Span+378+Agenda-Winter+2011

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=12 abril=

Learning Centers:


 * FED** - Span 380 Only

FED - (Use the [|Field Experience Demographics Worksheet (BYU)] to help you gather demographic data for your Teacher Work Sample before recording it in [|LiveText]. You can obtain the information you need in order to complete the worksheet from the [|Utah Performance & Assessment System for Students (UPASS)]. (As you make your selections, additional selection options will appear.) You can find additional data here:[|Demographics]


 * Course Review**

1) Read the topic. 2) Brainstorm key concepts and principles. 3) Write your notes on the paper. 4) Add details to the work of others.


 * Differentiation**


 * 1) Read: [|Differentiation Concept Map]**


 * 2) Go to this page: [] **
 * 3) Click on the Dare to Diff 09.ppt link and view the PowerPoint presentation once it downloads **
 * 4) Discuss the presentation with your colleagues as you view it **
 * 5) Click on at least 3 of the links under "Strategies" (and then open at least 3 of the documents on each page): http://daretodifferentiate.wikispaces.com/ **
 * 6) Discuss how you might use these ideas in a Spanish class with your colleagues **


 * Children's Literature Lesson Plan**

1) Develop a lesson plan for a 50-minute Spanish 1 class. 2) Use a piece of children's literature as the basis for your plan. 3) Be sure to include at least one pre-reading, one during reading, and one post-reading activity. 4) These resources will help you: http://languagelinks2006.wikispaces.com/Story-based+Instruction


 * Learning Centers Lesson Plan**

1) Read:

2) Explore: http://languagelinks2006.wikispaces.com/Learning+Centers

3) Develop at least 3 learning centers for a 50-minute period using this template:

=5 abril= =

media type="custom" key="8976680"

= =31 marzo=

TeensNTech: http://teensntech.wikispaces.com/ Visual Cognition & Design-based Pedagogies: http://www.joeykatzen.com/alpha/ Machinima - Student Project: []

Delicious: [] Diigo: [] Picnik: [] Skype: [] Zotero: [] Tech Tools: http://thinkthematic.wikispaces.com/Tech+Tools

**29 marzo**

Writing in the Classroom


 * Literacy Development in Children
 * Cartoon Journals
 * Quote Journals
 * Profound Questions
 * Children's Books as a Springboard to Writing
 * Graphic Organizers
 * Timed Writing
 * Word Play
 * Writing with Details
 * Cognates

21st Century Literacy


 * Teens 'N Tech PowerPoint
 * I/O Brush: []
 * Surface computing: [|http://gizmodo.com/#!264338/microsoft-surface-confirmed-touch+sensitive-10k-minority-report-table]

**17 marzo**


 * Input, Processing, Output
 * Journals
 * Rules
 * Blogs
 * Dialogue Journals [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Dialogue+Journals.doc"]] [|Dialogue Journals.doc]
 * Double Entry Journals
 * Conversation Journals
 * "Grading" Journals
 * Responding to content
 * Highlighting errors
 * Peer editing [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Peer+Editing-Response+Worksheet-BYU.doc"]] [|Peer Editing-Response Worksheet-BYU.doc]


 * Scaffolding
 * Graphic Organizers
 * Processes [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Stick+With+Writing+Rev.doc"]] [|Stick With Writing Rev.doc]
 * Templates
 * Worksheets [[image:http://c1.wikicdn.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/McGwire.doc"]] [|McGwire.doc]


 * Writing in a Spanish for Spanish Speakers class
 * Academic language
 * Word choice and eliminating prepositions
 * Writing with details
 * Transitions
 * Spelling

=

= =15 marzo=

Social networking tools for student collaboration and professional development

Twitter Tweetdeck Facebook Hootcourse

During Reading Activities

Froggy se viste Tone Carries Meaning

=8 marzo=


 * Making info. come to you (professional development)**
 * FLTEACH (listservs)
 * Google Alerts
 * Google Reader
 * RSS feeds
 * SmartBriefs


 * Pre-reading**

Papa La hora de acostarse de Francisca

=3 marzo=

Inside/Outside Circles - Reading Demo: //El secreto en la caja de fosforos// (pre-reading, during reading, post reading)

