Span+378+Winter+2016+Agenda

//The agenda for each class session will be posted here.toc//

=Jan. 28= = = **Today's Topic: The Progressive Development of Oral Proficiency**

**Today's Objectives:**


 * Students will explain the 5 goal areas of the [|World Readiness Standards for Language Learning].
 * Students will explain the unique contributions of the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors].
 * Students will evaluate the pedagogical effectiveness of various activities for developing interpersonal communication skills.

** Today's Guiding Questions: **


 * What are the 5 Cs and what kinds of activities would students be doing in a language class that incorporates them?
 * What unique contributions have the National Standards, the [|ACTFL Proficiency Guidelines], the [|NCSSFL-ACTFL Global Can Do Statements] and the [|ACTFL Performance Descriptors] made to world language teaching and learning?
 * How might teachers use the 5 Cs to more effectively develop students' interpersonal communication skills?

**Today's Tools: N/A**


 * AGENDA **


 * Roll
 * Bienvenida

media type="youtube" key="kCUubDQGFe0" width="560" height="315"
 * ACTIVITY 1:** [|World-Readiness Standards for Learning Languages Video]



** Activity 2: Strategies & Techniques for Progressively Building Proficiency **
 * Language functions: Narrate, describe, express an opinion, justify and defend an opinion



** Activity 3: Clock Partners **

** Activity 4: Weather Sentence Diagramming **

** Activity 5: Cuadros y cuentos **

** Activity 6: Conversación en la clase **

** Activity 7: Story Switches **


 * Activity 8: Círculos concéntricos**

** Activity 9: Colores y conversaciones **

** Activity 10: Tiras cómicas **

** Activity 11: Have You Ever **

** Activity 12: Wordless Stories **

=Jan. 26=


 * Today's Topic: Proficiency**


 * Today's Objectives:**
 * Students will define proficiency. (See [|ACTFL Performance Descriptors]. bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will explain the structure, content, and purposes of an oral proficiency interview (OPI). (See the 1st and 3rd paragraphs in the first column: [|ACTFL OPI: Answers to Frequently Asked Questions]


 * Guiding Questions:**

1) What do world language educators mean by "proficiency?" 2) How do novice speakers differ from intermediate and advanced speakers? 3) What is an OPI, how are they structured, and why are they used in the foreign language profession?

**Today's Tools:** [|Popplet], [|Slideshare] , [|Titan Pad] , [|Today's Meet] = =
 * Activity 1: Log in to Today's Meet**

1) Click on this icon:



2) Type your name.

3) Keep this tab open during class time so you can chat with your classmates.

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



1) Find a partner. 2) Read the questions. 3) Discuss an answer to each question based on personal experience.


 * Activity 3: Popplet **

4) Click on this icon:

Here is the shared link: http://popplet.com/app/#/1223954

5) Follow the instructions that appear on your screen.

6) Don't be afraid to click! If you need help, ask your colleagues in the Today's Meet chatroom.

7) Discuss how you might use Popplet as an assessment tool in a World Language Classroom.

8) View this example: [|http://popplet.com/app/index.php#/1175734]

9) Refer to this article for more information: [|World Language Students are Poppleting]


 * Activity 4: Proficiency: Experience v. Proficiency v. Expertise **

media type="custom" key="28220369"

1) Watch the slide show. 2) Think of an answer to each question based on personal experience. 3) Click on this icon: 4) Follow the instructions that appear on your screen. 5) If you need help, ask your colleagues in the chatroom in the lower, right-hand corner of the screen.


 * Activity 5: ACTFL Oral Proficiency Pyramid**

1) Pick a partner. 2) Choose a tool: [|Chatzy], , [|Google Hangouts], [|Popplet] , [|Titan Pad] , [|Today's Meet] 3) Look at this diagram:

4) Discuss the diagram with your partner using the tool you chose.


 * In what ways is the diagram helpful?
 * Is there anything missing?
 * What implications does the diagram have for assessment?
 * Use the 3 bulleted questions above to discuss: [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]


 * Activity 6: ** **Oral Proficiency Interview Samples**

0) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://actflproficiencyguidelines2012.org/speaking"]]

1) Pick a partner & a discussion tool. 2) Watch all of the examples in the Novice section.

