A+Mouthful+of+M+and+Ms

toc =General Tips=


 * Instructional strategies that support students with disabilities will often improve the performance of the class in general.
 * Try to "normalize" the strategies by making them a natural part of the daily routine in all classes.
 * Do all that you can to reduce unnecessary demands on students' energy so that they have more energy for the task at hand (such as supporting their short term memories by posting key formulas or phrases, giving one set of instructions at a time, putting away materials that are not being used, etc.)

=Who are your students?=

- A few questions to get you thinking about your purposes for enrolling in this workshop.

- A great activity to get kids talking created by Deborah W. Espitia that you can adapt to any topic you are studying. Have students take a scoop of colored candies, colored paper squares, colored popsicle sticks, etc. For each color they have, they must say something about the topic listed on their code sheet.

- Use this sheet to have students record the answers of the other members of their group for whole class debriefing following the activity listed above.

- This is an example of how teachers can insert audio files and hidden text to support struggling students.

=How might some of the special needs that students may have influence their performance in the second language classroom?=

//Have you ever tried looking at life in your classroom from the perspective of your students?//

View the simulations listed below, then use this sheet to help you think about how you and your students perceive your classroom environment, and to consider what steps you might need to take to align those perceptions!

[|LD Online] - Contains a page simulating what a student who has dyslexia might see.

[|Misunderstood Minds: Visual Activity—Reading with Distractions] - A simulation of what a child with attention deficit disorder might experience while reading

[|Misunderstood Minds: Auditory Activity—Listening to Directions] - A simulation of what a child with auditory processing disorders might experience while reading

[|Misunderstood Minds] - Simulations of disabilities related to auditory processing, visual processing, phonemic decoding, working memory, graphomotor skills, composition skills, arithmetic skills, spatial skills, and sequential processing disabilities. The articles are also fantastic.

[| Webaim Simulations] - Online simulations allow you to experience reading disabilities, distractibility, and cognitive disabilities and to use a screen reader. (Requires Shockwave.)

= = =What are some of the ways that foreign language teachers can adapt classroom activities, assignments, and materials to better serve students with special needs?=

Differentiating Instruction
//Why differentiate instruction?// Not all students are ready to learn the same thing on the same day in the same way. Consequently, teachers can better serve their students by differentiating (or tailoring) instruction to their individual needs.

//How can teachers individualize instruction when they teach large groups of very diverse students?// There are a number of different strategies that language teachers can use to differentiate instruction (in terms of content, process, and product) in order to better meet the needs of all of their students. Some of them include:


 * Pre-assessments - These are essential to helping the teacher determine what students already know, what they need to learn, and what their learning styles are. Once teachers have this information, it will be easier for them to select appropriate strategies for differentiation.


 * Choice of Activities (Game, Learning Center, Online Tutorial, Project, Textbook Activity, Video, Webquest, Worksheet, etc.)


 * Choice of Media/Materials (Colored pencils, Computer-generated, Crayons, Cut & Paste from Magazines, Markers, Paints, Pastels, Watercolors, etc.)


 * Choice of Products (Baby Book, Collage, Comic Strip, Diagram, Diorama, Game, Journal, Mobile, Mural, Pamphlet, Poem, Poster, PowerPoint Presentation, Research Paper, Skit, Song, Speech, Story, Timeline, Video, Webpage, etc.)


 * Choice of Resources (Apprenticeships, Library, Mentors, Online Resources, Visual Materials)


 * Choice of Software (Adobe Premier, Audacity, Excel, Google Docs, Inspiration, Jumpcut, Photoshop, PowerPoint, Publisher, Word, etc.)


 * Choice of Tasks (Assignment Bingo Grid, Multiple Format Options for Same Basic Project, Choose #/type of activities for grade you want)


 * Choice of Texts (Audio Text, Computer-based Text, Image-based Text, Multimedia Text, Print-based Text, Video-based Text, etc.; Children's Book, Essay, Newspaper Article, Short Story, Song, etc.)


 * Grouping Students (Individuals, Jigsaw Groups, Mentorships, Pairs, Small Groups, etc., based on students' abilities/aptitudes, interests, learning styles, and readiness)


 * Level of Support (No help, open book—for last 5 minutes, prompts, use your neighbor for last 5 minutes, verb chart, word bank, etc.)


