Span+378-Assignments+for+Today

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.// toc

**16 diciembre**


 * 1) Complete the Instructor Evaluation for this class (BYU sent you a link). **


 * 2) Bring your textbooks ** (//Así se dice 1// and //Realidades 3//) to class on the day of the final exam.


 * 3) Study for final exam, ** which is scheduled for ** [|Tuesday, December 16, from 2:30 - 5:30 p.m.] ** It will take most of the time, so please try to be on time. If you'd like to bring a treat to share, you may (but it is not required).

a) Here is a study guide to help you prepare for the final exam:



b) You will find a series of graphic organizers that students from another semester put together in preparation for finals on this page. You may wish to use them as study tools.

c) I have started a list of "Can Dos" for you here. I recommend that you see if you can finish crafting the list based on the Final Exam Study Guide.


 * I can list the [|World Readiness Standards for Learning Languages] and give an example of each one.
 * I can explain how the three modes of communication differ from one another.
 * I can explain what the cultural triangle is and why it is important.
 * I can give an example of a cultural product, practice, and perspective.
 * I can state at least 3 different ways a teacher can contextualize grammar and vocabulary.
 * I can list several pedagogically sound pre-, during, and post-reading activities.
 * I can use web 2.0 technologies to create instructional materials.
 * I can identify key components of professionalism and give an example of each.

**Final Exam Study Guide**

Here is the study guide from last semester for those who want to get a head start. For everyone else, I will post an updated version specific to your class tomorrow.

**11 diciembre**


 * Integrated Performance Assessments Due. **

a) Write an objective for a Spanish 1 class. b) Create an integrated performance assessment project showing students mastered the objective. c) Write clear instructions for the project (5 steps, 7-10 words, each step numbered). d) Create performance assessment tasks and scaffolding materials. e) Create a rubric to evaluate the project.
 * Students must read something
 * Students must communicate about what they read
 * Students must share what they learned (tools students can use to create/share)

(Bring a hard copy of instructions, performance tasks, scaffolding materials, and rubric to class.)

**9 diciembre**


 * FLTeach Project Due **

a) Click here, choose a month, and read 5 threads: b) Complete the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here . e) Post your project on that same page (i.e., here ) by 12/9/14.

**4 diciembre**


 * 1) Prepare for your Integrated Performance Assessments (IPAs): **


 * **Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.
 * **Read: Authentic and Standards-based Assessment (Shrum & Glisan, 4th Edition, pp. 410-422)**
 * You only need to read what is underlined on the 12 pages
 * Be sure to look at items that have stars by them
 * If a page has no underlining, you can skip it
 * **Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"
 * **Explore this[| handout] on Integrated Performance Assessment by Paul Sandrock**
 * p. 5 - Sample Interpretive Assessment
 * pp. 3, 6-7 - Sample Interpretive, Interpersonal, & Presentational Tasks
 * p. 8 - Questions for self-assessing the tasks you create for your own IPA assignment
 * **Come prepared to discuss [|this template] for assessing interpretive skills.**
 * **Now use all of this knowledge to begin creating your own Integrated Performance Assessment (Due 12/9/14 - See #2 below)**


 * Bonus Resources:**

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Rubrics for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students]


 * 2) Integrated Performance Assessment (Due 12/9/14) **

a) Write an objective for a Spanish 1 class. b) Create an integrated performance assessment project showing students mastered the objective. c) Write clear instructions for the project (5 steps, 7-10 words, each step numbered). d) Create performance assessment tasks and scaffolding materials. e) Create a rubric to evaluate the project.
 * Students must read something
 * Students must communicate about what they read
 * Students must share what they learned (tools students can use to create/share)

(Bring a hard copy of instructions, performance tasks, scaffolding materials, and rubric to class.)


 * 3) Finish FLTeach Project (Due 12/9/14)**

a) Click here, choose a month, and read 5 threads: b) Complete the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here . e) Post your project on that same page (i.e., here ) by 12/9/14.


 * 4) Lesson Demos - Come prepared to do these if you did not finish yours during our last class.**

**2 diciembre**


 * 1) Finish FLTeach Project (Due 12/9/14)**

a) Click here, choose a month, and read 5 threads: b) Complete the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here . e) Post your project on that same page (i.e., here ) by 12/9/14.


