Span+477+Assignments+from+Summer+2013

//Span 477 assignments will be posted here. Assignments are due on the date that appears above them.//toc

=August 12=


 * A) Course Evaluations:**

1) Consider the review we did in class today. 2) Use that information to complete the university course evaluation for this class.


 * B) Lesson Plan & Teaching Demonstration: This is your chance to show me what you've learned and constitutes a VERY large portion of your grade, so be sure you invest adequate time in it! **

1) Finalize your lesson plan. 2) Generate the "Pasos" for each activity (instructions in Spanish that you will give to students). 3) Create any materials you need to conduct the activity (i.e., worksheets, pictures, PowerPoint presentations, etc.). 4) You will have 10 minutes to "teach" your lesson (or one activity from it) to the class today.

5) Your presentation will be evaluated using these forms:


 * C) Final Exam:**

Study for the final. Use the objectives and guiding questions from the Course Agenda page, as well as this study guide to help you:

=August 9=

1) Revise your lesson plan based on the group and individual feedback you received in class today. 2) Generate the "Pasos" for each activity (instructions in Spanish that you will give to students). 3) Create any materials you need to conduct the activity (i.e., worksheets, pictures, PowerPoint presentations, etc.). 4) Bring all of your materials to class today for feedback. 5) Select ONE, 10-minute segment of your lesson to "teach" to the class on Monday, August 12.

Here are the evaluation forms I will use to evaluate your teaching demonstration (Page 1) and your lesson plan (Page 2): You can use them to self-evaluate your own work before turning it in.

**August 7**


 * Generate a final lesson plan:**

1) Use this template to create an objective: 2) Brainstorm possible activities for each segment: 3) Generate a final copy of your lesson plan: 4) Bring your lesson plan to class. 5) You will teach a segment of this to the class on August 12.

=August 5=


 * A) Provide feedback on this DRAFT of an article on thematic teaching: [[file:Cherice Montgomery Thematic Planning Rough Draft.docx]]**

1) The most helpful part of this article is . . . . 2) One thing that is still not clear to me is. . . . 3) Some suggestions I have that would improve this article are . ..


 * B) Generate a final lesson plan:**

1) Use this template to create an objective: 2) Brainstorm possible activities for each segment: 3) Generate a final copy of your lesson plan: 4) Bring your lesson plan to class. 5) You will teach a segment of this to the class on August 7.


 * C) Continue working on your FLTEACH Project:**
 * Choose a month from [|this list].
 * Read 5 different "threads" from the month.
 * Use this worksheet to help you analyze what you are reading: [[file:FLTEACH Assignment Checklist.pdf]](You don't need to turn this in.)
 * Create a "one-pager" that synthesizes what you read: [[file:FLTEACH Assignment 2013.pdf]]
 * View sample one-pager projects here

=August 2=


 * A) Generate a final lesson plan:**

1) Use this template to create an objective: 2) Brainstorm possible activities for each segment: 3) Generate a draft of your lesson plan: 4) Bring your lesson plan to class. 5) You will teach a segment of this to the class on August 7.


 * B) Provide feedback on this DRAFT of an article on thematic teaching: [[file:Thematic Planning Rough Draft.docx]]**

1) The most helpful part of this article is . . . . 2) One thing that is still not clear to me is. . . . 3) Some suggestions I have that would improve this article are . ..

=July 31=

A) Create a 5 Ts template for your final lesson plan:

1) Choose a topic (social issue + cultural context). 2) Locate 3 different texts for the topic. 3) Try to include different genres/media. 4) Brainstorm 3 "thinking tasks" for the text. 5) Brainstorm 3 "talking tasks" for the text.

B) Explore at least 5 of the writing assessment tools listed on this page. (Play around with them.)

C) Complete this midterm evaluation. You do NOT have to put your name on it:

=July 29=

1) Use this note-taking sheet to read Chapter 9 of Shrum & Glisan: (Notice that you only need to read a few select paragraphs and look at a few diagrams from this chapter. If the page is not listed on the note-taking sheet, you do not have to read it).

