FLANG+276-Agenda-F12

//To ask questions, comment on issues that were raised during class, or share ideas, click on the discussion tab on this page. Please remember that this is a public forum--the entire world can see what you post. Consequently, please be sure that your messages are professional, maintain confidentiality where appropriate, and follow the// //Guidelines for Posting//.toc

=October 16: Final Exam=

Teaching Demos Rotate & Respond: Final Exam

You have a friend who is thinking about becoming a world language teacher and has asked your advice. What would you tell your friend?


 * Advantages
 * Disadvantages
 * “Invisible” Factors to Consider
 * How will you make the decision in the end?

=October 15: Teaching Demos=

Class Timer: Katie A.

1 - Zach 2 - Katie A. 3 - Nathan 4 - Clarissa 5 - Gioia 6 - Kevin 7 - Ashley 8 - Brenton 9 - Hannah 10 - Melissa 11 - Joe 12 - Gania 13 - Katie #2

1 - 2 & 3 2 - 4 & 5 3 - 6 & 7 4 - 8 & 9 5 - 10 & 11 6 - 12 & 1 7 - 8 & 9 8 - 10 & 11 9 - 12 & 1 10 - 2 & 3 11 - 4 & 5 12 - 6 & 7

=October 12: Teaching Demos=

1) Show FED Procedure ([|worksheet], [|UPASS], [|MyLink])

2) Paired Peer Evaluations a) Pick a partner b) Obtain 2 evaluation sheets (per pair)

c) Evaluation Schedule (Presenter - Evaluator A & Evaluator B)

1 - 2 & 3 2 - 4 & 5 3 - 6 & 7 4 - 8 & 9 5 - 10 & 11 6 - 12 & 1 7 - 8 & 9 8 - 10 & 11 9 - 12 & 1 10 - 2 & 3 11 - 4 & 5 12 - 6 & 7



Class Timer: Brenton

1 - Zach 2 - Katie A. 3 - Nathan 4 - Clarissa 5 - Gioia 6 - Kevin

=October 11: Lesson Planning=

> How do I declare a teaching major?
 * Teacher Recommendations
 * Thank-you letters to guest speakers and mentor teachers
 * [|Teacher Salary Schedules] (UT)
 * Lesson Planning
 * ** How is a teaching license obtained?
 * What standards do new teachers need to meet? (//INTASC Standards)//

=October 10: Guest Speakers=

Mr. Kirk Skyles (Professional Engagement) Dr. Stephen Van Orden (Contextualization of Your Career)

=October 9: No Child Left Behind (Ed. Policy)=


 * Requirements for 50-min. lesson plan and 10 min. teaching demonstration
 * Upcoming Assignments
 * Debrief of High School & Immersion Visits
 * Write down 6 declarative statements containing specific information about what you observed during your visits (3 HS, 3 immersion)
 * Write down 6 generalizations you could "abstract" from the patterns you observed during your visits (3 HS, 3 immersion)
 * Four corners or Popcorn or "I have never . . ."
 * 10:00 a.m. -10:50 a.m. - Guest Speaker: Dr. Blair Bateman (Dept. of Spanish & Portuguese)

=October 8: The Realities of Teaching=

Guest Speaker: Art Burnah (French Teacher, Pleasant Grove High School)

=October 1-5: Elementary Immersion Visits=

Observers of Portuguese at Lakeview Elementary

M - Brenton, Gioia (Cancelled) T - Joe, Kevin (Cancelled) W - Ashley, Nathan H - Melissa, Clarissa F - Gania, Katie

October 8:
 * Guest Speaker: Art Burnah
 * Debrief High School & Immersion School Visits
 * Finish //The First Year//
 * Teacher Recommendations
 * Return Papers

=September 28: Elementary Immersion=


 * Reading Quiz
 * Discuss Characteristics of Successful Elementary Programs
 * Guest Speaker: Alison Johnson re: elementary immersion

I'm not sure if this is the right place to post it, but here's the link to my presentation for those of you who want it :) Thank you for letting me come speak today! If you ever have any questions about teaching elementary, teaching in a charter school, or anything else you think I'd be able to help with, please feel free to send me an email anytime. (You can email wiki members by left-clicking their member name and choosing "Send a message.")

