RB-Span+378-F13

Class Notes 5 Sep 2013

Communication: interpersonal, interpretive, presentational Cultures: products, practices, perspectives Connections: connecting to other disciplines Communities: pulling the classroom into the community and vice versa Comparisons: comparing L1/C1 to L2, C2
 * Review of the Five Cs**


 * Methods for starting class: **

__Bellringers__: -specific to content, or general. grid-like to fill in each day and turn in weekly, etc.; could be time-savers, but could be time-wasters; can be graded together or by the teacher; using different colors of paper __Archives__: in file folders, keep track of classes and semesters that you used each activity __Teaching the alphabet__: teaching the letters or just the pronunciation? how? They already recognize the letters, so we want them to be able to produce what they see. Using sign language! (cool idea); Spanish Alphabet Song in military style; alphabet dot-to-dot - especially using them out of sequence (numbers, etc.); recite them in sequence. .from happy to sad, tired to energetic, etc.; in pairs, spell words and have partners spell them; sigue/procede. .puzzles, connect the dots. Competition with word puzzles/translations, racing to circle words __Classroom Management:__ place things face down so they don't get distracted; model; Stop - Smile - Wait __Teaching numbers__:Battleship-type game; makes a shape and practicing saying and understanding numbers __Teaching school supplies__: scavenger hunt to find what the words are in English (each item is labeled, etc) -have separate pages photocopied on different colored pages __Pasaverbo__: in two teams, pass a paper down the team to answer questions: verb conjugations, describing something, countries, time, short answers, etc. __Color grid:__ colors on one side, write names of students on the other axis (conversation to get names, how to spell them and what their favorite colors are); debriefing activity with how many people, who likes what color, etc.; color by number (number written out to reinforce better) to make a mystery picture "Juegos de Colores" (out of print book of coloring activities available on eBay) -Adapt games from many different sources -LOTS of cool song ideas on this wiki

-get involved: use your resources! -SLRF: Spanish Language Research Forum (Oct 31-Nov 1)
 * Professionalism**

ACTFL/MLA – National organizations -MLA is more University-based, ACTFL is K-12 and some university -national conferences Regional Divisions: CSC, NECTL, SWCOLT, SCOLT, PNCFL (5-7 regional organizations) SWCOLT: Conference in Snowbird, UT; April 14-16, 2014; Utah Board of Education pays registration fees for many teachers Local Organization: UFLA (Utah Foreign Language Association) -Sometimes there is a local chapter of the state chapter -Each state holds local conferences; participant numbers vary depending on state -Alternates between Logan and Orem AATSP/AATF/AATG (American Association for Teaching French, German, Spanish & Portuguese, etc.): Language specific organizations. University-based

Activities: cuadros y cuentos: drawing pictures and swapping with a friend. Friend tells a story based on the picture. Engages right brain Formando Oraciones: Draw lines from names, to pictures to names. Say sentences to neighbor, lines must match Story Swapping: partners read different (but interesting!) stories in English. Take stories away; tell stories verbally in Spanish to neighbor. Convince younger students that they CAN give complicated content in a simple way! Can scaffold by writing five most important sentences, give very detailed, yet simple example of how to do it. quiz over the story you did not read. Silly, open-ended unpredictable, complex, abstract stories. Have to share story with a neighbor in target language.
 * Proficiency**: Knowing what to say to whom and when

-cannot use copyrighted images/media -be a good digital citizen; good model for your students Scaffolding for story-telling: circumlocating, telling stories, etc.: Give them no more than 7 pairs of vocab (that's all they can learn at once), but make sure they are words that help them differentiate between the different pictures. .don't use the words that appear. .give them words that they would need to assemble the story. Use comic strips to narrate stories, act out stories, introduce vocabulary, write phrases for each picture, introduce a verb tense, a sentence structure, etc.; have them put pictures in order in small groups (buy multiple copies of a picture book and cut out pictures to avoid copyright issues) // Comics and Conversation i // s a book with lots of simple comics like such Drama: giant transparencies of backdrops; display on board, use them to command others to do things, etc. Scaffolding: where might my students have trouble? how can I help them avoid those pitfalls?
 * Copyright**

COMMUNICATION!! emotionally investing (funny), clear instructions, information gap activities (you only have part of the information and you have to talk to someone else to get the rest) modeling, scaffolding, various outputs: pictures, writing, speaking, etc.

