Span+378+Winter+2015+Assignments

//The assignments due in class for Span 378 will be posted here. Assignments are DUE on the date under which they are posted.//toc

=20 abril: Final Exam=


 * 0) Post your teaching demo videos here if you want me to give detailed feedback on them:** https://byu.goreact.com/join/4997ef56-3592-4396-a91d-990916675289

You will need to go to the App Store, download the GoReact app for free, and then follow the prompts to upload your video. E-mail me if you have problems.


 * 1) Return the two textbooks I issued you on the day of the final.**


 * 2) Study for the [|final exam] which will be held on Mon., Apr. 20, from 2:30 - 5:30 p.m.**


 * a) Can Do Statements**

I have started a list of "Can Dos" for you here. I recommend that you see if you can finish crafting the list based on the Final Exam Study Guide. You should be able to do a LOT of things that you couldn't do when you started this class:

Example:


 * I can list the World-Readiness Standards for Foreign Language Learning and give an example of each one.
 * I can explain how the three modes of communication differ from one another.
 * I can explain what the cultural triangle is and why it is important.
 * I can give an example of a cultural product, practice, and perspective.
 * I can state at least 3 different ways a teacher can contextualize grammar and vocabulary.
 * I can list several pedagogically sound pre-, during, and post-reading activities.
 * I can use web 2.0 technologies to create instructional materials.
 * I can identify key components of professionalism and give an example of each.


 * b) Student-created Graphic Organizers**

You will find a series of graphic organizers that students from another semester put together in preparation for finals on this page. You may wish to explore them as tools to help you study.

This study guide is a good example of what will be on the final:
 * c) Study Guide**

Overachievers may want to review the reading guides posted on this page to solidify your own personal content knowledge. The final will not be as nitpicky as these reading guides, so if you can answer the reading guides without looking things up, you are in great shape for the final!
 * d) Reading Guides (OPTIONAL)**

=14 abril: Lesson Demos=

1) Select a high quality, culturally authentic text appropriate for beginning language learners. (NOT a song) 2) Prepare a pre-, during, and post-reading activity for the text. 3) Follow the principles of effective teaching: 4) Select a 7-minute segment of the text to teach in Spanish. 5) Bring 1 copy of the pre-, during, and post-reading activity materials for Dr. M. and 4 copies of the materials for your demo.

6) Use this checklist to evaluate your work:

7) Review this rubric:

=9 abril: Gospel-based Teaching=

Complete this worksheet:

a) Read the scriptures in Column 1. b) Watch the videos in Column 2. c) Note personal insights and "ahas" in Column 3. d) Submit the completed worksheet (e-mail, post here, or print and turn in).

=7 abril: Assessment= **1) Skim:** [|This blog post on IPAs from the Creative Classroom]
 * What generalizations can you make about assessment based on the information provided in this teacher's blog post?
 * How does this teacher's progressively expanding understanding of assessment influence your thinking about assessment?
 * Is this teacher effective? Why or why not? Be prepared to support your opinion with evidence from the blog post.


 * **2) Review [|this PowerPoint] by Paul Sandrock**
 * You only need to look at the following slides:
 * p. 10 - Quote on 21st Century Skills that Supports using IPAs
 * p. 15 - Examples of different guiding questions for a unit on travel, with sample interpretive, presentational, and interpersonal tasks for each one
 * p. 18 - Purposes of Assessment in FL
 * p. 19 - Assessment Definitions (this will be on the final)
 * p. 27 - Interpretive communication is not/is...
 * p. 28 - Characteristics of Interpretive Communication
 * p. 23 - How does thinking about what you do with these texts in the real world give you ideas for tasks students could do?
 * pp. 31-35 - Assessing Interpretive Communication (Examples)
 * p. 36-37 - Strategies for Interpretive Communication
 * p. 40 - Presentational Communication is not/is...
 * p. 41 - Characteristics of Presentational Communication
 * p. 49 - Assessing Presentational Communication
 * p. 53 - Interpersonal communication is not/is...
 * p. 54 - Characteristics of Interpersonal Communication
 * p. 60 - Assessing Interpersonal Communication
 * p. 58 - Example of "TALK" Scores
 * pp. 61-64 - Sample Assessment Tools for Interpersonal Communication
 * p. 65 - Adapting Existing Classroom Activities So They Require "Negotiation of Meaning"


 * 3) Examine these examples: **

[|Examples (Be sure to look at 1, 2, & 3)] [|Examples B (Be sure to look at 1-4)]


