December+7

//Okay, so we need to think about how we want to use our last day of class. I've been thinking a lot about the difference between planning from the teacher's perspective, trying to plan based on the needs of the students, and planning in a way that improves the people you are teaching, the places you teach, and the world you all have to live in together.

Below, I've offered you three different, tentative agendas. We can choose an agenda, mix and match items from the 3 options, or scrap them and start over.//

//I recommend that you skim this page, then click on the link at the bottom of it (which will take you to a "side-by-side" comparison of the options) to provide feedback re: the options that best meet your needs.//

Meanwhile, I'm trying a couple of new features to see if you think they are useful to you. This one lets you leave audio voicemail for me (you have to have a microphone).

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I'm also embedding a live chat here in case some of you want to try it out. Just type into the box at the very bottom of the chat window, then hit return. If anyone else is on, they can respond. Your chats will not be saved, so anything you type in will not be visible when you refresh the page. I don't like the commercial nature of this chat, but the YackPack chat requires that you have microphones (and I don't know that all of you do).

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=The teacherly agenda would look like this:=

1) FLTEACH Project Discussion - 12:40 - 1:30 (50 min.)


 * **Look** quickly at each person's project (Cherice facilitates), discussing what worked and what didn't re: the various projects as we look
 * **Summarize** what we learned from reading the various threads
 * **Reflect** on the potential that online forums have for contributing to our professional development
 * **Connect** our personal experiences to what we read in order to determine criteria for what a helpful post looks like, sounds like, and should accomplish in a professional forum (so we can make sure that what we post is of high quality in the future)
 * **Extend** our thinking to how we might use a professional forum like FLTEACH to establish a professional reputation for ourselves (that will help us to get a job and further our career goals)
 * **Preview** what we might want to do re: discussion forums with our own students
 * **Look** at the ways that this assignment teaches us about the learning cycle - It moved us from our //personal experiences// with immediate classroom problems to thinking about the //bigger context// of our professional development as teachers, to thinking about how we //participate// professionally, to thinking about how to participate //strategically//, and finally, back to thinking about the //opportunities we give our own students// in the classroom.

2) Feedback - 1:30 - 2:00 (30 min.)


 * What else do you want to say to **Cherice?**
 * What else do you want to say to **field instructors**?
 * What else do you want to say to **mentor teachers**?
 * What else do you want to say to **MSU**?
 * **What did you learn** from brainstorming comments for Cherice with Anny and the rest of the class last week?
 * Should you be thinking about doing something like this with **your own students** (and having them do this for you)?

3) BREAK - 2:00 - 2:15 (15 min.)

4) Inquiry Project Presentations - 2:00 - 3:10 (70 min.)


 * Determine how many presentation groups there are.
 * If less than 6-7, give each group 5 min. to present their projects and 5 min. for discussion, feedback, and questions after each group
 * Ask each group to "grade" the other groups (by providing feedback on a rating sheet)

5) Planning for Next Semester - 3:10 - 3:20 (10 min.)


 * Nominate topics for next semester's syllabus
 * Nominate assignments/projects for next semester's syllabus
 * Discuss collaborative project with Jill McKillips' art interns

6) SIRS - 3:20 - 3:30 (10 min.)


 * Choose someone to be in charge of these and e-mail that person's name to Jackie Hohenstein
 * Do the requisite forms
 * Save all the insights and issues stuff you nominated for next semester

=ONE possible version of a more student-centered agenda might look like this:=

1) Project Sharing/Discussion for FLTEACH & Inquiry Project - 12:40 - 1:20 (40 min.)

Make suggestions about. ..