CULTURE: -"by-the-way" approach; if there's time, bits and pieces (Frankenstein style); tourist guide, BUT we need the WHAT, WHY and HOW


 * 1 Octubre 2013**

5 Ts: Topic (Theme), Texts, Tasks, Talk (interpersonal), Tools Connecting all 5 Cs. Discussing content using language skills -allow for students to be proud and comfortable with using their language, allow them to joke with you as a teacher. . .creating an atmosphere of good rapport -Centers: Planning and instructions have to be super clear and students have to self-manage themselves to complete the tasks. This way allows the teacher to focus on small groups at a time.

Homework: creating an activity: practice, grammar or vocab activity. Connecting interpersonal communication, connections (social/current events/subject), interactive Musical instruments: orchestra game that we did? dancing/singing -different musical instruments: bring them in?/pictures -Topic, connection, culture, 3 texts (connections to grammar? commands . ..adverbs/adjectives)

8 October 2013
 * 5 Key Concepts**

1. Cognitive Load/Automaticity 2. Contextualization/Associations 3. Multiple Representations 4. Visualization 5. Scaffolding
 * limit of how much information we can take in at once. i.e. too many tabs open on a browser slows down the computer
 * Automaticity: like driving a car. Cognitive load at first is heavy (especially beacuse they don't have previous schema). Teachers build schema to reduce cognitive load
 * brain looks for patterns: patterns make new content easier to understand
 * Capture attention of students to get information to their short-term memory
 * In short-term memory: is this relevant to me? If it's not, they won't maintain the memory
 * Working memory - making sense and meaning. if none, content is kicked out of memory
 * long-term memory: activating previous knowledge; providing schema
 * recontextualization
 * we bring to the class what our previous experiences have given us: i.e. I hate math, I hate PE . ..it's not that they hate it .. .it's that they hate how they are feeling or how that class/experience makes them feel
 * brain thrives on novelty
 * show them new things in contexts that they value
 * help students see patterns
 * each one shows a different represeantation
 * reduces cognitive load
 * power of new and interesting images
 * allows students to be easily manipulated

Look at themes in 1st year textbooks and find authentic materials

Videos: Splicd (shows segment of video)/TubeChop ViewPure (shows YouTube without ads) TeacherTube DotSub.com Zotero.org (way to organize links/research from websites)

Gospel-centered learning: Comparison of Plan of Salvation to Teaching in Schools Spiritual preparation every time you teach: Am I praying for my students? Am I spiritually prepared to teach? School is a great place for Satan to try and thwart the plan of salvation because so much time is spent there molding the students to think and act a certain way

In order to get our students to a higher level, we need to incorporate c//omplexity, content and critical thinking.//

I can. .. statements Adding complexity even to Level 1 Topics. Incorporate themes, abstractness, multiple perspectives, etc. EX: instead of talking about clothing, talk about fashion. Sense of identity, cultural clothes, native clothing, etc. Use various texts.

Turning texts into tasks: having them think in critical ways. Scaffolding to help them complete the tasks

Example of thematic unit (15 October) Reflexive verbs: what do astronauts do? Creative way to introduce reflexive verbs News clips: Good way to reinforce W/H questions: Who, what, etc. Descriptions: of scenes (desert, outer space, etc.) Discussions: Compare and contrast, etc. Communicative Tasks: Vida extra terrestre? discusiones imaginativos. Students can use higher-order skills. ..hypothesizing, forming and defending opinions, conditional formation, etc. Solar system model: superlatives, comparisons, etc. Science: Universe, planets, etc. buildyourwildself.com. Create/describe/recreate aliens. Or write/draw/create body parts Contextualized activity: alien parents need a babysitter for their kids. Describe their routine/likes/etc.
 * Astronaut/Space Unit**


 * Thematic units focus on relationships between content, culture, students, and society!**

Choose texts; decide how they can process those texts. Get them moving and talking.

Duplicate, Adapt, Innovate: continuum of how we come to create our own activities/lessons, etc.