 * 2) Lesson Plan Based on Culturally Authentic Text (Due 12/2/14) **

a) Choose a culturally authentic text b) Develop a pre-, during, and post-reading activity for the text. c) Submit an outline of your lesson and a copy of all materials on 12/2/14. d) You will teach for 10 min. Be sure that 10 min. includes: e) You will give feedback to your peers on their lessons.
 * Make sure culture is central to your lesson
 * Students extract meaning from the text
 * Students notice patterns in the language of the text (grammar)
 * Students have opportunities to communicate interpersonally


 * 3) Integrated Performance Assessment (Due 12/9/14)**

a) Write an objective for a Spanish 1 class. b) Create a project showing students mastered the objective. c) Write clear instructions for the project (5 steps, 7-10 words, each step numbered). d) Create performance tasks and scaffolding materials. e) Create a rubric to evaluate the project.
 * Students must read something
 * Students must communicate about what they read
 * Students must share what they learned

**26-28 noviembre**

No class - Friday Instruction & Thanksgiving Holiday

**20 noviembre**

1) Explore:
 * ======** Closure Activities **======
 * ** Rubrics (Especially the Demo Rubrics and the Language Rubrics) **
 * ** Performance-based Assessment - Spend some time really exploring these links! **
 * ** [|Linguafolio Self-Assessment Grid] **
 * **Quiz & Test Construction (See also [|Vocabulary Quizzes])**
 * ** [|Test-taking Rules] **

2) Play with [|Rubistar]

3) Continue working on your pre-, during, and post-reading activities for your CULTURALLY AUTHENTIC children's book. (Teaching demos due after Thanksgiving)

4) Brainstorm performance-based projects for your children's book lesson.
 * AFTER the break, you will:
 * Create an assignment sheet
 * Create a rubric

**18 noviembre**


 * 1) Read the following:**

a) Principles of Assessment

b)

c) Choose ONE article to read from this page that was not listed above.


 * 2) Explore:**

a) One link from this page (grading) b) One link from this page (assessment resources) c) One link from this page (tech tools for assessment)


 * 3) Skim:**

[|Checklist for Observing FL Instruction for SecondarySchool Students]

[|World Language Secondary Walkthrough]

Quotations Section

**13 noviembre**

I didn’t get homework posted, so you don’t need to actually turn anything in for today. However, the homework for next Tuesday is:

1) Find a culturally authentic text. 2) Prepare at least one pre-, during, and post-reading activity for it. 3) You will eventually be teaching a 5 min. segment of your activity to us.

I also remember telling you that I would post a specific link to the wiki, but I can’t remember what link that was. If anyone can remember, let me know.

You may find the links here useful:

http://duallanguageimmersion.wikispaces.com (especially the links on pre-, during, and post-reading)

http://cultureconnection.wikispaces.com – Links to culturally authentic materials

http://languagelinks2006.wikispaces.com/Links+to+Supplemental+Resources – Generic list of websites you can go to find specific types of texts (ads, infographics, etc.)

=11 noviembre=

No homework

=6 noviembre=


 * 1) Post completed Gospel-based Teaching Principles Worksheets below (and sign with ~ 3x):**


 * [[file:Florencia Gospel Based Teaching Principles.doc]]user:spanishteach13**

user:JasonPearson5 user:chuckyrue user:adagon7 user:carey1990 user:dalen2dalen2 user:BetsySJ1
 * [[file:Trevor Willias Gospel-based Teaching Principles Worksheet 2013.doc]] user:SrTWilliams**
 * [[file:Tab B -Gospel-based Teaching.doc]]user:biospan**
 * [[file:Alli Roper Gospel-based Teaching Worksheet .doc]]user:alliteach**

