Span+378+Assignments-Winter+2010

toc //The assignments due for the next class period in Span 378 & Span 380 will be posted here.//

=**16 de abril**=


 * ACTFL **

If you are interested in collaborating with me on a presentation for [|ACTFL in Boston, MA] entitled //Making Methods Meaningful,// sign below.

Janae Purcella user:spanruss Sam Waters user:gerroy02 Alyssa Hansen user:americana David Lehman user:davidleelehman Dan Steger user:dsteger. I can give you feedback through email because I won't be here in Provo during the summer. Elise Williams Sara Woolstenhulme user:saritalinda Jennifer Tanner user:jennifertanner
 * Practicum Assignments for Students Without Placements**

1) Watch at least 3 videos from this site: http://www.learner.org/libraries/tfl/video/video_organizer_01.html

2) Complete **2 focused observations** based on the videos you watch.



3) Prepare a lesson plan for a middle or high school Spanish I class and turn it in to Dr. Montgomery electronically.

4) Complete a **self-evaluation** form by Apr. 27. 5) Turn in the Teacher Work Sample Unit Overview (done in 378) by April 13. (Post it here: http://languagelinks2006.wikispaces.com/Span+378-Agenda+for+Today)


 * Reflections on 4-16-10 Final Exam **

Post your comments about the cotent and structure of today's final exam [|here]. Was it meaningful to you? Did you learn anything?
 * Summer Unclass Survey **

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 * [|FYI: Hobart Shakespeareans] **

=**13 de abril**=

1) Please sign up to work in ONE booth in Españolandia by filling out this form. media type="custom" key="5822413"

2) Post a reflection about today's class in particular and the semester in general [|here]. Please take some time to contribute in a meaningful way to this final discussion.

3) Finalize your thematic unit planning template (for your Teacher Work Sample) and send Dr. Montgomery an electronic copy on TUESDAY (preferably not before). Ideally, I would like you to include at least 1 lesson plan (either one for learning centers, one based on some kind of online resource such as a culturally authentic website or video clip, or one project-based assessment--this one wouldn't really be a lesson plan--just an assignment sheet and rubric[|Rubistar]).

4) Explore the following resources:
 * Purposes of assessment
 * Quiz & Test Construction
 * Midterm Course Evaluations
 * [|The Closure Process.doc]
 * Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5
 * For practical information on assessment, visit: http://languagelinks2006.wikispaces.com/Assessment

5) If you are in Span 380 and have been doing a field placement, please plan to turn in a hard copy of all your practicum assignments (field reports, 2 observation forms, self-evaluation, signed and completed mentor evaluation, lesson plan from the day Dr. M. observed you, and FED online). You do NOT need to write the contextual factors section of your TWS. Spanish Teaching Majors will do that with me next semester. If you do not have a placement yet, I will let you know how we will handle this.

6) Service Learning (Optional):

We have talked briefly about professionalism, program advocacy, and service learning. Here is a great example of how one of my current student teachers is trying to apply these ideas in her classes this semester that might give each of you some ideas for your unit plan overviews and/or for things you might want to prepare for next year: http://www.utahpeoplespost.com/news/3787/lone-peak-spanish-students-engage-in-small-act-of-international-goodwill Those of you who are Spanish Teaching Minors might want to think about ways to involve students in serving the community as a way of applying their learning. Here are some very cool ideas from one teacher that span a whole host of subject areas (art, math, technology, etc.): [] Here is a wiki some of my MSU students put together on the subject: http://servicelearningisfun.wikispaces.com/

=**8 de abril**=

1) Print a hard copy of the survey that was sent to you by e-mail today, complete it, and bring it to class with you on Thursday. I did not receive this. Could somebody please forward it to me? sarahjstoddard@yahoo.com Thanks! user:Sarahjanejenkins

2) Reflect on today's class [|here]. 3) Continue working on the thematic unit planning template (for your Teacher Work Sample) Ideally, I would like you to include at least 3 lesson plans (one for learning centers, one based on some kind of online resource such as a culturally authentic website or video clip, and one project-based assessment (this one won't really be a lesson plan--just an assignment sheet and rubric). We will work on the assessment in class on Thursday, April 8.

Dr. Montgomery asked me to post these things. Hope they're helpful to you! user:americana









media type="custom" key="5789551" hola me gustaria que todos vieran este video, user:aveaguil

user:dsteger This is a blank template for a teacher work sample that I've used in my Social Studies methodologies class. I know a few of you asked me a couple of weeks ago to put up on here, so here it is. Hope this helps!

=**6 de abril**=

1) Read the chapter on Assessment from the Taylor book.

2) Explore the following two tools which are becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements:
 * Linguafolio Self Assessment Grid: []
 * Linguafolio Passport: []
 * Professor Montgomery: The above link ("Linguafolio Passport") doesn't work. user:dsteger

3) Read these pages about writing instruction: 4) Begin working on the thematic unit planning template (for your Teacher Work Sample)

5) Anuncios:
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB

=**1 de abril**= 1) Complete the following lesson plan template for your children's book and BRING A **FINAL** HARD COPY TO CLASS on Thursday.

2) Read the chapter on Assessment from the Taylor book.

3) Explore the following two tools which are becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements: 4) Begin working on the thematic unit planning template (for your Teacher Work Sample)
 * Linguafolio Self Assessment Grid: []
 * Linguafolio Passport: []

5) Anuncios:
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB

= = =**30 de marzo**=

1) Read through David's lesson plans

Lesson Plan

Learning Station Task Cards

Learning Station Worksheets



2) Complete the following lesson plan template for your children's book and BRING A HARD COPY TO CLASS on Thursday.

3) Begin working on the thematic unit planning template (for your Teacher Work Sample)

4) Optional: Explore the following project pages to see sample standards-based, thematic guiding questions:


 * Adventures in Advertising
 * Capture a Concept
 * Caught in the Crossfire
 * Comical Capers
 * Contagious Catastrophes
 * Disney Dilemmas
 * Terrific Trailers

5) Optional: Explore the following 2 newsletters related to thematic teaching:
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part I]
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part II]

6) For those who want to get a head-start on Thursday's assignments:
 * Read the chapter on Assessment from the Taylor book.

