FLANG+276-Agenda-W13

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=February 27: Final Exam=

=February 26: Guest Speaker=

Stephen Van Orden

=February 25: Lesson Presentations=

=Feb. 18 - 22: Observations in Immersion Schools=

=February 15: Immersion Programs=


 * ACTIVITY 1: Debrief Readings with Rotation Review**


 * ACTIVITY 2: Should Classrooms Be English Only Video**


 * ACTIVITY 3:** **Benefits of Immersion Video**


 * ACTIVITY 4: The Utah Model**


 * ACTIVITY 5: Immersion Observation Placements**


 * ACTIVITY 6:** [|Immersion Strategies Observation Checklist]


 * ACTIVITY 7: Videos from Immersion Programs**


 * **[|Japanese Immersion]**
 * **Portuguese Immersion**


 * ACTIVITY 8: Strategies Debrief**


 * ACTIVITY 9: Closure Activity - 3, 2, 1, +1**

=February 14: Effective Lesson Planning & NCLB=


 * ACTIVITY 1: Paired Discussion of 7-sentence Stories**


 * Round 1: Share your 7 sentences. Ask a question or comment on your partner's sentences.


 * Presentation of Key Elements of an Effective Lesson


 * Round 2: New partner - Share your sentences, ask for feedback on 3 elements


 * Presentation of 5 Ts Brainstorming Template [[file:5 Ts of Lesson Planning Blank Hand Template.pdf]]


 * Round 3: New partner - Share your sentences, give feedback.


 * Presentation of Lesson Plan Form [[file:Lesson Plan Template 2012.pdf]]


 * Presentation of Evaluation Checklist for Microteaching Demonstration [[file:Teaching Demonstration & Lesson Plan Checklist.doc]]


 * ACTIVITY 2: Testing Miss Malarkey**

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 * Read the book
 * Discuss Dr. M's experiences with standardized testing (teacher perspective)
 * Discuss your experiences with standardized testing (student perspective)


 * ACTIVITY 3: NCLB - Mixer**


 * [|No Cow Left Behind]
 * [|NCLB Cartoon]
 * Dr. M's experiences with NCLB

=February 13: Contextualizing Instruction=


 * ACTIVITY 1:** Classroom Activities (Continued)

Compatibility (Picture Cards) Information Gap Activities (Backpacks) Jump the Line Jump Rope Learning Wrap-ups Overhead Transparencies for Creative Dramatics Playdough Shadow Puppets (a.k.a. die cuts) Whiteboards


 * ACTIVITY 2:** The Day Jimmy's Boa Ate the Wash Video


 * ACTIVITY 3:** Discussion of Pre-, During, & Post-Viewing Activities


 * ACTIVITY 4:** Discussion of Context


 * Definition
 * Importance
 * Examples


 * ACTIVITY 5:** Description of Microlesson Assignment

=February 12: Differentiating Instruction=


 * Prayer
 * Roll
 * Article Jigsaw Activity (Heritage Learners and Special Needs)


 * ACTIVITY 1:** Classroom Supplies

Culturally Authentic Attention-getters

Dice (or can do dice in partners with fists like rock, paper, scissors)

Inflatable globe for geography, habitats, nationalities

Microwave dinner trays for crayons, gluesticks, and scissors

Plastic Trash Can for basketball, draw a question, games, suggestion box


 * ACTIVITY 2:** Plastic Mats (can draw on butcher paper)


 * Colors, shapes
 * Give directions
 * Places
 * Prepositions of location


 * ACTIVITY 3:** Paper Plate Clocks & Time Practice Activities


 * ACTIVITY 4:** Other Paper Plate Activities


 * Emotions
 * Make a Meal Mixer Activity (with paper plates and play food)
 * Stories


 * ACTIVITY 5:** Puppet Activities


 * Describe . ..
 * Line-ups (Greetings, etc.)
 * Inside/Outside Circles (Storytelling)

**ACTIVITY 6:** Signal Cards & Flyswatters


 * Feminine, Masculine, Plural
 * Subject Pronouns
 * Verb Conjugations


 * ACTIVITY 7:** Flannel Pannels


 * Clothing (paper dolls)
 * Prepositions of Location
 * Stories


 * ACTIVITY 8: Beani**

=February 11: Special Needs=


 * Prayer
 * Roll


 * Today's Topic: ** **Best Practices in Language Teaching & Learning: ** **//Making Instruction Accessible to All Students//**