user:kcaptain user:emilydwalter user:mlebroadbent


 * 2) Post your question(s) about using culturally authentic texts below:**
 * **What are some meaningful/age appropriate texts for beginning learners that have a lot of comprehensible input?user:biospan**
 * **What if students are stumped by a word? Do you go over its meaning or make them move on without a definition?user:biospan**
 * **For dual immersion students, how do I choose a text that is advanced enough for their Spanish level but is also is of interest to their age group? user:alliteach**
 * **How do a find materials that teachers in Spanish speaking countries are using with their students? user:alliteach**
 * **Where do you draw the line between simple texts that they will understand and actually interesting texts that they will enjoy?user:JasonPearson5**
 * **What are some good ways to use a children's text with older students in ways that will engage them and in ways where they won't feel like we're treating them like children? user:SrTWilliams**
 * **What would be the pros and cons to building an entire school year around a specific novel? user:SrTWilliams**
 * **What makes the text "culturally authentic"? (Is it just the guidelines of 'written by and for a native'?)user:SrTWilliams**
 * **Can we or should we assume that all students are at the same reading level? user:spanishteach13**
 * **How do we assess what level our students are at ? How do we determine if the culturally authentic text is appropriate**
 * for their level? user:spanishteach13**
 * **Is the purpose of using authentic texts to build cultural awareness? If so is it more important to use authentic texts at the beginning level? user:chuckyrue**
 * **How can we find culturally authentic texts and recognize that they are useful? user:kcaptain**


 * 3) Read the following True Colors information:**

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

- EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; reframing lists; symptoms of a bad day; and team member role cards.

Pages 3-6 entitled 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: (See also Page 2 of this handout: )

- 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





Optional: Links to Additional True Colors Materials


 * 4) Watch the following videos:**

a) THIS is the organ printing video (only 30 seconds long). Here's [|another interesting one shared by Kelsey]. media type="youtube" key="NeJPBuBEJ50" width="420" height="315"

b) What does Machinima made by a teenager look like? (The first minute or so will give you the idea.) media type="youtube" key="IoDOxXIQ9lA" width="420" height="315"

c) How are emerging technologies influencing us? (Watch it all. This video was made by a famous cultural anthropologist in KS and went viral.) media type="youtube" key="NLlGopyXT_g" width="420" height="315"

d) How do these technologies change what we need to think about as we develop curriculum, plan learning experiences for our students, and continue to try to grow professionally ourselves? (A 3-minute video by Will Richardson, another famous person in the world of educational technology) media type="youtube" key="mghGV37TeK8" width="420" height="315"

e) What might a concrete example of a middle school class that focuses on developing 21st century literacies look like? (Watch it all.) media type="youtube" key="YEls3tq5wIY" width="420" height="315"

=4 noviembre=

Complete this worksheet:

a) Read the scriptures from Column 1. b) Explore the videos and images in Column 2. c) Jot down your "aha"s in Column 3. d) Save an electronic copy of your work. e) You do not need to print it.

=30 octubre= = = 1) Skim: [|Curiosity: It Helps Us Learn]

2) Skim the slides from this wiki: //(This workshop was presented by Dan Bereens to an audience of Catholic & Christian school administrators in Michigan this month)//
 * Faith
 * Flourishing & Qualities
 * Wonder, Wisdom, Work
 * Focus: What? How?

This will prepare you nicely for our discussion of how to craft meaningful curricular units on Thursday.

=28 octubre=

1) Select a topic from the Utah Studies DESK document. 2) Read the article by Aleidine J. Moeller.
 * Explore the texts listed under that topic: http://languagelinks2006.wikispaces.com/DLI+Resources
 * Brainstorm how you will engage students with your texts.
 * If you are not participating in the Utah Studies Project:
 * Select a topic you will teach in a future class.
 * Locate relevant, culturally authentic texts.
 * Brainstorm how you will engage students with your texts.

=25 octubre=

=A. Take the True Colors test and report your scores to me via e-mail. = =B. Begin gathering resources for a unit on Utah Studies: =

1) Read the e-mail message below. 2) Explore the “Utah Studies Spanish DESK” document attached to this message. 3) Select one of the 5 topics listed in bold type. 4) Look for articles, comics, or other “texts” __in Spanish__ related to your topic. (The more culturally authentic, the better.) 5) Post links for what you find on this page under 7th Grade Utah Studies section: http://languagelinks2006.wikispaces.com/DLI+Resources

Interesting article about the most commonly spoken languages in the US: [|Most Common Languages Across the US]

=16 octubre=

1) Review the instructions for your activity on the Agenda page.
 * Read the instructions for your activity.
 * Explore any hyperlinks or worksheets listed under your activity.
 * E-mail questions to Dr. Montgomery ASAP.

