Span+378+Assignments+Winter+2011

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//toc http://hootcourse.com/course/831/dn3uxft/

=Portable Apps: http://portableapps.com/apps=

=Study for the Final= (Saturday, April 16, 2011, 11 a.m. - 2 p.m.)



=12 abril= 1) **DESIGN -** Read: [|Principles of Design] (then skim the first page of this handout: )

2) **ADVOCACY -** Skim the information on the following pages:

Guiding Questions Key Principles of AdvocacyAdvocacy Examples 3) **COMMUNITY OUTREACH -** Explore at least one page of interest to you: http://languagelinks2006.wikispaces.com/Community+Outreach 4) **ASSESSMENT TOOLS -** Explore at least one project from each category below:

- Free, multimedia poster-maker. Set up student accounts for educational use.
 * [|All About Me Project (Spanish)] Note that students can include their own voices!
 * [|Spanish Vida Sana Project]
 * [|Spanish 3 Instructions]
 * [|Joan Miró]
 * [|Pablo Picasso]
 * [|Les freres lumieres (French)]
 * [|Linguistics Poster (University Level)] Glogster can be useful for helping university students prepare research for poster sessions at conferences

- Create animated videos from stock characters, images, music, and effects, or upload your own and lay them in tracks. Students have to type text into Word and then copy and paste it in order to get diacritical marks.
 * [|Chinese III Dating Story]
 * [|Episode 1 Scene 2: La tourmente]
 * [|Mi rutina]
 * [|Revolution Francaise]
 * [|Spanish Project]


 * [|Linguafolio Español]
 * [|Comida española deliciosa]
 * [|Las comidas de España]
 * [|Bienvenida a la ciudad de Memphis]
 * [|Mi viaje a Utah]

- Hold videoconferences with colleagues from around the world for free

- Click, record, share

- Photo stories that allow audio voiceovers and audio comments
 * [|Chinese Radicals]
 * [|Voicethread Project Sample in Spanish]

- Speaking avatars
 * [|Edgehill College Spanish Blog (Ben describe el medioambiente)]
 * [|German Voki]
 * [|Japanese Voki]
 * [|Voki poèmes]
 * [|Voki Project] - Helpful example of project directions for Spanish
 * [|Voki Project Samples] - In Spanish

- Create mini, animated videos (or greeting cards) from stock elements
 * [|Camila y Gozo] - Sample conversation between 2 roommates made in Xtranormal (in Spanish)

=7 abril=

1) Create a test on the topic of your choice. 2) Consider developing one that assesses what we have covered in class this semester. 3) Use the tool of your choice (Google Forms, Survey Monkey, a design-based program, Microsoft Word, etc.) 4) Include at least 10 questions. 5) You may work with a partner (but each must contribute 10 questions). 6) The test should do the following things:


 * Assess KEY concepts or principles (as opposed to details)
 * Assess information in ways similar to how it was taught
 * Include clear written directions
 * Provide scaffolding to improve students' success
 * Apply principles of good graphic design (adequate spacing, contrast, font size, etc.)
 * Include only a few "exceptions" to the rule (for example, in Spanish, there are more regular verbs than irregulars, so irregular verbs should constitute a smaller percentage of the test than regular verbs)

=5 abril=

FLTEACH Assignment Due:

1) Decide what you learned from reading FLTEACH 2) Choose your favorite technology tool http://thinkthematic.wikispaces.com/Tech+Tools (or use Microsoft Word) 3) Use the tool to represent what you learned (i.e., make a poster, a presentation, a video, etc.). 4) Your message should include BOTH text and graphics 5) Your grade will be based on content, design, and impact (i.e., Does your project TEACH the rest of the class what you learned? Does the design of your project GUIDE the viewer's eye through the content, making it easier to absorb? Does the design help the viewer to REMEMBER your content?)


