner A & B take turns
 * Do the first one together as a class
 * Really model expression, then turn the class loose to finish in pairs
 * How would this activity help students?
 * Pronunciation
 * Intonation
 * Reading with Expression

**Activity 9:** **Other Ways to Read a Story (Audacity Recordings) - (2 girls and a guy)**


 * Show the cover of the book Corduroy (Useful for working with preterit v. imperfect)
 * Distribute the sentence strips
 * Give instructions for recording (Press record, record with sound effects, press pause)
 * Do the pre-reading in small groups with the rest of the class while the first 5 students are recording
 * Listen to the recordings
 * How would "reading" the story this way benefit students?
 * Pre-reading in groups
 * Previewing a small section of the text
 * Making multiple passes through the text for different purposes
 * Capturing student interest and attention for the "during reading" part of the story

** Activity 10: **** Other Ways to Read a Story (Poems in 2 Voices) - (A guy) ** [|Two women] ([|Poem]; [|Lesson Plan])
 * Predict what the poem will be about using the [|Wordle]/[|Tagul] word clouds
 * Choose a student volunteer to read the first part of the poem
 * Teacher reads the second part
 * Stop the poem before it gets violent
 * Discuss what teachers would need to consider before using this poem with high school students


 * Activity 11: Scaffolding Student Work (Songs) - (Kelsey?)**


 * Hymne a l'amour [[file:Hymne a lamour.doc]]
 * How does the **pre-listening activity** influence students' success with the activity?
 * How does the ** formatting ** influence students' success with the activity?
 * How does the **speed of the song** influence students' success with the activity?
 * Eungenio Salvador Dali [[file:Eungenio Salvador Dalí Rev.doc]]
 * How does the **task** influence students' success with the activity?
 * What are some **potential problems** created by this specific task and how could reformatting or adjusting the task solve them?
 * What **social or cultural topics** does this song raise that could contribute to a thematic unit?
 * What does the teacher need to keep in mind re: the **appropriateness of the thematic elements** of this song?
 * Si el norte fuera el sur [[file:Si el norte fuera el sur Rev.doc]]
 * How does the **structure of the task** influence students' success with the activity?
 * What **social or cultural topics** does this song raise that could contribute to a thematic unit?
 * What does the teacher need to keep in mind re: the **appropriateness of the thematic elements** of this song?
 * What might the teacher do as a post-listening activity to help students process the meaning of the song?
 * Los hijos de la oscuridad [[file:Los hijos de la oscuridad Rev.doc]]
 * How does the **structure and formatting** of this task influence students' success with the activity?
 * What **social or cultural topics** does this song raise that could contribute to a thematic unit?
 * Why would this activity be so much easier for Spanish I students to accomplish than previous ones?
 * Wie kann es sein [[file:Wie kann es sein.doc]]
 * How does the **speed of this song** and the **length of the stanzas** (chunks) on the worksheet influence students' success with this activity?
 * What clues does the **formatting** of this task give to students that are helpful?
 * How might knowing to pay attention to the **ENDS of the words** help new German students with this task?

=14 octubre: Presentaciones=

=9 octubre: La cultura=

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([|Annotated Dotsub captions for A Single Story])

=7 octubre: La cultura=

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=30 septiembre: Lesson Planning=

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=9 septiembre: Visual Cognition & Copyright=


 * Today's Objectives: **


 * Students will identify key principles of graphic design.
 * Students will explore principles of graphic design through learning centers.
 * Students will analyze, evaluate, and improve the written materials they produce using principles of graphic design.


 * Today's Guiding Questions: **

1) What key principles do graphic designers use to guide cognition? 2) How might teachers utilize principles of graphic design to support student learning? 3) How might principles of graphic design and typography be leveraged to develop students' literacy skills?

**Bienvenida**


 * Activity 1: **[|Alphabet Advertising Game] (See also [|Retail Alphabets])


 * ¿Nos afectan los anuncios?
 * ¿Nos afectan la tipografía?
 * ¿Qué evidencia de la actividad puede usar para apoyar sus opiniones?

**Activity 2: Graphic Design Learning Centers**


 * Focal Point **
 * Rul of Thirds **
 * Flow **
 * Directs attention/cognition
 * Guides the eye to and through key elements/information
 * Keeps the eye circulating on the page
 * Spotlights primary information


 * Contrast **
 * Color (light v. dark)
 * Conceptual (opposite meanings - draws heavily on allusions)
 * Elemental (e.g., photo v. drawings)
 * Font (typeface)
 * Size (hierarchy, guides the eye)


 * Repetition **
 * Color
 * Image/patterns
 * Text
 * Thematic or design elements
 * (Mind searches for patterns - odd one out is easier to locate - implications for teaching grammar)


 * Conceptual Strength & Visual Interest **

1) What is the conceptual core? 2) What theme is used to convey the concept? 3) What elements support and extend the theme? 4) How is prior knowledge activated and used? 5) Why is coherence/unity a critical aspect of conceptual strength?