 * Bonus Resources: **

[|What Do We Mean By Performance] - See Slides 11-14 from this presentation by Meg Malone [|Sample TASK-based Evaluations for Beginning Learners] - See Slides 31-33, 47-50, from Meg Malone's presentation [|IPA Rubrics for Different Proficiency Levels] - You can adapt these for your IPA [|IPA Resource Page from Ohio] [|Explaining Proficiency Levels to Students]

Integrated Performance Assessment Diagram Sample IPA Tasks from Toni Theisen (French) Sample IPA Tasks from Andrea Henderson (Look at Example 2) [|CAPS 3-column Rubrics] (IPA Task Rubrics from FLENJ) Principles of Creating Effective Rubrics
 * Notice multiple texts with different tasks
 * Notice the technology component of the presentational task

=2 abril: Assessment=

**1) Skim the following pages--much of this information will appear on your final exam:**

[|Purposes of Assessment] [|Achievement, Performance, & Proficiency] [|Formative v. Summative Assessment] [|Stakeholder Needs] [|Matching Goals]


 * 2) Read: **




 * 3) Explore: **

Assessment Resources

Tools for Assessment

Closure Activities

=31 marzo: Pinterest=


 * 1) Do this Pinterest assignment:**

a) Sign up for a group:

//**[|Group 1]**// Elizabeth James Heather Michelle

//**[|Group 2]**//

Travis Alexander William Dennis

//**[|Group 3]**// //**user:marcimorris**// Hannah Laura Cecily Julia

b) Complete this project: c) Use this story: [|Una moneda de oro] (pp. 474-476) d) Project is due on Tuesday, March 31 (no exceptions)! e) You will present the project like this (except that each person will probably only have time to present their favorite pin):


 * 2) Sign up for [|Españolandia]. **

=26 marzo:=


 * 1) Read the following short story:** [|Una carta a Dios] (or listen to the audio version: [|Una carta a Dios audio file])


 * 2) Perform the following Google searches:**

a) filetype:pdf "una carta a Dios"


 * What types of documents seem to be represented on the first page of the search results?
 * Which of each of these versions of the text would be best for classroom use and why?
 * [|Una carta a Dios] (Unglossed PDF with bio at top)
 * [|Una carta a Dios] (Unglossed web version)
 * [|Una carta a Dios] (Unglossed Spanish web version)

b) image search "una carta a Dios" - What ideas do these images give you for pre-, during, or post-reading activities?

d) Briefly SKIM the following materials - What ideas do these give you for pre-, during, and post-reading activities?


 * [[file:Lesson Plan Condicional Una carta a Dios Humor Ironia.doc]]
 * [|Una carta a Dios (PowerPoint)]
 * [|Una carta a Dios word cloud]
 * [|Una carta a Dios (Portfolio Materials)] - Look carefully at the first page, skim the rest
 * [|Sustainability and Spanish] - Skim this
 * [|Una carta a Dios on Pinterest] - Spend some time looking here
 * [|Si pudieras escribirle una carta a Dios, ¿qué le dirías?]
 * [|Sequel to Una carta a Dios] (read the blurb under Fees on the left-hand side of the page)


 * 3) Read the following assignment sheet**: [[file:Nielson Montgomery Span 378 Pinterest Assignment and Rubric 1-7-15.pdf]]


 * 4) Read the following short story in preparation for the Pinterest assignment:** [|Una moneda de oro] (pp. 474-476)


 * 5) You do not need to write anything down or turn anything in on Thursday.**

=24 marzo:=


 * A) FLTEACH Project Due**

1) Go to the FLTEACH archives: [] 2) Click on a month. 3) Select at least 5 different “threads” (a.k.a. topics). 4) Read all of the postings related to each thread. 5) Prepare a one-page graphic organizer that teaches us what you learned:

http://languagelinks2006.wikispaces.com/FLTEACH+Projects
 * B) Post your FLTEACH project here:**

=19 marzo:=


 * A) Begin your FLTEACH project:**

1) Go to the FLTEACH archives: [] 2) Click on a month. 3) Select at least 5 different “threads” (a.k.a. topics). 4) Read all of the postings related to each thread. 5) I will give you information at the beginning of class tomorrow regarding what to do with what you’ve read.


 * B) Finish your wiki page:**

1) Go to this page: http://languagelinks2006.wikispaces.com/Span+378+Winter+2015+Student+Pages 2) Click on your initials. 3) Finish the 8 tasks on the page. 4) Ask for help in class if you don't know how to do something. 5) Send Dr. Montgomery an e-mail stating you have finished your wiki page and she will adjust your grade for this assignment.