3) After each example, discuss:
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

4) Watch the first example from the I ntermediate section. How is it different from the novice examples?

5) Watch the first example from the Advanced section. How is it different from the intermediate examples?

6) View samples of different proficiency levels __[|in Spanish]__.

=Jan. 21=


 * Today's Topic: Professional Engagement**

**Today's Objectives:**


 * Students will participate in professional communities of practice.

**Today's Guiding Questions:**

1) How is world language education structured? 2) How do professional conferences support professional growth? 2) What is // professional engagement // and how is it related to a personal learning network (PLN)? 3) Why is professional engagement critical to student learning? 4) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?


 * Today's Tools:**



[|Ñandutí]

[|ACTFL Online Community]









= = Bell-ringer Activities Alphabet Activities

=Jan. 19=


 * Today's Topic:** Personal Learning Networks


 * Today's Objectives:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will define and explain the purposes of a personal learning network.
 * Students will explore technologies frequently used to facilitate personal learning networks.
 * Students will create their own personal learning network.


 * Today's Guiding Questions:**


 * What is a //personal learning network (PLN)//?
 * Why are personal learning networks so important in 21st Century society?
 * How can students establish their own PLNs?


 * Today's Tools:** [|Diigo], [|Edmodo], [|Facebook], [|Feedly], [|FLTEACH], [|Hootcourse], [|Pinterest], [|Tweetdeck], [|Twitter], [|Zotero], Wikispaces


 * Housekeeping**


 * Roll
 * Bienvenida


 * ACTIVITY 0: Structure of the Profession**


 * ACTIVITY 1: Literacy in the 21st Century**

What is distributed cognition? How has technology helped us to understand teaching and learning better? How has it changed teaching and learning?


 * ACTIVITY 2: Examples of How Technology is Changing What It Means to Be Literate**

[|MIT Media Lab's I/O Brush] - Gotta love people who using art to rethinking cognition, education, writing, etc. AMAZING! Visit here for more info.:[] or here: []

[|ALICE Chatbot]

The Awakening (Machinima)

[|Silver Bells & Golden Spurs] (Machinima)

[|Organ Printing]

[|Create a Beating Heart in the Lab]

[|Instructables: Ghost Heart in a Jar]

media type="youtube" key="NLlGopyXT_g" height="545" width="970"
 * ACTIVITY 3:** [|The Machine is (Us)ing Us]


 * ACTIVITY 4: PLNs**
 * What implications do PLNs have for learning?
 * What are the pedagogical implications of PLNs for teachers?
 * What implications do PLNs have for the policies, practices, and procedures of our current educational systems?

media type="youtube" key="mghGV37TeK8" width="420" height="315"


 * ACTIVITY 5:** FLTEACH



=Jan. 12=

= =
 * Today's Topic: Digital Citizenship & Basic Skills**
 * Today's Objectives:**


 * Students will define "technology."
 * Students will explain terms commonly used in educational technology circles.
 * Students will develop basic skills in using technology for professional productivity (search, image manipulation, Microsoft Word, and wiki use).


 * Today's Guiding Questions:**


 * //What do we mean by "technology?"//
 * // Why do many people find technology difficult to integrate into their personal and professional lives? //
 * //Which technology skills are helpful/essential for teachers to develop?//


 * Can Do Statements:**

1) I can define technology. 2) I can correctly use and explain commonly used educational technology terms. 3) I can manipulate Microsoft Word documents and images. 4) I can search effectively. 5) I can navigate and edit the course wiki.


 * Today's Tools: [[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]][[image:GoogleScholarLogo.gif link="http://scholar.google.com/"]]** [[image:SurveyMonkeyLogo.jpg link="http://www.surveymonkey.com/"]][[image:ViewPureLogo.JPG link="http://www.viewpure.com/"]],[[image:WikispacesNewLogo.png link="www/home"]][[image:YouTubeLogo.jpg link="http://www.youtube.com/"]] ,


 * HOUSEKEEPING:**

Roll
 * Bienvenida **


 * ACTIVITY 1: Buzzword Bingo** [[file:Buzzword Bingo EdTech 2016.doc]] [|EdTech Cheat Sheet]


