FLANG+276+-+Assignments+-+F15

// The assignments due in class for FLANG 276 will be posted here. Assignments are DUE on the date under which they are posted. //

toc

=October 20=

1) This is due IN HARD COPY today: 2) Course evaluations - Please complete the online evaluation for this class. I will be coming up for tenure at the end of this year, and students' opinions about my teaching carry great weight in whether or not BYU chooses to keep me as a professor or not. 3) Post your PowerPoints from your final teaching demo on this page of the wiki (or upload to [] and then embed them on the wiki page). 4) Return your Así se dice textbooks today. 5) Bring something to share for breakfast (if you wish). 6) Come dressed in whatever you want to be immortalized in (for our class photo). 7) Final exam today. :-) 8) Plans for staying in touch in the future - come prepared with any proposals you may have, and I will bring mine as well. Some possibilities include:


 * Facebook Group
 * ACTFL Conference in November
 * UFLA Conference in February
 * Project-based Language Learning Online Seminar & Summer Institute in Hawai'i
 * Taking courses together as a "cohort"
 * Start a long-term mentoring group for new teachers and/or those aspiring to go on for a Master's degree (and maybe do some research)
 * Professional Writing Group (a.k.a. "help Dr. Montgomery get her writing done")
 * Research, Professional Development, & Professional Publications, & Professional Projects Group with Dr. Montgomery

=October 19=

Teaching demos due for those who haven't presented yet

=October 16=

1) Teaching demos due for those who haven't presented yet

2) Study for final exams:

=October 15=

Turn in observation sheets

Teaching demos due

**October 12-14**

1) Observation Visits (Oct. 12-14 only): (If you observed at the school in Column 1, go to the school in Column 2 for this week.)

American Fork -->Pleasant Grove Lehi High -->Lone Peak Lone Peak -->Lehi High Pleasant Grove --> American Fork

2) Prepare your 5-7 min. lesson teaching demo (Due Oct. 15-16)

Oct. 15

MV MS LR MH ST HY AC

Oct. 16

CB KB JV CAC NM KL KW SM

3) Study for final exams:

Announcements:

FLANG 276 - 1st block; Span 312R - 2nd Block (is an option) Live in FLSR and Study Abroad (if you are worried about your language skills) Application Deadlines for Span Teaching Major: Oct. 31 & Feb. 28 (ignore what it says on MyLink if you are a Spanish Teaching Major)

=October 7=

Observation Visits: October 7 & 8 only (and then next week Oct. 12, 13, 14)

Schedule:

October 5 - Class on campus October 6 - Guest Speaker - Dr. Bateman October 7 - HS Observation Visits October 8 - HS Observation Visits October 9 - Guest Speaker - Tara Goulding

October 12 - HS Observation Visits October 13 - HS Observation Visits October 14 - HS Observation Visits October 15 - Teaching Demo Presentations on Campus October 16 - Teaching Demo Presentations on Campus

October 19 - Review for Final Exam October 20 - Final Exam (during class)

Announcements:

FLANG 276 - 1st block; Span 312R - 2nd Block (is an option) Live in FLSR and Study Abroad (if you are worried about your language skills) Application Deadlines for Span Teaching Major: Oct. 31 & Feb. 28 (ignore what it says on MyLink if you are a Spanish Teaching Major)

=October 6=

[|Practice for the Technology Skills Assessment] (Do Steps 1-5)


 * Reading: ** //[|Why, How, & When Should My Child Learn A Foreign Language?]//


 * Explore: **[|The Advocacy Section of ACTFL’s Website]

=October 5=

Turn in forms from observations


 * September 28 - October 1 **



Go directly to your immersion observations this week.


 * Revised Schedule:**

Sept. 28 – Oct. 2 – Immersion Visits Oct. 5-6 – Class on Campus Oct. 7-8 – HS Visits Oct. 9 – Class on Campus (Guest Speaker: Tara Goulding) Oct. 12-14 – HS Visits Oct. 15-16 – Teaching Demos Oct. 19 – Finish Teaching Demos & Review for Final Exam Oct. 20 – Final Exam, Last Day of Class, Bring food to share if you want to have a class party


 * Homework:**

1) Take notes each day and date them. 2) Summarize what you learned from the week on this form:

3) Choose one article to read each night: http://languagelinks2006.wikispaces.com/News


 * Begin with this article: [|Characteristics of Effective Elementary School Programs]

4) Post a comment or question in the discussion forum EACH DAY (5 comments total due for the week). You can comment about the article you read, your observations, or other relevant experiences.