=17 marzo:=

http://www.tricider.com/brainstorming/35o53JwlpUl
We will explore this in class

=10 marzo:= We will be meeting on campus today.

1) Turn in your annotation assignment: a) Base your assignment on EITHER the Moeller article or the pages from Ch. 3 of Curtain & Dahlberg. b) You may do the assignment in English or in Spanish. c) You may submit a printed copy or an electronic copy of the assignment. d) The assignment is due on March 10 - NO LATE ASSIGNMENTS ACCEPTED! e) Remember: Think about what you read, decide what it means to you, make an assertion about the text based on what it means to you, identify evidence in the text that supports your assertion, explain your evidence.

2) Develop a during reading activity for use with the story you selected.

The activity worksheet should include:

a) A header containing the title of the activity. b) A footer containing; c) Numbered, step-by-step instructions. d) Activity prompts or scaffolding.
 * Name of story
 * Date
 * Your name
 * Your e-mail

=5 marzo:=


 * 1) Read the pages by from Ch. 3 of Curtain & Dahlberg** regarding story form in language teaching and learning.
 * 2) Read the article by Ali Moeller** entitled //Literature: A Rich Resource for Teaching Language & Culture//.
 * 3) Complete this Annotation Assignment:** [[file:Nielson Montgomery Span 378 Annotation Assignment and Rubric Revised 1-7-15.pdf]]

a) Base your assignment on ONE of the two texts listed above. b) You may do the assignment in English or in Spanish. c) You may submit a printed copy or an electronic copy of the assignment. d) The assignment is due on March 10 - NO LATE ASSIGNMENTS ACCEPTED! e) Remember: Think about what you read, decide what it means to you, make an assertion about the text based on what it means to you, identify evidence in the text that supports your assertion, explain your evidence.

4) Remember, **we will not be meeting on campus for class on Thursday, 3/5/15** due to assessment day, but you will need to check the AGENDA page of the wiki for your class work.

=3 marzo:=

1) Please answer the following three questions ANONYMOUSLY (you will hand this to me in class):

a) The best thing about this class and/or your teaching is... b) The worst thing about this class and/or your teaching is... c) One suggestion I have for improving this class and/or your teaching is...

2) Please explore the following materials:

a) Pre-reading Activities b) During Reading Activities

=26 febrero:=

a) Review your notes. b) Select a reporting option: Form or Discussion Post or Graphic Organizer
 * 1) Submit an UFLA report (if you attended the conference): **
 * Form: Complete this form and submit it to Dr. Montgomery: [[file:Professional Conference Assignment 2014.doc]] [[file:Professional Conference Assignment 2014.doc]]
 * Discussion Post:
 * View this graphic organizer: [[file:UFLA Conference Debrief Sheet.doc]]
 * Go to the Reflections on UFLA 2015 discussion.
 * Post your thoughts about each category listed on the graphic organizer.
 * Graphic Organizer:
 * Create your own UFLA graphic organizer.
 * Your graphic organizer should "teach" people what you learned
 * Use the categories on this page to give you ideas: [[file:UFLA Conference Debrief Sheet.doc]]


 * 2) Explore the following:**


 * a - Spend most of your time on this. **
 * b - Should take no more than 10 minutes. **
 * c - We will not spend a lot of time on this in class, but you will get a lot out of it if you invest time in reading it. **

a) Explore:
 * [|A Periodic Table of Visualization Methods]
 * Scroll over at least 12 squares (2 from each colored section)
 * Prepare to explain how this helps teachers


 * Graphic Design
 * //Graphic Design Principles:// Read the first page of this PDF handout [[file:Graphic Design Principles for Teachers.pdf]]
 * //Examples// or //Interactive Activities:// Explore at least 3 additional links from one of these 2 sections of the page: //Examples// or //Interactive Activities//
 * Prepare to explain how these ideas apply in teaching Spanish


 * [|Inanimate Alice]
 * Choose a language
 * Work through at least one chapter or episode
 * Prepare to explain what this teaches us about reading in Spanish

b) [|Technological Tools for Visual Thinking]
 * Read the abstract
 * QUICKLY SKIM the rest of the article and post 3 concepts or ideas that were interesting to you in this discussion forum

c) Select ONE of the following articles or videos to explore. "Tweet" one item of interest to you in the Visual Cognition Discussion.