7) Anuncios: > España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002

= = =**25 de marzo**=

1) Download and view this PowerPoint presentation about thematic teaching: http://nflrc.iastate.edu/news/200503/homepage.html

2) Explore at least one of the thematic units on this page: http://nflrc.iastate.edu/pubs/units/unitsList.html
 * Download the unit
 * Skim the headings
 * Browse through the worksheets
 * (In other words, you don't need to read all the lesson plans)
 * Some of these are more "thematic" than others :-)

3) Scroll through this unit: [|Let's Go to School in Japan]. Look for the "tables" in the unit. These are mini-rubrics for various interpersonal, interpretive, and presentational tasks. Look carefully at what they include and how they are structured. How would designing your thematic unit around a series of little mini-tasks like this build students' proficiency in more powerful ways than if you just assigned content-related tasks?

4) Complete the following lesson plan template for your children's book and BRING A HARD COPY TO CLASS on Thursday.

5) Optional: Explore the following project pages to see sample standards-based, thematic guiding questions:


 * Adventures in Advertising
 * Capture a Concept
 * Caught in the Crossfire
 * Comical Capers
 * Contagious Catastrophes
 * Disney Dilemmas
 * Terrific Trailers

6) Optional: Explore the following 2 newsletters related to thematic teaching:
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part I]
 * [|Resources for Student Learning: Finding, Evaluating, and Using Culturally Authentic Materials - Part II]

7) For those who want to get a head-start on next week's assignments:
 * Read the chapter on Assessment from the Taylor book.
 * Begin working on the thematic unit planning template (for your Teacher Work Sample) [[file:Unit Plan Overview Template Rev W10.doc]]

8) Anuncios:Apollo 13: A Successful Failure, Mar. 23, 11:05 a.m., Marriott Center

> Show Me The Money Financial Planning Seminar, Mar. 27, 10 a.m. to noon [|http://studentalumni.byu.edu]
 * The House of My Father Will Remain: Basque Identity in the Films of Julio Medem - Mar. 24, 3, B092 JFSB
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB

=**23 de marzo**=

1) Reflect on the insights you had as a result of participating in today's learning centers [|here]. (Note: The date will say 16 de marzo).

2) Lesson Plan Brainstorming: Please bring your children's book and brainstorming notes with you to class. Our next step will be to complete this template. You may want to attempt it before Thursday so that you know what specific questions you need to ask me. However, it will not be due until next Thursday.

3) Please click [|here], then answer this question: What do you think you personally need next in order to continue to move toward becoming an effective teacher?

4) Read this: [|Gang Awareness: A Handbook for Parents, Teachers, & Concerned Citizens] (Comprehensive info. from San Antonio PD - explore related links to other docs too)

5) For those who want to get a head-start on next week's assignments, read the chapter on Assessment from the Taylor book.

FYI: We will spend part of the next class period looking at some video of teachers who are teaching conceptual content all in the target language to beginning language learners so that you can see it IS possible and how interactive it has to be in order to function effectively.


 * Anuncios:
 * Fiesta: La unidad de diversidad, Mar. 20, 7-9 p.m., WSC Ballroom, $7
 * Apollo 13: A Successful Failure, Mar. 23, 11:05 a.m., Marriott Center
 * The House of My Father Will Remain: Basque Identity in the Films of Julio Medem - Mar. 24, 3, B092 JFSB
 * Show Me The Money Financial Planning Seminar, Mar. 27, 10 a.m. to noon [|http://studentalumni.byu.edu]
 * Beatniqueo 2010 (Poesía/obra creativa original acompañada con música Jazz/blues) - 1 de abril, 6:30 p.m., JFSB B002
 * España: Se acabó la fiesta - 6 de abril, 3:00, B002 JFSB

= =

=**18 de marzo**=

= = 1) Reflect on the recent insights you have had re: language teaching and learning [|here].

2) Lesson Plan Brainstorming


 * Choose a children's book to use as a springboard for planning a thematically organized LESSON (45 min. or 80 min. - your choice)
 * Identify key grammar/vocabulary topics you could use the book to teach
 * Identify related cultural topics or social issues you could integrate into the lesson (think conceptually here)
 * Brainstorm possible resources and materials you could use
 * Brainstorm possible activities you could do
 * Bring hard copies of your brainstorming sheets to class with you (handwritten is fine), along with your children's book
 * Resources: Curriculum Development - You can download templates for the time manipulatives I showed you in class here
 * [|Thematic Units] - You can download //La peinata colorada: A thematic unit// **here for free**
 * **Spend 5 minutes examining the unit. Consider these questions:**
 * **Unit Webs: Which webs do you like? Why? How are the various unit webs similar to and different from the ones you have created in class so far?**
 * **Unit Overview: What grammar/vocabulary is targeted in this unit?**
 * **Diagrams, worksheets, & pictures: What cultural content and connections from other disciplines are used to teach the grammar/vocabulary? In your opinion, what strategies (if any) are used to scaffold students' success with the activities?**
 * **Come to class prepared to //discuss//:**
 * **Definition: What is a thematic unit (characteristics, content, structure, purposes)?**
 * **What advantages/disadvantages do you see in this approach to teaching Spanish versus others you have seen/experienced?**

3) Explore (in preparation for Dr. Martinsen's learning center on Study Abroad):


 * Field Trips - http://languagelinks2006.wikispaces.com/Field+Trips
 * Language Clubs - http://languagelinks2006.wikispaces.com/Language+Clubs
 * Open House - http://languagelinks2006.wikispaces.com/Open+House
 * Service Learning - http://languagelinks2006.wikispaces.com/Service+Learning
 * Travel Abroad - http://languagelinks2006.wikispaces.com/Travel+Abroad

4) Examine:

5) Optional reading:


 * user:dsteger In the news: battle for curriculum in Texas. This issue raises a lot of interesting questions, so hopefully you will find it as interesting as I did. State Standards
 * user:gerroy02[|How not to talk to your kids: Praising.] Praising and the affects on kids.
 * user:gerroy02[| academicearth.org]
 * If you want to listen to presentations from schools like harvard and stanford and such this is the site to go to.
 * user:gerroy02 [|zamzar]
 * With zamzar you can download any video from any site to be able to use in powerpoint plus you can change file formats for pretty much anything on the site. It is a good resource.

