Span+477-Today's+Agenda

//Please post your questions and comments about the agenda for today's class on this page.//

toc =August 11=


 * Guiding Questions**

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


 * Today's Agenda**


 * Activity 0: Final Interview Panel Demo**


 * Activity 1: Course Review**


 * Activity 2: Integrated Performance Assessments (IPAs)**

Integrated Performance Assessment Diagram

Sample IPA Tasks from Toni Theisen (French)

Sample IPA Tasks from Andrea Henderson (Look at Example 2)
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task

[|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ)

Principles of Creating Effective Rubrics




 * Activity 3: Small Group IPA Creation**

=August 8=

Culture Teaching Demos

=August 6=

Interpersonal Teaching Demos

=August 4=

=August 1=

Grammar Teaching Demos

=July 25: Teaching Demos=

Roll Bienvenida


 * TODAY'S AGENDA**


 * Activity 1:** Teaching Demos


 * Activity 2: Why is reading so difficult?**




 * Activity 3: Post-reading Activities**
 * Two Women ( [|Poem] ; [|Lesson Plan] )


 * Activity 4: Teaching Writing **
 * Writing Development
 * Writing Process
 * Scaffolding Writing
 * Presentational Communication (Writing)
 * Siete ratones ciegos
 * Si le das una galletita
 * El principito


 * Activity 4: Quickfire Challenge**


 * La revolución a todo vapor

=July 23: Teaching Demos=

Roll Bienvenida


 * TODAY'S AGENDA:** Teaching Demos

=July 21: Post-reading Activities=


 * Today's Topic:** Literacy (Post-Reading Activities)


 * Today's Objectives: **


 * Students will articulate key purposes and principles of crafting successful post-reading activities.
 * Students will create pre-, during, and post-reading activities based on a culturally authentic text.


 * Today's Guiding Questions: **


 * What are some of the key purposes of post-reading activities?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do post-reading/listening/viewing activities make input more comprehensible?


 * TODAY'S AGENDA**


 * Scaffolding **

Top 5 Reasons Lessons Break Down
 * Staying in the Target Language
 * Making Input Comprehensible
 * Giving Instructions
 * Buzzword Bingo FL [[file:Buzzword Bingo FL.pdf]]
 * Sentence Diagramming (Weather & Activities)
 * Scaffolding & Sequencing
 * Scaffolding & Foldables Rotation Review
 * Scaffolding Think/Pair/Share
 * Sequencing (-ir example)
 * IR Listening Grid - We looked at this last week
 * IR Board Game
 * IR Paired Activity (Names) - Look at this on your own
 * IR Paired Activity (Places) - Look at this on your own
 * IR Map Activity
 * Opportunities to Move, Talk, & Create (for Oranges, Creativity, etc.)
 * Conversation in the Classroom [[file:Conversación en la clase.doc]]
 * Story Switches (The Perfect Diet & The Laywer)
 * Coloring - Look at these on your own
 * Agreement Coloring Worksheet
 * Conditional Coloring Worksheet
 * Preterit Coloring Worksheet
 * Drawing
 * House + Prepositions of Location (with bears and drawing)
 * Preposition Drawing Worksheet - Look at this on your own
 * Querer/Tengo Que - Look at this on your own
 * Manipulatives
 * Agreement Manipulatives
 * Interactive PowerPoints
 * Christmas Cultural Ppt
 * Artist Stories
 * Critical Thinking (Processing for Meaning) - Look at these on your own
 * Ser Critical Thinking Repaso
 * Reflexives Gouin Series
 * Reflexives Paired Pantomimes
 * Reflexives Logical Order Worksheet
 * Reflexive or Not Hear/Circle
 * Reflexives Square Game

=July 18: During Reading Activities=


 * Today's Topic:** Literacy (During-Reading Activities)


 * Today's Objectives: **


 * Students will articulate key purposes and principles of crafting successful post-reading activities.
 * Students will create pre-, during, and post-reading activities based on a culturally authentic text.