 * //Additional Reading on Visual Cognition// **

Callow, Jon. (2003, April). Talking about visual texts with students. // Reading Online, 6 // (8). Available: [|http://www.readingonline.org/articles/callow/#theoretical] and []

Jacobs, Julie, & William Mueller. (2001). [|Design principles for interactive texts]. Based on a [|paper] presented at the 11th annual International Conference on Technology in Collegiate Mathematics (ICTCM), New Orleans, 1998. Available: [] (Pay particular attention to the psychological principles)

Fadeyev, Dmitry. (2009, February 18). [|9 common usability mistakes in web design]. // Smashing Magazine. // Retrieved February 18, 2009, from [|http://www.smashingmagazine.com/2009/02/18/9-common-usability-blunders/#comment-315307]

Few, Stephen. (2004, September). Data presentation: Tapping the power of visual perception. // Intelligent Enterprise. // Retrieved July 3, 2005, from [|http://www.intelligententerprise.com/showArticle.jhtml?articleID=31400009]

Johnson-Laird, P.N. (1998). Imagery, visualization, and thinking. In J. Hochberg (Ed.), // Perception and cognition at the century's end // (pp. 441-467). San Diego, CA: Academic Press. Retrieved April 30, 2005, from []

Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from:[]


 * Lengler, Ralph, & Eppler, Martin J. (n.d.). Towards a periodic table of visualization methods for management. Retrieved January 7, 2006, from: [|http://www.visual-literacy.org/periodic_table/periodic_table.pdf] **

Matei, Sorin A. (2004). Mental maps: Making the invisible visible. Retrieved November 14, 2006, from [|http://www.mentalmaps.info]

McCloud, Scott. (1993). // Understanding comics: The invisible art. // NY: [|HarperPerennial]. ISBN 0-06-097625-X. (Chapter 8)


 * McLoughlin, C., & Krakowski, K. (2001). Technological tools for visual thinking: What does the research tell us? Retrieved April 30, 2005, from[] **

[|Montage a Google]

Ratcliff, Trey. (2009, February 17). [|10 easy steps to advanced photography skills]. // Smashing Magazine. // Retrieved February 18, 2009, from [|http://www.smashingmagazine.com/2009/02/17/10-easy-steps-to-advanced-photography-skills/]

Russell, D.M. (n.d.). Learning to see, seeing to learn: Visual aspects of sensemaking. Retrieved April 30, 2005, from []


 * Sankey, M. D. (2002). Considering visual literacy when designing instruction. //e-Journal of Instructional Science and Technology//, //5//(2). Retrieved February 20, 2009, from ** **[]**

Wilde, Judith. (1991). // Visual literacy. // NY: Watson-Guptill Publications. ISBN 0-8230-5620-1.

Thomas, Sue. (2008). Transliteracy and new media. In R. Adams, S. Gibson, & S. Muller Arisona (Eds.), Transdisciplinary Digital Art. Sound, Vision and the New Screen (pp. 101-109). Berlin Heidelberg: Springer-Verlag. Retrieved May 27, 2008, from[]

Wilhelm, Jeff. (2000, March). Literacy by design: Why is all this technology so important anyhow? Voices from the Middle, 7(3), pp. 4-14. (Discusses why teachers should consider making space for alternative writing places, spaces, and tools in 21st Century classrooms and outlines the benefits of using design-based curricula with students)
 * 3) Self-assess the lesson plan you created using this evaluation checklist:** [[file:Lesson Plan Evaluation Checklist Final.pdf]]

=24 febrero:=

1) Plan a standards-based, culturally infused lesson.

a) Select a chapter from the //Asi se dice// text. b) Choose a topic and expand it conceptually. c) Develop an objective and an assessment project. d) Determine activities. e) Prepare instructions and materials for each activity.


 * Does each activity have a title?
 * Does each activity have simple, numbered, step-by-step instructions in Spanish?
 * Does each activity support students in using targeted grammar and vocabulary to communicate about the conceptual content of the lesson?
 * Is each activity grounded in culture?
 * Does each activity have a footer at the bottom with your name, date, and contact information?
 * Do materials look professional?

DUE February 24 (no exceptions)!

=12 febrero:=

1) Plan a culturally-infused information gap activity (if you didn't already).

a) Choose a grammar principle to practice. b) Think of a real life context for it. c) Create an information gap activity. d) Be sure the activity is grounded in culture. e) Bring a single copy of the materials to class on **FEB. 12.**

=10 febrero:=

1) Plan a culturally-infused information gap activity.

a) Choose a grammar principle to practice. b) Think of a real life context for it. c) Create an information gap activity. d) Be sure the activity is grounded in culture. e) Bring a single copy of the materials to class on **FEB. 10.**

=3 febrero: Culture=

1) Read Chapter 14 in preparation for the quiz and class discussion you will have with Dr. Knapp on Tuesday.

