Span+671-SLAT+610+Agenda+for+Today+Fall+2016

//This page contains daily agendas from Dr. Cherice Montgomery's Span 671/SLAT 610 Principles of Foreign Language Teaching course offered in Fall 2016.//toc

https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Bloomtaxonomy-e1445435495371.jpg

http://esheets.biz/ability-qualitative-vs-quantitative-worksheet/archive-qualitative-vs-quantitative-research-related-keywords/ http://67.media.tumblr.com/fa72226903ac530866423de81371d242/tumblr_mu1qhhgw4S1r2auiho1_1280.jpg https://s-media-cache-ak0.pinimg.com/originals/25/09/e8/2509e8fb7ae8e389786f9139e872aa28.jpg https://researchmethodsgdansk.files.wordpress.com/2013/04/tsmya.jpg http://images.slideplayer.com/16/5128818/slides/slide_27.jpg http://unstick.me/wp-content/uploads/2015/10/everything-that-can-be-counted-does-not-count.jpg http://www.simplypsychology.org/qual-quant.jpg http://www.coolanthropology.com/wp-content/uploads/2015/11/cool-anthropology-qualitative-quantitative-research-example.jpg http://www.sportsci.org/jour/0201/wghdim_files/image001.gif https://s-media-cache-ak0.pinimg.com/736x/1e/e0/e3/1ee0e3f2d709acfba83549e52d812ae7.jpg http://image.slidesharecdn.com/quantitativesearchandqualitativeresearchbymubarak-141011232820-conversion-gate01/95/quantitative-search-andqualitativeresearch-by-mubarak-10-638.jpg?cb=1413070167 http://00.edu-cdn.com/files/static/g/pcl_0001_0002_0_img0128.jpg http://2.bp.blogspot.com/-5LagasO-8lg/UKJjEjAVOlI/AAAAAAAAAGo/GHIJI37Jhzo/s1600/qualitative.PNG

https://www.google.com/imgres?imgurl=x-raw-image%3A%2F%2F%2F220382c420d6110231f62a491b60fea321591c2759cecd7a4268afd90fa01564&imgrefurl=http%3A%2F%2Fresearchguides.ebling.library.wisc.edu%2Fc.php%3Fg%3D293229%26p%3D1953454&docid=2Jy5zPYU2vZMsM&tbnid=AhHWIMSCAyISkM%3A&w=476&h=323&bih=487&biw=960&ved=0ahUKEwijuvOprMfPAhUEz2MKHfoVARM4ZBAzCDkoNzA3&iact=mrc&uact=8 http://researchguides.ebling.library.wisc.edu/c.php?g=293229&p=1953454 = = =9-20-16: Planning=


 * Today's Topic:** Lesson Planning


 * Today's Objectives:**
 * Students will develop a Scope & Sequence for a typical beginning level textbook.
 * Students will write three well-formed objectives for students.
 * Students will create a well-scaffolded, culturally grounded, interdisciplinary lesson plan from a template using principles of thematic planning.


 * Today's Can Do Statements:**

1) I can develop an effective scope and sequence. 2) I can write well-formed objectives to guide lesson planning. 3) I can use principles of thematic planning to create meaningful, standards-based, student-centered lesson plans.


 * Today's Guiding Questions: **

1) Why is it important to develop a scope and sequence before planning any lessons? 2) What is the purpose of an objective and what does a well-formed objective for a world language class look like? 3) How does thematic planning different from other approaches to world language lesson planning?


 * Today's Tools: **

- This tool uses a lengthy list of questions to guide teachers through the process of selecting, evaluating, and scaffolding tasks for lessons in close reading that are aligned with the Common Core



- Beautiful, customizable software; click and point text entry; sometimes gets hung up

[|Google Docs Lesson Planning Templates]

- Very nice, clickable interface; allows teachers to save materials in a "portfolio"



[|Planboard]

- Very basic click and type calendar; allows you to repeat lessons, push to Google Calendar, and print