=**16 de marzo**=

= = 1) Lesson Plan Brainstorming


 * Choose a children's book to use as a springboard for planning a thematically organized LESSON (45 min. or 80 min. - your choice)
 * Identify key grammar/vocabulary topics you could use the book to teach
 * Identify related cultural topics or social issues you could integrate into the lesson
 * Brainstorm possible resources and materials you could use
 * Brainstorm possible activities you could do
 * Bring hard copies of your brainstorming sheets to class with you (handwritten is fine)
 * Resources: Curriculum Development - You can download templates for the time manipulatives I showed you in class here
 * [|Thematic Units] - You can download excellent thematic units for free here

2) Gangs > 3) Optional: [|Discipline Options] - A nice, bullet-point overview of different research-based models of classroom management. Scroll to the bottom for a long list of possible intervention strategies brainstormed by experienced teachers
 * Read: [|D&C 38:30] - "I tell you these things because of your prayers; wherefore, a[|treasure] up b[|wisdom] in your bosoms, lest the wickedness of men reveal these things unto you by their wickedness, in a manner which shall speak in your ears with a voice louder than that which shall shake the earth; but if ye are prepared ye shall not fear."
 * Read: [|An Overview of Gangs in SLC (Salt Lake County Sheriff's Office)]
 * Skim:
 * [|Definition of a Gang]
 * [|Gang Clothing]
 * [|Gang Graffiti]
 * [|Gang Hand Signs]
 * [|Youth Gangs in Schools Report from U.S. Dept. of Justice]
 * Scroll through these just long enough to answer this question: What angle does the media take when it reports on gangs and how is that different from what you read in the articles above?
 * [|Utah Survey] v. (Compare these two and then discuss critically evaluating info.)
 * [|Utah Gang Problem Worse Than Reported]
 * [|Orem]
 * [|Utah White Power Gang Clothing]
 * Gang Prevention & Intervention
 * Scroll through these quickly - just long enough to see what is on the page so you know what resources are available if you need them in the future:
 * [|Help for Gang Members & Their Families] (School District & Community Resources in UT)
 * [|Free Tattoo Removal (U of U)]
 * [|Metro Gang Unit]
 * [|Anti-gang Measure Heads to Guv's Desk] (March 10, 2010) & [|Gang Prevention Bill Gains Committee Approval (Feb. 16, 2010)]
 * [|Utah Gang Conference 2010]
 * [|New Gang Database Aims to Aid Law Enforcement Efforts] (March 2009)
 * [|Utah Takes on Gangs] (Oct. 2009 - Callings)
 * [|Utah U.S. Target for Mexican Gangs Pot Farms]
 * [|Gangs in the U.S. (abbreviations)]
 * [|Utah & America's Gang Crisis] (Blog)
 * [|UTGangResearch] (Twitter)

=**11 de marzo**= 1) Bring with you to class the children's picture book in Spanish that you have chosen as th basis for the lesson you will be creating. If you can find something with strong cultural content, even better.

2) Read ALL of these in preparation for a reading quiz. One study strategy I recommend is creating a graphic organizer that visually summarizes each one. You'll find good ideas for the form that might take here: http://www.visual-literacy.org/periodic_table/periodic_table.html


 * Planning from the Textbook
 * [|Integrated Content & Language Instruction] (Spanish Teaching Majors - read this; TESOL majors/minors - skim this)
 * [|Backward Design] (This philosophy is very popular and highly encouraged in districts throughout the U.S., but is not being well-implemented in many places. Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Identifying Themes, Enduring Understandings, & Essential Questions] (Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Themes & Essential Questions] (Spanish Teaching Majors - read this; English Teaching Majors - skim this)
 * [|Designing the Standards-based Unit Using the Learning Scenario as an Organizing Framework]

3) Read ONE (although these are all worth reading if you have time)
 * [|Shifting the Paradigm: Transformative Learning Theory] (Greens will like this one)
 * [|Opportunities for Creating the Future of Learning]
 * [|The Horizon Report 2010] (Skim #2, 3, and 4 - "techies" will enjoy this one, the rest of you will probably be intrigued by it - the technologies described in this one exemplify the world you are preparing your students to function in)

4) Explore (Optional): [|Establishing a Context for Learning: Standards-based Thematic Units]

5) Reminders:

= =
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah

= =

=**9 de marzo**=

1) Classroom Management Strategies **- Please read EVERYTHING in this section (they are mostly short, 1 page handouts)**


 * Instant Intervention [[file:Instant Intervention Technique.doc]]
 * It's Getting Spicy in Here [[file:its getting spicy in here classroom management.doc]]
 * [|The Art of Enforceable Statements (Love & Logic)]
 * [|Three Types of Parents (Love & Logic)] (Replace "parent" with "teacher" when you read this)
 * Effective One Liners
 * Signals for Attention
 * Making Groups Work
 * [[file:Tools for Creative Teaching FL.pdf]]

2) Classroom Management Resources: Student Engagement - Please pick at least ONE page to explore
 * Managing the Class Through Curriculum (You might find the Power Teaching video gives you ideas for some techniques you could try)
 * [|11-year-old Teacher] (A good example of how consistent routines & procedures allow even young students to manage their peers successfully)
 * [|Whole Brain Teaching] (An introduction to Power Teaching for those who want more info.)
 * Interactive Activities
 * Learning Centers
 * [|Cooperative Learning in FL Teaching (Short article)]
 * [|Classroom Quickstart Ideas (Video)]
 * [|How to Keep Kids Engaged in Class (Ten tips)]

3) Classroom Management: Reading - Please choose at least ONE link to read/explore
 * [|You Can Handle them All] (Techniques for Managing 117 misbehaviors) (Be sure to notice the links on the left too)
 * [|11 Techniques for Better Discipline]
 * [|Proactive Discipline]
 * [|Stages of Discipline]
 * [|Techniques That Backfire]

4) Classroom Management: Optional Interactive Activities


 * [|Animator v. Animation] - How does this video relate to the relationship between teachers and students in the classroom?
 * [|Think It Through: Gaining Ground in Teaching] - An interactive "thinking tool" designed to help student teachers consider options for classroom management in a systematic way--play around with it. The info. on the right is useful too.
 * Harry Wong - [|Effective Teaching Quiz] - A self-assessment that offers useful information for discussion, but is only tangentially related to classroom management
 * [|Dr. M's Classroom Management Bookmarks] - A lengthy list of additional resources you could explore
 * [[file:Classroom Management Tips.doc]](Anny Fritzen)


 * [[file:Classroom Management Observation Span 380.doc]]- One of the assignments you'll be doing during your practicum if you are a Spanish Teaching Major

5) Classroom Management Questions - Do you have any new questions about classroom management? Post them here.

6) Student Teaching Questions - **Post any questions you have about student teaching here.