2) Plan a culturally-infused information gap activity.

a) Choose a grammar principle to practice. b) Think of a real life context for it. c) Create an information gap activity. d) Be sure the activity is grounded in culture. e) Bring a single copy of the materials to class on **FEB. 10.**

=29 enero: Culture=


 * Part A: Watch these clips from "A Single Story"**

[|The Danger of a Single Story - Segment 1]

media type="custom" key="27128442"

[|The Danger of a Single Story - Segment 2 (Immigration, Mexicans, & the Power of a Repeated Story)]

media type="custom" key="27128448"

[|The Danger of a Single Story - Segment 3 (Of Flattened Experience, Stereotypes, & Incomplete Stories)]

media type="custom" key="27128450"


 * Part B: SKIM this transcript of the video.**

([|Annotated Dotsub captions for A Single Story])


 * Part C: Skim this article**




 * Part D: Play with this tool.**


 * Part E: Skim the Taylor & Bateman chapter on teaching culture. (It has some really good information--especially in the first half.)**


 * Part F:** Explore at least 3 links on the left of this page: Culture Connection

=27 enero: Proficiency, Continued=


 * 1) Read the GENERAL description of each proficiency level.**

a) Go to the [|ACTFL Proficiency Guidelines] (online version). b) Read the description for Novice, Intermediate, Advanced, Superior, & Distinguished (in English).


 * 2) View samples of different proficiency levels __in English__.**

a) Go to the [|ACTFL Proficiency Guidelines] (online version). b) Look for the gray buttons. c) Click on each View Samples button. d) **Watch ALL** of the videos under Novice, Intermediate, and Advanced. e) What characteristics do speakers at each level possess?

a) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version). b) Look for the gray buttons. c) Click on the View Samples button for Novice, Intermediate, and Advanced. d) Choose at least **ONE video** to watch for each category. e) What characteristics do speakers at each level possess?
 * 3) View samples of different proficiency levels __in Spanish__.**

=22 enero: Proficiency=

1) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

2) Watch these videos.

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|ARGO Interview - Ben Affleck] (3:08) - media type="youtube" key="jjkt8eG7Qms" width="560" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"

[|Selena Gomez in Spanish Interview] (3:18) media type="youtube" key="6j78DOl0hEk" width="420" height="315"

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"

=20 enero: Differentiation=


 * //1: What is differentiation?//**

Differentiation is a big word that is often used in education to talk about the ways that teachers make the curriculum more accessible to their students. Typically, it involves adjustments to the //**content**// of the curriculum, the //**processes**// in which students engage with the curriculum and the teacher, and/or the //**products**// or assignments students produce. These changes are made in an attempt to make the curriculum better match the interests, learning styles, and needs of individual students, special groups of students, or even entire classes. Although most teachers agree with the concept of differentiation in theory, many believe that it is difficult to implement successfully in schools where classes are large and the individual students in each class are very diverse, or not worth the time it might take.

//**2: Why differentiate instruction?**//

**A: The Animal School:**

a) Choose how you want to view the info: [|Book], [|playscript], [|slide presentation], [|video], [|video transcript] . b) View the information.

Slide Presentation: media type="custom" key="27094544"

Video: media type="youtube" key="VyweQQMfNVs" width="420" height="315"

**B: Students with Special Needs: Simulations**

a) Complete the Visual Activity: [|Misunderstood Minds] b) Complete the Auditory Activity (requires speakers): [|Misunderstood Minds] c) You can try these simulations too (optional): [|Webaim Simulations]

a) Read the story. b) Think about what this means for gifted kids in language classes?
 * C: Is it a Cheetah? (What about gifted kids?)**

Not all students are ready to learn the same thing on the same day in the same way. Consequently, teachers can better serve their students by differentiating (or tailoring) instruction to their individual needs.


 * D: What does this mean for foreign language classes?**

a) Read the [|ACTFL Position Statement on Diversity & Inclusion in Language Programs] b) Decide if you agree or disagree and come to class prepared to defend your opinions.

**3: How do we differentiate in large classes?**

**A: Principles of Differentiation**

1) Examine: [|Differentiation Concept Map] 2) What activities do you remember participating in during your time in K-12 education which reflect the best practices identified on the map?