Also, [|this] is the Google Doc I've been putting my lesson plans into this year. I'm hesitant to share it because I'm well aware that they are not perfect, but I do so for two reasons - first, to show you concretely how I plan for elementary; and second, to illustrate that collaborating and "stealing" others' ideas (as well as sharing your own) can add a lot to the teaching community. I hope you, too, share ideas and strategies that work when you all become teachers! :)

=September 21: [|The First Year]=

media type="youtube" key="e6wAMC41ZXQ?rel=0" height="315" width="420" (First 6 minutes)

media type="youtube" key="5fjjZLQ6VOk?rel=0" height="315" width="560" (Esp. around 4:00)

[|First Year Teachers: A Year in the Life] media type="custom" key="20895804"

=September 20: Advocacy=
 * Prayer
 * Roll
 * Observation Arrangements for Sept. 27


 * Today's Topic:** **Advocacy**


 * Today's Guiding Questions:**


 * What is advocacy?
 * Why is advocacy such a critical piece of world language education?
 * How is advocacy related to program development, program growth, and community support?
 * How can language teachers take advantage of //formal// opportunities to advocate for language education?
 * How can language teachers take advantage of //informal// opportunities to advocate for language education?
 * How can language teachers enlist students, parents, colleagues, and community members in advocacy efforts?
 * How can language teachers CREATE advocacy opportunities in the course of their daily activities?


 * ACTIVITY 1: Gifted Learners**


 * Why is it important to differentiate instruction for students who are gifted?

media type="youtube" key="jULUGHJCCj4?rel=0" height="315" width="420"

media type="youtube" key="SkQiI09zlPQ?rel=0" height="315" width="420"

media type="youtube" key="-2ky7M8RfNk?rel=0" height="315" width="420"

media type="youtube" key="W3RM5hHfvFA?rel=0" height="315" width="560"

media type="youtube" key="aXv4i3Hz2GQ?rel=0" height="315" width="560"




 * ACTIVITY 2: Heritage Learners & Native Speakers **
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What is a heritage learner?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What are some ways that heritage learners differ from one another? From native speakers?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What is the place of heritage speakers in world language classes?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What are some keys to achieving success with heritage learners?
 * <span style="background-color: white; font-family: Calibri,sans-serif; font-size: 12pt;">How does one differentiate instruction for diverse learners/multi-level classes?

<span style="background-color: white; font-family: Calibri,sans-serif; font-size: 12pt;">

<span style="background-color: white; font-family: Calibri,sans-serif; font-size: 12pt;">


 * ACTIVITY 3: The Products, Practices, & Perspectives of Advocacy & Advocacy Role Plays**

media type="custom" key="20873528"
 * //What is advocacy// //and why is it such a critical piece of WL education?//**


 * ACTIVITY 4: Elevator Advocacy**


 * //**<span style="background-color: white; font-family: Calibri,sans-serif;">How is advocacy related to program development, program growth, and community support? **//
 * //**<span style="font-family: Calibri,sans-serif;">How can language teachers take advantage of informal<span style="font-family: Calibri,sans-serif;"> opportunities to advocate for language education? **//

media type="custom" key="20873632"


 * ACTIVITY 5: Formal Advocacy**

//**<span style="font-family: Calibri,sans-serif;">How can language teachers take advantage of formal opportunities to advocate for language education? **//

media type="custom" key="20873680"
 * [|Foreign Language Week] (School, Local Businesses)
 * 8th Grade Visitation Day
 * Open House
 * Media Advocacy
 * Political Advocacy (JCNCLS)
 * [|Program Website]
 * Summer Immersion Camp
 * Videos