 * What YOU want to learn from one another's work
 * How YOU think we could best accomplish that
 * How much time you think we should devote to it

I would like to see what general themes people focused on/learned about with their FL teach projects, but I think more time should be spent on IP (maybe 6-7 min per group and less than 1 min for every person to sum up their FL Teach)user:dawnmarie I agree...I think we should do this regardless of which agenda we choose. user:AmyBas I "third" that.user:armst156

I like that you have provided us with options here Cherice... But question 2 seems a bit overwhelming, and considering the differences in our projects and our perspectives it may be hard to decide how to do, we are sometimes unable to make these type of decisions quickly and effectively. user:cartierm

2) Feedback - 1:20 - 1:40 (20 min.) This is a good idea, but I really think this would take more than 20 minutes to do...possibly not the best use of our class time user:AmyBas I agree, I think some of the other options would be more beneficial. user:dawnmarie
 * Divide class into 3-4 smaller groups.
 * Each group is assigned either Cherice, Field Instructors, Mentor Teachers, or the MSU Program.
 * Each group works to synthesize those comments into a professional letter that can actually be sent out at the end of the semester that explains what is working, what isn't, and makes suggestions for improving the relationship prior to the following semester.

I agree with the others as well, I feel that this could turn sour very quickly... And perhaps we can be more objective as it gets closer to our exiting the program. user:cartierm

3) Planning for Next Semester - 1:40 - 2:00 (20 min.)


 * What should the essential questions be that will guide our explorations? (In other words, what big ideas do you want to learn about?)
 * What potential themes would help us to organize those explorations? (In other words, what kinds of contexts would make sense to explore as a way of connecting the things you want to learn about?)
 * How will you show that you understand? (In other words, what projects or performances would you be excited about doing that would be useful to you in the future while still giving you the opportunity to show that you know?)
 * What experiences and support will you need in order to complete those projects/performances? (Class activities and assignments)

4) BREAK - 2:00 - 2:15 (15 min.)

5) Insights & Issues - 2:15 - 3:20 (65 min.) - You've nominated 4 major topics: classroom management, grammar, oral proficiency issues, and story-based instruction. The reality is that each of these could consume an entire 3 hour period. So we need to prioritize. What will be most helpful to you to have as you finish up this semester? What do you need prior to the Christmas break so that you'll be able to plan over the holidays? Choose from the following 2 options.

Option 1 - Whole class chooses one topic and Cherice facilitates a one-hour session on that.
CLASSROOM MANAGEMENT - (Any particular issues you want to focus on? Do we need to talk about strategies for beginning the new semester?)

kids that don't stop talking talking back what to do when your mentor sets different rules than you would getting out of seats constantly etc etc.... user:AmandaGSpanish user:brown118

Giving kids opportunities to move and talk Giving instructions on how to do so without losing the kids user:cartierm

Consequences/options that don't involve students missing class... (i.e. What can I do besides send kids to the hall or give them detentions?) I find these tactics don't usually help students change behavior in the future, and students end up missing class and falling behind on top of whatever issue already arose, However, there is a point when verbal warnings aren't sufficient. I need help thinking outside of the box, I suppose. user:decortem

Why are my students disruptive? Are they bored because they get it or because they're lost? What is it that I (the teacher) am doing that is causing them to act like this? What can I change? user:armst156

GRAMMAR -


 * Basic approaches to teaching it
 * Traditional
 * Communicative/proficiency-based
 * Concept attainment (Giving kids data and letting them figure it out) user:dawnmarie
 * Tricks for explaining specific structures user:cartierm user:dawnmarie user:AmyBas
 * Direct & indirect object pronouns (i.e., Gustar like verbs! and caerle!) user:cartierm
 * Ser v. estar and preterit v. imperfect at the same time (i.e., fue, estuve, era, estaba) user:burgeramy user:amandabainbridge user : brown118
 * Tips for handling random vocabulary/grammar questions (i.e., how do you say headband, cheerleader, etc.) user:AmandaGSpanish user:kristynduser:leonar77 user:AmyBas
 * Swap Shop of Ideas for Teaching Specific Grammar Points - user:AmyBas