- Interface is a little old-fashioned, but it does provide both an outline view and a box view for typing, allows linking to Utah Core Standards (English/Language Arts, Math, Science, & Social Studies), allows linking to a curriculum map, has test creation features (including a place for reading passages), course website features, and professional networking features


 * Housekeeping: **
 * **Roll**
 * **Theory Into Practice Tip of the Day**
 * **Review Homework**
 * **Today, we will finish working through last week's agenda, and will then do as much as we can of today's agenda.**


 * ACTIVITY 1: Theory Into Practice Tip**


 * Activity 2: Scope & Sequence**


 * Activity 3: Writing Objectives**



1) What do you want students to DO by the end of the lesson? 2) What task could you give students that would allow you to observe or measure how well they can accomplish the task? 3) What parameters will allow you to determine whether students can do that task well enough? (Think real life)


 * Activity 4: Thematic Planning**
















 * Examples:**


 * //La Peinata Colorada: A Thematic Unit [[image:meaningfulmethods/PeinataColoradaThematicUnit.jpg link="http://wayback.archive-it.org/855/20101103145504/http://nflrc.iastate.edu/pubs/units/La_peineta_colorada_dl.pdf"]]// ([|More free thematic units] from [[image:meaningfulmethods/NFLRC.png link="http://wayback.archive-it.org/855/20101103145038/http://nflrc.iastate.edu/pubs/homepage.html"]])

=9-15-16: Planning=


 * ACTIVITY 1: Theory Into Practice Tip (Jorge)**


 * Activity 2: Writing Objectives**



1) What do you want students to DO by the end of the lesson? 2) What task could you give students that would allow you to observe or measure how well they can accomplish the task? 3) What parameters will allow you to determine whether students can do that task well enough? (Think real life)


 * Activity 3: Planning with the 5 Ts **

=9-13-16: Organizing Research=


 * ACTIVITY 1: Theory Into Practice Tip**

See 2nd half of agenda below for the rest of the activities

=9-8-16: Locating & Exploring Research=


 * Today's Topic: Locating, Exploring, & Organizing Current Research on Second Language Acquisition & Teaching**


 * Today's Objectives:**


 * Students will select appropriate search tools for locating academic research of interest to them.
 * Students will utilize advanced search techniques in order to locate particular types of media for research and teaching.
 * Students will apply effective search strategies and processes in order to locate and evaluate information for research purposes.
 * Students will use technological tools and effective research processes to organize and annotate the research-based information they find.


 * Today's Can Dos: **

1) I can perform basic searches in order to evaluate the relevance of a potential research topic to my personal context. 2) I can utilize advanced search techniques to quickly and efficiently locate the information I need for research and teaching. 3) I can find the specific information I need for research purposes and evaluate its quality. 4) I can use technological tools to organize and annotate research-based information.


 * Today's Guiding Questions:**

1) Why is it important to develop strong relationships with a diverse array of colleagues? 2) Why are you enrolled in this program and what do you hope to gain from it (and this course)? 3) How do professional resources and academic journals give us insight into the nature and challenges of teaching and learning world languages? 4) How can we leverage the information about world language education that is embedded in professional materials to begin to map the field, identify our interests, and position ourselves within the field?


 * Today's Tools: [[image:AcademiaEduLogo.jpg link="https://www.academia.edu/"]] [[image:CiteULikeLogo.gif link="http://www.citeulike.org/"]], [[image:DiigoLogo.jpg link="http://diigo.com/user/chericem/"]],[[image:GoogleAlertsLogo.gif link="https://www.google.com/alerts"]]** [[image:languagelinks2006/GoogleScholarLogo.gif width="152" height="63" link="https://scholar.google.com/"]], **[[image:languagelinks2006/jstor_logo.jpg link="http://www.jstor.org/"]],** **[[image:ResearchGate.JPG link="https://www.researchgate.net/"]], [[image:SmartbriefLogo.jpg link="https://www.smartbrief.com/signupSystem/subscribe.action?pageSequence=1&briefName=actfl"]], [[image:SymbalooLogo.jpg link="http://www.symbaloo.com/"]], [[image:WileyOnlineLibrary.png link="http://onlinelibrary.wiley.com/"]][[image:ZoteroLogo.png width="169" height="41" link="https://www.zotero.org/"]]**