2) Read the 3 pages on story form that I e-mailed you from //Languages & Children//.

3) Explore the materials on the Story-based Instruction page.
 * Read the Handouts 1-5 in the Story-based Instruction section.
 * Familiarize yourself with the Book Lists (especially Topical Listing of Children's Books )
 * Explore links in the Online Books section (multilingual and Spanish)
 * Examine any other materials you think might be helpful to you (such as the links under Lesson Plans).

4) Study //What Have You Read Lately?// from Taylor & Bateman for your quiz. It will ask you True/False statements about general principles of reading instruction, and there will be a multiple choice section asking you to match terms with definitions. You will only have 10 minutes to complete it.

=14 octubre=


 * Part A: Read Taylor & Bateman, Ch. 8 (You will take a multiple choice quiz on this.)**

**Part B: Prepare to Teach Your Activity**

1) Revise your 5-minute **ACTIVITY ** based on what you learned today. 2) Bring a hard copy of instructions and any materials you need to teach. 3) You will have 5 minutes to "teach" your activity to the class.

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">The activity will be evaluated using these questions:
 * Does the activity help students practice targeted grammar from the chapter?
 * Does the activity reinforce vocabulary from the chapter?
 * Does the activity engage students in meaningful, interpersonal communication?
 * Is the activity grounded in a social issue and/or a cultural context?
 * Are the instructions TO STUDENTS in Spanish clear and simple?

=9 octubre=


 * Part A: Prepare to Teach Your Activity**

1) <span style="font-family: Arial,sans-serif; line-height: 15.19px;">Revise your 5-minute **<span style="font-family: Arial,sans-serif; font-size: 9.5pt; line-height: 1.5;">ACTIVITY **<span style="font-family: Arial,sans-serif; font-size: 9.5pt; line-height: 1.5;"> based on what you learned today. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">2) Bring a hard copy of instructions and any materials you need to teach. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">3) You will have 5 minutes to "teach" your activity to the class.

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">The activity will be evaluated using these questions:
 * Does the activity help students practice targeted grammar from the chapter?
 * Does the activity reinforce vocabulary from the chapter?
 * Does the activity engage students in meaningful, interpersonal communication?
 * Is the activity grounded in a social issue and/or a cultural context?
 * Are the instructions TO STUDENTS in Spanish clear and simple?


 * Part B: Watch these clips from "A Single Story"**

[|The Danger of a Single Story - Segment 1]

media type="custom" key="26653526"

[|The Danger of a Single Story - Segment 2 (Immigration, Mexicans, & the Power of a Repeated Story)]

media type="custom" key="26653528"

[|The Danger of a Single Story - Segment 3 (Of Flattened Experience, Stereotypes, & Incomplete Stories)]

media type="custom" key="26653530"


 * Part C: SKIM this transcript of the video.**

([|Annotated Dotsub captions for A Single Story])


 * Part D: Skim this article**


 * Part E: Play with this tool.**

=7 octubre=

Part A:

1) Read the principles on this page: Culture Connection. 2) Explore the links embedded in the information. 3) Explore the links on the left related to your theme.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt; line-height: 1.5;">4) SKIM the Taylor & Bateman chapter on teaching culture. (It has some really good information—especially in the first half) **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Part B:

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">1) Choose a chapter from //<span style="font-family: Arial,sans-serif;">Así se dice. // <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">2) **Create ONE 5-minute ACTIVITY** based on the chapter. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">3) Make the activity meaningful using the 5Ts. <span style="font-family: Arial,sans-serif; font-size: 9.5pt; line-height: 1.5;">4) **<span style="font-family: Arial,sans-serif; font-size: 9.5pt; line-height: 1.5;">Write instructions for students in Spanish. **
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">5) Bring a hard copy of instructions and any materials you need to teach. **


 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">The activity will be evaluated using these questions: **


 * Does the activity help students practice targeted grammar from the chapter?
 * Does the activity reinforce vocabulary from the chapter?
 * Does the activity engage students in meaningful, interpersonal communication?
 * Is the activity grounded in a social issue and/or a cultural context?
 * Are the instructions in Spanish clear and simple?

5) Lesson plan due Tuesday (today), teaching on Thursday (Oct. 9).