 * Presentation of Information **

1) What do you notice about the ads, articles, flyers, and worksheets that capture your attention and are easy to read/absorb? 2) How do the principles of graphic design work together in each of these examples to consolidate information, capture and direct attention, engage emotion, guide cognition, and ensure retention? 3) Why are layout and principles of graphic design so critical to ensuring that students can access and retain information?


 * Activity 3: Copyright**
 * Copyright Quiz
 * Video
 * Resources

=6 septiembre: La tecnología=

**Today's Objectives:**


 * Students will develop basic skills in using technology for professional productivity.
 * Students will consider technology's relationship to literacy.
 * Students will explore trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.
 * Students will integrate technology into a language lesson or assessment.


 * Today's Guiding Questions: **


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?

** Activity 1: Declaraciones acerca de la tecnología y la alfabetización **

 * Obtenga una tarjeta que contiene una citación
 * Lea la citación
 * [|Literacy by Design by Jeff Wilhelm]
 * [|Watch IT: The Risks & Promises of Information Technology by Nicholas C. Burbules & Thomas A. Callister] ([|Book Review/Summary])


 * Busque un compañero
 * Hablen de lo que leyeron

= = =** 4 septiembre: El profesionalismo **= = =
 * Today's Objectives:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will define //professional engagement// and //personal learning networks// (PLN).
 * Students will explain the relationship between professional engagement and proficiency.
 * Students will participate in professional communities of practice.
 * Students will reflect on their participation in a professional conference.

**Today's Guiding Questions:**

1) How is world language education structured? 2) How do professional conferences support professional growth? 2) What is // professional engagement // and how is it related to a personal learning network (PLN)? 3) Why is professional engagement critical to student learning? 4) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?

I want to know if I can wear jeans and still be considered a professional in K-12? user:chericem1

** ACTIVITY 1: How can you detect a professional when you see one? **


 * ¿Cómo se sabe que una persona es un profesional? **


 * What does a professional look like?
 * Appearance
 * Clothing
 * Grooming
 * Observation


 * What does a professional sound like?
 * Communication
 * E-mail/Letters
 * Address
 * Salutation
 * Content
 * Closing
 * Signature Line
 * Online Professional Presence/Social Networking
 * Delicious
 * Linked In
 * Facebook
 * Friend Feed
 * Twitter
 * Telephone
 * Voicemail Message
 * Greeting (Yeah v. Hello or personal identification)
 * Discourse
 * Content/Focus of Conversation
 * Tone of Conversation
 * Vocabulary
 * Experience v. Expertise?


 * How does a professional behave?


 * ¿Cómo se parece?
 * Apariencia
 * Comportamiento
 * Ropa

>
 * ¿Cómo se suena un profesional?
 * Comunicación
 * Correo electrónico/cartas
 * Dirección
 * Salutación
 * Contenido
 * Saludo
 * Firma
 * Presencia profesional en la red
 * Delicious
 * Linked In
 * Facebook
 * Friend Feed
 * Twitter
 * Teléfono
 * Voicemail Message
 * Saludo (¡Oye! v. hola o identificación profesional)
 * Discurso
 * Contenido/Enfoque de la conversación
 * Tono de la conversaci ón
 * Vocabulario
 * Experiencia v. Especializaci ón


 * ¿Cómo se porta un profesional?

** ACTIVITY 3: Professional Engagement Jigsaw **


 * Professional Engagement ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * What is it?
 * Differences between traditional v. engaged teachers?
 * Role of tech/literacy?

** Interacciones profesionales **


 * Interacciones profesionales ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * ¿Qué es?
 * Diferencias entre profesores tradicionales y profesionales más involucrados?
 * ¿El papel de la tecnología y la alfabetización?


