Span+378+Winter+2015+Agenda

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toc =**9 abril: Gospel-based Teaching**=


 * Today's Objectives:**
 * Students will identify key elements in the Plan of Salvation.
 * Students will compare and contrast the pedagogical practices implied by the Plan of Salvation with those typically used in K-12 public schools.
 * Students will apply key concepts and principles from the Plan of Salvation to identify promising methods and to create more pedagogically sound lessons and materials.

**Today's Guiding Questions:**

1) What are the principal elements of the Plan of Salvation? 2) How well do current teaching practices in public schools align with the key concepts and principles of the Plan of Salvation? 3) Why is it important for teachers to use the Plan of Salvation as the foundation for their classroom management, curriculum development, pedagogy, and materials selection?


 * Today's Agenda **



Froggy Se Viste Lesson Plans

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 * Human Graphing: [[file:Human Graphing Signs English.docx]]**

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[|Mystery Skype]

=**7 abril: Improving Students' Writing Proficiency**=

**Today's Objectives:**


 * Students will explain best practices in second language writing instruction.
 * Students will use pedagogically sound activities to develop the target language writing skills of second language learners.
 * Students will defend pedagogically sound practices for providing error correction and feedback on students' writing.

**Today's Guiding Questions:**

1) What are some of the reasons that second language learners find writing difficult? 2) According to current research, how is second language writing proficiency developed? 3) Why is it important for teachers to focus on content instead of form in writing instruction?


 * Today's Agenda **


 * Writing Practice **
 * Ways to Practice Writing
 * Shaving Cream
 * Sidewalk Chalk
 * Writing on Another Person's Back


 * Writing Fluency **
 * Frases Descriptivas (Detail, Grammatical Patterns, & Elaboration)
 * Timed Writing


 * Scaffolding Students' Writing ** (Materials Rotation Review)


 * Clone Poems
 * Comic Strips
 * Comparison Charts
 * Diamond Poems
 * Facebook Profile Pages
 * Found Poems
 * Graffiti Wall
 * Graphic Organizers
 * Lee y Organiza
 * Opinions & Reasons
 * Plot Organizers
 * Pre-writing/Speaking
 * Read & Respond
 * Real Forms & Applications
 * Sentence Webbing
 * Stories (Animals should not wear clothing because . . ., pairs write sentences under each picture via a gallery walk, then vote for best sentence per picture)
 * Story Choice Web
 * Templates


 * Post-reading Activities That Require Writing **
 * Circle Stories (like If You Give a Mouse a Cookie)
 * Class Valentines
 * Clone Stories (like 7 Blind Mice)
 * Fractured Fairy Tales
 * Guess Who Boyfriend/Girlfriend Description Paragraphs
 * Querido Pedrín (Fairy Tale Characters Write Letters to One Another)
 * Sentence Strips with Comparatives & Superlatives
 * Story Strips (They create the story based on choosing 5-8 sentence strips taken from the story as a pre- or post-reading activity)
 * Stories from a Different Perspective (i.e., 3 Little Pigs from the perspective of the Big Bad Wolf)

Writing in the Target Language Activities

=**2 abril: Assessment**=
 * 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 feedback.
 * Students will provide effective feedback on student work.
 * Students will develop 4-column rubrics for assessing student performance.


 * Guiding Questions**


 * What are some of the purposes of assessment in world language education?
 * Why should world language programs rely on different types of assessment?
 * How does one develop effective rubrics and use them to provide meaningful feedback that builds proficiency?


 * ACTIVITIES:**

=1: Assessment Graphic Organizer= //(Brainstorming) - 10 min.//

1) Get a graphic organizer and a partner. 2) Together, brainstorm everything you know about 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. (You may use your notes on the upcoming quiz over this topic.)

=2: Discussion of Purposes of Assessment= //10 min.//

1) Listen as someone reads ** Testing Miss Malarkey **.

2) Discuss the following questions:
 * What are the purposes of assessment?
 * Why are standardized tests so popular?

3) Read the following quotes and then discuss them with one to three classmates.

"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: Discussion of Test Formats= //10 min.// In small groups, analyze:

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?

4: Analysis of Student Work
//(Discussion) - 20 min.//

1) Get into a group of 4. 2) Get a blue DISCUSSION worksheet. 3) Obtain one folder from the box: 4) Follow the instructions on the worksheet. 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

5: Giving Feedback
//(Role Play) - 10 min.// 1) Follow the instructions on the FEEDBACK worksheet. 2) Participate in the Feedback Role Plays. 3) Evaluate the feedback given using these questions:

//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?

**5: Rubrics for Homemade Bread** //(Rubric Development) - 15 min.//

1) Get a blank rubric template. 2) Eat some homemade bread (with butter & honey). 3) Work with a partner (or the whole class) to develop a rubric for "good" homemade bread. 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: > **6: Assign Homework** //5 min.//
 * [|Chocolate Chip Cookie Rubric]
 * [|iRubric: Five Point Rubric for the Perfect Pizza]
 * [|Hamburger Tasting Rubric]
 * [[file:Sample Brownie Rubric.pdf]]

**1) 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.


 * ** 2) 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"


 * 3) Examine these examples:**

[|Examples (Be sure to look at 1, 2, & 3)] [|Examples B (Be sure to look at 1-4)]


 * 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


 * 31 marzo: Pinterest **

=**5 marzo: Literacy**=

Literacy (Through Story-based Instruction)

= Objectives:  =


 * Students will analyze children's picture books in Spanish for their potential to support language learning.
 * Students will select a culturally authentic story that is well-suited to language learning in beginning levels..
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.
 * Students will develop a during reading activity that makes text more accessible to beginning language learners.