The following additional resources will help you:



Games

Grammar-related Activities (most of these are NOT thematic, though):

Interactive Activities

=2 octubre=


 * 0) Consider how the things you viewed in class today might fit into the lesson plan format I distributed in class.**

**1) Watch ONE of the following videos:**

[|Changing Education Paradigms] (11:41) media type="youtube" key="zDZFcDGpL4U" width="560" height="315"

[|Can Skateboarding Save Our Schools?] (14:51) media type="youtube" key="lHfo17ikSpY" width="560" height="315"

[|Forget What You Know] (18:10) media type="youtube" key="Uq-FOOQ1TpE" height="410" width="670"

[|Hackschooling Makes Me Happy] (11:13) media type="youtube" key="h11u3vtcpaY" width="560" height="315"

**2) Choose ONE of the following to read:**

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

k)


 * 3) Post your "ahas" related to the article you read and the video you watched [|here].**

=**23 septiembre**=

1) Read Chapter 14 from Taylor & Bateman about Advanced & Special Classes in preparation for your class with Dr. Knapp next week. We will meet in our classroom first.

2) Begin your FLTEACH project.

a) Click here, choose a month, and read 5 threads: b) Complete the assignment:

c) You will be graded using this criteria:

d) Sample projects are located here . e) Post your project on that same page (i.e., here ) by 12/9/14.

= 18 septiembre: Proficiency =

1) Read the GENERAL description of the Novice, Intermediate, and Advanced levels of the [|ACTFL Oral Proficiency Guidelines]. (Don't worry about the sublevels.)

2) Play with this web page. [|NCSSFL-ACTFL Global Can-Do Benchmarks]

a) Click on the colored buttons. b) How does what is asked of the learner **change** as you move up the proficiency scale? They are asked to communicate more ideas in a variety of ways. user:kcaptain They are asked to progressively communicate more abstract ideas. user:chuckyrue It also asks that you change the quantity - like novices speak on a word level, intermediates at a sentence level, advanced at a paragraph level, etc. user:alliteach c) In what ways are the various tasks similar and different across modalities (i.e., speaking, listening, reading, and writing or interpersonal v. presentational communication)? d) Come prepared to discuss implications for your teaching.

3) Carefully read: __ [|ACTFL World-Readiness Standards] __

4) Explore this handout to see how these items might be used to build a lesson plan: [|Paul Sandrock IPA Handout]

5) Come prepared to ask questions!

=16 septiembre:=


 * 1) "Tweet" about your readings from last week in Hootcourse.**


 * WARNING: Be sure to uncheck the box that says "Post to Twitter" before you post. Also, you CANNOT delete a post from Hootcourse once you have posted it (neither can I), so be careful! **

a) Enter [|Hootcourse], then click the Join button. b) Use either your Facebook or Twitter account to access Hootcourse. c) Post one tweet telling your opinion re: the yellow handout. d) Post your favorite QUOTES from the articles/videos by the apostles. e) Post your biggest "aha" after reading all this tech stuff.


 * 2) Read EITHER Ch. 15 or Ch. 17 from Taylor & Bateman.**

a) Choose a chapter (Ch. 15 or Ch. 17) and skim it. b) Identify the main points of the chapter. c) Create a reading guide. d) Your handout should demonstrate understanding of design principles. e) Post your handout below (and sign it with your username by typing ~ 3 times). user:chericem1
 * It should identify key concepts.
 * It should summarize primary principles.
 * It should list pedagogical implications.
 * Highlight at least one "aha" for your reader.

Note: The purpose of this assignment is to give you practice creating reading guides and practice applying principles of graphic design. The key word here is PRACTICE, not perfection. If there is something you don't know how to do, ask a colleague, or ask me in class.

user:carey1990

user:spanishteach13

user:dalen2dalen2

user:kcaptain <-- this is actually Ch. 17. Sorry! user:SrTWilliams user:chuckyrue user:alliteach user:emilydwalter user:mlebroadbent user:BetsySJ1 user:adagon7 user:JasonPearson5 user:biospan

=11 septiembre:=

user:chuckyrue Don't divide our souls
 * 1) Read the bracketed sections of the yellow handout distributed in class.**
 * 2) SKIM these articles from apostles on technology use:**

a) Skim ALL THREE articles:

user:chuckyrue " how will you use them", "we should not squander and damage authentic relationships by obsessing over contrived ones.", "make man’s responsibility in controlling them the most gigantic ever placed in human hands."
 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar
 * [|To Sweep the Earth as With a Flood] by Elder Bednar

b) Come prepared to share one "sound bite" (i.e., your favorite quote) from each reading. c) OPTIONAL: Use this worksheet to guide your readings:

**3)** ** Explore ** **p** ** rinciples of 21st century literacy & learning in action **

a) Choose 3 links.

b) Explore each one.

c) Ask yourself: What does this teach me about 21st Century Literacy & Learning?