 * ACTIVITY 6: Community Advocacy & PRing Your Program**


 * //**<span style="font-family: Calibri,sans-serif;">How can language teachers enlist students, parents, colleagues, and community members in advocacy efforts? **//
 * //**<span style="font-family: Calibri,sans-serif; font-size: 12pt;">How can language teachers CREATE advocacy opportunities in the course of their daily activities? **//

__**Homework**__

//Parental Sign-off Homework// //Open House Extra Credit (Teach Your Parent to . . . .)// //Family Food Project// //Performance-based Assessments// //Videos//

__**Publicity**__

Blog - Study Abroad Trips Class Magazine Newsletters - Class (Study Tips, Upcoming Events & Field Trips, Volunteer Opportunities), School (AP or National Spanish Exam Results) Newspaper Articles & Photos- Humoso Programs - Choir, Goldust, Senior Awards Day Social Media (Facebook/Twitter) - Flashmob at Españolandia Yearbook

__**Service**__

After-school Language Programs for Elementary Children Book Drives for Latin American Countries (Guatemala) Hygiene Kits for Honduras Literacy Materials for the D.R. (Slideshow) Storytime at the Library Translation for Parent Teacher Conferences Volunteering at the Hispanic Community Center


 * ACTIVITY 7: Audio/Photo Scavenger Hunt**


 * SPONGE ACTIVITY: Carrousel Walk**
 * Competent world language students should be able to . ..
 * Good world language teachers . ..
 * I think some of my greatest strengths as a teacher will be . ..
 * I think some of my greatest weaknesses as a teacher might be . ..
 * One thing I wish my professors at BYU understood is . ..
 * Some of the most important public purposes of education are . ..
 * Speaking a foreign language is beneficial because . ..
 * I want to be a world language teacher because . ..

=September 19: Special Needs=


 * Prayer
 * Roll


 * Today's Topic:** **<span style="font-family: Calibri,sans-serif;">Best Practices in Language Teaching & Learning: **<span style="font-family: Calibri,sans-serif;"> **//Making Instruction Accessible to All Students//**


 * Today's Guiding Questions:**
 * <span style="background-color: white; font-family: Calibri,sans-serif;">Can students with disabilities learn FLs?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What is //differentiated instruction// and how can it help students with special needs?
 * <span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 16.36px;">How does one differentiate instruction for diverse learners/multi-level classes?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">Why is it important to differentiate instruction for students who are gifted?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What is a heritage learner?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What are some ways that heritage learners differ from one another? From native speakers?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What is the place of heritage speakers in world language classes?
 * <span style="background-color: white; font-family: Calibri,sans-serif;">What are some keys to achieving success with heritage learners?


 * ACTIVITY 1: Carrousel Walk - (Brainstorm Challenges/Strategies)**








 * ACTIVITY 2: Simulations**

> //[|At-risk Students and the Study of Foreign Language in School]//
 * [|Reading with Distractions]
 * [|Listening to Instructions]
 * [|Low Vision] (Webaim) - Requires Shockwave
 * [|Dyslexia Simulation] (Webaim) - Requires Shockwave
 * ACTIVITY 3: Inside-Outside Circles/Jigsaw**




 * ACTIVITY 4: Differentiation**

Differentiation


 * ACTIVITY 5: Strategy Explorations**


 * Board Games**










 * Play Food**




 * Play-doh**

//Nadar//




 * Puppets**

//Puppet Stories//

//Puppet Inside/Outside Circle Conversations//

//Puppet Small Group Questions & Answers//

Mouthful of M&Ms

Special Needs

Power-Teaching:
 * What? (Professional Definitions)
 * Why? (Elevator Advocacy)
 * How? (Video Clip of Jessica Haxhi & Danielle Kessie)