 * Level of Reading (Vary texts, supplementary materials, scaffolding, or homework by reading level) [|Readability.info] will help you to determine the reading level required in order for your students to read the things you write


 * Level of Thinking (How much thinking is required--based on Bloom's Taxonomy--changes depending on the capabilities, interests, and needs of the students)


 * Pacing & Timing (The speed with which students move through the material and/or the time allotted for each task varies based on the individual learning styles, needs, preferences, and skills of individual students.)


 * Questions (The teacher poses different kinds of questions to students based on their interests, learning styles, skills, and understandings)


 * Voice (Students have a say in what they do, how it is done, or how it is graded)

Other common strategies include:

Contracts - Students work with the teacher to set individual learning goals, develop action plans for achieving them, determine how progress will be measured, and decide how students will be held accountable for their understanding.

Compacting - A pre-test is used to identify what students know and what skills or understandings students still need to acquire. Students are allowed to skip activities and assignments that are designed to practice what they already know, are given assignments designed to help them fill the gaps in their understanding, and are encouraged to use any free time they might have to pursue enrichment activities of interest to them.

Learning Centers - The teacher prepares learning centers based on curricular goals, student interests and learning styles, and unit themes. Students are allowed to decide which centers they will attend (but a minimum number of centers or tasks is required), which tasks they will complete at a given center, and/or, the peers with whom they will work.

Tiered Assignments - Although all students must cover similar content, the teacher develops a continuum of assignments that allow students to explore the key elements of the topic under study at increasingly broader, deeper, more challenging, or more complex levels of coverage, depending on their skills and understandings.

//What are some of the resources teachers could use to learn more about differentiating instruction for their students?//

Gregory, Gayle H., & Chapman, Carolyn. (2002). //Differentiated instructional strategies: One size doesn't fit all.// Thousand Oaks, CA: Corwin Press, Inc. ISBN 0-76199-4551-2. This teacher-friendly book outlines key principles related to differentiating instruction for students at the individual, assignment, and curricular levels. It explains the relationship between differentiated instruction and assessment, classroom climate, instructional strategies, and learning styles. It also contains a variety of extremely useful and practical charts, diagrams, ideas, templates, and tools for supporting teachers in experimenting with these principles. Image source: http://www.amazon.com/gp/product/0761945512/104-0595909-7101515?v=glance&n=283155 (excerpts from the book can also be viewed at this link.)

Hall, Tracey, Strangman, Nicole, & Meyer, Anne. (2006). Differentiated instruction and implications for UDL development. //CAST: Universal Design for Learning.// Retrieved March 28, 2006, from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html This report explains how principles of Universal Design for Learning can support teachers' efforts to differentiate instruction while simultaneously meeting the needs of students with special needs.

Heacox, Diane. (2002). //Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12.// Minneapolis, MN: Free Spirit Publishing, Inc. ISBN 1-57542-105-4. This outstanding book offers a useful introduction to differentiated instruction, information on learning styles and curriculum mapping, super examples of strategies for differentiating instruction (including flexible grouping, tiered assignments, project-based differentiation, and ideas for early finishers), techniques for managing differentiated instruction and grading, and an entire chapter on differentiating for students with special needs. The appendices contain sample letters for families, ideas for differentiating classroom discussions, and other helpful materials. Image source: http://www.freespirit.com/catalog/item_detail.cfm?ITEM_ID=80


 * Mixed Ability Classrooms**

Tomlinson, Carol Ann. (2001). //How to differentiate instruction in mixed-// //ability classrooms.// (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-512-2.

This book:
 * defines differentiated instruction (in conjunction with helpful examples),
 * offers an excellent rationale for using differentiated instruction in mixed-ability classrooms,
 * provides techniques for preparing students and parents for a differentiated approach to instruction,
 * discusses the role of the environment, the teacher, and grading in a differentiated classroom,
 * outlines helpful classroom management strategies, and
 * explains how to differentiate content, process, products.

It will be especially helpful to teachers and professional developers who are seeking to deepen their conceptual understanding of differentiated instruction and effective approaches implementing it. Image source: http://shop.ascd.org/productdisplay.cfm?categoryid=books&productid=101043 (Sample chapters from the book and study questions can be viewed here also.)