 * Today's Guiding Questions: **


 * What are some of the key purposes of post-reading activities?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do post-reading/listening/viewing activities make input more comprehensible?


 * Administrivia: **
 * Roll
 * Opening Prayer


 * Today's Tools:**


 * TODAY'S AGENDA**


 * Activity 1:**
 * The Natural Approach & Stages of Second Language Acquisition: Characteristics, Learning Tasks, Strategies, & Assessing Comprehension


 * Activity 2: Homework Models**

El secreto en la caja de fósforos La tomatina La historia de Juan Los hijos de la oscuridad

>> Eungenio Salvador Dalí
 * Activity 3: During Reading Activities **
 * Engage students with conceptual content
 * Mi primer libro de dichos
 * Si el norte fuera el sur [[file:Si el norte fuera el sur Rev.pdf]]
 * Engage students with meaning (linguistic, social, personal)
 * La tomatina
 * Snowballs
 * Engage students with form
 * La casa que Juan construyó - House That Jack Built
 * ¡Salta, ranita, salta!
 * Piensapapeles
 * Involve students in communication


 * Activity 4: Culturally Authentic Texts (Round Robin Review & Quickfire)**

=July 16: During Reading Activities=


 * Today's Topic: ** Literacy (During Reading Activities)


 * Today's Objectives: **


 * Students will explain why narrative is an effective framework for organizing language teaching and learning.
 * Students will articulate key purposes and principles of crafting successful during reading activities.


 * Today's Guiding Questions: **


 * What are some of the key purposes of during reading activities?
 * Why is narrative an effective framework for organizing language teaching and learning?
 * How do during-reading/listening/viewing activities make input more comprehensible?


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Discuss homework (graffiti wall)


 * Today's Tools:**


 * TODAY'S AGENDA**

=media type="custom" key="26349396"=
 * Activity 1: Why doesn't "teaching vocabulary" make reading easier?**


 * Activity 2: During Reading Activities**
 * Engage students with conceptual content
 * Mi primer libro de dichos
 * Engage students with meaning (linguistic, social, personal)
 * Chumba, la cachumba
 * Oye al desierto/Listen to the Desert
 * El canto de las palomas
 * Engage students with form (grammar and vocabulary)
 * Si le das una galletita a un raton
 * Involve students in communication
 * Froggy se viste


 * Activity 3: Scaffolding (Songs)**


 * Hymne de l'amour - Josh Groban
 * Wie kann es sein - Wise Guys

=July 14: Pre-reading Activities=


 * Today's Topic: ** Literacy (Pre-reading Activities)

** Today's Objectives: **


 * Students will explain why scaffolding is an important part of literacy development.
 * Students will define literacy and articulate key principles of story-based instruction.
 * Students will explain the purposes of pre-, during, and post-reading/listening/viewing activities.


 * Today's Guiding Questions: **


 * What do we mean by //literacy//?
 * Why is scaffolding such an important part of literacy development?
 * How do pre-reading/listening/viewing activities make input more comprehensible?


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Discuss reading homework (groups of 3)
 * One aha
 * One uncertainty
 * One question


 * Today's Tools:**


 * TODAY'S AGENDA**


 * Activity 1: Story-based Instruction (Inside/Outside Circles)**


 * Activity 2: What do we mean by literacy?**


 * Activity 3: Ways to Read a Story**

Hear/Say (Numbers) Hear/Say (Pictures) Hear/Say ( La gallinita roja ) Corduroy (Recording with Audacity)


 * Activity 4: Pre-reading Activities**

La hora de acostarse de Francisca La niña invisible


 * Activity 5: Making Input Comprehensible**


 * Direct Object Pronouns Video - Danielle Kessie
 * Preterite vs. Imperfect


 * Activity 6: Steps to Scaffolding Grammar **
 * Scaffolding is about supporting students' cognitive processing and reducing cognitive load
 * Scaffolding requires the teacher to analyze the decision-making processes in which students must engage in order to correctly produce the grammatical structure
 * Activate students' prior knowledge (Example: I have the apple, the apples, the books, the book.)
 * Direct students' attention to key features of the language that will help them make their decisions (gender of nouns)
 * Explain the purpose (Today we are going to learn a new way to say this)
 * Model the process (I have it), then respond to questions. Don't give lengthy explanations
 * Facilitate practice (Yo la tengo, yo los tengo, etc.) with scaffolding (i.e., pronoun signs)
 * Sequence the practice from easiest to hardest (i.e., la, las, los, lo)
 * Remove the scaffolding (i.e., no word signs)
 * Assign independent practice