 * ACTIVITY 5: Homework**

1) Complete this reflection and bring a hard copy to class:

2) Study for a reading quiz over //<span style="background-color: #ffffff; font-family: Calibri,sans-serif; font-size: 16.36px;">. //

3) Skim: <span style="background-color: #ffffff; font-family: Calibri,sans-serif;">//[|Why, How, & When Should My Child Learn A Foreign Language?]//

<span style="background-color: white; font-family: Calibri,sans-serif;">4) Explore: [|The Advocacy Section of ACTFL’s Website]

5) **<span style="background-color: white; font-family: Calibri,sans-serif;">Assessment: **<span style="background-color: white; font-family: Calibri,sans-serif;">Complete [|Technology Skills Assessments] in 180 MCKB this week.

<span style="background-color: white; font-family: Calibri,sans-serif;">Schedule for 180 MCKB:

<span style="background-color: white; font-family: Calibri,sans-serif;">Mon. - 8 AM - 5 PM

<span style="background-color: white; font-family: Calibri,sans-serif;">Tues. - 8 AM - 8 PM

<span style="background-color: white; font-family: Calibri,sans-serif;">Wed. - 8 AM - 8 PM

<span style="background-color: white; font-family: Calibri,sans-serif;">Thurs. - 8 AM - 8 PM

<span style="background-color: white; font-family: Calibri,sans-serif;">Fri. - 8 AM - 5 PM

<span style="background-color: white; font-family: Calibri,sans-serif;">Sat. - 10 AM - 2 PM

=September 18: Content-based Instruction=
 * Prayer
 * Roll


 * Today's Topic:** Creating a Culture for Language Learning: Contextualization, Cultural Authenticity, Content-based Language Teaching, & Classroom Management


 * Today's Guiding Questions:**


 * What are //contextualization//, //content-based instruction//, and //culturally authentic materials//?
 * How do contextualization and content-based instruction support language learning?
 * Why are some teachers reluctant to integrate content into their language lessons?
 * What are some pedagogical strategies that teachers can use in order to address some of the challenges associated with contextualized, culturally-infused, content-based instruction?


 * ACTIVITY 1:** Syllabus & Schedule Updates


 * Syllabus & Schedule [[file:FLANG 276 Schedule Fall 2012.pdf]] [[file:Syllabus FLANG 276 Fall 2012.pdf]]
 * [|FLTEACH]
 * [|RSS Feeds]
 * [|Google Reader]


 * ACTIVITY 2:** Discuss Homework


 * [[file:Reflections.pdf]]
 * [[file:Thinking Template for 276 Readings.pdf]]
 * Summarize
 * Reflect
 * Connect
 * Extend - Organizing Ideas & Materials for Future Use
 * Preview - Google Reader

//Issues Related to Substitutes//

//Word Splash of Issues Related to Class Parties (Based on One-sentence Popcorn Activity)//


 * ACTIVITY 3:** Contextualization & Culturally Authentic Materials

Think/Pair/Share:
 * Contextualization
 * Culturally Authentic Materials
 * Content-based Instruction
 * Challenges


 * ACTIVITY 4:** In-class Materials Rotation Review




 * ACTIVITY 5: Content-based Instruction**



Video of Jessica Haxhi (2005 - Day 3 & 4)


 * Explanation of Microlesson Assignment**


 * Choose a grammatical structure to practice
 * Choose a related vocabulary topic
 * Choose a cultural context
 * Select relevant "texts" and materials:
 * Culture Connection
 * Games
 * Interactive Activities
 * Instructional Strategies
 * Develop a lesson that gives students interpersonal practice [[file:Lesson Plan Template.pdf]]

=September 4-7: Middle School/Jr. High Observations=

__**Groups**__
 * Spanish Group: Melissa, Zach, Clarissa
 * Spanish Group: Kevin, Gioia, Joe
 * Spanish Group 3: Hannah, Katie The Real One, Brenton
 * Spanish/French/German Group: Ashley, Katie #1, Nathan, Gania

