Span+378+Fall+2015+Agenda

//The agenda for each class session will be posted here.toc//

=Nov. 19=

**ASSESSMENT OBJECTIVES:**


 * Students will identify products, practices, and perspectives associated with assessment in world language education.
 * Students will analyze and evaluate student projects to inform program development, lesson planning, and/or feedback.
 * Students will provide effective feedback on student work.
 * Students will develop 4-column rubrics for assessing student performance.
 * Students will generate an integrated performance assessment (IPA) for use in a world language classroom.


 * CAN DO STATEMENTS:**

1) I can explain the purposes of assessment, key principles of assessment, and common assessment practices in world language education. 2) I can obtain information from student work to inform program development, lesson planning, and conversations with parents about student progress. 3) I can provide effective feedback on student work that improves their language development. 4) I can develop effective rubrics for assessing student performance. 5) I can create meaningful integrated performance assessments.


 * GUIDING QUESTIONS:**


 * Why is performance-based assessment an important component of proficiency-based world language programs?
 * What is an Integrated Performance Assessment (IPA) and how is it structured?
 * How does one "grade" an IPA?
 * How does one provide effective feedback that builds proficiency?


 * ACTIVITIES:**

//(10 minutes)// 1) Listen as someone reads ** Testing Miss Malarkey ** . 2) Listen as someone reads these 2 quotes:
 * Activity 1: Purposes of Assessment**

"In a very real sense, tests have invented all of us. They play an important role in determining that opportunities are offered to or withheld from us, they mold the expectations and evaluations that other form of us (and we form of them), and they heavily influence our assessments of our own abilities and worth. Therefore, although testing is usually considered to be a means of appraising qualities that are already present in a person, in actuality, the individual in contemporary society is not so much measured by tests as constructed by them" (Hanson, F. Allan. The invention of intelligence. //Education Week.//)

"A grade is an inadequate judgment by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite amount of material" (Dr. Roger T. Taylor)

3) Read the following questions:


 * What are the purposes of assessment?
 * Why are standardized tests so popular?

//(10 minutes)//
 * Activity 2: Traditional Quizzes & Tests**

Explore:

a) What does each quiz allow you to learn about the students' understanding? b) What would the affordances and constraints of each quiz be for the teacher? The student? c) How does each quiz encourage (or ignore) the development of students' critical thinking? d) How will you assess your own students? (See Quiz & Test Construction for sample test formats)

// (10 minutes) //
 * Activity 3: Cycle of Assessment**

1) Find a partner & download a graphic organizer. 2) Together, brainstorm everything you know about each aspect of assessment. 3) Form a new group with another pair. 4) Discuss your answers with your new group. 5) Take additional notes on your graphic organizer.

//(20 minutes)//
 * Activity 4: Analysis of Student Work**



1) Get into a group of 4. 2) Download this DISCUSSION worksheet. 3) Obtain one folder from the box: 4) Follow the instructions on the Analysis of Student Work Discussion Sheet. 5) If you finish early, explore: Performance-based Assessment.
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Spanish I Stories
 * Timelines
 * Top 10 Lists

//(10 minutes)//
 * Activity 5: Giving Feedback**

1) Read the cartoon on the screen. Consider: How does an athletic coach give feedback (content, processes, timing)? 2) Follow the instructions on the FEEDBACK worksheet. 3) Participate in the Feedback Role Plays. 4) Evaluate the feedback given using these questions:

//Focus on Form - Does your feedback. . .//
 * make time to listen to the **students' evaluation** of their own performance?
 * **encourage students** to invest more fully in their own learning?
 * focus on one to three things **students have control over changing** about their performance?
 * tell students the **very next step** they can take to improve their performance?
 * give students **concrete strategies** for moving their performance to the next level?

//(20 minutes)//
 * Activity 6: Rubrics for Homemade Bread**

1) Get a blank rubric template. 2) Eat some brownies 3) Work with a partner (or the whole class) to develop a rubric for "good" brownies. You may wish to use [|Rubistar]. 4) Use these sample rubrics for inspiration: > 5) Evaluate your work using the checklist (or the rubric) in this document: > 5) Explore the following tools which are being used in world language classes around the country. (Note: Although the instrument is portfolio-based and called //Linguafolio//, teachers frequently refer to it as "Can Do Statements:"
 * [|Chocolate Chip Cookie Rubric]
 * [|iRubric: Five Point Rubric for the Perfect Pizza]
 * [|Hamburger Tasting Rubric]
 * [[file:Sample Brownie Rubric.pdf]]


 * [|Linguafolio Self Assessment Grid]
 * [|NCSSFL-ACTFL Global Statements]


 * Homework: Integrated Performance Assessments (IPAs) due Dec. 1**


 * Guiding Questions:**
 * Why is performance-based assessment an important component of proficiency-based world language programs?
 * What is an Integrated Performance Assessment (IPA) and how is it structured?
 * How does one "grade" an IPA?
 * **Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.