7) Reminders:**

= = 8) Explore bookstores and your local public library to choose a children's picture book in Spanish around which you could build a lesson. If you can find something with strong cultural content, even better.
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah

=**4 de marzo**=

1) Student Teaching - Post any questions you have about student teaching [|here].

2) Classroom Management #1 - **What questions do you have about classroom management? Post them [|here].

3)** Classroom Management #2


 * View each video (they are hotlinked in the worksheet too). (It will take you about 30 minutes to watch everything.)
 * Complete the worksheet.
 * Bring a hard copy of your completed worksheet to class.
 * [|Angry Teacher & Annoying Students] (1:40 - Class is too loud, whistling)
 * [|Arguing with my Teacher (Spanish class)]
 * [|An Argument at School] (:37 - Two students in classroom - Profanity at the end)
 * [|Arguing in School] (Cafeteria)
 * [|Ben Argues with Mr. Turner]
 * [|My Mad Teacher] (:41 - Start watching at around :20 - Test prep)
 * [|My Teacher Getting Mad] (just watch the 1st 20 seconds - be quiet, calling parents)
 * [|Retarded argument with mst] (A 6:37 conversation about a classroom management issue in another class and privacy of conversations)
 * [|Screaming Teacher (Pledge of Allegiance)] (Video contains swearing from teacher and student)
 * [|Student v. Teacher (2:21 - Pre-calc, Talking & Seating)]
 * [|Teacher and student argue re: war in Iraq]
 * [|Teacher gets mad] (:07 - Assembly)
 * [|Teacher v. Student] (:57 - Cell phones) Alternate video (staged): [|Cell Phones]
 * [|Teacher v. Student (Substitute Teacher)]
 * [|Catherine Tate - Lauren (French Oral Test)]
 * [|Catherine Tate - Periodic Table (Chatting)] (0:00 - 1:40 and 3:14 - end)
 * Optional videos:
 * [|Kindergarten Cop]
 * [|Absent Professor] (French)
 * [|Wonder Years] (Ineffective lecture/questioning)
 * [|Honorary Duckies]

3) FLTEACH assignment is due Thursday, March 4.


 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/FLTEACH%20Assignment-BYU.doc"]] FLTEACH Assignment-BYU.doc
 * Post an electronic copy of your "one-pager" to this page: FLTEACH Project
 * Come to class prepared to discuss what you learned.
 * More resources
 * [|FLTEACH archives][[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Using%20the%20FLTEACH%20Archives-BYU.doc"]] Using the FLTEACH Archives-BYU.doc
 * Scrapblog - []
 * Ppt - http://languagelinks2006.wikispaces.com/file/view/FLTEACH+SLIDE.pptx
 * Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - http://languagelinks2006.wikispaces.com/file/view/FL+TEACH+ASSIGNMENT--Importance+of+Support.doc
 * Video - []
 * Google Pages & Scrapblog - Un ejemplo de una estudiante que usaba la asignación como manera de explorar los beneficios de diferentes tecnologías - [] AND[|http://www.scrapblog.com]//viewer/viewer.aspx?sbid=119957//
 * Good content - What do you think of the design?
 * Scrapblog - []
 * Letterpop - []

4) Reminders: = = 5) Explore bookstores and your local public library to choose a children's picture book in Spanish around which you could build a lesson**. If you can find something with strong cultural content, even better. **
 * Sigma Delta Pi applications due Friday, Mar. 5 @ 5 p.m.
 * March 12, 2010 BYU Teacher Fair 9am-2pm WSC Ballroom, Provo Utah

= = 2 de marzo = =

You are not required to reflect in the discussion forum today, but may do so if you have something to say. :-)

= = 1) Complete **the following worksheet. Don't let its length scare you (but don't put it off either). The format is what makes it look long.**

Read each scripture or quote.


 * is**
 * 3) Explore bookstores and your local public library to** **. If you can find something with strong cultural content, even better.[[file:Literacy Development Activity Checklist.doc]] [[file:Lesson Plan Template 2010 Revised.doc]]**

= =

= =


 * on today's class [|here].**

ASK one honest question you have.


 * LIST things you can do to improve your teaching.
 * SELECT one issue from your list.
 * IDENTIFY the //very next// step you will take on that issue.
 * WRITE an objective for yourself using this formula: The teacher will (task that is observable or measurable) (context or topic) using (strategies/process) + (performance parameters).
 * REPORT your objective and progress by Thursday [|here].
 * REPORT your objective and progress by Thursday [|here].


 * Examples of things you might put on your list:
 * Create or [|develop learning/teaching materials] for (topic)
 * Examine lesson plan templates
 * Experiment with --- technology tool (i.e., digital cameras, Elmos, Smartboards, wikis, or specific online tools)
 * Explore existing resources
 * Explore instructional strategies
 * Gather materials [[file:Tools for Creative Teaching FL.pdf]]
 * Generate graphic organizers or visual aids for --- grammar concept
 * Get organized
 * Identify key principles of an approach, strategy, or technique (i.e., cooperative learning, interactive activities, service learning, TPRS)
 * Observe student teachers teaching
 * Prepare for student teaching
 * Research --- (assessment, classroom management, etc.)
 * [|Search FLTEACH] for answers to my professional questions about ---
 * Videotape myself teaching and analyze what I see

Examples of objectives:
 * The teacher will (__task that is observable or measurable__) (

context or topic
 * **) using (//strategies/process//) + (performance parameters).**
 * The teacher will __create three different visual aids__ for teaching
 * **//using posterboard, markers, and magazine photos//(by Thursday).**
 * The teacher __implement three different strategies__ from the "
 * **" page of the //wiki//by Thursday.**
 * The teacher will __develop an activity plan__ for practicing the
 * **//based on 5 key principles of cooperative learning// (by Thursday).**
 * The teacher will __gather at least 3 culturally authentic texts__ (per day) for use when teaching
 * //from online sources//**
 * **between now and next Thursday).**


 * 4)** **is**
 * 5) Explore bookstores and your local public library to** **. If you can find something with strong cultural content, even better.[[file:Literacy Development Activity Checklist.doc]] [[file:Lesson Plan Template 2010 Revised.doc]]**

= =

= =


 * on today's class [|here].**

What is on YOUR mind?


 * LIST things you can do to improve your teaching.
 * SELECT one issue from your list.
 * IDENTIFY the //very next// step you will take on that issue.
 * WRITE an objective for yourself using this formula: The teacher will (task that is observable or measurable) (context or topic) using (strategies/process) + (performance parameters).
 * REPORT your objective and progress by Thursday [|here].
 * REPORT your objective and progress by Thursday [|here].