__**Schedule**__



Spanish Group 1: Lakeridge Jr. High - 8 a.m. - 11 a.m. - Eric Diaz & Brant Lloyd Spanish Group 2: Canyon View Jr. High - 7:30 a.m. - 10:00 (Tuesday), 11:00 a.m. (other days) with Brad Allred & Michelle Burnett Spanish Group 3: Lehi Jr. High - 8 a.m. - 11 a.m. - Tamara Ericksen (Spanish) & Matt Baugh (French) Spanish/French/German Group: Oak Canyon Jr. High - 7:30 a.m. - 10:30 a.m. - Michael Redford & Jason Miller (Spanish), Jenna Flood (French), Jody Lindsay (German)

__**Observation Sheets**__



=September 3: No Class (Labor Day)=

=August 31: Orientation to Observations=


 * Housekeeping**


 * Prayer
 * Roll
 * Syllabus/Semester Observation Schedule
 * Syllabus via e-mail
 * Observations:
 * Sept. 3 - Labor Day Holiday
 * Sept. 4-7 - Observations (Middle School/Jr. High)
 * Sept. 10 - Class
 * Sept. 11-14 - Observations (High School)
 * Sept. 17-21 - Class (TSA Assessments Due this week)
 * Sept. 24-28 - Observations (High School)
 * Oct. 1 - Class
 * Oct. 2-5 - Observations (Elementary/Immersion)
 * Oct. 8-12 - Class
 * Oct. 15 - Class (Review)
 * Oct. 16 - Class (Final Exam)


 * ACTIVITY 1:** Observation Schedule for the Next 2 Weeks [[file:276 Jr High Placements Fall 12.doc]]


 * ACTIVITY 2:** Observation Protocol and Procedures
 * Professional Dress (Representing yourself, BYU, the LDS Church)
 * Potential Consequences
 * Programmatic
 * Personal
 * Meeting time and place
 * Allow time for construction, rush hour traffic, check-in at Main Office, finding the room, brief discussion with the teacher about seating
 * Wear ID cards
 * Sign in at the Main Office
 * STICK TO THE SCHEDULE
 * Act like professionals (in the parking lot, office, hallways, classrooms)
 * Thank the teacher/students
 * Sign out at the Main Office
 * Thank the secretaries


 * ACTIVITY 3:** Observation Etiquette
 * Read e-mail from Dixie (dress code, cell phones, talking, stay in the TL or be quiet)
 * Guest in the classroom
 * Teaching/Learning as a Performance (Theatre Etiquette)
 * Confidentiality
 * Observer as Learner v. Observer as Evaluator
 * Opportunities to Build Professional Networks/Capital


 * ACTIVITY 4: Four Corners**
 * All K-12 students in the United States should be required to learn a foreign language.
 * Children should begin learning a foreign language in Kindergarten.
 * English should be taught as a foreign language to non-native speakers.
 * Students should choose French, German, or Spanish.
 * Students should choose Arabic, Chinese, or Portuguese.
 * Bilingual parents should teach their children to speak both languages at home.


 * Who should learn foreign language(s)?
 * When should people learn foreign language?
 * Which foreign languages should be taught?
 * Should bilingual parents teach their children to speak both languages?
 * Should English be taught as a foreign language to non-native speakers?
 * Why are foreign languages beneficial to learn?
 * How should foreign languages be taught?


 * ACTIVITY 5:** **Observing Like an Expert**
 * The What, Why, and How
 * Triangle [[image:ObservationTriangle.jpg width="800" height="449"]]
 * Experts v. novices
 * Context-specific decision-making
 * Habits of mind and behavior
 * Pattern matching/pattern libraries
 * Repertoire of options for thought and action
 * Perceptions can be deceiving
 * That's one hypothesis, what's another one?