=** July 11: Culture **=


 * Today's Topic: Contextualizing Communication with Culturally Authentic Materials **


 * Today's Objectives: **
 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.
 * Students will design a culture lesson that incorporates at least 3 research-based principles or instructional strategies for teaching culture.
 * Students will design a project that engages secondary students in exploring culture and assesses their learning.


 * Today's Guiding Questions:**
 * What is culture?
 * Why is it important to teach culture in the second language classroom?
 * How might the cultural triangle from the National Standards for Foreign Language help us to better understand and teach the relationships between the products, practices, and perspectives inherent in a given culture or a specific community within the target culture? [|Annenberg - El triángulo cultural]
 * How might teachers use the National Standards to design opportunities for students to experience and explore culture in meaningful ways?
 * How might teachers guard against reinforcing stereotypes and prejudices when teaching culture?
 * How might teachers assist students in recognizing the diversity that exists within the target culture (i.e., avoid overgeneralizations)?


 * Today's Tools:** //[|ViewPure]//


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Discuss songs, games, and culture explorations homework (Inside/Outside Circles)
 * One thing you found really interesting
 * One thing you learned
 * One thing that surprised you
 * One thing you think you can use


 * Activity 1: Approaches to Teaching Culture **

media type="custom" key="26332202"


 * Activity 2: "Teaching" Culture v. Learning How to Learn Culture **

media type="custom" key="26332198"


 * Activity 3: Embedding Culture in Communicative Activities**

media type="custom" key="26332240" media type="custom" key="26332238"
 * The 3 Ps of the Cultural Triangle as Springboards to Communication**
 * Products: Culture Hear/Circle
 * Products: South American Map Mixer
 * Products: Examining Foreign Currency
 * Products: Listening Grids
 * Products: Culturally Authentic Realia Mixer
 * Practices: The Scoop on School
 * Perspectives: Cultural Circumlocution
 * Integrating Literature, Culture, & Communication
 * Don Quijote Pairs
 * Picasso Weeping Woman
 * Picasso Puzzle
 * Story Sequencing
 * Juan Bobo
 * Carlos y la calabaza
 * A Flying Saucer Full of Spaghetti

Activity 4: Materials You Can Make
 * Colores y conversaciones (with Fruit Loops)
 * Tener Expressions - Image Flashcards
 * Estar Expressions - Little Moodies
 * Places Placards

=July 9: Teaching Grammar & Vocabulary=


 * Today's Topic:** Teaching Grammar & Vocabulary: Common Problems, Concepts, & Techniques


 * Today's Objectives:**


 * Students will explain key principles of teaching grammar and vocabulary.
 * Students will identify key grammar teaching principles embedded in various practice activities.
 * Students will analyze the effectiveness of common grammar teaching/practice activities.


 * Today's Guiding Questions:**
 * What are some key principles that support grammar instruction?
 * How can teachers engage students in learning and practicing grammar more effectively?
 * Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency?