 * Today's Guiding Questions: **
 * Can students with disabilities learn FLs?
 * What is //differentiated instruction// and how can it help students with special needs?
 * How does one differentiate instruction for diverse learners/multi-level classes?
 * Why is it important to differentiate instruction for students who are gifted?
 * What is a heritage learner?
 * What are some ways that heritage learners differ from one another? From native speakers?
 * What is the place of heritage speakers in world language classes?
 * What are some keys to achieving success with heritage learners?


 * ACTIVITY 1: Debrief School Visits**


 * ACTIVITY 2: Spin the Bottle Game**


 * ACTIVITY 3: Brainstorm Possible Needs of Students**




 * ACTIVITY 4: Rotation Review - (Collaboratively Brainstorm Challenges/Strategies for Each Need) **


 * ACTIVITY 5: **** Simulations **


 * [|Reading with Distractions]
 * [|Listening to Instructions]
 * [|Low Vision] (Webaim) - Requires Shockwave
 * [|Dyslexia Simulation] (Webaim) - Requires Shockwave


 * ACTIVITY 6: [|Bright v. Gifted Learners]**


 * ACTIVITY 7: Gifted Learners **

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 * ACTIVITY 8: Heritage Learners & Native Speakers**


 * What is a heritage learner?
 * What are some ways that heritage learners differ from one another? From native speakers?
 * What is the place of heritage speakers in world language classes?
 * What are some keys to achieving success with heritage learners?

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=February 4: Program Models=


 * Debrief High School Visits**

1) 5, 4, 3, 2, 1 - Ratings

2)
 * High school students used the target language more frequently.
 * High school teachers used more interactive activities.
 * High school teachers had better classroom management.

3) What were your 3 biggest ahas?

4) What were your 3 biggest disappointments?

5) What were your 3 biggest insights about your own professional career?

6) What were the biggest differences between middle school and high school?

7) Program Models

How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?
 * Immersion
 * Dual
 * One-way
 * Partial
 * Two-way


 * FLES - 20-30 min., 2-3 times per week
 * FLEX
 * Foreign Language Exploratory
 * 9 weeks of different world languages in 6th or 7th grade, then students choose for the next year
 * 9 weeks of available electives, one of which is the TL, then students choose for the next year


 * Middle School TL
 * Often a high school book divided over 2 years
 * Not always developmentally appropriate
 * Usually designed so that students begin high school in Level II or III


 * Intro. to TL - For true beginners
 * TL I
 * TL II
 * TL III
 * TL IV
 * TL V/AP/SNS

Program content, sequences, etc., will vary.

=January 24: Proficiency=


 * ACTIVITY 1: Implications of Proficiency for Instruction **


 * What implications do the ACTFL Proficiency Guidelines have for world language instruction?
 * ACTFL Performance Descriptors
 * Performance Assessment Rubric


 * ACTIVITY 2:** ** Four Corners **


 * All K-12 students in the United States should be required to learn a foreign language.
 * Children should begin learning a foreign language in Kindergarten.
 * English should be taught as a foreign language to non-native speakers.
 * Students should choose French, German, or Spanish.
 * Students should choose Arabic, Chinese, or Portuguese.
 * Bilingual parents should teach their children to speak both languages at home.


 * ACTIVITY 3: Advocacy**
 * Who should learn foreign language(s)?
 * When should people learn foreign language?
 * Which foreign languages should be taught?
 * Should bilingual parents teach their children to speak both languages?
 * Should English be taught as a foreign language to non-native speakers?
 * Why are foreign languages beneficial to learn?
 * How should foreign languages be taught?


 * ACTIVITY 4: Advanced Levels of Proficiency Require Well-developed 21st Century Skills **


 * Communication
 * Content Knowledge
 * Creativity
 * Critical Thinking
 * Expansive Vocabulary Base

=January 23: Public Education=


 * Today's Topic: ** Perspectives on Public Education


 * Today's Guiding Questions: **

1) What are the purposes of education?

2) Why do we need strong public schools?

3) How will you engage in transformative teaching and learning?