 * [|Adorably Perplexed Kids React to Rotary Phones]
 * [|Be Safe @ BYU]
 * [|Inanimate Alice] (Consider choosing a language you don't speak to explore)
 * [|Go2Web2.0 Directory] (Explore at least 3 sites that are NEW to you if you choose this one.)
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|100 Best YouTube Videos for Teachers] (Be sure to look at the videos on Language and Art. You may also enjoy the videos on Teaching and Technology.)
 * [|Project Tomorrow] (Skim the charts and tables in either the Educator or Parent/Student reports from //Project Speak-up//)

Teens 'N Tech user:chuckyrue This video reminded me of the importance of controling technology and not being contolled by technology.


 * Wesch, Michael. (2007). Web 2.0… the machine is us/ing us. //YouTube//. Retrieved May, 2007, from [] In Spanish: []


 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)


 * 4) Explore these pedagogical thoughts on literacy & 21st century learning **

a) Explore **ONE** item from the list below. b) Identify the author or creator's main purpose. (What do they want the audience to take away?) c) Decide whether you agree or disagree. d) Consider how this might apply to your classroom. e) Come prepared to discuss your opinions.


 * Boss, Suzie, & Krauss, Jane. (2007, August). [|Power of the mashup: Combining essential learning with new technology tools]. //Learning & Leading with Technology.// Retrieved Sept. 17, 2008, from http://files.eric.ed.gov/fulltext/EJ779931.pdf ** (Great for History & Social Studies majors, focuses on principles but uses tools as examples) **


 * C., Emilia. (2012, November 27). [|Pinterest in the foreign language classroom]. //Foreign Language Begins with a T.// Retrieved September 27, 2013, from []


 * **Dieu, Barbara, & Stevens, Vance. (2007, June). [|Pedagogical affordances of syndication, aggregation, and mash-up of content on the web]. //TESL-EJ, 11//(1), 1-15. Retrieved March 1, 2008, from[|http://tesl-ej.org/ej41/int.html] (Provides an overview of tools one might use in an ESL/FL classroom)**


 * **Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. //Canadian Journal of Learning & Technology, 34//(1). Retrieved July 27, 2009, from [] (Focuses on principles, not tools)**


 * Lamb, Brian. (2007). [|Dr. Mashup; or, why educators should stop worrying and love the remix]. //Educause.// Retrieved Sept. 5, 2008, now available 9/10/14 from http://net.educause.edu/ir/library/pdf/erm0740.pdf (Very nice definition of mashups, outlines issues they have created in terms of intellectual property, considers affordances of the concept for educators)


 * Leal, Diego. (2008, December 1). [|Una revisión de "El futuro de la educación" de Thomas Frey (Parte 1)]. //DiegoLeal.org.// Retrieved November 25, 2009, from[] (Blog post in Spanish with quotations in English that considers the shifting roles of teachers and learners in a world of fast-paced technological change)


 * **McBride, Melanie. (2009, July 3). [|The hidden curriculum of 21st century learning]. //MelanieMcbride.net//. Retrieved September 14, 2009, from [] (This article focuses on key concepts related to curriculum and literacy in a 21st Century world - greens, English majors, and History/Social Studies majors will probably enjoy this one)**


 * Rushkoff, Douglas. (2010, September 30). [|Why Johnny can't program: A new medium requires a new literacy]. //Huffington Post.// Retrieved October 4, 2010, from [] (Excellent blog post that explores consumers' passive relationship with technology, & the importance of understanding the underlying operations as a way of empowering self and enhancing perception/discretion within the community)