 * Explore one link from this list: http://teensntech.wikispaces.com/Multiple+Literacies#x21st Century Literacies
 * Explore one link from this list: http://teensntech.wikispaces.com/Multiple+Literacies#Time to Explore!
 * Look at the links under PROJECTS and choose one page to explore: http://teensntech.wikispaces.com/

OPTIONAL: Explore //[|Rethinking Schools]//--a great resource for reshaping your teaching so that it is more culturally responsive and responsible

=31 marzo=

Prepare an information gap activity that engages students in exchanging information in Spanish while targeting a particular grammatical structure and vocabulary topic. Try to include culture if possible. Your activity should include:

1) A Title: (Topic) Information Gap Activity 2) Your Name 3) The Date 4) The worksheet for Partner A 5) The worksheet for Partner B

For Span 380: Watch another video from this site [] and fill out this sheet Finish your info. gap activity (see above)

= =29 marzo=

1) Choose a culturally authentic text (such as a song, a music video, or a newspaper article) 2) Prepare a "post-" activity--something students can do AFTER they listen to, watch, or read the text that will help them to develop their language skills. 3) Remember to think about the grammar and vocabulary you want students to focus on as you prepare the activity. 4) Bring a hard copy of the activity to class with you.

=22 marzo=

1) Choose a culturally authentic text (such as a song, a music video, or a newspaper article) 2) Prepare a "during" activity--something students can do WHILE they listen to, watch, or read the text). 3) Remember to think about the grammar and vocabulary you want students to focus on as you prepare the activity. 4) Bring a hard copy of the activity to class with you.

=17 marzo=

1) Skim:


 * Pre-Listening/Reading/Viewing Activities
 * During Listening/Reading/Viewing Activities
 * Post-Listening/Reading/Viewing Activities

2) Read:

[|Let the Kids Rule the School]

> || [|Give Models (by Merle Albers)] || > || [|Pre-writing (by Marge Mandl)] || > || [|Pre-writing (by Susan Neese)] || > || [|Scaffolding (by Mary Young)] || > || [|Verification Sheet (by Stephen M. Benscoter)]
 * [|Focus Corrections (by Amber Sullivan]) ||





=15 marzo=


 * 1) Explore:** [|Inanimate Alice]. Which principles from the article you read does it illustrate?


 * 2) Read ONE of the following and complete the related activity (graphic organizer or reading guide)**


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from[] (**Required:** Use one of these free, online tools to create a one-page, graphic organizer that summarizes the main ideas from the article: [[image:click2collaborate:GliffyLogo.gif caption="GliffyLogo.gif" link="http://www.gliffy.com/"]][[image:click2collaborate:GlogsterLogo.jpg caption="GlogsterLogo.jpg" link="http://www.glogster.com/edu"]] [[image:click2collaborate:MixbookLogo.jpg caption="MixbookLogo.jpg" link="http://www.mixbook.com/"]][[image:click2collaborate:ScrapblogLogo.jpg caption="ScrapblogLogo.jpg" link="http://www.scrapblog.com/"]][[image:click2collaborate:VokiLogo.jpg caption="VokiLogo.jpg" link="http://www.voki.com/"]])


 * Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction]. //e-Journal of Instructional Science and Technology, 5//. Retrieved December 15, 2007, from[] (**Required:** Complete this reading guide: [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="http://languagelinks2006.wikispaces.com/file/view/Reading+Guide+for+Sankey+Considering+Visual+Literacy.doc"]] [|Reading Guide for Sankey Considering Visual Literacy.doc]; **Optional:** Take this [|quiz])

//**Additional Information on Reading**//

Agger, Michael. (2008, June 13). [|How we read online]. //Slate Magazine.//

Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. //Theoretical Models and Processes of Reading, 5,// 1570-1613. Retrieved December 15, 2007, from []

Mora, Pat. [|Listen to the desert/Oye al desierto interview]//.// Google Videos. Describes how her books include the pieces of her experience that were missing in her own educational experiences and how important such connections are for bilingual children in order to motivate them to develop literacy skills in both languages

Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University. =

= =10 marzo=

Work on your FLTEACH assignment.

= **8 marzo** =

1) Please complete this worksheet and bring a hard copy to class.

a) Read the references/quotes. b) Watch the videos. c) Fill out the boxes.

2) Please begin your FLTEACH assignment. (I will explain the full assignment in class, but for now, follow the steps below.)

a) Go to the FLTEACH Archives: [] b) Click on February 2011 (this link: []) c) Scroll through the page, looking at the titles. d) What kinds of topics are discussed on FLTEACH? (Be prepared to comment on this in class Tuesday.)