 * ACTIVITY 2: Review of Homework**


 * ACTIVITY 3: What do we mean by "technology?"**

[|Kids React to Rotary Phones] media type="youtube" key="XkuirEweZvM" height="545" width="970"


 * ACTIVITY 4: Just the Basics**
 * Navigating in tabs
 * Tiling windows/working in two windows
 * [|Accents] and other diacritical marks
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)
 * Formatting and manipulating text, images, and shapes in //MSWord//
 * Screen captures - Microsoft Snipping Tool, //[|Pixlr Grabber] //
 * Grouping and editing images - [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * Borders and shading
 * Cascading style sheets (CSS)
 * Using shortcut keys ([|los atajos] )


 * ACTIVITY 5: Search**


 * Advanced Search Tools & Techniques
 * [|Country-specific Google]
 * [|Dot Sub]
 * [|//Google Guide//]
 * [[file:///C:/Users/chericem/Desktop/scholar.google.com|//Google Scholar//]]
 * [|//Kayak//] // (for study abroad) //
 * [|//Newseum//]
 * [|//Search Engine Colossus//]
 * [|//Scribd//]
 * [|//SlideShare//]
 * [|//Wordreference//]
 * [[file:FL Search Tips & Tricks - One Page.pdf]] [[file:FL Search Tips & Tricks 2016.pdf]]


 * ACTIVITY 6: Copyright **


 * [|los derechos del autor] ([|A Fair(y) Use Tale]) [|Creative Commons], [|Flickr], //[|FreeImages], [|Pixabay]//


 * ACTIVITY 7: Individual Student Wiki Pages **
 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items


 * ACTIVITY 8: Homework**

=Jan. 7=


 * Today's Topic: ** Learning Styles & Multiple Intelligences

**OBJECTIVES:**


 * Students will articulate how personality characteristics influence interpersonal relationships with students and colleagues.
 * Students will analyze the implications of various personality characteristics for classroom management.
 * Students will explore a variety of instructional strategies for differentiating instruction to meet the individual needs of their students.

**CAN DO STATEMENTS:**

1) I can explain how attention to personality characteristics can guide teachers in selecting appropriate pedagogical strategies for meeting individual student needs. 2) I can apply my understanding of personality characteristics to strengthen interpersonal relationships with students and colleagues. 3) I can use routines and procedures to improve classroom management.


 * GUIDING QUESTIONS: **

1) Who are you as a teacher? As a student? 2) How do personality characteristics influence interpersonal relationships in a school setting? 3) What implications do personality characteristics have for classroom management? 4) How might world language educators differentiate instruction to better meet the individual needs of their students?

**TODAY'S TOOLS:**







[|Technological Support for Differentiated Instruction]


 * TODAY'S ACTIVITIES: **


 * Activity 1: Housekeeping **

1) Roll 2) Bienvenida 3) Program Expectations 4) Course Schedule


 * Activity 2: Structure of the Profession **

Professional Organizations


 * Activity 3: Organization of the course & structure of the wiki **



Basic wiki skills


 * Activity 4: Learning Styles & Multiple Intelligences **

[|True Colors (performed by John Legend)] media type="custom" key="23594046"

[|True Colors Quiz - Print Version]

[|True Colors Quiz - Online version (does not give numerical scores)]

- Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends. Page

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

- You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.



- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

- Understanding your interviewer can help you know which strategies will help you communicate best

**Just For Fun True Colors Materials**

- T his PDF document contains wordsearches for all 4 colors
 * [[image:pl2rs/BlueWordSearch.JPG link="https://truecolorsintl.com/resources/"]] ||

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site)

- Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?


 * Additional True Colors Resources **

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it

>
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Elements of Effective Instruction-BYU.doc"]] [[file:languagelinks2006/Elements of Effective Instruction-BYU.doc|Elements of Effective Instruction-BYU.doc]]
 * [|Dr. Montgomery's True Colors Materials]
 * Additional info. on True Colors: []

=Jan. 5 - Intro. to the Course=

Jan. 19


 * Today's Topic: Professionalism**

** Today's Objectives: **

 * Students will explain how professional organizations are structured in world language education.
 * Students will define //professional engagement// and //personal learning networks// (PLN).
 * Students will explain the relationship between professional engagement and proficiency.
 * Students will participate in professional communities of practice.
 * Students will reflect on their participation in a professional conference.