Adaptations for Particular Exceptionalities - When the page loads, click on the links for information specific to each exceptionality



**Classroom Climate**
//Do students know what to do, when to do it, how to do it, and why they are doing it?//

[|The Room Arranger] - Drag and drop furniture is great for envisioning the possibilities of different classroom layouts

[|Sample Classroom Floorplans] - Links to diagrams of floor plans for conducting debates and discussions, learning centers, traditional classroom activities, etc.

[|Supporting Our Students] - This newsletter from the National K-12 Foreign Language Resource Center outlines some key factors that contribute to breakdowns in student learning and contains links to ideas, resources, and materials for addressing them

Toscani, Oliviero, (Ed.). //[|Colors]//. NY: (United Colors of Benneton). ISSN 1121-8371. Subscription and back issues: mariani@amemail.mondadori.it - This magazine uses a combination of provocative images and text in a variety of languages to tackle the sociocultural significance of a different theme each month. The materials make compelling contributions to bulletin boards, but MUST be previewed prior to classroom use as much of what is included in the magazine would be inappropriate for classroom use. Back issues include: Birth, Immigration, Evolution, Race, Street, Ecology, AIDS, Religion, Shopping, Sports, Travel, Heaven, No Words, War, Wealth, A Town, Get a Job, Shopping, Animals, Marriage, Smoking, Hair, Gifts, Death, Fat, Time, Home, Touch, Toys, Heart, Water, Night, Venice, Status, Mamma, Monoculture, Prayer, Extra/Ordinary Fashion, Trash, Refugees, Roma, Elderly, Public House, Future, Volunteer, Madness, School, Tours, Prison, The Road, Rolando Trujillo, Slavery, Food, Birmingham, Violence, Slums, Photo Studio, Telenovelas, Energy.

[|Ideas for Bulletin Boards & Related Assignments] - Suggestions for using bulletin boards as teaching tools

Classroom Culture
//Is your classroom a place where students feel accepted, comfortable, respected, safe, and successful?//

Albert, Linda. (1996). //Cooperative discipline.// Circle Pines, MN: American Guidance Service, Inc. ISBN 0-7854-0042-7. A clear, practical guide to creating a positive classroom climate by encouraging students to become contributing members of a caring classroom community of learners.

Classroom Management Resources - Links to a wide variety of tips and tricks for addressing common classroom management issues, including getting students' attention, interventions for inappropriate behaviors, managing transitions between activities, etc.

[|Establishing a Climate for Learning] - This electronic newsletter from the National K-12 Foreign Language Resource Center contains links to a plethora of practical strategies and materials that teachers can use to help them become better classroom managers

Content
//Do students spend their time in your classroom learning about things that are cognitively engaging, inherently interesting, personally meaningful, and socially relevant to their lives?//

= = Consider combining media. For example: Picasso's [|El viejo guitarrista] or [|Los tres músicos] with Manuel Machado's [|Dice la guitarra] or Federico Garcia Lorca's //[|La guitarra]//

= =
 * Story-based Lessons**

Embajada de España. (1998). //De par en par: Literatura multicultural.// Washington, DC: Consejería de Educación. ISBN 1066-8438.

Evans, Joy, & Jo Ellen Moore. (1990). //Pon un cuentito en orden//. Monterey, CA: Evan-Moor Corp. Freymann, Saxton & Elffers, Joost. //Vegetal como eres: Alimentos con sentimientos.// NY: Scholastic, Inc. ISBN 0-439-29130-5. This book is a great tool for emotions vocabulary and provides great inspiration for student projects.

London, Jonathan. (1992). //Froggy se viste.// NY: Scholastic, Inc. ISBN 0-439-05902-X. Students can take turns dressing and undressing froggy paper dolls while a partner retells the story (idea by Ellen Paquette).

McGrath, Barbara Barbieri. (1994). //El libro de contar de los chocolates marca M&M.// Watertown, MA: Charlesbridge Publishing. ISBN 0-88106-903-5. A book that uses M&Ms to introduce basic numbers, colors, shapes, and sets.