= Guiding Questions:  =


 * What are some of the key factors teachers should consider when selecting culturally authentic children's books for classroom use?
 * What are the differing purposes of pre-, during, and post-reading/listening/viewing activities?
 * What kinds of during reading activities make text more accessible/comprehensible to beginning language learners?


 * Activities:**


 * ACTIVITY 1: Powerful Stories**

1) Click on and then type your name in the box that appears on your screen. 2) Think of your favorite children's picture books. Type your name, and then list three of your favorites (under Question 2 in TitanPad). 3) Why did you like those particular books? (Type your answer under Question 3 in TitanPad.) 4) Do you think these books would be good for teaching language if they were written in Spanish? (Type your answer under Question 4 in TitanPad.)


 * ACTIVITY 2: Selecting Stories**

1) What are some of the things that make a piece of children's literature especially good for language learning? List at least three items in . 2) Skim this handout:

3) How might the following lists be helpful to you?
 * [|Pattern Books] (like //If You Give a Mouse a Cookie)//

Topical Listing of Children's Books

 * [|Wordless Picture Books] - From University of Illinois at Urbana-Champaign, organized by topic ([|Talking About Wordless Picture Books - Suggested Activities])
 * [|SSR Library in Spanish] - This post describes books that most appeal to heritage and non-heritage learners alike--great ideas for your in-class library
 * [|High-interest reading for Spanish Heritage Learners] - A list of compelling and authentic Spanish novels for young readers & some pricing tips


 * ACTIVITY 3: Online Resources for Finding Stories**

Explore the resources below. a) Which ones provide access to culturally authentic materials? b) Which ones are easiest to use? c) Which ones have the materials of highest quality? d) Which ones contain stories that students will be most interested in reading? e) Select one CULTURALLY AUTHENTIC story that you might want to use as the basis for a lesson. (Type the name of the story under Question 5 in TitanPad.)

- Extensive library of digital texts (including children's literature and museums) from Colombia

- Common fairy tales in Catalán, English, Euskara, French, & Spanish



- Read by native speakers (click on Biblioteca to access fairy tales, regional stories, original stories, etc.). You can also download the mp3s.





- Contains print versions of each story, and some have coloring pages and games related to the stories as well.



- Links to brief biographies, interviews, short stories, texts, etc., from famous Chilean writers

- Available in Danish, Dutch, English, French, German, Italian, & Spanish

- Lists of the children's picture books currently available for check-out from the collection (organized by year of publication)

- Beautiful site containing readings, interviews, and book trailers in Spanish for a number of famous Spanish-speaking authors (Jorge Luis Borges, Carlos Fuentes, Gabriel Garcia Márquez, Elena Poniatowska, Juan Rulfo, etc.) as well as other authors like Ray Bradbury.

- Searchable database of children's books in a wide variety of languages (including Arabic, Chinese, Croation, Farsi, Filipino, French, German, Hebrew, Italian, Mongolian, Portuguese, Russian, Spanish, Tagalog, & Thai), categorized by age, color of cover, genre, length, topic, etc., that can be read online - user: [|richa521]

- Audio podcasts of an extensive number of popular children's books in English with indexes by topic and author (some books include words in Arabic, Hindi, Spanish, & Xhosa)

- This fantastic site (Currículum en línea) from Chile contains literary texts in Spanish related to language arts, mathematics, natural sciences, and visual arts (including some multimedia texts). Once you select the category, the texts are organized by grade level (for Chile).

- Links to several texts on different topics (including El Cid), followed by interactive comprehension quizzes (See also [|poesías interactivas])

- Click on the map to launch the animated folktales in a separate tab. Folktales are subtitled in the language in which they are spoken. Some of them offer choices of English or Arabic, Chinese, Hebrew, etc.



- Select Spanish as the language to access hundreds of culturally authentic stories, poems, and other texts from a variety of Spanish-speaking authors and genres.

- Interactive, online stories in English and Spanish, links to printable activities (find the difference btwn 2 pix), list of children's books in Spanish with descriptions in Spanish and links to Amazon, and interactive games and activities

- Online readers, organized by level, in Chinese, English, French, Russian, & Spanish


 * ACTIVITY 4: Scaffolding with Reading Strategies**

There are many strategies that successful readers use when they approach a text. Unfortunately, many students have never learned these strategies. Teachers can support learners who struggle with reading by integrating reading strategies into their activities and assignments.

1) Explore [|Reading Strategies That Benefit All Learners]

2) List three reading strategies you think might help students have more success understanding the story you selected (under Question 6 in TitanPad.)


 * ACTIVITY 5: Pre-Reading Activities**

1) Skim the following handouts:



or

2) Think about what kinds of activities you might develop to engage students with the language patterns, conceptual content, and cultural contexts of the text you have selected.


 * ACTIVITY 6: During Reading Activities**

1) Skim the following handout:

1) Explore the following blog post:

2) Explore these graphic organizers for reading in Spanish.

3) Skim this list of [|during reading activities].

4) Choose one during reading activity to develop for the story you selected.

5) Optional: Explore these activity ideas and lesson plans for various stories.


 * HOMEWORK for 3/10/15:**

1) Turn in your annotation assignment:

2) Develop a during reading activity for use with the story you selected.

The activity worksheet should include:

a) A header containing the title of the activity. b) A footer containing; c) Numbered, step-by-step instructions. d) Activity prompts or scaffolding.
 * Name of story
 * Date
 * Your name
 * Your e-mail

=**3 marzo: Literacy**=

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-reading and during reading/listening/viewing activities make input more comprehensible?

=** 6 enero: 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

CM; CMAgendas