 * Today's Tools: **


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Collect Homework (Orange permission forms)
 * Discuss creativity homework


 * Activity 1: Principles of Teaching Grammar [[file:Principles of Teaching Grammar.docx]]**

//**Cognitive Load**// 1) No prior knowledge 2) Technical topic (multiple steps, many variables) 3) Must process the language 4) Must process the content
 * Must hear accurately
 * Must break into discrete words
 * Must translate
 * Must process for meaning
 * Must formulate a response
 * Must translate the response to Spanish
 * Must give the response

//**Memory**//
 * Stores by similarities, but retrieves by differences
 * por
 * para
 * pera
 * pero
 * perro
 * Context
 * Rehearsal/Repetition
 * Multiple Examples
 * Recontextualization
 * Contrast
 * Engagement
 * Cognitive Challenge
 * Emotional Engagement
 * Social Satisfaction
 * Personal Pertinence


 * Activity 2: Sample Grammar Explanations (in English)**


 * Commands
 * -Go verbs & positive tú commands
 * Present Participles (-to handout)
 * Present subjunctive
 * Imperfect subjunctive (handout)
 * Por v. para (handout, song, signal cards)


 * Activity 3: Songs as Mnemonic Devices**


 * Ser/ir to //Row, Row, Row Your Boat//
 * Ver to the //Banana Boat Song//
 * Irregular Preterit Stem-changing Verbs to //Twinkle, Twinkle Little Star//
 * Irregular Preterit to //La Cucaracha//
 * Regular Preterit Verbs to //Three Blind Mice//
 * Por v. Para to //We Three Kings// & //London Bridges//


 * Activity 4: Principles for Teaching Grammar in the Target Language**
 * Staying in the Target Language
 * Making Input Comprehensible
 * Presenting Grammar in Context
 * Subject Pronouns
 * Tener Expressions (Objects & Actions)
 * Comparatives (Flyswatters)
 * Stem-changing Verbs: Poder (Images)
 * Famous People Paired Descriptions
 * Opportunities to Move, Talk, Create (Oranges, Creativity, etc.)
 * Manipulatives
 * Comparatives Flyswatters

=July 7: Teaching for Proficiency=


 * Today's Topic:** Teaching for Proficiency


 * Today's Objectives:**


 * Students will identify key characteristics of 5 stages of second language acquisition.
 * Students will use key principles of SLA to justify and defend their pedagogical decisions.
 * Students will explain how 21st century skills support proficiency development.
 * Students will support proficiency development of second language learners by making input comprehensible, giving clear instructions, scaffolding tasks, and providing effective error correction and feedback.


 * Today's Guiding Questions:**
 * What are the primary characteristics of each of the five stages of second language acquisition?
 * How can teachers use 21st century skills to design learning environments and experiences that will systematically develop students' proficiency in a second language?
 * Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency?


 * Today's Tools: **


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Collect Homework (Shrum & Glisan, Ch. 1)


 * Activity 1: Jigsaw Activity (Shrum & Glisan, Ch. 2)**


 * Activity 2: Key Principles of Second Language Acquisition**


 * [|Myths of Second Language Acquisition Quiz]
 * [|Myths & Misconceptions About Second Language Learning]


 * Activity 3: Key Principles of Proficiency (21st Century Skills)**


 * Analysis of Superior Level of ACTFL Proficiency Guidelines
 * The Role of Content
 * The Role of Critical Thinking & Complexity




 * Activity 4: Key Pedagogical Practices**


 * Chunking - Helena Curtain's Presentation
 * How the Brain Learns (David Sousa)
 * Implications for Language Teaching & Learning


 * Activity 5: Sample Activities**


 * Logic Puzzles
 * 4 Corners
 * Human Graphing

=July 4: NO CLASS=

=July 2: Contextualization=


 * Meet in B161 today **


 * Today's Topic:** 21st Century Skills: Designing Effective Worksheets & Activities


 * Today's Objectives:**


 * Students will locate and evaluate high quality, culturally authentic resources.
 * Students will utilize principles of graphic design to create more effective materials for language learning.


 * Today's Guiding Questions:**
 * How and where can teachers locate high quality, culturally authentic resources?
 * How can world language educators apply principles of copyright as they model digital citizenship for their students?
 * How might teachers utilize principles of graphic design to better guide students' cognition and support their learning?