 * Today's Objective: ** Discuss the public purposes of education and related social and political issues.


 * Housekeeping **


 * Roll
 * Nametags


 * ACTIVITY 1: Human Graphing ** (Values)



Questions:


 * What are the primary purposes of education? (content knowledge, personal development (emotional, intellectual, physical, social), social skills, cultural values, critical thinking and creativity, economic growth) - Labaree (democratic equality, social efficiency, social mobility)
 * **Choice v. Accountability** - Students should be able to choose what, when, how, where, and why they learn (and should be held personally accountable for it).
 * **Public Trust v. Personal Responsibility** - Teachers should be held personally responsible for students' performance.
 * **Conformity v. Creativity**-
 * Schools should teach students the basics (reading, writing, and mathematics).
 * Schools should teach students responsibility.
 * Schools should prepare students to get a good job.
 * Schools should prepare students to solve (real world) problems.
 * Schools should prepare students to think for themselves.
 * Schools should prepare students to be good employees.
 * Schools should teach students how to behave in socially acceptable ways.
 * Schools should teach students to use their creativity.
 * Schools should teach students to think critically.
 * Schools should teach students to question authority.
 * Schools should challenge students' existing ways of thinking.
 * Schools should reinforce community values.
 * Schools should prepare students to face the future. It is impossible to prepare students for a rapidly changing future that doesn't yet exist.
 * Schools prepare students for a future that no longer exists.

**ACTIVITY 2: Debrief**

// Challenging Authority //



// Pedagogical Purposes of Human Graphing Activity //



// Acceptable Sources of "Evidence" For Justifying Pedagogical Decisions //




 * ACTIVITY 3: [|The Vision of the BYU-Public School Partnership: Commitments to Our Future]**


 * Assignments for Tomorrow **


 * 1) What's Your Sentence? **

a) Ponder: What legacy will you leave your students? b) Jot down as many ideas as you can in 3 minutes. c) Watch the [|video examples] . d) Write and illustrate your sentence. e) Record your sentence on [|Digital Dialog] (Log into [|BYU Learning Suite], then look for FLANG 276, then click Digital Dialogue.)

=January 22: Proficiency=


 * Today's Topic: ** Perspectives on Public & World Language Education


 * Today's Guiding Questions: **

1) What is proficiency?

2) What implications do the proficiency guidelines have for world language instruction?

3) How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?


 * Today's Tools: ** [|Playlist]


 * Housekeeping **
 * Roll
 * Nametags


 * ACTIVITY 1: Debrief Jr. High School Visits **


 * Strategies
 * Routines & Procedures
 * Philosophies
 * Student Development


 * ACTIVITY 2: ** ** Observing Like an Expert **
 * The What, Why, and How
 * Triangle [[image:languagelinks2006/ObservationTriangle.jpg caption="ObservationTriangle.jpg"]]
 * Experts v. novices
 * Context-specific decision-making
 * Habits of mind and behavior
 * Pattern matching/pattern libraries
 * Repertoire of options for thought and action
 * Perceptions can be deceiving
 * That's one hypothesis, what's another one?




 * ACTIVITY 3: ** Defining Proficiency

What is proficiency?


 * [[file:larcsummer11/language_actfl__pyramid_chart.gif|ACTFL Proficiency Levels]]
 * [|ACTFL Proficiency Guidelines 2012 - Speaking]


 * Assignments for Tomorrow **


 * 1) Paragraph: **

a) Ponder: Why do you want to be a world language teacher?

b) Write a paragraph answering that question.

c) Do not write for longer than 3 minutes.

=January 14-18: **Observations in Schools (No Class on Campus)**=

=January 11: Orientation to Observations=


 * Roll
 * Prayer
 * Personal Introductions in the TL (Continued)
 * Observations - ID Card Check


 * ACTIVITY 1: ** Observation Schedule for the Next Week

** ACTIVITY 2: ** Observation Protocol and Procedures
 * Professional Dress (Representing yourself, BYU, the LDS Church)
 * Potential Consequences
 * Programmatic
 * Personal


 * Meeting time and place
 * Allow time for construction, rush hour traffic, check-in at Main Office, finding the room, brief discussion with the teacher about seating
 * Wear ID cards
 * Sign in at the Main Office
 * STICK TO THE SCHEDULE
 * Act like professionals (in the parking lot, office, hallways, classrooms)
 * Thank the teacher/students
 * Sign out at the Main Office
 * Thank the secretaries