 * HOUSEKEEPING:**


 * Roll
 * Collect video permission slips
 * Food
 * World-Readiness Standards, SLA, and methods will be addressed in other sections of the course so we won't be addressing them today


 * ACTIVITY 1: Theory Into Practice Tip (Dustin)**


 * ACTIVITY 2: Search Tools (Just the Basics)**






 * ACTIVITY 3: Advanced Search Techniques**








 * ACTIVITY 4: **** [|Why Tag?] **

media type="youtube" key="5ywC_ebiSb4" width="560" height="315"


 * ACTIVITY 5: Hashtag Your Nametag **


 * ACTIVITY 6: Annotating, Tagging, & Organizing Research **


 * [[image:languagelinks2006/CiteULikeLogo.gif link="http://www.citeulike.org/"]], [[image:languagelinks2006/DiigoLogo.jpg link="http://diigo.com/user/chericem/"]], [[image:languagelinks2006/SymbalooLogo.jpg link="http://www.symbaloo.com/"]], [[image:languagelinks2006/ZoteroLogo.png link="https://www.zotero.org/"]]**

media type="youtube" key="HeBmvDpVbWc" width="560" height="315"


 * ACTIVITY 7: Recommended Research Processes: How do you know what to look for and that you've found it when you don't know what you are looking for?!**


 * Begin with general search terms (or read in Wikipedia to get an overview of the topic and narrow your search terms)
 * Read abstracts to get a sense of the field and identify what is relevant to you.
 * Check key words of relevant articles, related articles, and suggestions for future research
 * Be systematic!
 * You may also wish to take categorized notes (content, research design, data collection and analysis)

1) Keep an audit trail! 2) Search. 3) Read the abstract. 4) Download the citations of relevant abstracts to Zotero. 5) Add the abstract to Zotero if it is missing. 6) Add an alternative link. 7) Download, rename, and save a PDF of the article (Author's Last Names Year - Title - Journal) 8) Read and mark up using PDF annotation tools 9) Copy key quotations as Zotero notes (with citation at the end) 10) Title and tag each note 11) Add your own annotations with your initials to distinguish from quotations 12) Add FL-specific folders and reorganize into sub-folders as you become more familiar with the topic
 * Date
 * Database
 * Search terms
 * Where you stopped
 * Other research-related activities
 * Your own insights/field notes


 * ACTIVITY 8: Additional Research Strategies**


 * [|Video Abstracts]**













More Research-related Resources

=9-6-16: Brainstorming Possible Research Topics=


 * Today's Topic: Mapping Your Mind, the Field, & Experts**


 * Today's Objectives: **


 * Students will consider the importance of developing a network of professional colleagues.
 * Students will articulate their professional backgrounds, teaching contexts, and personal and professional goals.
 * Students will explore professional resources.
 * Students will analyze the content, professional purpose, target audience, and pedagogical applicability of a variety of different academic journals.


 * Today's Can Dos:**

1) I can clearly and concisely establish my professional expertise, the contextual factors of my current professional situation, and my professional goals. 2) I can identify the target audience, purpose, and pedagogical applicability of articles in academic journals. 3) I can brainstorm potential research topics based on my understanding of the nature and content of the field of world language education.


 * Today's Guiding Questions:**

1) Why is it important to develop strong relationships with a diverse array of colleagues? 2) Why are you enrolled in this program and what do you hope to gain from it (and this course)? 3) How do professional resources and academic journals give us insight into the nature and challenges of teaching and learning world languages? 4) How can we leverage the information about world language education that is embedded in professional materials to begin to map the field, identify our interests, and position ourselves within the field?