5) Begin working on your final teaching demonstration:


 * Mini-course Information:**

You are invited to the mini-course in the evenings if you would like to attend. More information here:

**Title:** Purpose, Practice and Performance: 3 P’s that Increase Proficiency in the L2

**Presenter:** Dawn Samples, Lexington Public Schools, SC


 * Description: ** (You can simplify this to a bulleted list if you want) Moving today’s learners into a realm where they begin to take ownership of their own learning and use 21st century strategies and tools can be daunting for both instructors and learners! This mini-course will engage instructors in experiences that challenge them to think about language learning and proficiency from newperspectives. Participants will explore why and how performance-based learning builds target language competence, will experience strategies for providing meaningful learning experiences that help learners take ownership of their own learning and proficiency, and will investigate how to begin the process of building a performance-based learning environment.

**Dates:** 9/28/15 -10/1/15 from 5:10 p.m. to 7:30 p.m.

**Room:** JFSB B160

**Register:** Undergrads - Span 480R Grads - Span 680R

**Sponsored by:** // A Pedagogy Mini-course Sponsored by the Dept. of Spanish & Portuguese //

For more information, contact: Cherice Montgomery

=September 25=

No homework

=September 24=

1) Read: [|Frequently Asked Questions About Immersion] (from the Center for Applied Research on Language Acquisition--CARLA)

2) Watch this [|short video] about Dual Language Immersion in Utah

3) Skim [|Why Immersion?]

4) Look at this infographic on the structure of the [|Elementary Instructional Model for Utah Dual Language Immersion]

5) Look at this infographic on the structure of the [|Secondary Instructional Model for Utah Dual Language Immersion]

=September 23=


 * 1) Please respond to these questions in the discussion forum: (I am going to give her the link so she can read your responses, so please keep that in mind.)**

What were your biggest "ahas" from Sra. Thackeray's presentation?
Please respond to the following questions (and/or to one another's comments): 1) What did you LIKE BEST about Sra. Thackeray's presentation and WHY? 2) What did you LEARN from her presentation? 3) What QUESTIONS do you still have about classroom management?


 * 2) Please explore these resources on classroom management:**


 * [|11 Techniques for Better Discipline]
 * [|Stages of Discipline]
 * [|Techniques That Backfire]
 * [|Proactive Discipline]
 * [|You Can Handle them All] (Requires free sign-up. Definitely worth it. Read through the materials under "Discipline Plan" and then look for the little tiny link on the left that says "List all behaviors." Click on that to see whatever type of problem you are having and how to address it.
 * Main Classroom Management Page of the Wiki

=September 21=

1) Bring your daily observation notes (date each entry) to class. 2) Bring your observation summary form to class. 3) Be sure you did the readings and discussion posts from last week:

September 14 - Read: Sandrock & Webb. (2003). // [|Characteristics of Effective Middle School Foreign Language Programs] // // Discussion Forum Post: What characteristics of effective programs did you observe today? //

September 15 - Read: //[|ACTFL Position Statement on Teaching in the Target Language] // //Discussion Forum Post: What questions do you have about language teaching and learning so far? //

September 16 - Read: // // //Discussion Forum Post: Discuss teaching in the target language: Is it really possible? What makes it work? Where does it fall apart? Do you plan to try it? //

September 17 - Choose 3 links to explore

//Discussion Forum Post: What are your biggest "ahas" from your observations so far? //

September 18 - Choose 3 links to explore

//Discussion Forum Post: How do you see the issues you have been reading about for the past 2 days reflected in what you are observing? //

September 19 - Bring your daily observation notes (date each entry) and your observation summary form to class //Discussion Forum Post: What questions do you have about language teaching, learning, or middle schools in general? //

=September 14-18=


 * 1) Observations**

a) Meet at your school (or at BYU or at someone's house) b) Drive to your school c) Check in at the main office d) Observe your classes and take dated notes each day. e) Complete ONE observation form in which you summarize significant things from the week and bring it to class





__Group 1 - Centennial Middle School__

German -user:mstankey Spanish -user:run4lyfe Spanish -user:habla3 Spanish - user:spanrunner

__Group 2 - American Fork Junior__

French - user:fille2NC Spanish - user:span321 Spanish -user:mhteach1395 Spanish -user:elaineteach96