I think we should make sure not to cover specific grammar topics because we have three different languages and it is not fair to cover just Spanish - but things like story-based instruction or other general ideas on how to teach grammar would be good for everyone. user:dawnmarie Thanks for sticking up for us, Dawn! user:armst156

STORY-BASED INSTRUCTION (Could also be a subset of approaches to teaching grammar) - user:decortem user:emilylewis user:blitzsar user:richa521 user:cartierm user:richa521 user:dawnmarie user:fraucote1 user:brown118 user:Bubblewrapper
 * What is it?
 * Why would someone use it? (How could you justify using it to a skeptical colleague?)
 * How might one use it to teach grammar, vocabulary, and communication?
 * How might one use it to develop proficiency?
 * Is it possible to use it with a grammar-based or textbook-based curriculum?
 * How do you transfer story-based instruction to other contexts (songs, content-based)?
 * Other considerations (the PACE model, for example)

ORAL PROFICIENCY -
 * Oral Proficiency Interview
 * Practicing oral proficiency - I feel like my head is a jumble of structures! user:amandabainbridge user:kristynd user:AmandaGSpanish user:AmyBas
 * Staying in the Target Language user:leonar77user:mllegibbs

==Option 2 - All four topics are offered, every person chooses the one they need most. Cherice facilitates either grammar or story-based instruction. The other topics are done in small groups and facilitated by someone else in class.== I think Cherice leading the discussion is best...not that the others in the class wouldn't do a good job, but I think a lot of us get distracted when working in small groups led by other students user:AmandaGSpanish

CLASSROOM MANAGEMENT - Webquest prepared by Cherice, completed independently or in small groups

GRAMMAR -

OR
 * Basic approaches to teaching it and tricks for explaining specific structures (if facilitated by Cherice)
 * Swap Shop of Ideas for Teaching Specific Grammar Points (if facilitated by someone else in class)

STORY-BASED INSTRUCTION - Facilitated by Cherice OR if Cherice does grammar, it could become a swap shop facilitated by someone else

ORAL PROFICIENCY -


 * Practicing Oral Proficiency - People nominate topics to talk about in the target language, someone in class facilitates the discussion OR
 * Staying in the target language, prepared by Cherice and facilitated by someone else

I like this part of the agenda and think its important, Cherice you are a great advantage and we need to utilize your skills and techniques. user:cartierm

6) SIRS - 3:20 - 3:30 (10 min.)


 * Choose someone to be in charge of these and e-mail that person's name to Jackie Hohenstein
 * Do the requisite forms

=ONE possible version of an agenda more focused on learning for living might look like this:=

1) Sharing/Discussion of FLTEACH & Inquiry Project - 12:40 - 1:20 (40 min.)


 * PURPOSE - How might we use what we have learned to influence the:
 * . . . the kind of learning it is possible for K-12 students to do?
 * . . . situations in which we currently teach (or will teach in the future)?
 * . . . profession of world language teaching and learning
 * . . . coursework of future MSU students?
 * AUDIENCE - Who are the stakeholders in that change? What would they have to understand that they do not currently in order for them to change?
 * CONTENT - What content will we use to craft a message that is inherently interesting, cognitively engaging, and emotionally appealing?
 * ENGAGEMENT - How might we strategically package and disseminate our message so that it engages our audience deeply and compels them to act?

2) Feedback - 1:20 - 1:40 (20 min.)


 * What do we need to change in terms of language and tone so that they will take it seriously instead of interpreting it as a bunch of whiny students who just want to complain?
 * How might considering each of these issues from their perspective enable us to craft a more compelling message?
 * How can we design and package it to ensure they will be able to read it quickly and easily?
 * What rhetorical and design principles can we use to create an inherently interesting, cognitively engaging, and emotionally appealing message that will motivate them to act on it?
 * Have we given them enough concrete suggestions that they could actually take action (as opposed to a list of complaints with no clear indication of how we would address them if we were in charge)?
 * What would be the most strategic way(s) to disseminate it so that it reaches the right people and ALL the people who can influence the situation?