 * Today's Tools: N/A**


 * HOUSEKEEPING:**


 * Roll
 * Collect video permission slips
 * Food


 * ACTIVITY 1: Theory Into Practice Tip (Jeff)**


 * The Wise Man & the Foolish Man Song
 * Foundational Principles of SLA
 * Building Practice on a Solid Foundation
 * Discussion of Assigned Reading (you are only responsible for what is on the wiki, not the printed schedule)
 * Opening Prayer


 * ACTIVITY 2: ACTFL Membership & Conference**


 * The importance of a network of professional colleagues
 * Discounted student memberships
 * Ways to attend the conference on a limited budget


 * ACTIVITY 3: Discussion** **of Homework**


 * The Schizophrenic Nature of This Course
 * Consensus Regarding Responses to Homework
 * The Trajectory of a Career - What you think you are preparing for may not be what you end up doing!
 * Getting to Know You
 * Professional background/Current context
 * Why are you pursuing a M.A.? (3 sentences or less)
 * In which M.A. program are you enrolled?
 * What are your professional goals/plans after you graduate?
 * What is your name?
 * We Will Focus on Integrating Theory & Practice


 * ACTIVITY 4: Mapping the Field**


 * From the perspective of students - What would students say they learn in class?
 * From the perspective of teachers - What topics do you think would be important to include in a methods course for new teachers about teaching and learning foreign languages?
 * From the perspective of professional trade books - What is the purpose of each of the books you examined? What does this suggest about what teachers think they need v. what methods texts and universities think they need?
 * From the perspective of researchers - Read several of the titles from your journal aloud. Would you care about reading this as a teacher? How could it help you with your teaching? Why did it get published? How does the style change depending on the journal and the target audience of the journal?
 * Modern Language Journal
 * Foreign Language Annals (FLAnnals)
 * Calico Journal
 * Professional Handbooks of Research on Technology, Assessment, etc.
 * The Language Educator

= =
 * ACTIVITY 5: Homework**

=9-1-16: Professionalism=


 * Today's Topic:** Professionalism


 * Today's Objectives:**


 * Students will define professionalism, professional engagement, and personal learning networks (PLNs).
 * Students will list common characteristics of professional world language educators.
 * Students will explain how the field of world language education is organized.
 * Students will participate in professional communities of practice.


 * Today's Guiding Questions:**

1) What do we mean by professionalism in world language education? 2) How can you detect a professional when you encounter one? 3) What is professional engagement and how is it related to research? 4) Why is professional engagement critical to student learning? 5) How can this course facilitate professional engagement, professional growth, and student success?


 * Today's Tools:** [|ACTFL Online Communities]




 * [[image:meaningfulmethods/GoogleHangoutsLogo.jpg link="https://hangouts.google.com/"]] ||
 * Google Hangouts ||



, ,

,, ,




 * [[image:meaningfulmethods/WikispacesLogo.png link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * HOUSEKEEPING:**


 * Roll
 * Food by Laura
 * Schedule for the Course
 * Announcements: Mini-course
 * True Colors Activities


 * ACTIVITY 1: How can you detect a professional when you encounter one? (Professionalism Worksheet) **


 * What does a professional look like?
 * Appearance
 * Clothing
 * Grooming
 * Observation


 * What does a professional sound like?
 * Communication
 * E-mail/Letters
 * Address
 * Salutation
 * Content
 * Closing
 * Signature Line
 * Telephone
 * Voicemail Message
 * Greeting (Yeah v. Hello or personal identification)
 * Discourse
 * Content/Focus of Conversation
 * Tone of Conversation
 * Vocabulary
 * Experience v. Expertise?


 * ACTIVITY 2: How do you know an "expert" when you meet one? (PowerPoint Continued, Introductions Planning Template)**


 * PowerPoint (Continued)
 * [[file:Introduction Planning Template.pdf]]


 * ACTIVITY 3: How can you begin to craft a professional identity for yourself? (Advocacy** **Quiz, Professional Bio)**




 * Self-perceptions (MLC Study)
 * Map Your Journey: Who am I? What do I care about? Where do I want to spend my time? What problems do I want to address? What do I need to learn? Who do I need to meet?
 * Here am I, Send Me: Preparation, Immersion, Observation, Capacity (Service), Visibility, Flexibility, & Opportunity
 * Signature Line
 * Voicemail
 * Headers & Footers
 * Professional Bio




 * ACTIVITY 4: What is professional engagement and how is it related to a personal learning network (PLN)? (Professional Engagement Jigsaw)**

Professional Engagement ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - JIGSAW
 * What is it?
 * Differences between traditional v. engaged teachers?
 * Role of tech/literacy?