 * Examples of things you might put on your list:
 * Create or [|develop learning/teaching materials] for (topic)
 * Examine lesson plan templates
 * Experiment with --- technology tool (i.e., digital cameras, Elmos, Smartboards, wikis, or specific online tools)
 * Explore existing resources
 * Explore instructional strategies
 * Gather materials [[file:Tools for Creative Teaching FL.pdf]]
 * Generate graphic organizers or visual aids for --- grammar concept
 * Get organized
 * Identify key principles of an approach, strategy, or technique (i.e., cooperative learning, interactive activities, service learning, TPRS)
 * Observe student teachers teaching
 * Prepare for student teaching
 * Research --- (assessment, classroom management, etc.)
 * [|Search FLTEACH] for answers to my professional questions about ---
 * Videotape myself teaching and analyze what I see

Examples of objectives:
 * The teacher will (__task that is observable or measurable__) (

context or topic
 * **) using (//strategies/process//) + (performance parameters).**
 * The teacher will __create three different visual aids__ for teaching
 * **//using posterboard, markers, and magazine photos//(by Thursday).**
 * The teacher __implement three different strategies__ from the "
 * **" page of the //wiki//by Thursday.**
 * The teacher will __develop an activity plan__ for practicing the
 * **//based on 5 key principles of cooperative learning// (by Thursday).**
 * The teacher will __gather at least 3 culturally authentic texts__ (per day) for use when teaching
 * //from online sources//**
 * **between now and next Thursday).**

5) For those of you who want to get a head-start on assignments, read the chapter on Writing from Taylor & Luckau.**
 * is**
 * 4) Explore bookstores and your local public library to** **. If you can find something with strong cultural content, even better.[[file:Literacy Development Activity Checklist.doc]] [[file:Lesson Plan Template 2010 Revised.doc]]

= =

=**18 de febrero**= 1) Reflect on today's class [|here].
 * ANSWER the questions I listed.
 * READ other people's postings.
 * RESPOND to at least one other person's posting.

2) Read the blog posting [|Why Teachers Should Try Twitter] (this blog post discusses what one teacher learned about the importance of differentiating instruction as a result of using [|Twitter.] If you are interested in following my Twitter feed, click here:[|chericem]) 3) Write out the instructions you will use to explain your teaching demo activity to students.
 * Write the instructions in Spanish.
 * Use command forms when possible.
 * Use no more than 5 steps per activity.
 * Use no more than 7-10 words per line/step.

Bring a HARD COPY of the instructions with you to class on Thursday.

We will present in the order listed below on the 18th. (No class on the 16th because of Monday Instruction).

Más información

Actividades para durante la lectura //La gallinita roja// //[|Mi primer libro de dichos] &// //Si le das una galletita a un ratón// //Froggy se viste// //Día que la boa de Jimmy comió la ropa// //Oye al desierto/Listen to the Desert//
 * 1:05 - 1:15
 * **user:roids1 user:ccochrane**
 * 1:20 - 1:30
 * **//El canto de las palomas (art)// user:aveaguil user:americana**
 * 1:35 - 1:45
 * **user:saritalinda user:JodyMcCarrey**
 * 1:50 - 2:00
 * **user:davidleelehman user:littlecowgirl**
 * 2:00 - 2:10
 * **user:dsteger**
 * 2:10 - 2:20 //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * 2:10 - 2:20 //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * 2:10 - 2:20 //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * //Wordless Books//
 * //Story Switches user:chericem1//
 * 1) **//(elementary)// user:chericem1**
 * 2) //La casa que Juan construyó - House That Jack Built & Salta ranita, salta user:chericem1//

//Adivina cuánto te quiero// //user:charlaguay// //Pequeño Nicolás (Video)// //[|El Principito]// //Don Quijote// //[|Juan Bobo]//
 * **user:Sarahjanejenkins user:jgunoe**
 * 1) //[|Inanimate Alice]//
 * 1) //[|Inanimate Alice]//

//__Continued Assignments__// 5) Begin exploring bookstores and your local public libraries to look for a children's picture book around which you could build a lesson. **
 * 4) Continue working on your FLTEACH assignment (****, see the Feb. 4 assignment on this page for specific instructions)

=**11 de febrero**=

1) Reflect on today's class [|here]. I will invite Susan Gong to read your comments, so please frame both praise and suggestions for changes in professional ways. 2) Read #1, 2, 3, & 4 from the first section of this page about learning centers. The fourth link answers many of the questions some of you have been asking about learning centers. 3) Write the instructions you will give to students during your teaching demo. Más información //Chumba, la cachumba // //Corduroy// //La gallinita roja// //[|Mi primer libro de dichos] &// //Si le das una galletita a un ratón// //Froggy se viste// //Día que la boa de Jimmy comió la ropa// //Oye al desierto/Listen to the Desert// //Adivina cuánto te quiero// //Siete ratones ciegos// //Pequeño Nicolás (Video)// //[|El Principito]// //Don Quijote// //[|Juan Bobo]//
 * We will present in the order listed below. We will begin presentations on the 11th. We will continue them on the 18th. (No class on the 16th because of Monday Instruction).**
 * **user:angelajm00 user:spanruss**
 * **user:madisonb02**
 * **user:roids1 user:ccochrane**
 * **//El canto de las palomas (art)// user:aveaguil user:americana**
 * **user:saritalinda user:JodyMcCarrey**
 * **user:davidleelehman user:littlecowgirl**
 * **user:dsteger**
 * //La casa que Juan construyó - House That Jack Built & Salta ranita, salta//
 * //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * **//(elementary)//**
 * //Story Switches//
 * //Wordless Books//
 * 1) //[|Inanimate Alice]//
 * 1) //[|Inanimate Alice]//

//__Continued Assignments__// 5) Begin exploring bookstores and your local public libraries to look for a children's picture book around which you could build a lesson. **
 * 4) Continue working on your FLTEACH assignment (****, see the Feb. 4 assignment on this page for specific instructions)