3) Planning for Next Semester - 1:40 - 2:00 (20 min.)


 * **You teach who you are and what you do says more about what you believe than anything you think or say.** So, who are you? What do you believe? What do your actions tell the world about who you are and what you believe/value? How well aligned are your actions with your beliefs and values? How might this class help you to better align your beliefs and values with your actions?
 * **Hidden in every strength is a weakness, and hidden in every weakness is a strength.** What are your strengths? In what ways are those strengths weaknesses? What are your weaknesses? How could those be viewed as strengths under different circumstances? What understandings, skills, resources, experiences, or opportunities do you need in order to capitalize on your strengths and shore up your weaknesses? Who do you wish you were? What would it take for you to become that person? What do you need in order to become a more powerful example for your students? How might this class help you with that?
 * **Change happens one person at a time.** What changes do you wish you could make in yourself? In your teaching? In the profession? If there were no barriers, what changes would you make in the world? Who could you enlist to help you? What would you need in order to get started? To keep going? How might this class support you in collaborating with your students in learning to change the world while they are learning another language?
 * **Every journey begins with just one step.** In order for you to make progress toward your goals for yourself, your students, your school, the profession, and the world, what does your very next step need to be? How can this class help you with that?
 * **Every transformation comes with a price.** So, what risks would you have to take and what price might you have to pay in order to change yourself? Your classroom? Your school? Your community? The profession? The world? What potential costs might be involved? Are you willing to pay the price? How can this class help?

user:AmandaGSpanish i think this self-reflection is a good idea but keeping it to 20 min might be a problem because I am sure we all have a lot to say/vent about all of these topics

I agree Amanda, maybe it would be best to have this as an assignment (a little one) for the beginning of second semester. That way we can have what we are thinking already done...And the bulk of our time can be debriefing/ how to put the results of our self reflection in action and not on the actual though process of the above questions.... user:cartierm

//**Do we want to think about organizing our efforts so that they lead toward some __presentations at professional conferences or publications in professional journals__? Methods students at Central Michigan University do this and they get GREAT responses from experienced teachers. One of my former interns who is only in her second year of teaching did this at MiWLA this year.**// //**I've also been asked to submit something re: technology in FL for an edited book by the end of January, and invited to submit articles to 2 different professional journals re: technology in FL and the use of wikis in teacher education. We could collaborate on any of those items as well.**// I'd be interested in hearing more about this. user:decortem user:AmyBasuser:mllegibbsuser:AmandaGSpanish

//**Are we interested in building in some __interdisciplinary__ work that would allow us to use what we know to serve other interns while learning from them?**// Jill McKillips is responsible for all the art interns at MSU. She is interested in having our class teach her interns about how they can use technology in their art classes, and in having her interns teach us how we might use more art in our FL classes. (I would, of course, encourage us to choose examples that show them how to integrate the language, culture, music, and history of our various countries into the art projects they are doing). We had talked about doing this in the first week of the new semester. I'm going to suggest that we postpone that and do it maybe in the 2nd or 3rd week (so that we have a week or two to plan). What do you think about this idea?

Cool idea, and I second the motion to postpone until 2nd or 3rd week. user:decortem user:AmyBasuser:mllegibbs

//**Are we interested in building in some __international, service learning__ into our syllabus that would allow us to serve students in Honduras while engaging our students in communicating with them?**// I mentioned this before and some of you said you were interested. We could build a project into our syllabus that would your students and mentor teachers from different schools here in Michigan to collaborate with each other and that would allow them to communicate with kids in Honduras around issues of AIDS education, health and hygiene, and basic literacy and technology skills in English and Spanish. It would also let you do some mentoring of teachers in Honduras re: sound pedagogy. Those of you who teach French or German could work on a similar project with former interns who are now teaching in other cities.