2) Explore at least 5 of the writing assessment tools listed on this page. (Play around with them.) http://learn2assess.wikispaces.com/Tools+for+Assessment#Writing Assessment Tools

=July 26=

1) Complete the take-home quiz for Moeller, Aleidine J. //Children's Literature: A Rich Resource for Teaching Language & Culture.// **Bring a hard copy to class. **

2) Read pp. 158-160 from Curtain & Pesola's //Languages & Children: Making the Match.//

3) Read: Oliver, Jean. (2012, February). Investigating storytelling methods in a beginning-level college class. //T////he Language Educator.//

4) Explore:



=

= =July 24=

No class - Pioneer Day Holiday

=July 22=

1) Complete this graphic organizer:
 * Brainstorm as many possibilities as you can for each item.
 * CIRCLE the possibility you would choose if you were to create a superhero.
 * Bring this with you to class on Monday.

2) Read the article //Children's Literature: A Rich Resource for Teaching Language & Culture// by Aleidine J. Moeller. Prepare for a brief reading quiz over this article on Monday.

3) Continue working on your FLTEACH project:
 * Choose a month from [|this list].
 * Read 5 different "threads" from the month.
 * Use this worksheet to help you analyze what you are reading: [[file:FLTEACH Assignment Checklist.pdf]](You don't need to turn this in.)

=July 19=

1) Get started on your FLTEACH project:
 * Choose a month from [|this list].
 * Read 5 different "threads" from the month.
 * Use this worksheet to help you analyze what you are reading: [[file:FLTEACH Assignment Checklist.pdf]](You don't need to turn this in.)

2) Revise your information gap activity.


 * Use principles of graphic design to help you. [[file:Graphic Design Principles for Teachers.pdf]]
 * Use what you learned about formatting text and integrating headers and footers to help you.
 * Skim Chapter 8 of Shrum & Glisan for more ideas.
 * Hard copy due today. **(Plan to turn in your original AND your revised version.)**
 * I will give you feedback

3) Read Shrum & Glisan, Ch. 3.


 * Read the chapter.
 * Complete EITHER the Reading Guide OR the Note-taking Guide
 * Bring a hard copy to class TODAY.

==



=July 17=

I forgot to post homework today. Sorry!

=July 15=

1) Read Shrum & Glisan, Ch. 3.


 * Read the chapter.
 * Complete EITHER the Reading Guide OR the Note-taking Guide
 * Bring a hard copy to class next WEDNESDAY.

==



2) Revise your information gap activity.


 * Use principles of graphic design to help you. [[file:Graphic Design Principles for Teachers.pdf]]
 * Skim Chapter 8 of Shrum & Glisan for more ideas.
 * Due next Wednesday.

=July 12=

1)


 * Open this document.
 * Answer the questions silently to yourself.
 * You do not need to print this out or turn it in.

2) Watch the first 5 chapters of this video:

[|A Fairy Use Tale] media type="custom" key="26268508"

3) Read this poem (or watch the video):

[|Flowers are Red] (Poem)

media type="youtube" key="qeJJOjb7fj4?rel=0" height="315" width="420"

4) Explore:



MLC2006 - Creativity

5) Optional:

Hofstadter, Douglas. [|Variations on a theme as the crux of creativity].

**What is Creativity?** View more PowerPoint from David E. Goldberg

=media type="custom" key="26268512"=

=July 10=

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 the first PDF handout
 * //Examples:// Explore at least 3 additional links from the Examples section
 * //Interactive Activities:// Explore at least 3 links from the Interactive Activities section
 * Mentally answer the following questions about each example (you don't have to write your answer down):
 * Was it (the game, handout, video, or website) creative? Why/why not?
 * Was it interesting? Why/why not?
 * Does it teach you anything about packaging information for students? Why/why not?

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

3) Come to class prepared to discuss these questions:


 * Based on your explorations, what influence would you say that visual information has on cognition?
 * How might understanding principles of graphic design and visual cognition make you a more effective teacher?