For overachievers:

a) Click on March 2011 (This link: []) b) Read each of the posts titled: Arguments for NOT Using a Textbook c) Read each of the posts titled: CI & Communicative Teaching from the February 2011 archives: []

=

=3 marzo=



=1 marzo=

1) Read:

a) - A list of principles for selecting children's books appropriate for use with second language learners

b) - Outlines key considerations in developing a story-based lesson and includes lists of possible pre-, during, and post-reading activities

c) - Outlines the key purposes of pre-, during, and post-reading

d) - Tips for reading stories to your students

e) [|Reading Strategies That Benefit All Learners] - An annotated list with some templates and examples

2) Explore:

Topical Listing of Children's Books

- Extensive library of digital texts (including children's literature and museums) from Colombia - Read by native speakers (click on Biblioteca to access fairy tales, regional stories, original stories, etc.). You can also download the mp3s. - Available in Danish, Dutch, English, French, German, Italian, & Spanish - Searchable database of children's books in a wide variety of languages (including Arabic, Chinese, Croation, Farsi, Filipino, French, German, Hebrew, Italian, Mongolian, Portuguese, Russian, Spanish, Tagalog, & Thai), categorized by age, color of cover, genre, length, topic, etc., that can be read online - **[|richa521]**  - Click on the map to launch the animated folktales in a separate tab. Folktales are subtitled in the language in which they are spoken. Some of them offer choices of English or Arabic, Chinese, Hebrew, Spanish, etc.

- Interactive, online stories in English and Spanish, links to printable activities (find the difference btwn 2 pix), list of children's books in Spanish with descriptions in Spanish and links to Amazon, and interactive games and activities

3) Explore the following tool, which is becoming increasingly popular in world language classes around the country. Although the name of the instrument is called Linguafolio (and is portfolio-based), teachers frequently refer to them as "can do" statements: [|Linguafolio Self Assessment Grid]

4) Take the online Course Evaluation Survey.

5) Come prepared to turn in:


 * Your gold Course Evaluation Sheet
 * Your lesson plan
 * Your gold graphic organizer

=

= =24 febrero=

1) Complete the gold Course Evaluation Sheet. 2) Use your gold graphic organizer to generate a lesson plan for middle or high school based on the cultural text you have selected. 3) Take the online Course Evaluation Survey.

=21 febrero=

No class - Monday Instruction

=17 febrero=

Select a cultural “text”. (Children’s Book, Cultural Artifact, Painting, Poem, Short Story, Song, Video Clip, etc.) Brainstorm ideas for using your cultural text. Write at least 5 activities next to each bubble of the gold graphic organizer. Bring your graphic organizer to class.


 * [|Concept Mapping Tools] (for those who prefer to do things electronically)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration)
 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Exploratree] (Templates)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)

=15 febrero=

Choose a cultural "text" and come prepared to develop it into a lesson.

=10 febrero=


 * 0) Create a free social bookmarking account on either [|Delicious] or [|Diigo] (or both).**
 * 1) Choose ONE to read.**


 * 2) Sign up by typing ~ 3 times and then saving.**
 * 3) Be ready to "teach" the content to your peers.**

Arnzen, Michael. (2005, August). [|Shifting the paradigm: Transformative learning theory]. //Pedablogue.// Retrieved February 19, 2009, from []

user:nceng3 user:heatherbailey

Babauta, Leo. (n.d.). [|Education needs to be turned on its head]. //Zen Habits.// Retrieved November 4, 2010, from [] user:tmoss3 user:coreynd user:darcoza
 * 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] **

=8 febrero=


 * 1) Choose ONE to read.**
 * 2) Sign up by typing ~ 3 times and then saving.**
 * 3) Be ready to "teach" the content to your peers.**

Arnzen, Michael. (2005, August). [|Shifting the paradigm: Transformative learning theory]. //Pedablogue.// Retrieved February 19, 2009, from []

user:nceng3

Babauta, Leo. (n.d.). [|Education needs to be turned on its head]. //Zen Habits.// Retrieved November 4, 2010, from [] user:tmoss3 user:coreynd
 * 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] **

=3 febrero=

No hay tarea para hoy

=27 enero=

In preparation for class with Dr. Knapp, please read BOTH:

1) Giving dimension to mappaemundi: The matter of perspective **([|Part 1], [|Part 2], [|Part 3])** Reading Guide: http://www.learner.org/workshops/tfl/session_05/before.html

2) Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 11 - Teach culture? I only have time to teach the language! //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.

NO Span 380 on Thursday. Meet with Dr. Knapp at 1 p.m. for Culture on Thursday (1/27/11) and Tuesday (2/1/11).