TWO THUMBS WAY UP FOR THIS^^^ user:cartierm May I also mention our service learning wiki....Service Learning

OOOWWW this is really cool! user:brown118

I'd love to do something with this. If people are interested, they can also check our our IP about Service Learning to get more ideas about similar topics. user:decortem I'm definitely interested in learning more about this as well! user:AmyBas

What do you WISH we talked about in here that we don't address? Those topics could go in too.

4) BREAK - 2:00 - 2:10 (10 min.)

5) **Insights & Issues -** 2:10 - 3:20 (70 min.)

You've nominated 4 major topics: classroom management, grammar, oral proficiency issues, and story-based instruction. The reality is that each of these could consume an entire 3 hour period. So we need to prioritize. What will be most helpful to you to have as you finish up this semester? What do you need prior to the Christmas break so that you'll be able to plan over the holidays? We could tackle these topics via a learning center format. In a 3 hour session, people could choose a strand to pursue, or could choose one activity to participate in from 3 of the 4 strands. I could "train" group facilitators with a strong interest in a particular topic who would then lead one of the sessions. If we keep to the other 4 items above, then we could drop some of these topics, do about an hour-long session, and include the ones we dropped in the syllabus for next semester. If we drop the top 3 items, we could have about 2 and a half hours (since SIRS is not optional, and I imagine you'll want at least a 10 min. break). Final option would be to save all these until next semester and kick the semester off this way.

i think starting off the next semester with th is stuff is the best option for me, because i think all 4 need to be discussed and with equal time if possible, especially the first three topics user:AmandaGSpanish

Dawn mentioned somewhere that doing Spanish specific grammar might waste some time for other languages, and that sounds fair. Maybe we can skip (or briefly cover specific stuff for Spanish) and just talk about how to put it in context?? I need other methods besides the very traditional method of using the L1 for teaching an L2 or L3 user:cartierm
 * **TOPIC** || **HOUR 1** || **HOUR 2** || **HOUR 3** ||
 * **Classroom Management** || Webquest (prepared by Cherice, completed individually or in small groups and facilitated by a group leader) || Swap Shop (prepared by you, facilitated by a group leader) || Role Plays (scenarios prepared by Cherice, facilitated by a group leader or Cherice) ||
 * **Grammar** || Swap Shop (prepared by you, facilitated by a group leader) || Teaching Grammar Effectively (agenda prepared by Cherice, facilitated by a group leader) This time could also turn into planning time if necessary. || Teaching Tricky Grammar Points (agenda prepared by Cherice, facilitated by a group leader or by Cherice) ||
 * **Oral Proficiency** || The OPI, Planning for Proficiency, & Staying in the Target Language (prepared by Cherice and facilitated by a group leader. Cindy Kendall attended a 4-day training at ACTFL on this and has been involved in proficiency and the National Standards for a long time. It might be possible to invite her to facilitate this via videoconference/web cam or to come in person. If she comes in person, I think everyone will want to hear what she has to say and that we ought to give her the whole class period. If she doesn't come on Friday, we could have her come do a whole class period for us on proficiency in January.) || Oral Proficiency Practice (Nominate topics to talk about in the target language, facilitated by a group leader) || Swap Shop re: activities for practicing proficiency in the classroom, staying in the target language, and activities for your target language refinement plan (prepared by you, facilitated by a group leader) ||
 * **Story-based Instruction** || Effective Story-based Instruction (Facilitated by Cherice or a group leader) || Teaching Grammar Through Story-based Instruction (Facilitated by Cherice) || Teaching Grammar Through Story-based Instruction (continued and facilitated by Cherice) OR TPRS Demos (prepared and facilitated by several group leaders) In the future, this could also be a videoconference with a TPRS school in the UP, but I can't arrange that by Friday. ||

6) SIRS - 3:20 - 3:30 (10 min.)


 * Choose someone to be in charge of these and e-mail that person's name to Jackie Hohenstein
 * Do the requisite forms

For those of you who need to see the options side-by-side in order to compare them, click here.