=**9 de febrero**=

2) Prepare your teaching demo. We will present in the order listed below. We will begin presentations on the 11th. It is likely that we'll need to finish them on the 18th. (No class on the 16th because of Monday Instruction).** Más información //Chumba, la cachumba // //Corduroy// //La gallinita roja// //[|Mi primer libro de dichos] &// //Si le das una galletita a un ratón// //Froggy se viste// //Día que la boa de Jimmy comió la ropa// //Oye al desierto/Listen to the Desert// //Adivina cuánto te quiero// //Siete ratones ciegos// //Pequeño Nicolás (Video)// //[|El Principito]// //Don Quijote// //[|Juan Bobo]//
 * 1) Reflect on today's class [|here]
 * **user:angelajm00 user:spanruss**
 * **user:madisonb02**
 * **user:roids1 user:ccochrane**
 * **//El canto de las palomas (art)// user:aveaguil user:americana**
 * **user:saritalinda user:JodyMcCarrey**
 * **user:davidleelehman user:littlecowgirl**
 * **user:dsteger**
 * //La casa que Juan construyó - House That Jack Built & Salta ranita, salta//
 * //Songs - Hymne de l'amour// user:spenry user:jennifertanner
 * //Songs - Wie Kan Es Sein// user:spenry user:jennifertanner
 * //Songs - Los hijos de la oscuridad// user:spenry user:jennifertanner
 * **//(elementary)//**
 * //Story Switches//
 * //Wordless Books//
 * 1) //[|Inanimate Alice]//
 * 1) //[|Inanimate Alice]//


 * Finish viewing the 2 PowerPoint presentations on the Dare to Differentiate wiki
 * Explore the other resources on the Dare to Differentiate wiki--especially the links under the //Strategies// section

//__Continued Assignments__// 5) Begin exploring bookstores and your local public libraries to look for a children's picture book around which you could build a lesson. **
 * 4) Continue working on your FLTEACH assignment (Due Thursday, Feb. 18, see the Feb. 4 assignment on this page for specific instructions)

=**4 de febrero**=

1) Reflect on today's class [|here] 2) Begin the FLTEACH assignment (Due Tuesday, March 2)
 * Go to the [|FLTEACH archives]
 * Click on a month.
 * Scroll through the page.
 * When you see a "conversation" that seems interesting, click on it and read through the posting.
 * Read ALL the other postings related to the "conversation" you have selected.
 * CONTROL + click on each link that seems interesting and it will open itself in a new tab for you.
 * In this way, you'll never lose your place on the main page you are exploring.
 * Repeat this process for 4 other conversation threads (i.e., read 5 threads total).
 * As you read, consider the questions outlined in the assignment sheet: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/FLTEACH+Assignment-BYU.doc"]] [|FLTEACH Assignment-BYU.doc]
 * Prepare a "one-pager" according to the instructions on the last page of the assignment sheet using the technological tool of your choice.
 * Come to class prepared to discuss (both orally and in writing) what you learned from thinking about the questions on the assignment sheet.
 * Prepare your one-pager so it can be viewed independently in class (either electronically or in hard copy). You will NOT have the chance to "present" it.
 * Resources:
 * FLTEACH Project Examples
 * Scrapblog - []
 * Ppt - []
 * Word - Un ejemplo de los apuntes que les ayudará hacer la asignación - []
 * Video - []
 * Google Pages & Scrapblog - Un ejemplo de una estudiante que usaba la asignación como manera de explorar los beneficios de diferentes tecnologías - [] AND[|http://www.scrapblog.com]//viewer/viewer.aspx?sbid=119957//
 * Good content - What do you think of the design?
 * Scrapblog - []
 * Letterpop - []
 * [|FLTEACH FAQs]
 * [|FLTEACH Archives] [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Using+the+FLTEACH+Archives-BYU.doc"]] [|Using the FLTEACH Archives-BYU.doc]
 * [|Educación Bilingüe] (Ning - Group of teachers from Spain interested in content-based instruction in English)
 * [|MACUL Space] (Ning - Edtech social networking)
 * [|Teachers.net (Spanish)] - Discussion board for Spanish teachers
 * [|Technolanguages] (Ning - FL social networking - just getting started)
 * You may want to experiment with [|searching the FLTEACH archives]. You can do this by topic or by person. Here are the names of some people who consistently post ideas worth reading:
 * Bethanie Carlson
 * Bill Heller
 * Bob Pontiero o Jean LeLoup (los organizadores)
 * Carol Stacy (CRS)
 * Cindy Kendall
 * Claudette Moran
 * Ellen Schraeger
 * Helena Curtain
 * Irene Moon


 * Marge Mandl
 * Marilyn Barrueta
 * Mary Young
 * **Nilsa Sotomayer**
 * **Pam Kaatz**
 * **Pat Barrett**
 * **Pat Seaver**
 * **Richard Ladd**
 * **Pat Seaver**
 * **Richard Ladd**

>> for use with second language learners (You will be given some books in class, you will select one, and you will have to justify your choice)
 * [[file:Selecting Stories-Considerations.doc]] - A list of principles for selecting children's books appropriate
 * [|Juvenile Books in Foreign Languages (Spanish Juvenile Books at the HBLL)] (Click on the years to see a list of children's picture books the HBLL library carries in Spanish)
 * Topical Listing of Children's Books (Useful for when you wish to plan a lesson around a particular cultural, grammatical, or vocabulary topic)
 * Pre-Listening/Reading/Viewing Activities
 * During Listening/Reading/Viewing Activities
 * Post-Listening/Reading/Viewing Activities

Create accounts, install, and experiment with //[|Delicious]////,// //[|Diigo]////,// and/or //[|Zotero]// [|Delicious FAQs] [|Diigo Toolbar]
 * [|Instructions for Installing Delicious bookmarklets & Firefox Extensions]**
 * [|Instructions for Installing Delicious bookmarklets & Firefox Extensions]**

Set up a free Google Reader account for yourself.
 * Go to [|Google Reader]
 * Sign in with your Google account. (If you don't have a Google or Gmail account, click on the blue button to set one up.)
 * Subscribe to FLTEACH
 * Go to the [|main FLTEACH Archives page]
 * Click one of the orange buttons (either RSS 1 or RSS 2)
 * When the new page loads, click on the blue "Add to Google Reader Button"
 * If you want to put your subscription into a specific folder, click "Feed Settings," then click "New Folder," then name your folder

= =

= =

[|here] >> for use with second language learners (You will be given some books in class, you will select one, and you will have to justify your choice)
 * [[file:Selecting Stories-Considerations.doc]] - A list of principles for selecting children's books appropriate
 * [|Juvenile Books in Foreign Languages (Spanish Juvenile Books at the HBLL)] (Click on the years to see a list of children's picture books the HBLL library carries in Spanish)
 * Topical Listing of Children's Books (Useful for when you wish to plan a lesson around a particular cultural, grammatical, or vocabulary topic)
 * Pre-Listening/Reading/Viewing Activities
 * During Listening/Reading/Viewing Activities
 * Post-Listening/Reading/Viewing Activities

[|FLTEACH archives from this month]
 * Scroll through the page.
 * When you see a "conversation" that seems interesting, click on it and read through the posting.
 * Read ALL the other postings related to the "conversation" you have selected.
 * CONTROL + click on each link that seems interesting and it will open itself in a new tab for you.
 * In this way, you'll never lose your place on the main page you are exploring.
 * Repeat this process for 4 other conversation threads (i.e., read 5 threads total).