Numeroff, Laura Joffe. (1995). //Si le das una galletita a un rató//n. NY: HarperCollins Publishers. ISBN 0-06-025438-6. This book provides an excellent model for circular stories that are developed through text written as logic chains. Students and teachers can benefit from writing clone stories based on this model.

Stangl, Jean. (1989). //Is your storytale dragging?// Fearon Teacher Aids. ISBN 0-8224-3904-2. Each of the stories in this book uses a different interactive technique to capture and maintain students' attention during the story. Although the stories are written in English, the techniques could easily be adapted for use with other books.

Stockham, Leslie C. (1991). //Poemas tradicionales.// (4912 River Ave., Newport Beach, CA 92663, 714-642-3325: Bilingual Language Materials), ISBN 0-9624096-0-X. This book contains numerous reproducible masters of illustrated children’s rhymes in Spanish along with short extension activities (designed for Grades Pre-K to 2) for each one. However, these make great pronunciation practice for high school students.


 * Thematic Units**

Borich, Jeanette. (2003). **//A thematic unit: Fiestas de Yucatán.//** Ames, IA: Iowa State University. ISBN 1-892047-09-8. [] ([|Supplemental Materials])

Bullit, Leslie, Kay, Augusta C. González, & Boni Luna. (1998). **//A standards-based thematic unit: La mujer que brillaba aún más que el sol//.** Ames, IA: Iowa State University. ISBN 1-892047-02-0. []

Coblin, Mary Payne, Dorothy Huss, Bonnie Kir, Melissa Lonneman, & Claire Melville. (1998). **//A standards-based thematic unit: Crictor.//** Ames, IA: Iowa State University. ISBN 1-892047-05-5. []

Green, John. (1991). //Life in ancient mexico coloring book.// NY: Dover Publications. ISBN 0-486-26705-9. A coloring book with detailed drawings of the daily and ceremonial activities of the peoples of ancient Mexico. Each page is accompanied by a detailed caption that explains the picture.

Haxhi, Jessica. (2009). //**A thematic unit: Let's go to school in Japan.**// Ames, IA: Iowa State University. ISBN 1-892047-11-X. []

Henrich, Steve, & Jean Henrich. //The big book of ancient Aztec, Maya, and Inca activities.// United States: Henrich Enterprises. (Distributed by Teacher’s Discovery). ISBN 0-926473-24-7.

Keoseian, Thérèse. (1998). //**A standards-based thematic unit: Le géant de Zéralda**.// Ames, IA: Iowa State University. ISBN 1-892047-06-3. []

Lima, Veronica Cecelia. (2003). //**A standards-based thematic unit: El béisbol.**// Ames, IA: Iowa State University. ISBN 1-892047-07-1. []

Logan, Eileen, Lisa Magurn, & Jennifer Applegate Schwester. (1998). //**A standards-based thematic unit: Jean de la lune.**// Ames, IA: Iowa State University. ISBN 1-892047-04-7. []

(1999). //Materiales para enseñar los estándares.// (Embajada de España, 2375 Pennsylvania Ave. NW, Washington, D.C. 20037). http://www.sgci.mec.es/usa/materiales/ These interesting booklets are now published on-line and contain ready-to-use materials related to a specific theme each month. The activities are always based on the culture of Spain and are very hands-on and interactive. When combined, these would form a wonderful (and lengthy) unit on Spanish culture and society.

Montás, Michele, & Luz Cannon. (2003). //**A thematic unit: La peineta colorada**.// Ames, IA: Iowa State University. ISBN 1-892047-08-X. []

Montgomery, Cherice, Brenda Sederberg, Marcia Riis Tyrol, & Sonia Stevenson. (1998). //**A standards-based thematic unit: El canto de las palomas.**// Ames, IA: Iowa State University. ISBN 1-892047-03-9. []

Parviz-Condon, Katia, Donna Kleinman, Joseph Brown & Angela Roa. (1998). **//A standards-based thematic unit: Cuadros de familia//.** Ames, IA: Iowa State University. ISBN 1-892047-01-2. []

**Context/Purpose**
//Do you use the National Standards as a tool for helping you to contextualize the tasks you ask students to do in order to make them more meaningful? Do you look for ways to connect the things you do in the classroom with social issues in ways that empower students to make the world a better place?//

[|Buckle Boy - Real Social Networking at the Speed of Light] - A neat story with interesting implications re: “virally marketing” important ideas to students, re: empowering students in compelling ways, and re: what it really means to be fully literate in today’s society.