=1 marzo=

Literacy Activities


 * ACTIVITY 5: The Closure Process** - 5 minutes


 * Do the Ticket Out
 * You won't have time for this, but students can explore them on their own:
 * [|The Closure Process.doc]
 * Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5


 * For practical information on assessment, visit: http://languagelinks2006.wikispaces.com/Assessment

Reflect on your last class period in the discussion forum.
 * What did you learn about **teaching and learning world languages** from examining student work and creating rubrics for bread making?
 * What did you learn about **selecting, packaging, and presenting information** from today's class?
 * What did you learn about **evaluation/grading** from today's class?


 * If there is time:**

Hear/Circle

Listening Grids - Colors, Commands, Ir + a + places listening grid
 * Una historia acerca del arte
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png]] Eungenio Salvador Dalí Rev.doc
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png]] Los hijos de la oscuridad Rev.doc

Coloring Worksheets - Comparatives Scavenger Hunt - Classroom Objects Grammar - Accent Rules Grammar - Songs Grammar - Little Helpers Learning Centers - Content-based videos

=24 febrero=


 * Students will identify the products, practices, and perspectives associated with assessment in world language education.
 * //**Students will provide effective feedback on student work.**//
 * //**Students will develop rubrics.**//


 * Housekeeping:**

Sign rolls Sign thank-you note for Janae Purcella Obtain "freebie" materials Suggestions for preparing for student teaching


 * ACTIVITY 1: Discussion of Lesson Plans**


 * ACTIVITY 2: Assessment Graphic Organizer (brainstorming)**
 * Get a goldenrod and a white graphic organizer.
 * [[file:Cycle of Assessment Outline-BYU.docx]]
 * [[file:Cycle of Assessment-BYU.docx]]


 * Find a partner.
 * Brainstorm everything you know about assessment with your partner on the **goldenrod** sheet.
 * Discuss your answers with another group (or with the whole class).
 * Use the **white** graphic organizer to take notes on the class discussion.
 * (Add to your notes throughout the class period. You may use your notes on the quiz you will have over this topic on November 30.)


 * ACTIVITY 3: Analysis of Student Work - Feedback**


 * Listen as someone reads the cartoon on the Elmo
 * Follow the instructions on the **FEEDBACK** side of the salmon colored worksheet [[file:Analysis of Student Work Feedback Sheet.doc]]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below:
 * Does your feedback include time to listen to the **students' evaluation** of their own performance?
 * Does your feedback **motivate students to invest** more fully in their own learning?
 * Does your feedback focus on **one to three things students have control over changing** about their performance?
 * Does your feedback help students understand what the **very next step** needs to be to improve their performance?
 * Does your feedback give students **concrete strategies** for moving their performance to the next level?


 * ACTIVITY 4: Discussion of ACTFL Proficiency Guidelines, Seat Time, etc.**

=22 febrero=

Monday Instruction - No class =

= = **17 febrero** =


 * La bienvenida**

//**OBJECTIVES FOR TODAY:**//


 * //**Students will identify the products, practices, and perspectives associated with assessment in world language education.**//
 * //**Students will analyze and evaluate student work.**//


 * ACTIVITY 1:** **Analysis of Student Work - Discussion Sheet** [[file:Analysis of Student Work Assignment-BYU.doc]] - 20 min.


 * Get into a group of 4
 * Get a salmon-colored worksheet. [[file:Analysis of Student Work Discussion Sheet.doc]]
 * Obtain __**one**__of the folders from the box:
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books


 * Follow the instructions on **DISCUSSION** side of the salmon colored worksheet
 * See Performance-based Assessment for more information, project ideas, etc. (after class)


 * ACTIVITY 2: Rubrics for Homemade Bread** - 20 min.
 * Pick up a blank rubric template for making bread [[file:Blank Breadmaking Rubric Template.doc]]
 * Get a slice of bread/butter
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread as being "good"
 * Write your answers down on your blank template
 * Use this sample brownie rubric for inspiration:
 * Evaluate your work using the checklist (or the rubric) in this document: [[file:Rubric Creation Assignment Evaluation Criteria-BYU.pdf]]
 * Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale


 * Rubrics are much faster to write using [|Rubistar] (Be sure to explore it if you haven't yet done so)


 * ACTIVITY 3: Midterm Course Evaluations** (15 min.) - Choose whether to do this activity or Activity 8 (you won't have time for both)


 * Rotation Review or Carrousel [[file:Midterm Evaluation Specific-BYU.doc]][[file:Midterm Evaluation General.doc]]

= **15 febrero** =


 * La bienvenida
 * OPI Announcement
 * Expertise PowerPoint & Class Discussion
 * Lesson Demos (Colors, Adjective Agreement, Natural Disaster Learning Centers)
 * Lesson Plan Creation Quickfire

= **10 febrero** =


 * La bienvenida**


 * Article Jigsaw:**


 * Arnzen, Michael. (2005, August). [|Shifting the paradigm: Transformative learning theory]. //Pedablogue.// Retrieved February 19, 2009, from [] - [[image:http://www.wikispaces.com/i/user_none_sm.jpg caption="nceng3" link="http://www.wikispaces.com/user/view/nceng3"]] **

[|nceng3]
 * - [[image:http://www.wikispaces.com/i/user_none_sm.jpg caption="heatherbailey" link="http://www.wikispaces.com/user/view/heatherbailey"]] **[|heatherbailey]

[|tmoss3] Sherris, Arieh (Ari). (2008, September). [|Integrated content and language instruction]. //CAL Digests//. Retrieved February 19, 2009, from [|http://www.cal.org/resources/digest/digest_pdfs/IntegratedDigestWeb.pdf]
 * Babauta, Leo. (n.d.). [|Education needs to be turned on its head]. //Zen Habits.// Retrieved November 4, 2010, from [] - [[image:http://www.wikispaces.com/i/user_none_sm.jpg caption="tmoss3" link="http://www.wikispaces.com/user/view/tmoss3"]] **
 * - [[image:http://www.wikispaces.com/i/user_none_sm.jpg caption="coreynd" link="http://www.wikispaces.com/user/view/coreynd"]] **[|coreynd]
 * - [[image:http://www.wikispaces.com/i/user_none_sm.jpg caption="darcoza" link="http://www.wikispaces.com/user/view/darcoza"]] **[|darcoza]

Cultural Activity Demos

= **8 febrero** =

Lesson Demos - Janae Purcella

=3 febrero=

Actividades de los tres modos de comunicación basadas en la cultura:
 * ¿Adónde vas? [[file:Culturally Authentic Realia Mixer.doc]] [[file:Culturally Authentic Realia Mixer Instructions.ppt]]
 * Greetings Mixer: Yo soy de ---. [|¿De dónde eres?] [[file:Map of LA with lines.doc]] [[file:S America Map Cards for Geography Ins-Out Circles.doc]]
 * Examining Foreign Currency: [[file:Examining Foreign Currency.doc]]
 * Peanut Farmers Simulation [[file:Peanut Farmers Simulation Slide.ppt]]

=1 febrero=

Meet with Dr. Knapp (Culture)

=27 enero=

Meet with Dr. Knapp (Culture)

=25 enero=


 * [|El triángulo cultural]
 * Discussion of the culture of McDonalds
 * Culture of McDonalds in Venezuela
 * Cultural Products, Practices, Perspectives
 * Culture of BYU
 * Culture of K-12 Schools
 * Initiating Change in the Public Schools
 * Stereotypes - We & They Poem
 * Photos of Culturally Authentic Products, Practices, & Perspectives (School in Japan, School in Spanish-speaking Countries)
 * Quino
 * Cultural Circumlocution [[file:Cultural Circumlocution Spanish-BYU.pdf]]
 * Weather Sentence Diagramming

=18 enero=


 * La bienvenida - Sign up**


 * Quehaceres**


 * Pasen la lista
 * Prueba


 * National Standards**

Discussion of circumlocution Conversation in the Classroom Story Switches Comics & Conversation