 * Today's Tools: ** Culture Connection, [|Freeimages], [|Search Engine Colossus], Wikispaces


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Opening Prayer
 * [[file:Span 477 Course Schedule Summer 2014.pdf]]
 * No Class Friday (July 4)


 * TODAY'S AGENDA**


 * Activity 1: Finding & Using Culturally Authentic Materials**

[|Search Engine Colossus]



Comics in Spanish





[[image:byuspanteach/KioskoNetLogo.JPG link="http://kiosko.net/"]]








Culturally Authentic Music in Spanish

Culture Connection


 * Activity 2: Copyright **


 * [Activity 3: Social Bookmarking]**


 * Activity 4:** [|ACTFL 21st Century Skills Map]


 * Activity 5: Graphic Design Learning Centers **


 * Visual Cognition
 * Graphic Design as an Instructional Tool
 * Multiple Representations
 * Social & Cross-cultural Skills (Culture)

=June 30: 21st Century Skills - Tech=


 * Today's Topic:** 21st Century Skills: Information Literacy, Media Literacy, Technological Literacy


 * Today's Objectives:**


 * Students will develop basic skills in using technology for professional productivity.
 * Students will explore trends in the development, use, and implications of emerging technologies.
 * Students will locate and evaluate high quality, culturally authentic resources.


 * Today's Guiding Questions:**
 * What technological skills do teachers need to learn to prepare their students to thrive in 21st Century communities?


 * Today's Tools: ** [|Freeimages], Wikispaces


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Opening Prayer
 * Changes to Course Syllabus [[file:Span 477 Syllabus Summer 2014.pdf]]
 * Course Schedule (will be posted on homework page)
 * Collaborative Lab - B161


 * TODAY'S AGENDA**


 * Activity 1: What questions do you have about teaching and learning?**


 * Activity 2:** **True Colors Data**


 * Activity 3:** **Intro. to Wikispaces**
 * Browsing in Tabs
 * Language Links Page
 * Course Materials
 * Language-specific Resources
 * Spanish Pages
 * Grammar-related Activities
 * Commands
 * Vocabulary Activities
 * Professional Resources
 * Classroom Management
 * Games
 * News
 * Special Needs
 * Staying in the Target Language

Activity 4: Student Pages
 * Editing privileges
 * Organizer v. member
 * Locked pages
 * Page history
 * Added items
 * Deleted items
 * Revert to this version link
 * Inserting text
 * Inserting links
 * Inserting e-mail addresses
 * Avoiding spambots
 * Inserting images
 * Using copyright-safe materials
 * From desktop
 * From web
 * Inserting documents
 * From desktop
 * Avoiding confidential materials
 * Avoiding deep-linking of cartoons
 * Embedding videos
 * From YouTube
 * Why isn't copyright an issue here?
 * Embedding other items


 * Activity 5: [|Intro. to Freeimages]**
 * Image search
 * Culturally authentic photos
 * Clothing
 * Food
 * Monuments
 * People
 * Places
 * Vocabulary Items
 * Copyright
 * [|Standard restrictions apply] - Can use freely in print, web, and other projects
 * [|Photographer must be notified] - Use "comments" to notify photographer
 * [|Photographer must be notified & credited] - Use photographer's name on (or under) image in project
 * [|Written permission] - Must obtain written permission before using the photo for any public work


 * Activity 6: Search Tips & Tricks**


 * a) Steps to Success Game**


 * I can search for basic information.
 * I can use quotation marks to narrow my search results.
 * I can use multiple search terms to narrow my search results.
 * I can make my search results show only images.
 * I can make my search results show only videos.
 * I can make my search results show only PowerPoints appear in my search results.
 * I can make my search results show only PDFs.
 * I can make my search results show only scholarly articles.
 * I can search for information within a single website.
 * I can make search results appear only in the target language.
 * I can search using a country-specific search engine.
 * I can search for information without using Bing, Google, or Yahoo.
 * I can name at least 5 different search engines tailored to specific purposes.
 * I can make my search results show information posted only in the last 24 hours.
 * I can search for information at a specific reading level.