Colburn, Carole. (2006, May 23). Project SHARC, SHED, & HOUSE. //Carole's Corner: Carole's Lessons.// Retrieved March 12, 2006, from [|http://scnc.hps.k12.mi.us/~training/Lessons/Lessons.htm] The Eighth-grade Lessons column of this page contains project description sheets, grading rubrics, and support materials for three different interdisciplinary, service-based learning projects that were designed to give students opportunities to use their technology skills to address social issues affecting their community. For more information and pictures of Project House, visit: http://scnc.hps.k12.mi.us/%7Etraining/ These ideas could easily be adapted for foreign language classes.

Huber, Tonya. (2002). //Quality learning experiences for all students//. San Francisco, CA: Caddo Gap Press. ISBN 1-880192-36-5. A fantastic book that includes theoretical perspectives, sample units, and materials that guide teachers through the process of creating culturally responsible, thematic, interdisciplinary units for students.

Peterson, Jean Sunde. (1993). //Talk with teens about self and stress: 50 guided discussions for school and counseling groups.// Minneapolis, MN: Free Spirit Publishing. ISBN 0-915793-55-5. This book could serve as the inspiration for a variety of conversation prompts and student projects regarding topics that are inherently interesting to teens. It contains information on conducting group counseling sessions, group formation, a self-assessment for group leaders, guidelines for group leaders, and numerous “lesson plans” and reproducible worksheets that can be used as tools for conducting thought-provoking discussions on issues with which teens are frequently confronted, such as: Personal strengths and limitations, facades, stereotyping, perfectionism, compulsivity, learning styles, test scores, underachievement, names, time and priorities, control, self-esteem, mistakes, heroes/heroines/values, having fun, courage, image, daydreaming, personal values, success and failure, being alone v. being lonely, encouragement v. discouragement, influence, uniqueness, authority, advice, getting our needs met, tolerance and compassion, stress, procrastination, substance abuse, cults, etc.

Pugliano-Martin, Carol. (1999). //25 Spanish science mini-books for emergent readers: Build literacy with easy and adorable reproducible mini-book on favorite science topics.// New York: Scholastic Professional Books. ISBN 0-439-15343-3. This book contains a set of simple, reproducible mini-plays on a variety of topics (most of them Science and health-related). They would be perfect for elementary Spanish students, but most of them are too simplistic for high school students. The book includes ideas for cross-curricular connections//.//

Stanard, Alexa. (2006, May 22). Computer project in Howell connects students and seniors. //The Detroit News.// Retrieved June 3, 2003, from http://www.detroitnews.com/apps/pbcs.dll/article?AID=/20060522/METRO04/605220402/1015 This news article describes a service-learning project designed to help high school students learn more about the issues facing senior citizens while equipping senior citizens to make use of basic technologies like e-mail, Internet research, and Microsoft Word. This project could easily be adapted to language classes.

**Process**
//Do you ask students to learn in a variety of different ways in order to better address the special challenges, learning styles, needs, and personalities of each one?//

Games - Links to downloadable game templates

Interactive Worksheets - Templates for turning worksheets into interactive activities

Learning Centers - Links to ideas and information for structuring learning centers

- Techniques for structuring group work so that students can engage in it more successfully

Songs - A variety of songs in different languages that can be used to teach various grammatical structures. Be sure to check the songs section of the page for the language that you teach too.