Using the Overhead

=13 enero=


 * La bienvenida**


 * [|El dicho del día] - //"[|Cada cabeza es un mundo]"// y //"Caras vemos, corazones no sabemos"//


 * La escritura del día - "//[|1 Sam. 16: 7] But the Lord said unto Samuel, Look not on his countenance, or on the height of his stature; because I have refused him: for// // the Lord [|seeth] not as [|man] seeth; for man looketh on the outward [|appearance], but the [|Lord] looketh on the [|heart] ."//


 * La canción - //[|De colores]//


 * Quehaceres**


 * Pasen la lista
 * Entreguen las asignaciones
 * Résumé Reviews
 * Tech survey results
 * Personal Password Lists [[file:Personal Password List 2010 Spanish.doc]][[file:Personal Password List 2011 Categorized.doc]]
 * Wiki pages (adding text, links, images, documents, videos, other widgets using embed codes)
 * [|Playlist.com]


 * True Colors**

Survey Results 4 Corners Activity Classroom Interactions Handouts


 * Homework**

Read True Colors Handouts Study for Quiz over National Standards & True Colors Finish Wiki Page Finish student teaching applications

=11 enero=


 * La bienvenida**


 * Quehaceres**


 * Pasen la lista
 * Alphabet with Attitudes (from Patti Lozano - ACTFL 1999)
 * [|Fox in Socks] (begins at 2:59) ([|Rap] - starts around 4:00)
 * [[file:ManzanasYBananas.doc]]
 * Graphing Numbers (to make pictures) - Helena Curtain
 * Hear/Say - Numbers [[file:Hear Say Template-BYU.pdf]]
 * Hear/Say - Verbs with Pictures
 * Hear/Say - La gallinita roja
 * Dot-to-Dot - Alphabetical Order
 * Riddle - Alphabetical Order
 * Coloring Worksheet - Color Words
 * Cooperative Translation Activity - Greetings [[file:Greetings Coop Activity.pdf]]
 * Hear/Circle - Greetings & Farewells
 * Pasaverbo - From Nilsa Sotomayer


 * Homework**

Bring hard copies of your autobiography and résumés with you to class

=6 enero=

Prayer Explanation of Student Teaching (continued from Span 380) Bell-ringers & Warm-ups Nametag/homework stamp sheet - Dana Swartz Spanish Start-ups - Brock Hampton Warm-up "Facilitator" Schedule - Srta. Vess Bell Work Strips - Mara Bliss Sign Language - To teach alphabet/numbers, to moderate classroom discussions Alphabet Rap - From Sing, Dance, Laugh & Eat Tacos Alphabet Videos (babies) Alphabet Spelling Partner Practice - Tofer Siefkin Alphabet Dot-to-Dot - Barbara Snyder

**4 enero**


 * Quehaceres**


 * Pasen la lista
 * Hagan etiquetas de identificación


 * La bienvenida**


 * Los trabajos colaborativos**

Círculos concéntricos [|Inside Outside Circles Getting Acquainted Activity 378.doc]

Activity Instructions for the Teacher - [|Inside Outside Circles.doc]


 * Puesta en común**

¿Te gustaron la actividad? ¿Qué funcionó bien? ¿Qué no? ¿Cómo manejó la profesora la clase?


 * Orientación al curso**

Español 378/380 y ScEd 476R - Tienen que tomarlas en secuencia. Si no van a hacer su "student teaching" hasta el próximo otoño, necesitan abandonar Spanish 380 porque queremos que hagan sus prácticas con el mismo profesor con quien van a hacer su "student teaching" Las notas en esta clase - Tienen que sacar a lo menos 70% en las clases de Español 377 y Español 377 y 378 para seguir a "student teaching" Las solicitudes para "student teaching" son para el 15 de septiembre [|Tomar las huellas dactilares](inmediatamente si no lo han hecho)


 * Cómo funcionará cada clase**

El wiki Span 378 Syllabus -

Span 378 Progress Report -


 * Asignaciones para la próxima clase**

1) Course Information Survey

2) Technology Survey

3) [|True Colors Quiz] (submit results to Dr. Montgomery using this form)

4) Read the Span 378 Syllabus and come prepared to ask any questions you may have

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