 * b) Performance-based "Assessment" on Effective Searching**


 * c) Search Tips & Tricks Handouts**






 * d) Inserting Screenshots**
 * e) Inserting Headers & Footers**
 * f) Inserting & Moving Images**
 * g) Resizing Images**
 * h) Adding Shapes to Images**
 * i) Grouping Images & Shapes**
 * j) Inserting Clipart**
 * k) Editing Clipart**
 * **Ungrouping**
 * **Re-coloring**
 * **Deleting lines**
 * ** Re-grouping **


 * Activity 7: Homework**

=June 27: Assessing Proficiency=


 * Today's Topic: ** Assessing Proficiency


 * Today's Objectives: **
 * Students will define testing.
 * Students will articulate common purposes of assessment.
 * Students will articulate some of the challenges of measuring understanding.
 * Students will explain how assessment, proficiency, and understanding are related.


 * Today's Guiding Questions: **

1) What do we mean by // assessment // ? //Understanding//?

2) How do we assess? Give feedback?

3) Why do we assess? Why is it difficult to assess language performance?


 * Today's Tools: ** [|Slideshare], [|Tagxedo], Wikispaces, [|YouTube]


 * TODAY'S AGENDA**


 * Administrivia: **
 * Roll
 * Discussion of Homework
 * Course Wiki
 * Course Schedule


 * Activity 0: True Colors **


 * Reframing True Colors
 * Teaming with True Colors


 * Activity 1:** [[file:learn2assess/Assessment Associations.pdf|Assessment Associations]]


 * Activity 2: "Test" Think/Pair/Share**

media type="custom" key="26289284"


 * Activity 3: [[file:learn2assess/How Do You Measure a Year.pdf|How do YOU measure a year?]]**


 * Activity 4:** ** [|Seasons of Love] Scramble **

a) Listen to the song. b) Put the paragraphs in order as you listen. c) How do YOU measure a year? d) What did this activity teach you about assessment? e) What did this activity teach you about pedagogy?


 * Activity 5: [|Not on the Test Song] [We did not get to this in class.] **


 * Activity 6: Evaluating "Understanding" **


 * How do we get inside someone else's head (to look at their understanding)?
 * As you watch, consider these questions:
 * What do these children "understand" about the gospel?
 * What patterns of error/misconceptions do you notice across the children's responses?
 * How might you use this "assessment" to prepare a teacher development training for the Primary teachers and leaders of these children?

media type="custom" key="26289316"


 * Of Questions & Quality:
 * How did the way the interviewer framed the questions influence the children's responses?
 * How does the quality of "prompts" influence the level of performance elicited from students in a language classroom?
 * What role do follow-up probes play in "assessing" understanding?

media type="custom" key="26289322"
 * Is there a difference between understanding and performance?


 * What kinds of positive feedback could we give the girl in the video? What DOES she understand and know how to do?
 * What does she NOT understand about English?
 * What implications does this "performance-based assessment" have for the **instructional decisions** of this girls' teacher?
 * What implications does this "performance-based assessment" have for the **administrator** responsible for supervising this girl's teacher?
 * What implications does this "performance-based assessment" have for the person in charge of this teacher's **professional development**?

I Would Like a Hamburger media type="custom" key="26289254"


 * What does this video show us about teaching for proficiency? Feedback?

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 * What does this video show you about the depth, breadth, and scope of this girl's understanding of mathematics? Teaching? Learning? Other fields?
 * What implications does this video have for how we might need to change assessment in schools?



media type="custom" key="26289328"
 * What does this "student" **understand** with regard to Spanish?
 * What **patterns of error** do you see in this student's performance?
 * What **generalizations** could we make about students in this teachers' class if the performance of this student is "typical?"
 * What **recommendations** would you make to this teacher in terms of course content and pedagogy based on this student's performance?


 * Activity 7: [|Quotes, Cartoons, & Images About Understanding] [We did not get to this in class.] **


 * Examine both papers.
 * Decide which one you like best.
 * Pass the other one to the right.
 * Continue the process until Dr. M. calls time
 * Tell a partner why you selected your final choice.


