TE+804-09+January+23

=January 23, 2009 - TE 804=

Announcements:

 * I will return remaining inquiry projects on Friday
 * If you haven't signed up for swap shop and issue presentations, do so //before// class on Friday. http://languagelinks2006.wikispaces.com/TE+802-08+-+Sign+Up+Page Otherwise, I will assign you a date.
 * Please send me an email by Friday evening with the name of your unit plan partner.
 * Be prepared to articulate your personal, professional goal for the semester.
 * If it's not too much trouble, please bring your laptop to class.
 * Remember our new place for our discussion boards - http://languagelinks2006.wikispaces.com/TE+804-09+Spring+2009

9:10 - 9:35 - Issues and Insights - Personal Goal free-write

 * **Post questions/concerns below that you'd like to bring up for the entire class .**


 * Freewriting about your personal goal

9:35 - 10:45 - Learning Centers



 * ===**Center 1 - Making the Most of Grammar Instruction (teacher center)**===




 * ===**Center 2 - Evaluating a Grammar Lesson**===

1. Select a member of your group for each of the following positions:
 * Director -- Keeps the group on task. Leads the discussions.
 * Timer -- Makes sure your group keeps to the schedule. Times each step of the activity.
 * Tech Person - Shows the video on his/her laptop and makes sure everyone can see and hear.
 * Scribe - Writes group responses on the large paper.

2. Watch this grammar lesson. http://www.youtube.com/watch?v=uADaCK_rTKc
 * Half of you should just pay attention to your general impressions. The other half should imagine what it would be like for your students if the script were in the target language. After the first viewing, individually jot down “pros” and “cons” of the lesson. (5 min)

3. Discuss with your group the following issues. Consider the pedagogical quality demonstrated in the following areas. Jot down your ideas on a large piece of paper. One of you should be scribe. (8 min)
 * 1) Pacing – Too fast? Too slow?
 * 2) Context – What was the context?
 * 3) Explanations – Clarity, relevance, use of metalinguistic terms
 * 4) Practice opportunities (There aren’t any embedded in this video, but what do you suppose they might be?)
 * 5) Learning objectives – What were they? Were they realistic?
 * 6) General evaluation – How many stars would you give it? (5 stars = fabulous; 1 star = poor) Write down three strengths and three weaknesses of the lesson.

4. After you've finished evaluating the lesson, compare your responses with the other groups'.


 * ===**Center 3 - Helpful Hints for Implementing Successful Learning Centers**===



http://languagelinks2006.wikispaces.com/Learning+Centers -- Another helpful resource.

1. Choose someone from the group to be the director. This person will be responsible for organizing people and making sure your group carries out the task in a timely way.

2. Each person takes an index card. Number off, "1, 2, 1, 2, 1, 2." The "1's" will read the first document: //Learning Centers_cm.doc//. The "2's" will read the second document: //Learning Centers _af_09.pdf//. You can use a hard copy on the table or download the document from the wiki. If you use a hard copy, do not write on it and leave it on the table for other groups. As you read the document, write down 3-5 ideas (on the index card) from the document that you'd like to share with another class member. (6-8 minutes)

3. Partner with someone who read the other article (a "1" with a "2"). Share and discuss the ideas you wrote on your card. (5 minutes)

4. If there is time remaining, have a group discussion about learning centers. You might talk about the following items:
 * What are the pros/cons of learning centers?
 * What has been your experience using learning centers in your classroom?
 * What ideas are you considering for your learning centers lesson plans?
 * What are possible ways you might group your students for the teacher center?

5. Leave your card (with your name on it) in the basket.


 * ===**Center 4 - Efficient, Effective, Exceptional Planning: Yes You Can!**===



Michigan WL Standards:

1. Choose a director to guide this activity and to make sure you keep to the schedule.

2. Download these documents onto your laptop or look at a copy on the table. (Leave them on the table when you leave.) Take 5 minutes to look over these forms.

2. Here's the scenario: //It's been a crazy week. Everything possible has gone wrong and you are too tired to think straight. To your dismay, the secretary calls you to say the principal will be in to observe you teach the next period and he wants to see your lesson plan. Oh dear! In all the craziness, you don't have a coherent lesson plan. And the next period starts in 15 minutes!//

3. Luckily, there's another intern in the building and you're both in the last 15 minutes of your prep hour. She/he agrees to help you come up with a lesson plan. (Choose a partner.) Using these lesson planning materials and the ideas in your own head, design a lesson plan to use when the principal observes you. Write your plan on one of the lesson plan forms. (10 minutes)

4. Put your lesson plan with your names on it in the folder on your table.

10:55 - 11:25 - Swap Shop
Please post your idea on the appropriate wiki page and copy the link next to your name. On the wiki page where you post, include a brief, but detailed description (3-5 sentences) and suggestions for modifying the activity for other languages. Also, upload any supporting documents. Please also post the link plus a short description on our swap shop page http://languagelinks2006.wikispaces.com/TE+804-09+Swap+Shop+Page
 * Jessica
 * Erich
 * Amy

11:25 - 11:50 - Issue Presentation

 * Caitlin

11:50 - 12:00 - Closing

 * Reminders:**
 * Learning Centers Lesson Plan 1 - Due January 30
 * Learning Centers Lesson Plan 2 - Due February 6 or February 13
 * Student-centered Videotape Assignment - Due February 13
 * Next Friday, we'll have time in class to conference about your unit planning.