 * ACTIVITY 5:** **How can you begin to craft a professional community for yourself? (Social Networks & PLNs)**

los marcadores sociales ([|Delicious], [|Diigo]) [|//Pinterest//], [|//Symbaloo//],y [|Zotero]

>>
 * PLNs
 * [|ACTFL Online Communities]
 * [|Facebook] Groups - [|//Edmodo//]
 * [|FLTEACH] (RSS & [|Feedly])
 * Google Chat/Hangouts
 * LanguageLinks2006; [|Ñandu]
 * [|Twitter] ([|#langchat], #flteach) - [|Hootcourse]
 * Online Professional Presence/Social Networking
 * Delicious/Diigo
 * Linked In
 * Friend Feed
 * [|Today’s Meet]
 * [|//Tweetdeck//]
 * Zotero


 * Cocktail Party - Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation


 * ACTIVITY 6: How can you cultivate a reputation as an expert? (Online Professional Presence)**


 * PLN
 * Online Professional Presence - ([|Weebly], [|Wix])
 * Professional Engagement
 * Professional Niche - Concept Map of the Field


 * ACTIVITY 7: Where can you find support for your professional engagement, professional growth, and success as a graduate student?**

Professional Engagement


 * Departmental Events
 * International Cinema
 * **Mini-course**
 * Professional Development
 * [|ACTFL] - National (Boston, MA the week before Thanksgiving 2016) - ACTFL Folders (Twitter Hashtag: #actfl2016)
 * [|SWCOLT] - Regional (Oklahoma City, OK in 2016) [Other regionals: CSC, NECTFL, PNCFL, SCOLT, SWCOLT]
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop (Summer)
 * Research

a) Look at The Language Educator and FLAnnals.


 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.


 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?


 * ACTIVITY 8: So how can research capacitate us to become professionals with deep expertise and leadership skills?**

media type="custom" key="28690942" = =

=8-30-16: Intro. to the Course=


 * Today's Topic:** Intro. to the Course


 * Today's Objectives:**


 * Students will get to know the instructor and one another.
 * Students will ask questions about the structure and content of the course.
 * Students will experience course routines and procedures.
 * Students will discuss common characteristics of professional world language educators.
 * Students will participate in professional communities of practice.
 * Students will participate in professional communities of practice.


 * Today's Guiding Questions:**

1) Who am I? 2) Who are you? 3) How is this course organized and why? 4) What do we mean by professionalism in world language education? 5) How can you detect a professional when you encounter one? 6) How can this course facilitate professional engagement, professional growth, and student success?


 * Today's Tools:**
 * [[image:meaningfulmethods/WikispacesLogo.png link="languagelinks2006/Media & Tech - Student Pages"]] ||
 * Wikispaces ||


 * HOUSEKEEPING:**


 * Roll
 * Textbooks


 * ACTIVITY 1: Getting to Know You (Intro. PowerPoint)**


 * What have you heard about Dr. Montgomery?
 * What questions do you have about Dr. Montgomery?
 * Who are you?
 * Popcorn Activity
 * How did you learn your language?
 * Majors
 * Target Languages
 * Teaching Experience


 * ACTIVITY 2: Intro. to the Course [[file:Syllabus Span 671-SLAT 601 Fall 2016.pdf]]**


 * **Purpose:** Professionalize Your Practice
 * **Structure:** Course wiki
 * Content: A blend of research-based, theoretical principles and pedagogical practices
 * **Texts:** Shrum & Glisan, plus selected readings online
 * **Assignments:** Annotated Bibliography, Literature Review, Professional Presentation


 * ACTIVITY 3: How can you detect a professional when you encounter one? (Professionalism Worksheet)**


 * ACTIVITY 4: How do you know an "expert" when you meet one? (PowerPoint & Debrief)**


 * ACTIVITY 5: Homework**