 * ACTIVITY 3: ** Observation Etiquette
 * Read e-mail from Dixie (dress code, cell phones, talking, stay in the TL or be quiet)
 * Guest in the classroom
 * Teaching/Learning as a Performance (Theatre Etiquette)
 * Confidentiality
 * Observer as Learner v. Observer as Evaluator
 * Opportunities to Build Professional Networks/Capital


 * ACTIVITY 4: ** Observation Sheet [[file:Narrative Observation Sheet.pdf]]


 * ACTIVITY 5: ** Homework


 * Observation Sheets
 * Read Bateman article "Student Teachers' . . . Using the Target Language in the Classroom"

=January 10: Personal Introductions in the TL=


 * Sponge Activity:** [[file:Chuchua.doc]][[file:ChuchuaEnglish.doc]]

=January 9: ** Pedagogical Perspectives on Language Education **=


 * Today's Topic:** Pedagogical Perspectives on Language Education


 * Today's Guiding Questions:**

1) What do you REALLY need to know about your students in order to teach them well? 2) What should a world language professional know and be able to do? 3) What do you value and how does that influence the legacy you hope to leave for your students?


 * Today's Objectives:**
 * Develop awareness of what foreign language students should know and be able to do and of good foreign language teaching practice.
 * Articulate personal motivations for becoming a teacher, as well as recognize potential strengths and weaknesses as a teacher.


 * Housekeeping**
 * Roll
 * Nametags


 * ACTIVITY 1: Teaching Demo (Pedagogical Example - Artists)**


 * ACTIVITY 2: Teaching Demo (Content Example - Student Presentations)**


 * ACTIVITY 3: Giving Feedback**
 * What was the story about?
 * What helped you understand?
 * What suggestions do you have?
 * How does the way you phrase your suggestions change what is possible?


 * ACTIVITY 4:** Questions About Teaching & Learning a World Language


 * Homework:** Prepare for Presentations

=January 8: Administrative & Logistical Issues=


 * ADMINISTRIVIA**


 * Nametags
 * Roll
 * E-mail Addresses
 * Opening Prayer (How/When to Edit the Wiki)
 * Demo Use of Photo Permissions
 * Collect Photo Permission Forms [[file:Course Photo Video Permission Form FLANG 276.doc]]


 * ACTIVITY 1:** Questions About Homework?
 * [[file:Personal Introduction in the TL Assignment Sheet FLANG 276.pdf]]
 * [[file:Personal Introduction in the TL Checklist FLANG 276.pdf]]


 * ACTIVITY 2:** Concept Map (Prior Knowledge)


 * [|Purposes]
 * [|Example]
 * [|Template]




 * ACTIVITY 3: MyLink Orientation (Tec Lab in MCKB 185 at 9:45)**
 * What is it?
 * Why do you need it?
 * [|Teaching Majors & Minors]
 * C- Rule
 * Check out laptops prior to orientation
 * Register with MyLink
 * Complete CDS

=** January 7: Introduction & Course Overview **=


 * Today's Topic: Setting the Standard for Professionalism: //Overview of and Introduction to World Language Education//**


 * Guiding Questions:**


 * What are the objectives of this course?
 * How will this course be organized?
 * How is the field of world language education organized?
 * Why is professionalism so important in language education?
 * How can you stay up-to-date regarding issues in world language education?
 * How might you actively engage students in developing a learning community?


 * Housekeeping**
 * Roll
 * Nametags
 * Importance of Titles
 * Appropriate registers for specific contexts AND the professional culture of that context (Bro./Sis. at church, Dr. at university, many mentors are not LDS)
 * Part of professional discourse
 * Professional Courtesy/Respect (Dr. for men and Sis. for women shows a lack of respect)
 * Credibility (wrong title in wrong context decreases professional credibility, professors who use 1st names at MSU v. BYU and specific purposes for doing so)
 * Social Capital (we give more access/opportunity to experts & those we trust)
 * Psychological responses --> increase or decrease professional opportunities


 * Purposes of the Course: To challenge your assumptions, expand your vision, enrich your life **


 * Decision: Determine if pursuing a personal career in foreign language teaching in public secondary schools is the correct decision.
 * Awareness: Develop awareness of what foreign language students should know and be able to do and of good foreign language teaching practice.
 * Purposes: Discuss the public purposes of education, related social and political issues, and the benefits of speaking a foreign language.
 * Motivations: Articulate personal motivations for becoming a teacher, as well as recognize potential strengths and weaknesses as a teacher.