 * **Read: Authentic and Standards-based Assessment (Shrum & Glisan, 4th Edition, pp. 410-422)**
 * You only need to read what is underlined on the 12 pages
 * Be sure to look at items that have stars by them
 * If a page has no underlining, you can skip it


 * **Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * **Explore this[| handout] on Integrated Performance Assessment by Paul Sandrock**
 * p. 5 - Sample Interpretive Assessment
 * pp. 3, 6-7 - Sample Interpretive, Interpersonal, & Presentational Tasks
 * p. 8 - Questions for self-assessing the tasks you create for your own IPA assignment


 * **Come prepared to discuss [|this template] for assessing interpretive skills.**


 * Bonus Resources: **

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Evaluations for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students] Integrated Performance Assessment Diagram Sample IPA Tasks from Toni Theisen (French) Sample IPA Tasks from Andrea Henderson (Look at Example 2) [|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ) Principles of Creating Effective Rubrics
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task


 * Homework due Dec. 3: Choose ONE. **

a) Create a rubric for the ideal foreign language lesson plan. b) Use these materials to help you. c) Submit a hard copy to Dr. M.
 * Option A: ** Lesson Planning Rubric

a) Write an objective for a Spanish 1 class. b) Create an integrated performance assessment project that will provide evidence that students mastered the objective. c) Write clear instructions for the project (5 steps, 7-10 words, each step numbered). d) Create performance assessment tasks and scaffolding materials. e) Create task-specific rubrics to evaluate the project. ([|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA) (Bring a hard copy of instructions, performance tasks, scaffolding materials, and rubric to class.)
 * Option B: Create an** ** Integrated Performance Assessment **
 * Students must read something
 * Students must communicate about what they read
 * Students must share what they learned (tools students can use to create/share)

=Oct. 12=

Technology Curriculum Planning v. Experiential Design v. Lesson Planning

=Oct. 8: Graphic Design=

1) Retail alphabet == [|Alphabet Advertising Game] ([|Alternate Version]) ==


 * [|Alfabeto de Marcas] **


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

2) Graphic Design Principles Activity


 * Estaciones de aprendizaje acerca del diseño gráfico **


 * Focal Point **
 * Rule 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?

** Conversación acerca de la cognición visual **

 * Algunas investigaciones concluyen que procesamos hasta 80% de la información que encontramos en la corteza visual
 * La cognición visual es una manera importante de integrar información y bajar la carga cognitiva para el cerebro
 * La cognición visual

3) Graphic Design - Analyzing Current Flyers 4) FLTEACH Assignment

=Oct. 6: Advanced & Heritage Speakers=
 * Class with Dr. Knapp**

=Oct. 1: Proficiency= Dawn Samples Lecture =

= =Sept. 29: Culture= Class with Dr. Knapp

=Sept. 24: Technology=

= = = Sept. 22: Technology =



[|Did you know? Shift Happens (2014 Remix)] (Translated versions) media type="custom" key="27842009"

Help Desk media type="custom" key="27841437"

[|Literacy by Design: Why Is All This Technology So Important?] (Say Something)

[|PopularLibros] (In Spanish with English subtitles) media type="custom" key="27841459"

Teens N Tech PowerPoint

[|Kids React to Rotary Phones] media type="custom" key="27841463"

Literacy & Technology Quotes

[|ALICE Chatbot]

The Awakening (Machinima)

[|Silver Bells & Golden Spurs] (Machinima) media type="custom" key="27841441"

[|MIT Media Lab's I/O Brush] - Gotta love people who using art to rethinking cognition, education, writing, etc. AMAZING! Visit here for more info.: [|http://web.media.mit.edu/~kimiko/iobrush/] or here: http://news.bbc.co.uk/2/hi/technology/4184160.stm

[|Organ Printing] media type="custom" key="27841477"

[|Create a Beating Heart in the Lab] media type="custom" key="27841999"

[|Instructables: Ghost Heart in a Jar]

Cybersafety: [|Pencil Chat]

[|The Machine is (Us)ing Us] media type="custom" key="27841471"

= = = Sept. 15: Planning =


 * Scope & Sequence
 * La estructura y organización de una lección tradicional
 * El desarrollo de los objetivos
 * La cognición, el papel de conocimientos previos, y los elementos esenciales de una lección
 * La estructura y la secuencia de una lección
 * La pedagogía: Demostraciones por Jessica Haxhi; Danielle Kessie; Janae Purcella

//( //[|Unidad temática: La peineta colorada] **, **[|//Blendspace//]//,// [|//Common Curriculum//]//,// [|//LearnBoost//]//,// [|//10MinuteLessons//]//,// [|//Planboard//]//,// [|//PlanbookEdu//]//,// [|//Standards Toolbox//])

=** 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?


 * ACTIVITY 1: Announcements **


 * Actividades del Centro de Recursos
 * BYU Humanities en la red
 * Materiales gratises


 * 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

**ACTIVITY 2: Roll**


 * ACTIVITY 3: 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 4:** ** Buzzword Bingo **




 * ACTIVITY 5: Professionalism Quiz**


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

** ACTIVITY 6: 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?


 * ACTIVITY 7: 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?


 * ACTIVITY 8: 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]


 * ACTFL (Paquetes) [|ACTFL Online Communities]


 * ACTIVITY 9: 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


 * Twitter Hashtag: #ufla2015


 * 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 ||



, ,

,, ,



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

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


 * Save for later:**

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