**Today's Guiding Questions:**

1) How is world language education structured? 2) How do professional conferences support professional growth? 2) What is // professional engagement // and how is it related to a personal learning network (PLN)? 3) Why is professional engagement critical to student learning? 4) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?

**Today's Tools:** [|ACTFL Online Communities],, ,


 * [[image:meaningfulmethods/GoogleHangoutsLogo.jpg]] ||
 * Google Hangouts ||





, ,

,, ,




 * [[image:meaningfulmethods/WikispacesLogo.png link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * ACTIVITY 1: **** La estructura de la profesión y las organizaciones profesionales **


 * **ACTFL**
 * **Regionals (CSC, NECTFL, PNCFL, SCOLT, SWCOLT)**
 * **Local (UFLA)**


 * ACTIVITY 2: Professionalism Quiz **


 * **Professional Reputation**
 * **E-mail**
 * **Voicemail**
 * **Signature Line**
 * **Footers**
 * **Online Professional Presence**

** ACTIVITY 3: How can you detect a professional when you see one? **


 * What does a professional look like?
 * Appearance
 * Clothing
 * Grooming
 * Observation

>>>>>
 * What does a professional sound like?
 * Communication
 * E-mail/Letters
 * Address
 * Salutation
 * Content
 * Closing
 * Signature Line
 * PLNs
 * [|ACTFL Online Communities]
 * [|Facebook] Groups - [|//Edmodo//]
 * [|FLTEACH] (RSS & [|Feedly])
 * //Google Chat/Hangouts//
 * LanguageLinks2006; [|Ñandu]
 * [|Twitter] (<span style="font-family: 'Century Gothic',sans-serif; font-size: 16px;">[|#langchat], #flteach) - [|Hootcourse]
 * Online Professional Presence/Social Networking
 * Delicious/Diigo
 * Linked In
 * Friend Feed
 * <span style="font-family: 'Century Gothic',sans-serif; font-size: 16px;">[|Today’s Meet]
 * <span style="font-family: 'Century Gothic',sans-serif; font-size: 16px;">[|//Tweetdeck//]
 * Telephone
 * Voicemail Message
 * Greeting (Yeah v. Hello or personal identification)
 * Discourse
 * Content/Focus of Conversation
 * Tone of Conversation
 * Vocabulary
 * Experience v. Expertise?
 * How does a professional behave?


 * ACTIVITY 4: Professional Engagement Jigsaw **


 * Professional Engagement ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * What is it?
 * Differences between traditional v. engaged teachers?
 * Role of tech/literacy?


 * ACTIVITY 5: Personal Learning Networks & Social Capital **

<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">los marcadores sociales (//[|Delicious], [|Diigo]//) [|//Pinterest//] //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">, //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">[|//Symbaloo//] //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">, //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">y //[|Zotero]//


 * Cocktail Party -** Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation

El profesionalismo (Preparación para la feria de profesores)
<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">**Activity 6:** Desarrollar una presencia profesional ([|//Weebly//] //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">, //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">[|//Wix//] //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">) //


 * ACTIVITY 7: Preparing for Professional Conferences **


 * Professional Development
 * [|ACTFL] - National (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop


 * Logistics
 * Transportation
 * Dress & Comfortable Shoes
 * Check-in for Volunteers & Types of Duties (Registration, Luncheon Ticket Takers, Presiders, Runners)
 * [|Format] (Sessions, Keynote/Luncheon, Exhibits, AAT Meetings)
 * Bring:
 * Bag
 * Business Cards
 * Gum or Mints
 * Laptop or Notepad
 * Pen
 * Snacks/Water
 * Sweater
 * UFLA Assignment


 * Twitter Hashtag: #ufla2016


 * Homework: **


 * Intro. PowerPoint**


 * **Demographics of BYU Students**
 * **Introducing yourself**
 * **Building students' target language skills while introducing yourself**
 * **Engaging students in the target language during your introduction**
 * **Food choices**
 * **Los animales**
 * **El viento sopla cuando**
 * **Pedagogical techniques for helping students understand**


 * Examine the materials in the ACTFL folder (from class). **

a) Look at // The Language Educator // and // FLAnnals. //


 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.


 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?