 * Optional**: Explore one or more of these readings:

Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from:[]

McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from []

Sankey, M. D. (2002). Considering visual literacy when designing instruction. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from []

=July 8=

1) Explore the [|ACTFL 21st Century Skills Map] 2) Create the worksheets for an information gap activity and bring a hard copy to class:


 * Choose a verb or grammatical principle to emphasize.
 * Choose no more than 7 key vocabulary words to reinforce.
 * Embed culture into your activity.
 * Pairs of students should have to talk to complete the task.
 * Think carefully about the design of your activity:
 * Visual Layout
 * Simple Instructions
 * Scaffolding

You can view sample templates here: http://languagelinks2006.wikispaces.com/Activity+Templates

=July 5=

Read Chapter 11 from Taylor & Bateman according to the following guidelines:

p. 252 - Read the 1st Column, scan the 2nd column p. 253 – Read the 1st Column pp. 254-256 – Scan, looking for any resources you weren’t already aware of pp. 256-257 – Read the paragraph on “Cultural General Approach,” Skim the chart pp. 258-259 - Read the 2 paragraphs on “Culture-specific Approach” pp. 262-267 - Skim the strategies, paying attention to any that seem interesting to you Skim p. 270
 * pp. 244-248 - CAREFULLY read**

Read:

=July 3=

1) Reflect on Friday & Monday's classes in [|this discussion forum].

2) Open this study guide for Chapter 2 of Shrum & Glisan.

Question 3:user:kaitlyn.dixon


 * Skim Questions 1-4 of the study guide.
 * Choose ONE question to complete.
 * Sign up to complete the question below.
 * No more than 4 people can sign up for each question below.
 * You ONLY have to do the reading required to complete the question you chose. (In other words, you do not need to read the whole chapter.)

Question 1: user:amullen4 Austin Mulleneauxuser:mckaygm Question 2: Paula Thomas Sonia Homolka Question 4:

3) Read this [|executive summary of the National Standards for Foreign Language Learning]. The study guide is optional, but you will have a quiz over the summary on Wednesday, July 3.

=July 1=

> []
 * Read Ch. 1 of Shrum & Glisan [[file:Thinking Template for Shrum Glisan 1.doc]] for Monday, July 1, 2013.
 * Review the Course Syllabus and come to class with any questions you may have:
 * Take the paper version of the True Colors Test and bring it with you to class on MONDAY, July 1:

=June 28=
 * Post a brief description of the key ideas/information you gleaned from the workshop you attended during the second half of class today, followed by a short reflection of your ideas for applying the information to your own classes in this [|discussion forum].


 * Read Ch. 1 of Shrum & Glisan [[file:Thinking Template for Shrum Glisan 1.doc]] for Monday, July 1, 2013.


 * Review the Course Syllabus and come to class with any questions you may have: [[file:Span 477 Syllabus Summer 2013.pdf]]
 * Take the paper version of the True Colors Test and bring it with you to class on MONDAY, July 1: []

=June 26=
 * Sign up to give the Bienvenida (I will show you how to do this in class on Wednesday, but if you can figure it out by yourself, go for it!)
 * Join [|Wikispaces] (Name, Password, Mark the NO box)
 * Join LanguageLinks 2006
 * Sign up to give the Bienvenida by typing ~ three times.
 * Play with your Student Page (if you feel comfortable doing so)


 * Complete the Course Information Survey


 * Take the [|Technology Survey]


 * Take the //[|True Colors]// quiz and send Dr. M. your scores.


 * Read:
 * [|True Communication with True Colors]
 * [|True Colors Time Management]
 * [|Color Lingo at Work]
 * [|True Colors Reveals a Rainbow of Student Behaviors]


 * Read Ch. 1 of Shrum & Glisan [[file:Thinking Template for Shrum Glisan 1.doc]] for Monday, July 1, 2013.


 * Review the Course Syllabus and come to class with any questions you may have: [[file:Span 477 Syllabus Summer 2013.pdf]]

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