 * ACTIVITY 6:** Observation Sheets


 * [|Field Experience Demographics Worksheet (FED)] - Use this worksheet to help you gather demographic data before recording it in LiveText. You can obtain the information you need in order to complete the school demographics on the worksheet from the [|Utah Performance & Assessment System for Students (UPASS)] - (Be patient as the site takes a few minutes to load. As you make your selections, additional selection options will appear.)
 * Narrative [[file:Narrative Observation Sheet.pdf]]
 * Rubric [[file:276 Teaching Observation Rubric.pdf]]
 * Jigsaw


 * ACTIVITY 7:** Homework


 * FED
 * Observation Sheets
 * Discussion Forum
 * Read Bateman article "Student Teachers' . . . Using the Target Language in the Classroom"
 * Check the wiki for additional homework each night

=August 30: Proficiency & Program Models=


 * Today's Topic:** Overview of World Language Education


 * Today's Guiding Questions:**

1) What is proficiency?

2) What implications do the proficiency guidelines have for world language instruction?

3) How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?


 * Today's Objective:**

Students will refine their questions about world language teaching and learning.


 * ACTIVITY 1:** Q&A

Discuss questions from the homework discussion forum






 * ACTIVITY 2:** Defining Proficiency

What is proficiency?


 * [[file:larcsummer11/language_actfl__pyramid_chart.gif|ACTFL Proficiency Levels]]
 * [|ACTFL Proficiency Guidelines 2012 - Speaking]


 * ACTIVITY 3:** Implications of Proficiency for Instruction

What implications do the ACTFL Proficiency Guidelines have for world language instruction?

Advanced Levels of Proficiency Require Well-developed 21st Century Skills
 * Communication
 * Content Knowledge
 * Creativity
 * Critical Thinking
 * Expansive Vocabulary Base


 * ACTIVITY 4:** Common Program Models

How do teachers in elementary, middle, high school, and college structure their programs in order to help their students achieve high levels of proficiency?


 * Immersion
 * Dual
 * One-way
 * Partial
 * Two-way
 * FLES - 20-30 min., 2-3 times per week
 * FLEX
 * Foreign Language Exploratory
 * 9 weeks of different world languages in 6th or 7th grade, then students choose for the next year
 * 9 weeks of available electives, one of which is the TL, then students choose for the next year
 * Middle School TL
 * Often a high school book divided over 2 years
 * Not always developmentally appropriate
 * Usually designed so that students begin high school in Level II or III
 * Intro. to TL - For true beginners
 * TL I
 * TL II
 * TL III
 * TL IV
 * TL V/AP

Program content, sequences, etc., will vary.


 * ACTIVITY 5:** MyLink & LiveText Orientation


 * Room 180 MCKB at 10 a.m.
 * Spanish Teaching Major Program Application Deadline: October 31, 2012

=August 29: Perspectives on Public Education=


 * Today's Topic:** Perspectives on Public Education


 * Today's Guiding Questions:**

1) What are the purposes of education? 2) Why do we need strong public schools? 3) How will you engage in transformative teaching and learning?


 * Today's Objective:** Discuss the public purposes of education, related social and political issues, and the benefits of speaking a foreign language.


 * Today's Tools:** [|Playlist]

Could you show us how to use this? user:chericem1


 * Housekeeping**
 * Roll
 * Nametags
 * Placement Transportation
 * Melissa, Zach, Clarissa
 * Kevin, Gioia, Joe
 * Ashley, Katie #1, Nathan, Gania
 * Hannah, Katie The Real One, Brenton


 * ACTIVITY 1: Target Language Introductions (Personal Information) - Continued**


 * ACTIVITY 2: Human Graphing** (Values) [[file:Human Graphing Signs English.docx]]