Set up a free Google Reader account for yourself.

Go to the [|main FLTEACH Archives page]
 * Go to [|Google Reader]**
 * You may want to experiment with [|searching the FLTEACH archives]. You can do this by topic or by person. Here are the names of some people who consistently post ideas worth reading:**
 * Bethanie Carlson
 * Bill Heller
 * Bob Pontiero o Jean LeLoup (los organizadores)
 * Carol Stacy (CRS)
 * Cindy Kendall
 * Claudette Moran
 * Ellen Schraeger
 * Helena Curtain
 * Irene Moon
 * Bill Heller
 * Bob Pontiero o Jean LeLoup (los organizadores)
 * Carol Stacy (CRS)
 * Cindy Kendall
 * Claudette Moran
 * Ellen Schraeger
 * Helena Curtain
 * Irene Moon


 * Marge Mandl
 * Marilyn Barrueta
 * Mary Young
 * Nilsa Sotomayer
 * Pam Kaatz
 * Pat Barrett
 * Pat Seaver
 * Richard Ladd
 * Pat Seaver
 * Richard Ladd



= = = =

[|here]

= = = =

Read [|this reflection].


 * the following pages:**

- A list of principles for selecting children's books appropriate for use with second language learners (You will be given some books in class, you will select one, and you will have to justify your choice) [|Reading Strategies That Benefit All Learners] Topical Listing of Children's Books

= = = =


 * 1) Explore:**
 * [|A Periodic Table of Visualization Methods]
 * Scroll over at least 12 squares (2 from each colored section)
 * Prepare to explain how this helps teachers
 * Graphic Design
 * //Graphic Design Principles:// Read the first page of this PDF handout
 * //Examples// or //Interactive Activities:// Explore at least 3 additional links from one of these 2 sections of the page
 * Prepare to explain how these ideas apply in teaching Spanish
 * [|Inanimate Alice]
 * Choose a language
 * Work through at least one chapter or episode
 * Prepare to explain what this teaches us about reading in Spanish

2) [|Technological Tools for Visual Thinking]
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in [|this discussion forum]

3) READ [|To Learn and to Teach More Effectively] 4) Personal Wiki Page Assignment: Finish this assignment if you have not yet done so (Add text, link, document, image, video, widget to your personal page). 5) If you are willing to provide free tutoring to students in BYU Spanish classes (primarily at the Span 105-106 level and above), please fill out this form. 6) Sign up if you are interested in volunteering (i.e., no pay) to serve as an emergency substitute for BYU Spanish classes: Substitute Volunteer Sign-up Form The information you submit will be circulated by e-mail to the graduate student instructors who teach Span 105/106, 205/206, etc.

=**19 de enero**=

2) [|Presentación de Google Docs - una diapositiva de cada persona]**
 * 1) Choose a date to give the bienvenida
 * Add a new slide.
 * Add a "copyright safe" image to your slide. (Use your own photo or one you download from here [|http://www.sxc.hu] - anything that says "standard license" is okay - be sure to notify and credit the author if the image requires it)
 * Add a quote that represents you. Put the citation information in "Speaker Notes."
 * Write your name on the slide.
 * Save your presentation.

3) Sign up to read **of the following articles** **. (No more than 7 people per group.)**
 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from[] (

Required:
 * **Use one of these free, online tools to create a one-page, graphic organizer that summarizes the main ideas from the article: [[image:click2collaborate:GliffyLogo.gif height="29" caption="GliffyLogo.gif" link="http://www.gliffy.com/"]][[image:click2collaborate:GlogsterLogo.jpg height="35" caption="GlogsterLogo.jpg" link="http://www.glogster.com/edu"]] [[image:click2collaborate:MixbookLogo.jpg height="41" caption="MixbookLogo.jpg" link="http://www.mixbook.com/"]][[image:click2collaborate:ScrapblogLogo.jpg height="61" caption="ScrapblogLogo.jpg" link="http://www.scrapblog.com/"]][[image:click2collaborate:VokiLogo.jpg height="69" caption="VokiLogo.jpg" link="http://www.voki.com/"]])**

1) - [|JodyMcCarrey] 2) -  [|angelajm00] 3) - [|saritalinda] 4) -  [|davidleelehman] 5) - [|jennifertanner] 6) -  [|americana] 7) - [|madisonb02] Required: **Complete this reading guide:  [|Reading Guide for Sankey Considering Visual Literacy.doc];** Optional:
 * Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction]. //e-Journal of Instructional Science and Technology, 5//. Retrieved December 15, 2007, from [] (
 * **Take this [|quiz])**

1) - [|elisemrw] 2) -  [|Sarahjanejenkins] 3) - [|leon321] 4) -  [|roids1] 5) - [|spanruss] 6) -  [|kw446] 7) - [|aveaguil] 8) -  [|charlaguay]

Required:
 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. (
 * **Use this template to provide feedback on this chapter to the writers of the chapter: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png height="32" link="http://languagelinks2006.wikispaces.com/file/view/Feedback+Template+for+Chapter+8+of+Taylor+%26+Luckau.doc"]] [|Feedback Template for Chapter 8 of Taylor & Luckau.doc])**

1) - [|gerroy02] 2) -  [|littlecowgirl] 3) - [|dsteger] 4) -  [|ccochrane] 5) - [|spenry] 6) 7)

4) Explore [|Inanimate Alice]. Which principles from the article you read does it illustrate?

5) Personal Wiki Page Assignment : Finish this assignment if you have not yet done so.
 * Click on this link
 * Locate your initials and click on that page. (If more than one student had the same initials, then I created the pages based on your first, middle, and last initials.)
 * Once your personal page loads, click on the green "Edit this Page" button in the upper, right-hand side of the screen
 * Use the picture instructions to try to:
 * Add text
 * Add a link (hint: type text and highlight it before you click the link button)
 * Add a document
 * Add an image
 * Embed a video (this one is tricky--try it and if you can't do it by yourself, I'll show you in class)
 * Embed another "widget" (if you understand how to embed a video, the widgets work basically the same way)
 * Be sure to click "Save" after you make each change

6) Complete your [|student teaching applications] (due to MCKB 120 by 5 p.m. tomorrow, January 15, 2010).