**B:** **PowerPoint Presentation**

1) Go to this page: [] 2) Click on the Dare to Diff 09.ppt link 3) View the PowerPoint presentation once it downloads 4) Discuss the presentation with your colleagues as you view it

**C: Differentiation Strategies**

1) Go to the Dare to Differentiate Wiki 2) Click on at least 3 of the links under // "Strategies." // 3) Open at least 3 of the documents on each page. 4) [|Discuss with your colleagues] how you might use these ideas in a Spanish class.


 * D: How can teachers individualize instruction through differentiation when they teach large groups of very diverse students?**

Before answering the how question, it is important to ask yourself, "What do my students NEED?" When you consider the answer to that question, be sure to consider learners who are culturally & linguistically diverse, students who are gifted, students with other special needs, and the learning styles of all of your students. There are a number of different strategies that language teachers can use to differentiate instruction in order to better meet these needs. Some of them include:


 * Pre-assessments - These are essential to helping the teacher determine what students already know, what they need to learn, and what their learning styles are. Once teachers have this information, it will be easier for them to select appropriate strategies for differentiation.


 * Choice of Activities (Game, Learning Center, Online Tutorial, Project, Textbook Activity, Video, Webquest, Worksheet, etc.)


 * Choice of Media/Materials (Colored pencils, Computer-generated, Crayons, Cut & Paste from Magazines, Markers, Paints, Pastels, Watercolors, etc.)


 * Choice of Products (Baby Book, Collage, Comic Strip, Diagram, Diorama, Game, Journal, Mobile, Mural, Pamphlet, Poem, Poster, PowerPoint Presentation, Research Paper, Skit, Song, Speech, Story, Timeline, Video, Webpage, etc.)


 * Choice of Resources (Apprenticeships, Library, Mentors, Online Resources, Visual Materials)


 * Choice of Software (Adobe Premier, Audacity, Excel, Google Docs, Inspiration, Jumpcut, Photoshop, PowerPoint, Publisher, Word, etc.)


 * Choice of Tasks (Assignment Bingo Grid, Multiple Format Options for Same Basic Project, Choose #/type of activities for grade you want)


 * Choice of Texts (Audio Text, Computer-based Text, Image-based Text, Multimedia Text, Print-based Text, Video-based Text, etc.; Children's Book, Essay, Newspaper Article, Short Story, Song, etc.)


 * Grouping Students (Individuals, Jigsaw Groups, Mentorships, Pairs, Small Groups, etc., based on students' abilities/aptitudes, interests, learning styles, and readiness)


 * Level of Support (No help, open book—for last 5 minutes, prompts, use your neighbor for last 5 minutes, verb chart, word bank, etc.)


 * Level of Reading (Vary texts, supplementary materials, scaffolding, or homework by reading level) [|Readability.info]will help you to determine the reading level required in order for your students to read the things you write


 * Level of Thinking (How much thinking is required--based on Bloom's Taxonomy--changes depending on the capabilities, interests, and needs of the students)


 * Pacing & Timing (The speed with which students move through the material and/or the time allotted for each task varies based on the individual learning styles, needs, preferences, and skills of individual students.)


 * Questions (The teacher poses different kinds of questions to students based on their interests, learning styles, skills, and understandings)


 * Voice (Students have a say in what they do, how it is done, or how it is graded)

How does this information link to what we know about the purposes of assessment, planning, and feedback?

When "experts" talk about differentiation, they often refer to three different types of differentiation: differentiation by content, by process, and by product.

**Content**

Contracts - Students work with the teacher to set individual learning goals, develop action plans for achieving them, determine how progress will be measured, and decide how students will be held accountable for their understanding.

Compacting - A pre-test is used to identify what students know and what skills or understandings students still need to acquire. Students are allowed to skip activities and assignments that are designed to practice what they already know, are given assignments designed to help them fill the gaps in their understanding, and are encouraged to use any free time they might have to pursue enrichment activities of interest to them.

**Format**

Games - Links to downloadable game templates

Interactive Worksheets - Templates for turning worksheets into interactive activities

Songs - A variety of songs in different languages that can be used to teach various grammatical structures. Be sure to check the songs section of the page for the language that you teach too.

**Process**

//Do you ask students to learn in a variety of different ways in order to better address the special challenges, learning styles, needs, and personalities of each one?//

Learning Centers - The teacher prepares learning centers based on curricular goals, student interests and learning styles, and unit themes. Students are allowed to decide which centers they will attend (but a minimum number of centers or tasks is required), which tasks they will complete at a given center, and/or, the peers with whom they will work.