 * //Small Group Discussion:// **
 * What generalizations can you make about "understanding" based on the artifacts and materials you viewed?


 * Activity 6**: [|On Failure (Meet the Robinsons)]

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 * Activity 7:** So how do we use assessments to keep students moving forward?


 * [[file:learn2assess/Modifying the Task not the Text.pdf|Modifying the Task, Not the Text]]
 * [[file:learn2assess/Keys to Assessment Apendices for Listening.pdf|Moving From One Proficiency Level to the Next]]


 * Homework**

=June 25: Structure of the Profession & Professional Development=


 * Today's Objectives:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will expand their professional learning networks (PLNs).
 * Students will reflect on their participation in a professional conference.


 * Guiding Questions:**

1) How is world language education structured? 2) How can personal learning networks (PLNs) and professional conferences support professional growth?


 * Today's Agenda**

0) Administrivia


 * Seating
 * Roll
 * Opening Prayer
 * Professional Development
 * [|ACTFL] - National (Nov. 21-24, 2014 in San Antonio, TX - the week before Thanksgiving)
 * [|SWCOLT] - Regional (Feb. 26-28, 2015 in Denver, CO)
 * [|UFLA] - State ( February 19, 2015 at Weber State University in Ogden, UT)
 * BYU Spanish Teachers Workshop
 * [|UCET] - Local technology conference
 * BYU Spanish Teachers Workshop and P ersonal Learning Networks (PLNs)

= June 23: Introductions & Proficiency =


 * Today's Objectives:**


 * Students will analyze how personality characteristics influence interpersonal relationships with students and colleagues.
 * Students will define proficiency.
 * Students will analyze speech samples from different levels of proficiency.


 * Guiding Questions:**

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) How do personality characteristics influence interpersonal relationships in a school setting and how might teachers use them to establish a productive classroom climate?


 * Today's Agenda**

0) Administrivia


 * Seating
 * Name Tags
 * Roll
 * Opening Prayer

1) Getting to Know You:
 * Who are you?
 * What is your major?
 * Why are you taking this course?

2) True Colors Activities:


 * [|True Colors Word Sort] (Paper version of the test, plus additional information)
 * [|True Colors Soft Skills]
 * [|True Colors Lingo Worksheet]

3) Proficiency: Beginner v. Experienced v. Proficient v. Expert media type="custom" key="26268360"

4) Proficiency in a Foreign Language
 * [|ACTFL Proficiency Pyramid]
 * [[file:tsdwlstandards/ACTFL pyramid chart.png|Expanded ACTFL Proficiency Pyramid]]
 * [[image:ACTFLProficiencyGuidelines2012.JPG link="http://actflproficiencyguidelines2012.org/speaking"]]
 * ACTFL Proficiency Examples: [|Novice], [|Intermediate], [|Advanced]

5) Textbook for the Course: [|Shrum & Glisan, 4th Edition]



6) Overview of the Course

7) Course Syllabus

8) Homework

a) Read the **True Colors handout** distributed in class. (If you were not in class, obtain your copy from me when you come to class.)

b) Read the attached **syllabus**. (I will distribute a course schedule with a list of topics on Wednesday.)

c) Watch the **video samples** for each of the 5 proficiency levels: [] (Remember, we watched some of these in class.)

d) Course materials will be posted here: http://languagelinks2006.wikispaces.com/Span+477 (This probably won’t be up-to-date for the current semester until Wed., 6/25/14)


 * Course Agenda – Outline of what we cover in class each day: http://languagelinks2006.wikispaces.com/Span+477-Today%27s+Agenda


 * Course Assignments – Homework is due on the date under which it is posted: http://languagelinks2006.wikispaces.com/Span+477-Assignments+for+Today

e) ** CHANGE OF CLASS LOCATION FOR WEDNESDAY: ** We will meet in JFSB B161 (instead of B164) from 10:00 – 10:30 a.m. on Wednesday, 6/25/14, after which we will relocate to JFSB B135 and JFSB B164 to participate in several workshops with 110 other Spanish teachers from around the country.

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