Questions:
 * What are the primary purposes of education? (content knowledge, personal development (emotional, intellectual, physical, social), social skills, cultural values, critical thinking and creativity, economic growth) - Labaree (democratic equality, social efficiency, social mobility)
 * **Choice v. Accountability** - Students should be able to choose what, when, how, where, and why they learn (and should be held personally accountable for it).
 * **Public Trust v. Personal Responsibility** - Teachers should be held personally responsible for students' performance.
 * **Conformity v. Creativity**-
 * Schools should teach students the basics (reading, writing, and mathematics).
 * Schools should teach students responsibility.
 * Schools should prepare students to get a good job.
 * Schools should prepare students to solve (real world) problems.
 * Schools should prepare students to think for themselves.
 * Schools should prepare students to be good employees.
 * Schools should teach students how to behave in socially acceptable ways.
 * Schools should teach students to use their creativity.
 * Schools should teach students to think critically.
 * Schools should teach students to question authority.
 * Schools should challenge students' existing ways of thinking.
 * Schools should reinforce community values.
 * Schools should prepare students to face the future. It is impossible to prepare students for a rapidly changing future that doesn't yet exist.
 * Schools prepare students for a future that no longer exists.

Debrief:

//Challenging Authority//

//Pedagogical Purposes of Human Graphing Activity//

//Acceptable Sources of "Evidence" For Justifying Pedagogical Decisions//




 * Assignments for Tomorrow**


 * Graffiti -** What questions do YOU have about world language teaching and learning?

=** August 28: Pedagogical Perspectives on Language Education **=


 * Today's Topic:** Pedagogical Perspectives on Language Education


 * Today's Guiding Questions:**

1) What do you REALLY need to know about your students in order to teach them well? 2) What should a world language professional know and be able to do? 3) What do you value and how does that influence the legacy you hope to leave for your students?


 * Today's Objectives:**
 * Develop awareness of what foreign language students should know and be able to do and of good foreign language teaching practice.
 * Articulate personal motivations for becoming a teacher, as well as recognize potential strengths and weaknesses as a teacher.


 * Today's Tools:** [|TypeWithMe]


 * Housekeeping**
 * Roll
 * Nametags


 * ACTIVITY 1: Target Language Introductions (Personal Information)**




 * ACTIVITY 2: Giving Feedback**


 * What did s/he talk about?
 * What helped you understand?
 * What suggestions do you have?


 * ACTIVITY 3: Sponge Activities** [[file:Chuchua.doc]][[file:ChuchuaEnglish.doc]]


 * ACTIVITY 4: [|Buzzword Brainstorm]** (Critical Thinking, Creativity, & Leadership Skills) - [|21st Century Skills Map]
 * Think (1 minute)
 * Pair (2 minutes)
 * Share with another group of 2 (4 minutes)
 * ACTIVITY 5: Buzzword Bingo** (Social Skills & Group Processes) [[file:Buzzword Bingo 276.doc]]


 * Assignments for Tomorrow:**


 * 1) Paragraph:**

a) Ponder: Why do you want to be a world language teacher? b) Write a paragraph answering that question. c) Do not write for longer than 3 minutes.


 * 2) What's Your Sentence?**

media type="youtube" key="xjBmnfI4Tn4?rel=0" height="315" width="420"

a) Ponder: What legacy will you leave your students? b) Jot down as many ideas as you can in 3 minutes. c) Watch the [|video examples]. d) Write and illustrate your sentence. e) Record your sentence on [|Digital Dialog] (Log into [|BYU Learning Suite], then look for FLANG 276, then click Digital Dialog.

=** August 27: Introduction & Course Overview **=


 * Housekeeping**
 * Roll
 * Nametags


 * Purposes of the Course: To challenge your assumptions, expand your vision, enrich your life **


 * Decision: Determine if pursuing a personal career in foreign language teaching in public secondary schools is the correct decision.
 * Awareness: Develop awareness of what foreign language students should know and be able to do and of good foreign language teaching practice.
 * Purposes: Discuss the public purposes of education, related social and political issues, and the benefits of speaking a foreign language.
 * Motivations: Articulate personal motivations for becoming a teacher, as well as recognize potential strengths and weaknesses as a teacher.