**Structuring Discussions**

 * **Carrousel Brainstorming** - Post large pieces of chart paper around the room. Put a topic or question at the top of each sheet. Divide students into groups and give each group's "recorder" a different colored marker. Give each group 30 seconds to 2 minutes to brainstorm a list of items or answers related to the topic or question. When the time ends, have each group move to a new piece of chart paper and continue the process.
 * **Focus Questions** - Give each small group a list of questions and ask them to choose at least 3 to discuss.
 * **Jigsaw** - Divide students into groups (1, 2, 3, 4). Give each group a different set of paragraphs to read, a skill or process to learn, etc. When time is called, regroup students so that each new group is comprised of at least one member of the original groups (each group should have a 1, a 2, a 3, and a 4 in it) so that the representative of the original group can teach the information, skill, or process to the new mixed group.
 * **Key Ideas** - Ask students to identify 3-7 sentences containing key ideas regarding the topic of study.
 * **Key Words** - Ask students to extract 3-7 key words that summarize the topic of study and devise a graphic organizer that will help others remember them.
 * **Prioritization** - Give each student a red dot, a green or blue dot, and a yellow dot or Post-it flag. Post a list of ideas, topics, or activities on chart paper around the room and have students "vote" on the topics using their dots. (Red dots=high priority, green/blue dots=moderate priority, yellow dots = low priority). Have students "defend" their choices or attempt to come to consensus on the choices.
 * **Read & Retell** - Give students something to read, then have them retell it to a partner, adding a personal experience or connection in the process.
 * **Round Robin** - Seat students in small groups. Call out a controversial question or statement and allow students to express their opinions--but students are only allowed to talk one at a time, according to the order in which they are seated around a round table. Consequently, if they wish to respond to something someone else has said, they must make a note of that so that they can remember the comment they wish to make until it is their turn. When it is their turn, they are only allowed to make one comment and/or ask one question. In this way, all students (including those who are reluctant to speak), get a turn.
 * **Talking Chips** - Give each student in a group 4 chips of a different color. Students may make comments or ask questions at any time during the small group or whole class discussion, but each time they do, they must "pay" a chip. When they are out of chips, they cannot speak again until everyone has used their chips. Conversely, for each chip the student spends, s/he may earn a point toward some privilege or reward.

**Structured Opportunities to Move & Talk**

 * **Affinity Diagram** - Have students jot down key ideas or concerns about a given topic individually on separate Post-it notes, then ask them to work together to organize the ideas or concepts into meaningful sets. Have them label each set.
 * **Carrousel** - Post chart paper on the wall, write a question on each page, divide participants into groups, give a different colored marker to each group, send a group to each paper, give them one minute to jot down answers to the question, then have them move to the next page.
 * **Focus Groups** - Divide the tasks into 4 pieces, send a "facilitator" to guide each small group through their piece of the task, pull the whole group back together for the finished product.
 * **Four Corners** - Provide a variety of readings or topics, form groups by favorites, participants discuss, each person shares the most valuable idea they are taking away from their group's discussion, no comments from others are allowed until everyone has spoken.
 * **Grab a Word** - Listen to, read, or watch a piece of "text" (an audio clip, statement, or video clip), and then from the center of the table, grab the word that you associate most closely with what you heard, read, or saw.
 * **Human Graphing** - Once participants have completed a multiple-choice survey, personality quiz, etc., and tallied their results, send them to different locations in the room based on their scores so that everyone can see the visual distribution/clustering of the people in the class.
 * **Inside/Outside Circles** - Have participants make 2 circles facing one another. Give the people in the inside circle a question, and have the outside circle answer them.
 * **Popcorn** - Stand and say one word that you associate with the topic.
 * **Story Squares** - Sketch something in each box related to the topic. Trade papers with a partner. Point to a square on your partner's paper that seems interesting to you and listen to them tell you the story. [[file:Story Squares.doc]]

Garmston, Robert J., & Bruce M. Wellman. (1999). //The adaptive school: A sourcebook for developing collaborative groups.// Norwood, MA: Christopher-Gordon Publishers, Inc. ISBN 0-926842-91-9.

Kagan, Spencer. (1992). //Cooperative learning.// San Juan Capistrano, CA: Kagan Cooperative Learning. ISBN 1-879097-10-9. A book filled with strategies and structures that teachers can use to foster communication and cooperative learning among students.

Lipton, Ed.D, Laura and Bruce Wellman, M. Ed. (2000). //Pathways to understanding: Patterns and practices in the learning-focused classroom.// Sherman, CT: MiraVia, LLC. ISBN 0-9665022-0-5. A resource book filled with strategies that teachers can use to engage students with content.