 * DO NOT PUT THIS OFF because you need to:
 * Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY.
 * Obtain a [|temporary teaching license] from the State of Utah
 * Register with [|e-Recruiting] and upload a résumé
 * Register to take the [|Praxis II] exam
 * [|Complete the application] (which includes an autobiography)
 * Meet with an advisor from the Humanities Advisement Center (probably Ron Spotts) and obtain a signature

7) Sign up if you are interested in volunteering (i.e., no pay) to serve as an emergency substitute for BYU Spanish classes: Substitute Volunteer Sign-up Form The information you submit will be circulated by e-mail to the graduate student instructors who teach Span 105/106, 205/206, etc.

8) Come prepared to discuss these articles that were due during our last class:


 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar
 * This note-taking worksheet will help you to engage more deeply with the 2 readings above, as well as with the reading you choose from #3: [[file:Notetaking Sheet for Tech Readings.doc]]

9) If you are willing to provide free tutoring to students in BYU Spanish classes (primarily at the Span 105-106 level and above), please fill out this form.

=**14 de enero**=

Meet in B181 (which is located in the main hallway in the basement of the JFSB) at our usual time on Tuesday. This will be our classroom for the remainder of the semester.


 * 1) Complete your [|student teaching applications] (due to MCKB 120 by 5 p.m. tomorrow, January 15, 2010).**

DO NOT PUT THIS OFF because you need to: Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY. [|temporary teaching license] [|e-Recruiting] [|Praxis II] [|Complete the application]

[|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet]) [|Things as They Really Are] [|Notetaking Sheet for Tech Readings.doc]

of the following to read and come prepared to summarize it for your colleagues:
 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.// Retrieved Sept. 17, 2008, from[] (Great for History & Social Studies majors, focuses on principles but uses tools as examples)


 * Dieu, Barbara, & Stevens, Vance. (2007, June). [|Pedagogical affordances of syndication, aggregation, and mash-up of content on the web]. //TESL-EJ, 11//(1), 1-15. Retrieved March 1, 2008, from [|http://tesl-ej.org/ej41/int.html](Provides an overview of tools one might use in an ESL/FL classroom)


 * Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. //Canadian Journal of Learning & Technology, 34//(1). Retrieved July 27, 2009, from[] (Focuses on principles, not tools)


 * Lamb, Brian. (2007). [|Dr. Mashup; or, why educators should stop worrying and love the remix]. //Educause.// Retrieved Sept. 5, 2008, from[] (Very nice definition of mashups, outlines issues they have created in terms of intellectual property, considers affordances of the concept for educators)


 * Leal, Diego. (2008, December 1). [|Una revisión de "El futuro de la educación" de Thomas Frey (Parte 1)]. //DiegoLeal.org.// Retrieved November 25, 2009, from [] (Blog post in Spanish with quotations in English that considers the shifting roles of teachers and learners in a world of fast-paced technological change)


 * McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from [] (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)


 * Thomas, Sue. (2008). [|Transliteracy and new media.] In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), //Transdisciplinary Digital Art. Sound, Vision and the New Screen// (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from [] (Great for English majors)


 * Young, Jeffrey R. (2009, July 20). [|When computers leave classrooms, so does boredom]. //The Chronicle of Higher Education.// Retrieved August 25, 2009, from [] (If you are anti-technology, you will probably enjoy this one)

4) Personal Wiki Page Assignment : Do the best you can. Don't be afraid to click. If you can't finish it at home, don't worry--then you'll know exactly what your questions are when we work on it in class.
 * Click on this link
 * Locate your initials and click on that page. (If more than one student had the same initials, then I created the pages based on your first, middle, and last initials.)
 * Once your personal page loads, click on the green "Edit this Page" button in the upper, right-hand side of the screen
 * Use the picture instructions to try to:
 * Add text
 * Add a link (hint: type text and highlight it before you click the link button)
 * Add a document
 * Add an image
 * Embed a video (this one is tricky--try it and if you can't do it by yourself, I'll show you in class)
 * Embed another "widget" (if you understand how to embed a video, the widgets work basically the same way)
 * Be sure to click "Save" after you make each change

5) If you have time, explore at least **__one__** of these:
 * [|Be Safe @ BYU]
 * [|Did You Know 2.0]


 * [|Go2Web2.0 Directory] (Explore at least 3 sites that are NEW to you if you choose this one.)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|100 Best YouTube Videos for Teachers] (Be sure to look at the videos on Language and Art. You may also enjoy the videos on Teaching and Technology.)
 * [|Social Media Revolution]


 * Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. //YouTube//. Retrieved May, 2007, from [] In Spanish: [] (We will watch and discuss this one in class, but you are welcome to preview it if you like.)

= =
 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)

6) Complete this placement request form IMMEDIATELY if you haven't already done so. It was due on Tuesday!

= =

= =

Meet in B181 (which is located in the main hallway in the basement of the JFSB) at our usual time on Tuesday. This will be our classroom for the remainder of the semester. 1) Complete your [|student teaching applications] (due to MCKB 120 by January 15, 2010).

Get your [|fingerprints and FBI background check] completed if you haven't already done so. Read the instructions CAREFULLY. [|temporary teaching license] [|e-Recruiting] [|Praxis II] [|Complete the application] //What difficulties is each color likely to have with a teacher of the other colors? How can I use my strengths to serve my students? How can I compensate for my weaknesses? Why is obtaining an understanding of students' learning styles so important?// [|Colors Reveals a Rainbow of Student Behaviors] [|True Communication with True Colors] [|True Colors Student Cards] [|True Colors Teacher Cards]
 * DO NOT PUT THIS OFF because you need to:**

[|National Standards for Foreign Language Learning][|National Standards & Proficiency Guidelines Study Guide.doc] [|ACTFL Proficiency Guidelines for Speaking] your class page = =


 * 6) Complete this placement request form by January 12, 2010.**

= =

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Course Information Survey [|Technology Survey] [|True Colors Quiz] [|Syllabus Span 378 Winter 2010.pdf] [|Span 378 Photo Video Permission Form 2010.doc] placement request form [|Fingerprinting]

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