Expert teachers have large repertoires of options and are skilled at decision-making. Importance of sharing Photo permission forms


 * Orientation to the Structure of the Course**
 * Blackboard v. Learning Suite v. Wiki: http://languagelinks2006.wikispaces.com/FLANG+276+-+Exploration+Teaching+FL+-+UT(Orientation to the Wiki)
 * Agenda (Your participation is critical)
 * Assignments (Posted daily here)
 * Readings (Collection of resources)
 * Student Pages (Experiment with editing the wiki without messing anything up)
 * Schedule (Coming soon)
 * Reference Materials (Useful throughout your program)
 * Language-specific Resources (French, German, Spanish, etc. - presentation ideas, worksheets, games, photos)
 * General Resources (Classroom Management, etc.)
 * How to get a Wikispaces account (homework)
 * How to join the wiki (homework)
 * On Campus & Observations (Approximately 4 weeks of each)
 * On Campus (Every other week)
 * Textbooks (the world is our campus) -
 * Consider a "junk" e-mail account (Gmail, Hotmail, Yahoo)
 * Blogs, Guest Speakers, YouTube videos, etc.
 * [|ACTFL Smartbrief]
 * [|FLTEACH] ([|Google Reader])
 * [|Google Alerts]
 * [|Salt Lake Tribune]
 * [|Twitter]
 * [|BYU Undergrads - Dept. of Spanish & Portuguese Facebook Group] (I won't accept friend requests until after you graduate to maintain professional boundaries)


 * Guided Observations: Meets daily 8:00 a.m. - noon (in the schools) - Approximately 4 weeks
 * Divided into groups
 * Scheduled observations
 * Groups will observe multiple classes in different K-12 schools
 * Elementary, Middle School, High School, Immersion
 * Same language and different languages
 * Must have your FBI Background Check & Fingerprint Clearance Card with you (Questions?)

**Processes**
 * **Personal Needs** (Take care of them when you need to do so)
 * **Breaks**
 * We will seldom have formal breaks
 * 10 minutes/day x 5 days/week = 50 minutes/week x 4 weeks on campus = 2 days of class
 * But sometimes we might have one user:chericem1
 * **Exchange Phone Numbers**


 * Getting to Know You Activities**
 * Name Game (Introductions via 2 lines then Inside/Outside Circles) [[file:Inside Outside Circles.doc]]
 * I hope this class . ..
 * One interesting thing about me that you might not know just by looking at me is . ..
 * My name is . ..


 * Pedagogical Discussion Re: Inside/Outside Circles


 * Popcorn (Class Composition)
 * Languages: Arabic, ASL, Chinese, French, German, Hebrew, Italian, Japanese, Russian, Spanish
 * Learned: Elementary school, immersion program, at home/native/heritage speaker, in school, on a mission, study abroad, combination
 * Level: Wants to teach preschool, elementary, middle, high school, college
 * School: Wants to teach charter, private, public, international (Department of Defense)
 * Took classes: Winter, Spring, Summer
 * Traveled: Inside UT, another state, another country
 * Worked: Part-time, Full Time, More than one job
 * Extracurricular Events: Club on campus, president of a student organization, member of a national association
 * Hobbies: Camping, computer programming, dance, drawing/painting, fashion, gardening, hiking, hunting/fishing, horses, musical instrument, photography, reading, running, scrapbooking, organized sports, theatre, write poetry, videogames, work out


 * Pedagogical Discussion re: Popcorn & Building a Classroom Climate/Community


 * Who am I? (20 Questions: What I want you to know v. what you want/need to know)


 * [[file:Buzzword Bingo 276.doc]]


 * Homework:**


 * 1) Join [|Wikispaces] **


 * 2) Join the LanguageLinks2006 Wiki **


 * 3) Personal Introduction (Due Thursday, January 10) **

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.


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

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; CMAgendas