Tiered Assignments - Although all students must cover similar content, the teacher develops a continuum of assignments that allow students to explore the key elements of the topic under study at increasingly broader, deeper, more challenging, or more complex levels of coverage, depending on their skills and understandings.

**Structuring Discussions**
 * **Carrousel Brainstorming** - Post large pieces of chart paper around the room. Put a topic or question at the top of each sheet. Divide students into groups and give each group's "recorder" a different colored marker. Give each group 30 seconds to 2 minutes to brainstorm a list of items or answers related to the topic or question. When the time ends, have each group move to a new piece of chart paper and continue the process.
 * **Focus Questions** - Give each small group a list of questions and ask them to choose at least 3 to discuss.
 * **Jigsaw** - Divide students into groups (1, 2, 3, 4). Give each group a different set of paragraphs to read, a skill or process to learn, etc. When time is called, regroup students so that each new group is comprised of at least one member of the original groups (each group should have a 1, a 2, a 3, and a 4 in it) so that the representative of the original group can teach the information, skill, or process to the new mixed group.
 * **Key Ideas** - Ask students to identify 3-7 sentences containing key ideas regarding the topic of study.
 * **Key Words** - Ask students to extract 3-7 key words that summarize the topic of study and devise a graphic organizer that will help others remember them.
 * **Prioritization** - Give each student a red dot, a green or blue dot, and a yellow dot or Post-it flag. Post a list of ideas, topics, or activities on chart paper around the room and have students "vote" on the topics using their dots. (Red dots=high priority, green/blue dots=moderate priority, yellow dots = low priority). Have students "defend" their choices or attempt to come to consensus on the choices.
 * **Read & Retell** - Give students something to read, then have them retell it to a partner, adding a personal experience or connection in the process.
 * **Round Robin** - Seat students in small groups. Call out a controversial question or statement and allow students to express their opinions--but students are only allowed to talk one at a time, according to the order in which they are seated around a round table. Consequently, if they wish to respond to something someone else has said, they must make a note of that so that they can remember the comment they wish to make until it is their turn. When it is their turn, they are only allowed to make one comment and/or ask one question. In this way, all students (including those who are reluctant to speak), get a turn.
 * **Talking Chips** - Give each student in a group 4 chips of a different color. Students may make comments or ask questions at any time during the small group or whole class discussion, but each time they do, they must "pay" a chip. When they are out of chips, they cannot speak again until everyone has used their chips. Conversely, for each chip the student spends, s/he may earn a point toward some privilege or reward.

**Structured Opportunities to Move & Talk**

>>
 * **Affinity Diagram** - Have students jot down key ideas or concerns about a given topic individually on separate Post-it notes, then ask them to work together to organize the ideas or concepts into meaningful sets. Have them label each set.
 * **Carrousel** - Post chart paper on the wall, write a question on each page, divide participants into groups, give a different colored marker to each group, send a group to each paper, give them one minute to jot down answers to the question, then have them move to the next page.
 * **Focus Groups** - Divide the tasks into 4 pieces, send a "facilitator" to guide each small group through their piece of the task, pull the whole group back together for the finished product.
 * **Four Corners** - Provide a variety of readings or topics, form groups by favorites, participants discuss, each person shares the most valuable idea they are taking away from their group's discussion, no comments from others are allowed until everyone has spoken.
 * **Grab a Word** - Listen to, read, or watch a piece of "text" (an audio clip, statement, or video clip), and then from the center of the table, grab the word that you associate most closely with what you heard, read, or saw.
 * **Human Graphing** - Once participants have completed a multiple-choice survey, personality quiz, etc., and tallied their results, send them to different locations in the room based on their scores so that everyone can see the visual distribution/clustering of the people in the class.
 * **Inside/Outside Circles** - Have participants make 2 circles facing one another. Give the people in the inside circle a question, and have the outside circle answer them.
 * **Popcorn** - Stand and say one word that you associate with the topic.
 * **Story Squares** - Sketch something in each box related to the topic. Trade papers with a partner. Point to a square on your partner's paper that seems interesting to you and listen to them tell you the story. [[file:Story Squares.doc]]
 * [[file:Making Groups Work.doc]]Techniques for structuring group work so that students can engage in it more successfully

[|CAST: Teaching Every Student (Tools)] - Optional

- Optional

Optional: [|The Hispanic Way] - A good resource for studying for the culture portion of the Praxis = =

=13 enero: True Colors=

There are 4 required tasks and one optional task today:


 * 1) __Skim__ this article:** [|Differentiation Doesn't Work] from Education Week


 * 2) __Skim__ this blog post, exploring at least ONE recommended link:** [|To Differentiate or Not To Differentiate Really Isn't the Question] from Larry Ferlazzo


 * 3) Quickly explore this wiki:** Dare to Differentiate

a) Don't be overwhelmed. b) Scroll to see what the wiki offers. c) Choose JUST ONE link that interests you. d) Click on the link. e) See what is on that page.