 * Orientation to the Structure of the Course**
 * Blackboard v. Learning Suite v. Wiki: http://languagelinks2006.wikispaces.com/FLANG+276+-+Exploration+Teaching+FL+-+UT
 * On Campus & Observations
 * On Campus (Every other week)
 * Textbooks (the world is our campus) - Blogs, Guest Speakers, YouTube videos, etc.
 * [|ACTFL Smartbrief]
 * [|FLTEACH] ([|Google Reader])
 * [|Google Alerts]
 * [|Salt Lake Tribune]
 * [|Twitter]
 * [|BYU Undergrads - Dept. of Spanish & Portuguese Facebook Group]


 * Guided Observations: Meets daily 8:00 a.m. - noon (in the schools) - Approximately 4 weeks
 * Divided into groups
 * Scheduled observations
 * Groups will observe multiple classes in different K-12 schools
 * Elementary, Middle School, High School, Immersion
 * Same language and different languages
 * Must have your FBI Background Check & Fingerprint Clearance Card with you

**Processes**
 * **Personal Needs**
 * **Process:**The unfinished nature of development
 * **Perspectives:** Schema (Context, Policy, Concepts, Lingo)
 * **Practices:** How do you know an "expert" when you see one?
 * media type="custom" key="21868518"
 * **Products:** Content of World Language Teaching/Learning


 * **Professionalism/Leadership**
 * Titles
 * Attendance & Absences
 * E-mail (Dr. Montgomery)
 * Facebook
 * Google Yourself
 * Your professional reputation begins today
 * Professors talk to one another
 * The world language education community is small
 * If you're not all you hope to be, today is a great day to make a change


 * **Pedagogy**
 * Activate Prior Knowledge (Schema)
 * Bring in the World (Contextualization for Sense & Meaning)
 * Communicate (Stay in the target language, make input comprehensible)
 * Deliver clear, simple, scaffolded instructions
 * Engage students (Multisensory methods & materials, multiple opportunities to move and talk)


 * Getting to Know You Activities**
 * Name Game (Name)
 * I hope this class . ..
 * One interesting thing about me that you might not know just by looking at me is . ..
 * My name is . ..


 * Popcorn (Class Composition)
 * Languages: Arabic, ASL, Chinese, French, German, Hebrew, Italian, Japanese, Russian, Spanish
 * Learned: Elementary school, immersion program, at home/native/heritage speaker, in school, on a mission, study abroad, combination
 * Level: Wants to teach preschool, elementary, middle, high school, college
 * School: Wants to teach charter, private, public, international (Department of Defense)
 * Took classes: Winter, Spring, Summer
 * Traveled: Inside UT, another state, another country
 * Worked: Part-time, Full Time, More than one job
 * Extracurricular Events: Club on campus, president of a student organization, member of a national association
 * Hobbies: Camping, computer programming, dance, drawing/painting, fashion, gardening, hiking, hunting/fishing, horses, musical instrument, photography, reading, running, scrapbooking, organized sports, theatre, write poetry, videogames, work out


 * Who am I? (20 Questions: What I want you to know v. what you want/need to know)


 * Activities**
 * Concept Map (Prior Knowledge)
 * [|Purposes]
 * [|Example]
 * [|Template]




 * Homework:**


 * Personal Introduction In Your Target Language **

1) Introduce yourself to the class. 2) Include 5 important things about yourself. 3) Use only your target language. 4) Help colleagues who don't speak your language understand. 5) Do not use more than 2 minutes.

Activity Sheets; Agenda for Today; Assignments for Today; Important Dates; Links to Supplemental Resources; Program Links (BYU); Reading List; Student Pages; Syllabus & Schedule; Tech Tools

CM; CMAgendas