 * The Green Mailbox. (2014, January 25). [|No textbooks, no objectives, no curriculum, no teacher, and no tests . . . the new project-based learning model]. //The Green Mailbox.// Retrieved February 18, 2014, from[]


 * Thomas, Sue. (2008). [|Transliteracy and new media.] In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), //Transdisciplinary Digital Art. Sound, Vision and the New Screen// (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from [] (Great for English majors)


 * Young, Jeffrey R. (2009, July 20). [|When computers leave classrooms, so does boredom]. //The Chronicle of Higher Education.// Retrieved August 25, 2009, from [] (If you are anti-technology, you will probably enjoy this one)

=9 septiembre:=


 * 1) Complete the wiki student page assignment.**

a) Go to the Student Pages. b) Click on the initials of your name. c) Use the picture prompts to edit the page. d) Delete the pictures as you complete the tasks. e) Save your page.

(Once I have notified you that I have graded your page, you can delete everything on it and use it to take notes, collect materials, etc.)


 * 2) Explore: ** [|A Periodic Table of Visualization Methods]

a) Read the definitions of the 6 types of visualization (at the top of the page). b) Scroll over at least 12 squares (2 from each colored section). c) Examine the image that pops up. d) Be prepared to discuss which ones would be most helpful to language teachers.


 * 3) Read: ** The first page of this handout.


 * 4)** **Watch these videos:**


 * Watch both videos.
 * How do these ideas apply to language teaching and learning?

media type="custom" key="26507808"

=media type="youtube" key="BIctMbYL0d4" height="355" width="425"=
 * 5) Explore at least 5 of these links:**

[|A Collection of Infographics That Are Actually Well-designed] (Do you agree? Why or why not?)

(Why are these intriguing? What principles of graphic design do they demonstrate? How could you use those principles to convey information to your students more powerfully?)

[|Artist Re-creates His Own Childhood Drawings 20 Years Later] (What could a language teacher do with this activity to build proficiency?)

- 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. (How could you use these as a learning tool in your classroom?)

(What do you think this mom's dreams for her child's education are? How do you think she would respond to YOUR teaching methods if her child were in your class?)

- An outstanding photoblog that teachers could use to facilitate discussions re: what makes various kinds of photos "work" You can learn a lot about digital photography simply by viewing! (What makes these photos un/appealing to you?)

- Note the "maker" nature of most of his projects. His [|original portfolio], created in 2006, is a n outstanding example of the powerful effects layering aesthetic, conceptual, emotional, intellectual, and visual elements using mixed media. Be sure to view Reflect/Respect. (Do you think this guy is a "professional?" If so, what about his portfolio leads you to that conclusion? If not, why not. Think about your own online professional presence. What conclusions might others draw about your competence based on what they view?)

- An outstanding example of the powerful effects layering aesthetic, conceptual, emotional, intellectual, and visual elements using mixed media

- (What kinds of "potholes" do we encounter in teaching languages? How might you turn them into meaningful experiences for your students?)

- Take a look at what research shows about eye movement patterns and their implications for web page design. (What does this teach you about designing materials for your students?)

- Artists transform information into code, and then represent it in multimedia

[|Grafik Dynamico] - What happens when RSS meets text, images, and creative formats?

- - A mashup that shows how people are feeling within a specified geographical location (What does this teach you about the power of visualization? Emotion? Technological literacy?)

(How would this student feel if he were in YOUR class?)

[|Jonathan Harris: Today] - A photo a day

- (What does Mr. Beever's work teach us about perspective?) media type="custom" key="23758004"

- Fun game (but contrast it with THIS one: [|Draw a Stickman] - Draw a stick figure and watch this game animate it and use additional things you draw to tell a story) (Each of these games teaches us something different about teaching and learning. What did you learn from playing them both?)

- If these moms were the parents of children in your classes,

what would they expect from you? If you were a teacher of children who had been raised like this, what implications does that have for your teaching?


 * [[image:MasterpieceOrAd.png link="http://www.onlinecolleges.net/2010/03/14/masterpiece-or-ad/"]] -** Famous works of art mixed in with ads. Can you tell the difference? (What does this teach you about the power of expertise? Graphic design?)

- Time lapse paintings (very cool)

media type="custom" key="25126802"

- Statistics are powerful, but photos, well. . . see for yourself!