(We will come back to this wiki later for other assignments.)


 * 4) Read the following handouts on True Colors:**

- Pages 3-4 contain brief descriptions of how each color is likely to interact at home, at school, and with friends. Page

- Read this entire packet THOROUGHLY. EXCELLENT charts that indicate how to relate to, motivate, appreciate each color; Pages 3-6 compare how each color sees itself to how others may see each color. Very useful for thinking about why people might sometimes misunderstand you, as well as how you might accidentally misunderstand others reframing lists; symptoms of a bad day; and team member role cards. (See also Page 2 of this handout: )

- You'll have to download and open this Word doc to read it. Page 1 contains a list of typical behaviors each color exhibits when having a bad day.



- Very well-designed handouts that highlight what each of the 4 colors brings to a collaborative situation, along with questions each color is likely to ask about the task at hand. Super helpful for you as members of different professional committees, and helpful for students as they engage in group work.

- Formatting is ugly, but info. is useful

- Understanding your interviewer can help you know which strategies will help you communicate best

**5) OPTIONAL: Just For Fun True Colors Materials** - This PDF document contains wordsearches for all 4 colors

- Are you a diet feeler, planner, thinker, or player? This brief quiz may give you some insight into your eating habits. (Warning - this links to a commercial site) - Read 4 different comic strips and decide which situation best depicts you, then read a brief description of how your dominant colors may be affecting your shopping habits. (Warning - this links to a commercial site)

- Can you identify which color is most likely to own each of these bumper stickers?

Additional True Colors Resources

- Golds will find this PowerPoint presentation useful. It provides detailed, step-by-step instructions for the quiz, along with a more comprehensive approach to explaining it

=10 enero: Intro. to Class=


 * 1) Join [|Wikispaces] (Completed in class) **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 2) Join the LanguageLinks2006 Wiki (Completed in class) **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/ ** c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Sign up to give the Bienvenida. **

a) Go to the **Bienvenida page.** b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Complete: Course Information Survey**


 * 5) Complete: Student Teaching Information Survey**


 * 6) Complete: Technology Survey **


 * 7) Read the syllabus: [[file:Syllabus Span 378 Winter 2015.pdf]] **


 * OPTIONAL: **


 * You may wish to join:**

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * You may wish to participate in these Twitter chats:**


 * 1) langchat
 * 2) utedchat


 * You may wish to register to participate in these professional world language and technology conferences:**

February 19, 2015 at Weber State University in Ogden, UT
 * [|Utah Foreign Language Association Annual Meeting (UFLA)] **

February 26-28, 2015 at the Denver Omni Interlocken Hotel in Denver, CO
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 12-15, 2015 at the DoubleTree by Hilton in Sacramento, CA
 * [|California Language Teachers Association Conference (CLTA)] **

April 2-3, 2015 at Herriman High School, Herriman, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)]**

April 22-24, 2015 in Banff, Alberta, Canada
 * [|Open Education Global Conference]**

June 2015 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Workshop for Spanish Teachers **

July 17-20, 2015 at the Grand Hyatt Denver Hotel in Denver, CO
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **

October 1-2, 2015 at Boise State University, Boise, ID
 * [|Idaho Association of Teachers of Language and Culture Conference (IATLC)] **

November 20-22, 2015 in San Diego, CA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)]**


 * More Professional Development Opportunities**

=8 enero: Wiki Username=


 * A. Choose a wiki user name.**

1) Choose a wiki user name. 2) The name you choose will be publicly visible. 3) Your posts will be associated with the name. 4) So choose something professional. 5) E-mail your selection to me.


 * B. No other homework for today.**

= = 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


 * Save for later: **


 * Complete** : [[file:Course Photo Video Permission Form Span 378 2014-15.pdf]] [[file:Course Photo Video Permission Form Span 378 2014-15.doc]]

CM; CMAgendas