Rooks, George, Diana Scholberg, Kenneth Scholberg. (1982). //Conversar sin parar.// Cambridge, MA: Newbury House Publishers. ISBN 0-88377-222-1. This superb book contains a variety of scenarios that dig into various social issues (related to crime and punishment, entertainment, fame, health and fitness, immigration, media and technology, natural resources, politics, school finance, tourism, war and conflict, values, etc.) that require students to use their language skills (and a number of different grammar structures) in order to achieve a consensus. The book includes vocabulary, background information, and worksheets designed to scaffold students' participation in each activity.

Yaw, Janice R. (1983). //Juegos de colores.// Dayton, OH: Gessler Publishing Co., Inc. ISBN 0-915328-99-2. A fantastic book, available in French and Spanish, that contains a host of coloring worksheets designed to reinforce common grammar and vocabulary topics typically taught in beginning language courses.

Product
//When asking students to show what they know, do you give them a variety of choices for doing so?//

Comics & Graphic Novels - Links to information about using comics in education, free comic creation sites, sources for online comics, and other resources and materials related to comics and graphic novels.

Project Ideas - A list of project ideas with downloadable assignment sheets

Teens, Toys, Talkin', & Tech - A lengthy list of technology-related projects (with downloadable materials) that students can use to demonstrate their language skills

[|21st Century Technologies: Tools for Transforming Language Teaching & Learning] - This electronic newsletter from the National Foreign Language Resource Center provides links to a wide variety of ways that students can use new technologies to demonstrate their understanding (especially in the section that begins with //Designing . . .//)

Robillard, Veronica. (1997). //15 reproducible Spanish write-and-read books: Instant patterns for easy predictable books your studetns help write!// NY: Scholastic Professional Books. ISBN 0-439-05176-2. Contains a host of templates designed to scaffold the writing teachers might wish to assign to language learners in elementary school. Most of these would not be cognitively engaging enough to be appropriate for secondary students.

Champion, Jonelle. (1992). **//Storybook Puppets.//** (Greensboro, NC 27425: Carson-Dellosa Publishing Co., Inc.) This booklet provides master patterns for paper bag puppet characters.

Gravois, Michael. (1998). //35 ready-to-go ways to publish students' research & writing.// NY: Scholastic Professional Books. ISBN 0-590-05014-1. This excellent book contains reproducible templates for a variety of student projects such as data disks, flap books, super trioramas, story cubes, story wheels, etc., which can be adapted to any subject area.

Spann, Mary Beth. (2001). //29 spanish alphabet mini-books: Easy-to-make reproducible books that promote literacy.// NY: Scholastic Professional Books. ISBN 0-439-24442-0. Students can use these templates to make and personalize their own mini-book for each letter of the Spanish alphabet.

Irvine, Joan. (1996). //How to make holiday pop-ups.// NY: Beechtree Paperback Books. ISBN 0-688-13610-9. This book contains instructions, ideas, and examples of pop-up cards that can serve as inspiration for student projects.

Moore, Helen, H., & Jaime Lucero. (1994//). 25 bilingual mini-books: Easy-to-make books for emergent readers, in English and Spanish//. New York: Scholastic Professional Books. ISBN 0-590-49802-9. This book contains a set of reproducible mini-books on a variety of topics. They would be perfect for elementary Spanish students, but most of them are too simplistic for high school students (although the English could be whited out as a means of making some of the stories more useable). However, the book is worth purchasing due to the variety of formats it uses for the mini-books which high school students could replicate when making their own mini-books.

=What materials, resources, and tools are available to help language teachers support students with special needs?=

Forte, Imogene, & Schurr, Sandra. (2003). //Curriculum & project planner for integrating learning styles, thinking skills, and authentic instruction.// Nashville, TN: Incentive Publications. ISBN 0-86530-348-7. This fold-out planning sheet offers an at-a-glance look at ways to integrate multiple intelligences with Bloom's taxonomies, a variety of different student assessments, projects, and performances, and sample curriculum outcomes. Superb if you need ideas for meeting the needs of a variety of different students!

- A list of reuseable materials that language teachers can create to support students with special needs

[|Suggestions for Reusable Materials] - A posting from FLTEACH that outlines some materials language teachers can make and use year after year to support students' learning

- Suggestions for using common, household objects as tools for teaching and learning.