__Group 3 (Live closer to Salt Lake City) - Lehi Jr. High__

French - Spanish user:cartera6 Spanish -user:rog03008 Spanish -user:spanell

__Group 4 (Live closer to Provo) - Canyon View Jr. High__

French - user:cactrois Spanish -user:kelsybrunst Spanish - user:jvan434 Spanish -user:cougarsamuel


 * 2) Homework**

September 14 - Read: <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Sandrock & Webb. (2003). // [|Characteristics of Effective Middle School Foreign Language Programs] // <span style="font-family: Calibri,sans-serif; font-size: 12pt;">// Discussion Forum Post: What characteristics of effective programs did you observe today? //

September 15 - Read: //<span style="font-family: Calibri,sans-serif; font-size: 12pt;">[|ACTFL Position Statement on Teaching in the Target Language] // //<span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 16px;">Discussion Forum Post: What questions do you have about language teaching and learning so far? //

September 16 - Read: //<span style="font-family: Calibri,sans-serif; font-size: 12pt;"> // //<span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 16px;">Discussion Forum Post: Discuss teaching in the target language: Is it really possible? What makes it work? Where does it fall apart? Do you plan to try it? //

September 17 - <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Choose 3 links to explore

//<span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 16px;">Discussion Forum Post: What are your biggest "ahas" from your observations so far? //

September 18 - <span style="font-family: Calibri,sans-serif; font-size: 12pt;">Choose 3 links to explore

//<span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 16px;">Discussion Forum Post: How do you see the issues you have been reading about for the past 2 days reflected in what you are observing? //

September 19 - Bring your daily observation notes (date each entry) and your observation summary form to class //<span style="color: #ff0000; font-family: Calibri,sans-serif; font-size: 16px;">Discussion Forum Post: What questions do you have about language teaching, learning, or middle schools in general? //

=September 11=

1) Evaluate the course so far:

a) Do not put your name on the paper. b) The best thing about this class and/or your teaching is... c) The worst thing about this class and/or your teaching is... d) One thing I hope you will change during the remainder of the course is... OR One question I hope we will answer before the end of this course is... e) Bring a hard copy to class.

2) Read this 2-page handout: [|Characteristics of Effective World Language Teachers]

3) Read this short article:

**September 10**

Prepare your target language introduction presentation.

**September 9**


 * 1) Complete the pink sheet I distributed in clas**s: [[file:Self-assessment of the 5 Commitments of the BYU-Public School Partnership.docx]]


 * 2) Post your answers to these 3 questions in this discussion forum:**

<span style="background-color: #ffffff; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">a) What are the purposes of education? <span style="background-color: #ffffff; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">b) What social, political, and moral issues are currently influencing education? <span style="background-color: #ffffff; font-family: 'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 15px;">c) What changes would you like to see in education?

Note: You CANNOT edit or delete your post once you have posted it, so you may want to type it in Word, then cut and paste.


 * 3) What is the difference?**


 * Charter School
 * For-profit Academy
 * Home School
 * Magnet School
 * Montessori School
 * Private School
 * Public School
 * Virtual/Online School


 * 4) Begin exploring the latest news in education and world language education:**

FLANG 276 Readings [|FLTEACH Listserv] [|FLTEACH Facebook Page] News

**September 8**

//"Imagine going to work and not being able to do your job. Now imagine that you can't leave your job. Imagine having to do that every day. This is what life is like for children with learning disabilities"// (Dr. David Urion, Director, Neurology and Learning Disabilities Program, Children's Hospital, Boston)


 * 1) Do the Auditory Distractions Simulation:**

[|Misunderstood Minds]


 * 2) Read this definition of "differentiation."**

//What is differentiation?//

Differentiation is a big word that is often used in education to talk about the ways that teachers make the curriculum more accessible to their students. Typically, it involves adjustments to the //**content**// of the curriculum, the //**processes**// in which students engage with the curriculum and the teacher, and/or the //**products**// or assignments students produce. These changes are made in an attempt to make the curriculum better match the interests, learning styles, and needs of individual students, special groups of students, or even entire classes. Although most teachers agree with the concept of differentiation in theory, many believe that it is difficult to implement successfully in schools where classes are large and the individual students in each class are very diverse, or not worth the time it might take.