=25 enero=


 * 1) Choose ONE of the following articles.**
 * 2) Sign up for your article by typing ~ 3 times and then clicking save.**
 * 3) Read the article.**
 * 4) Write down 7 to 10 __key__ principles from the article. (Bring a hard copy to turn into Dr. M.)**
 * 5) Come prepared to "teach" the rest of the class about the article you read.**

A) Giving dimension to mappaemundi: The matter of perspective **([|Part 1], [|Part 2], [|Part 3])** Reading Guide: http://www.learner.org/workshops/tfl/session_05/before.html

1)user:tmoss3 2)user:heatherbailey 3)user:coreynd 4)user:liligee 5)user:darcoza

B) Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 11 - Teach culture? I only have time to teach the language! //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.

1) 2) 3) 4)


 * Optional:**

Shedivy, Sandy. (2007, Spring). [|Lies my Spanish textbooks tell]. //Rethinking Schools, 21//(3). Retrieved January 3, 2009, from []

=20 enero=

I changed my mind. No homework for class today. You're welcome!

Announcement:

Teaching [|Merit College Preparatory Academy] 1440 West Center Springville, UT 84663 Phone: 801-491-7600 Fax: 801-491-7650

10:00 a.m. to 11:25 a.m. on Tuesdays and Thursdays 4 hours per week $12-15 per hour If interested, contact: Todd Powell 801-491-7600

= =18 enero=

1) Bring your completed student teaching application to class (Dr. M. will send you feedback electronically on your biographies and résumés).

2) Use the True Colors handouts you were given to study for the quiz we will have at the beginning of class on this topic.

3) Use the to help you prepare for the quiz we will have at the beginning of class on this topic.

4) Finish the wiki assignment on your student page and then send Dr. Montgomery an e-mail letting her know you are ready for her to grade your page.


 * Optional:** Begin exploring the items on this list: [[file:Personal Password List 2010 Spanish.doc]] Here is the categorized version I promised you: [[file:Personal Password List 2011 Categorized.doc]]

=13 enero=

1) Be ready to give your True Colors summary to Dr. Montgomery.

2) Complete the orange photo/video permissions form.

3) Bring a hard copy of your professional biography and your resume to Span 378 class on Thursday. **We will __NOT__ be meeting at 12:30 for Span 380 today!**

4) Read:


 * Read the [|ACTFL Proficiency Guidelines for Speaking] (These will help you to understand what you have to do to pass the Oral Proficiency Interview, and will serve as the basis for much of our discussion in class - there will be a quiz on these on Tuesday as well)


 * Read [|National Standards for Foreign Language Learning] (There will be a quiz next Tuesday over all of this information--i.e., not just the one-page gold handout I distributed in class today. Pay special attention to Page 3 and use this study guide to help you prepare.) [[file:National Standards & Proficiency Guidelines Study Guide.doc]]


 * Read the blog post [|Are you lecturing about nouns or facilitating learning with verbs?] by Marc Prensky

5) Try to complete the wiki assignment on your student page (as we discussed in class, if you have problems, don't stress out about it - I just want to see how much you can do on your own before we go over it in class).


 * Optional:** Explore Actividades para conocernos

=11 enero=

Meet at 12:30 for Span 380 on Jan. 11. **We will NOT be meeting for Span 380 on Jan. 13!**

1) Carefully skim each of these pages:


 * [|True Communication with True Colors]
 * [|Colors Reveals a Rainbow of Student Behaviors]
 * [|Using True Colors to Reinforce Positive Student Behavior]
 * [|Student Behavior Problems: What's Personality Got To Do With Them?]
 * [|When Student Behavior Gets Too Colorful]
 * [|True Colors Packet]

2) You don't need to read every word. 3) Summarize key points from across all of the information in the format of your choice (i.e., a chart, a diagram, a graphic organizer, a PowerPoint presentation, etc.). 4) Be prepared to discuss/explain how the information helps you:


 * address conflicts, manage the classroom, and understand student behavior
 * communicate more effectively with others
 * establish more meaningful personal relationships with family, friends, colleagues, and students
 * participate more effectively in collaborative projects (i.e., callings, committee work, group projects)
 * plan effective learning activities for students

Span 380 Homework:
 * Please complete this placement request form by Jan. 13, 2011.
 * Please complete this [|student teaching application] by Jan. 13, 2011 (we will work on the autobiography and resume in class on Tuesday, so bring a hard copy of a rough draft of a resume with you to class on Tuesday).

=**6 enero**=

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 5) Remember to come to JFSB B181 at 12:30 p.m. tomorrow (Thursday, Jan. 8) for Span 380.

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