- Interactive, extremely visual portfolio that uses different styles for each project (What do the PATTERNS you see ACROSS each of these projects tell you about the competence, creativity, and professionalism of this firm?)

- What implications does this have for teaching a language?

[|Snow Art] - What does this man have to understand in order to be able to create these works of art?

[|The Girl Effect] - Great example of how simply playing with typeface can enhance meaning, and of how setting text to music also changes the impact of the text media type="youtube" key="WIvmE4_KMNw?rel=0" height="315" width="420"

(Also available [|here].) What does this teach you about the value of graphic design? Communication? Transforming the world?

[|This Mom Lets Her 4-year-old Finish Her Drawings] - What does this teach us about teaching/learning a language?



media type="custom" key="24190422"

[|Vik Muniz: Art with wire, thread, sugar, chocolate] - TED Talks video with incredibly innovative examples of sophisticated pieces of art created out of wire, thread (esp. compelling), and spaghetti! user:chericem1 media type="youtube" key="ik9x-eu49_c?rel=0" height="315" width="560"

[|Weird Perspective of a Painting Found in Windsor, England] media type="custom" key="26314058"

- A beautiful portfolio full of examples of well-designed animations, cds & posters, icons, illustrations, logos, photos, and web graphics


 * 6) Play with at least 1 of these activities:**

- Provides a canvas and brushes, you create

- Type in your text and it will generate an eye chart for you

[|Eyetrack III - Fixation Exercise] - Test your understanding of eye movement patterns typical of people viewing a webpage with this interactive quiz.

- [|Langu(im)age - Interactive Visual & Sound Poetry] - A very fun place to play! (Requires Shockwave)

[|Litebrite] - Select your peg colors and create your own images similar to the original children's game

- Collaboratively draw graffiti and post to Twitter

[|The Undivided Mind] - A virtual exhibit that mixes art, science, & media (clothing, imagery, sound/video, music, and movement)

- A personality quiz project geared toward visual responses

=4 septiembre: Getting to Know You=


 * 1) Join [|Wikispaces] **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Sign up to give the opening prayer. **

a) Go to the **Bienvenida page.** b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Complete: Course Information Survey **


 * 5) Complete: Student Teaching Information Survey**


 * 6) Complete: Technology Survey **


 * 7) Read the syllabus: [[file:Temario Span 378 Fall 2014.pdf]][[file:Syllabus Span 378 Fall 2014.pdf]] **


 * 8) Review this slide presentation:**

media type="custom" key="26485810"


 * OPTIONAL: **


 * You may wish to join:**

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * You may wish to participate in these Twitter chats:**


 * 1) langchat
 * 2) utedchat


 * You may wish to register to participate in these professional world language conferences:**

September 26-27, 2014 at Mesa Community College, AZ
 * [|Arizona Language Association (AZLA) Fall Conference] **

October 2-3, 2014 at Kuna High School in Kuna, ID
 * <span class="wiki_link_ext">[|Idaho Association of Teachers of Language and Culture Conference (IATLC)] **

November 19-21, 2014 Washington, DC
 * [|Open Education Conference] **

November 21-23, 2014 in San Antonio, TX
 * [|American Council on the Teaching of Foreign Languages (ACTFL)]**

February 19, 2015 at Weber State University in Ogden, UT
 * <span class="wiki_link_ext">[|Utah Foreign Language Association Annual Meeting (UFLA)] **

February 26-28, 2015 at the Denver Omni Interlocken Hotel in Denver, CO
 * <span class="wiki_link_ext">[|Southwest Conference on Language Teaching (SWCOLT)] **

March 12-15, 2015 at the DoubleTree by Hilton in Sacramento, CA
 * [|California Language Teachers Association Conference (CLTA)] **

TBA 2015 at TBA High School, TBA, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

June 2015 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **

July 17-20, 2015 at the Grand Hyatt Denver Hotel in Denver, CO
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * More Professional Development Opportunities **

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

CM; CMAgendas


 * Save for later:**


 * 4) Complete** : [[file:Course Photo Video Permission Form Span 378 2014-15.pdf]] [[file:Course Photo Video Permission Form Span 378 2014-15.doc]]


 * 10) Begin your** **FLTEACH Project** (due near the end of the semester).

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here