 * 3) Read or watch "The Animal School" and "Is It a Cheetah?"**

**//Why differentiate instruction?//**
media type="custom" key="23687654" ([|PDF of the book]) [|Playscript] media type="custom" key="23687660" ([|Video Transcript])

Not all students are ready to learn the same thing on the same day in the same way. Consequently, teachers can better serve their students by differentiating (or tailoring) instruction to their individual needs.

**4) Look at this chart:** **[|Bright v. Gifted Learners]**


 * 5) Watch these videos about gifted learners. **

[|ViewPure Video]

<span style="background-color: #ffffff; font-family: Calibri,sans-serif;">media type="youtube" key="jULUGHJCCj4?rel=0" height="315" width="420"

media type="youtube" key="SkQiI09zlPQ?rel=0" height="315" width="420"

media type="youtube" key="-2ky7M8RfNk?rel=0" height="315" width="420"

media type="youtube" key="W3RM5hHfvFA?rel=0" height="315" width="560"

media type="youtube" key="aXv4i3Hz2GQ?rel=0" height="315" width="560"

What do these videos teach you about the strengths, needs, and concerns of students who are gifted?

6) Read: [|ACTFL Position Statement on Diversity & Inclusion in Language Programs]

7) Explore: [|Adapting Materials & Strategies for Special Needs Students]

8) Your personal introduction presentations will be due on Thursday, September 10.

Optional: More to explore: Students with Special Needs

No class on Monday, September 7 due to the Labor Day holiday.

I will e-mail the syllabus and schedule to you later today.

=Sept. 7=

No class - Labor Day Holiday

=Sept. 4=


 * 1) Read: Draper & Hicks. (2000). [[file:byuflang276/Draper and Hicks Heritage Speakers.pdf|Where We’ve Been; What We’ve Learned]].**

a) Read the information. b) Come prepared for a brief quiz.


 * 2) Sign up for an observation group:**

a) Make sure you are signed in to Wikispaces. b) Click the edit button on this page. c) Choose a group. d) Type ~ 3 times next to the language you speak. e) Click save.

__Group 1__

German -user:mstankey Spanish -user:run4lyfe Spanish -user:habla3 Spanish - user:spanrunner

__ Group 2 __

French - user:fille2NC Spanish - user:span321 Spanish -user:mhteach1395 Spanish -user:elaineteach96

__Group 3 (Live closer to Salt Lake City)__

French -user:jvan434 Spanish user:cartera6 Spanish -user:rog03008 Spanish -Anneliese

__Group 4 (Live closer to Provo)__

French - user:cactrois Spanish -user:kelsybrunst Spanish - user:spanell Spanish -user:cougarsamuel

=Sept. 3=


 * 1) Watch at least ONE of these 4 videos:**

[|Changing Education Paradigms] (11:41)

media type="youtube" key="zDZFcDGpL4U" width="560" height="315"

[|Can Skateboarding Save Our Schools?] (14:51)

media type="youtube" key="lHfo17ikSpY" width="560" height="315"

[|Forget What You Know] (18:10)

media type="youtube" key="Uq-FOOQ1TpE" height="410" width="670"

[|Hackschooling Makes Me Happy] (11:13)

media type="youtube" key="h11u3vtcpaY" width="560" height="315"


 * 2) Read at least ONE of the following:**

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

k)

=Sept. 2=

1) Read these two pages:

2) Watch at least one of these videos:

a) Click on the link b) Select a video from the chart c) Click on the "View & Analyze Video" link (3rd one down of the page that loads). d) Watch the video e) How does the video connect to what you have learned about proficiency and to what you read in the World-Readiness Standards above?

3) Turn in your True Colors quiz (we did this during class).

=Sept. 1=


 * 1) Join the LanguageLinks2006 Wiki **

a) Go to: http://languagelinks2006.wikispaces.com/ b) Click // Join // in the upper, right-hand corner c) Enter a username, password, and e-mail address. c) Check NO (about making a wiki) d) Click submit


 * 2) Bring your signed photo permission form to class. **

a) Read the salmon-colored form distributed in class. b) Mark Yes or No for each statement listed at the bottom. c) If you mark Yes, choose between "Hard Copy & Online" or "Hard Copy Only" d) Circle "include my name" or "remove my name" if you mark yes to anything. e) Print AND sign your name and the date


 * 3) Personal Introduction (Due September 5) **



a) Introduce yourself to the class. b) Include 5 important things about yourself. c) Use only your target language. d) Help colleagues who don't speak your language understand. e) Do not use more than 2 minutes.

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

CM ; CMAgendas1