 * Commentary on how to use technology tools posted on this wiki.**



22 October 2013 -Symbaloo: site that incorporates most-visited websites. -Social bookmarks: post-it notes to tag interesting things about other people -Diigo social bookmarking. link and tag various links. can share with groups/individuals. can highlight and add text/post-its directly on the text. -let's them use technology skills in an emotionally invested way -Titan Pads: make a public pad for groups/classes. Given them written assignments, and you can see how they collaborate and what they input. Teacher can use it to structure collaboration and discussion. -Popplet -Today's Meet -use tools that are free to use and well-designed to be user-friendly. adapt purposes of these tools to your own purposes -Interpersonal Communication, Critical Thinking, Creativity, Collaboration

24 October "Functional Fixedness": Certain things have a specific function. Is that always true?

29 October GIving feedback: Avoid phrases: "I like . . ." or "but" phrases. Use "and" and moderate tone frame feedback in a positive manner

31 October Agua/Energia activity: Provide more scaffolding. Specific things they should watch in the video. Let them watch video 2-3 times. Let them know they will be sharing it with a companion who has not seen the video. Incorporate drawings/graphic organizers, etc. so they can organize the material better. Use specific vocab and verb form; model how I might discuss certain things

5 November How to use texts for a variety of tasks. Brainstorm, use a variety of texts and how they work. I.E. student magazines (often contrived - good ideas, but not very emotionally challenging or cognitive) Scholastic News school magazines (very comprehensible input, but also contrived) Scholastic book orders: cheaper, high quality books (ClubLeo) Websites, living CDs/DVDs see and hear text in language giant books in book warehouses scan books; used scanned copies in class in powerpoint or print version See and Hear paired activities (espanoleselemental.wikispaces.com) (Hear/Say activity) word strips/make art work from the various sentences Audacity: take turns reading different lines with expression, then play it as you show the pictures form the book. Record privately, so they don't know what th whole thing is. THen as they hear the whole story, they understand sound effects and contexts and those become more comprehensible. Word strips and pictures to tell a sequential story (i.e. La casa que que Juan construyo) textbooks, videos, magazines, pamphlets

7 November Pre-reading, during reading and post-reading "Oye el desierto" Animal sounds, animal puppets, animal movements, etc. Desert is full of life. ..then can make scientific and geographic connections Tagxedo, Tagul, Wrodle: makes word art forms based on high frequency words Monster Unit/Text (Link to Story-based instruction wiki)

12 November Pre-reading: Activate prior knowledge. Introduce vocabulary, grammar, context, culture, concepts, etc i.e. Si un dragon viniera a BYU, que pasaria? class and individual brainstorming. Students write prediction sentences, teacher corrects them together with class -pictures with key events, use intonation and muscle memory to help students make associations i.e. Froggy se viste. use actions, bring clothing for kids to put on, etc. paper dolls to put on clothes -make 3-5 passes through the text, doing a different activity each time During Reading: Circle stories, manipulatives, putting pictures in order, oral assessment -Get kids thinking outside of the "functional formality" box

Dec 5 -graphic organizers to think of words/parts of speech, etc. when given a certain topic/prompt -branching out from oral assessments: get them talking about "why" and "how" to respond to the prompt, not just the "what" -think through the thinking process; think through the assignment to create scaffolding; pre-speaking activities
 * How To Teach Writing in a Second Language*

-writing from writing; scaffold it; give them options to choose from -brainstorming is often the hardest thing; help them with a road map: serves as pre-writing, pre-reading, etc. -write in predictions; fill in the blanks of an existing poem -found poetry: pulling out phrases and words from the actual text -Picture walk activity: each group puts post-it notes on pictures: 1st time, use adj, then nouns, then verbs, etc. -I see, I think, I wonder

Dec. 12 Writing assignments: Journal guidelines: Give a topic (students can always chose their own) with grammar and vocab concepts. 5 minutes. No talking. No dictionaries. Pen must always be moving. Must date entries. Blank line with English word underneath if they forget the word. -They start to see their own progress. They are able to express emotion. Do not grade for accuracy; respond to content. Variation: Students can write notes to each other. Trade paragraphs, sentences, etc.