 * ACTIVITY 4: Personal Learning Networks & Social Capital **


 * PLNs
 * **Cocktail Party -** Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation
 * Tech Tools - [|Facebook], [|FLTEACH], Google Chat/Hangout, [|Google Reader], [|Hootcourse], [|Twitter]

** Redes del aprendizaje **


 * PLNs
 * **Cocktail Party -** Presentarse, meterse en una conversación, establecerse como profesional, "Elevator Advocacy"/Educación, salir de una conversación
 * Herramientas tecnológicas - [|Facebook], [|Feedly], [|FLTEACH], [|Google Chat/Hangout], [|Hootcourse], [|Twitter]


 * ACTFL (Paquetes) [|ACTFL Online Communities]


 * ACTIVITY 5: Preparing for Professional Conferences **


 * Professional Development
 * [|ACTFL] - National (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop


 * Logistics
 * Transportation
 * Dress & Comfortable Shoes
 * Check-in for Volunteers & Types of Duties (Registration, Luncheon Ticket Takers, Presiders, Runners)
 * [|Format] (Sessions, Keynote/Luncheon, Exhibits, AAT Meetings)
 * Bring:
 * Bag
 * Business Cards
 * Gum or Mints
 * Laptop or Notepad
 * Pen
 * Snacks/Water
 * Sweater
 * UFLA Assignment


 * File Not Found**


 * Twitter Hashtag: #ufla2012


 * Preparar para conferencias y talleres profesionales **


 * El desarrollo profesional
 * [|ACTFL] - Nacional (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - Local (Half-day meeting this year)
 * BYU Spanish Teachers Workshop
 * El transporte
 * La ropa y zapatos cómodos
 * Voluntarios, tipos de responsabilidades (Registración, boletos para el almuerzo, ayudantes en las sesiones, mensajeros
 * [|Format] (Sesiones, Discurso de apertura, almuerzo, exhibiciones, reuniones de AATs)
 * Bolsa
 * Tarjetas de negocio
 * Chicle o mentas
 * Computadora o papel
 * Boli
 * Comida/agua
 * Suéter
 * Asignación de SWCOLT
 * Hashtag #swcolt14


 * Homework: **


 * Examine the materials in the ACTFL folder (from class). **

a) Look at // The Language Educator // and // FLAnnals. //


 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.


 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?

**Today's Tools:** [|ACTFL Online Communities],, ,


 * [[image:meaningfulmethods/GoogleHangoutsLogo.jpg]] ||
 * Google Hangouts ||



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= =

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 * [[image:meaningfulmethods/WikispacesLogo.png link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * Las actividades:**


 * Quehaceres:**


 * El repaso
 * La bienvenida
 * Pasen la lista
 * Hagan etiquetas de identificación
 * Las expectativas del programa: Span 378/380 Checklist/Policies
 * El temario para el curso
 * Cómo funcionará cada clase


 * Orientación al curso y los p **** ropósitos del curso: **
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")


 * La estructura de la profesión y las organizaciones profesionales **


 * El profesionalismo**
 * La comunicación profesional
 * El desarrollo de una red profesional de aprendizaje
 * PLNs
 * FLTEACH
 * Twitter
 * Los foros de conversación
 * FLTEACH
 * LanguageLinks2006
 * Nandu
 * RSS Feeds & Feedly


 * Exploración de la organización y estructura del wiki**


 * Destrezas básicas
 * Navegar en pestañas
 * [|La acentuación] y los atajos
 * Los encabezados y los pies de página
 * Las formas e imagenes en //MSWord//
 * Agrupar y redactar imágenes ([|Fotoflexer])
 * Nombres de usuario
 * Contraseñas
 * La organización y estructura del wiki
 * Los buscadores; buscar en español
 * Redactar el wiki (Páginas estudiantiles)
 * Los foros de conversación
 * Obtengan los libros de texto

Questions About Student Teaching Applications Tentative Placement Information

=2 septiembre: Intro. al curso=


 * ACTIVITY 1: Announcements **


 * Actividades del Centro de Recursos
 * Concurso
 * BYU Humanities en la red
 * Tarjetas del EPP (y acreditación)
 * Materiales gratises

**ACTIVITY 2: Roll**

**ACTIVITY 3:** ** Buzzword Bingo **
 * Lotería profesional **


 * ACTIVITY 4: Professionalism Quiz **


 * **Professional Reputation**
 * **E-mail**
 * **Voicemail**
 * **Signature Line**
 * **Footers**
 * **Online Professional Presence**


 * ACTIVITY 5: Intro. PowerPoint **
 * **Demographics of BYU Students**
 * **Introducing yourself**
 * **Building students' target language skills while introducing yourself**
 * **Engaging students in the target language during your introduction**
 * **Food choices**
 * **Los animales**
 * **El viento sopla cuando**
 * **Pedagogical techniques for helping students understand**


 * ACTIVITY 6: Intro. to Wiki**


 * ACTIVITY 7: Homework**

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