=How can teachers help students with special needs to recognize their gifts and build on their strengths?=

[| The Animal School] - A fable that highlights the importance of helping students to build on their strengths instead of focusing on their weaknesses


 * Learning Styles & Personalities**

Keirsey, David. (1998). //Please understand me II: Temperament, character, intelligence.// Del Mar, CA: Prometheus Nemesis Book Company. ISBN 1-885705-02-6. This book offers a brief history of personality theory and testing, delves into Myers-Briggs and Plato’s philosophies of temperament, character, and personality, and then provides the reader with an evaluative tool that can be used to identify his or her personality type and subtypes. The book also provides an in-depth analysis of the intellect, interests, orientation, self-image, values, and social roles that each of four basic personality types tend to embody, profiles for each of the 16 subtypes, and also includes chapters on mating, parenting, and leading that are subdivided into each of the four personality types. This has been exceptionally useful in helping me to better understand and address off-task behavior and other conflicts that arise both within my classroom and among my colleagues.

Keirsey, David, & Bates, Marilyn. (1990). //Por favor, comprendeme: Tipos de caracter y temperamento.// Del Mar, CA: Prometheus Nemesis Book Company. ISBN 0-9606954-3-5. Students can take the personality test in Spanish, then read the interpretations. Great for reinforcing adjectives, ser v. estar, etc.

[|True Colors Personality Quiz] - Links to a quick quiz

=Resources=


 * Arts-based Education**

Eisner, Elliot, W. (2002). //The arts and the creation of mind////.// New Haven & London: Yale University Press. ISBN 0-300-09523-6.


 * Cognitive Flexibility & Random Access Instruction**

[|Cognitive Flexibility Theory] - This brief summary outlines the key concepts, principles, and examples of cognitive flexibility theory.

Spiro, Rand J., Feltovich, Paul J., & Coulson, Richard L. (1991). //Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains.// Retrieved July 26, 2006, from http://phoenix.sce.fct.unl.pt/simposio/Rand_Spiro.htm This ground-breaking paper details the key concepts and principles of cognitive flexibility theory and explains its importance in preparing learners to acquire knowledge in non-linear, complex domains.

Spiro, Rand. (2002, Spring). Pioneering a new way of learning in a complex and complicated world. Retrieved November 30, 2003, from http://ed-web3.educ.msu.edu/newed/spring02/faculty1.htm This brief faculty profile outlines the key concepts of Rand Spiro's cognitive flexibility theory and its implications for teaching and learning.

Sousa, David. (1995). //How the brain learns.// Reston, VA: The National Association of Secondary School Principals. ISBN 0-88210-301-6. A teacher-friendly book that outlines key findings from the field of neuroscience regarding learning and memory.


 * Popular Culture**

[|Reading Popular Culture in the Classroom] - An outstanding look at issues in using popular culture in classroom instruction. If you are in a hurry, scroll down to the section entitled //Handout, Media Study: Reading Popular Culture.// (From Lee)


 * Teaching for Understanding**

Feynman, Richard. (1999). //The pleasure of finding things out.// Cambridge, MA: Perseus Books. pp. 1-7, 12-15. These entertaining anecdotes contrast factual knowledge with deep understanding.

Jonassen, David H., Kyle L. Peck, & Brent G. Wilson. (1999). //Learning with te////chnology: A constructivist perspective.// Upper Saddle River, NJ: Prentice Hall, Inc. ISBN 0-13-271891-X. Although not specific to foreign language, this is a __phenomenal__ book that integrates constructivist theory and practical suggestions for using technology as a powerful tool that can be used to enhance student learning.

Ma, Liping. (1999). //Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States.// Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-2908-3. Although the context for this book is mathematics, its conceptual underpinnings are incredibly useful in helping language teachers to think about how they package knowledge for students, the "concept knots" they use to tie those packages together, and how they can help students to see the deep, underlying connections between individual packages.

Wiggins, Grant & Jay McTighe. (2005). //Understanding by design, expanded 2nd edition.// Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 1-4166-0035-3. This helpful book suggests a process for designing curriculum that links curriculum, instruction, and assessment and includes a variety of templates, rubrics, and examples.