Span+378-Winter+2012-Agenda+for+Today

//Para hacer preguntas, comentar en asuntos de la clase, o compartir ideas, hagan clic sobre la pestaña de discusión en esta página. Favor de acordarse que es un foro público--todo el mundo puede verlo. Por eso, favor de asegurar que sus mensajes sean profesionales, mantengan el carácter confidencial, y que se ceñan a los// //Guidelines for Posting//.toc

=27 marzo=

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

// **Students will create interpretive activities that support the development of students' proficiency in Spanish.** //


 * ACTIVITY 1: Inside/Outside Circles re: Interpretive Communication ** (Based on this page and Topical Listing of Children's Books)


 * ACTIVITY 2: Pre-reading, During Reading, Post-reading **
 * Discussion of [|Inanimate Alice] in conjunction with handout - What makes this comprehensible?
 * Estrategías para hacer lecturas profesionales


 * ACTIVITY 3: Teaching Demos **


 * Teaching Demos: **

// **Carlos y la calabaza** // (Story switches)

Tone carries meaning
 * Find a partner.
 * Decide who is A and who is B.
 * Take turns reading the worksheet aloud.
 * Partner A returns the worksheet. Partner B picks up a book for each partner.
 * Paired reading with books
 * Grammar worksheet


 * Actividades de pre-lectura
 * //**La hora de acostarse de Francisca**//
 * Brainstorm with a partner
 * Shout out reasons to the class (with overhead)
 * Read the Spanish version of **//[|Papá]//**
 * Predict (what things will happen in the book, based on a checklist)
 * I have/who has


 * Actividades de lectura
 * //**Oye al desierto/Listen to the Desert**//
 * **//[|Chumba, la cachumba]//** **//(Choral, participatory reading)//**
 * Teach chorus
 * Distribute sentence strips
 * Model first page of the story (and act out)
 * Turn clock over to a student to play "teacher"
 * Popcorn the story
 * Chant the chorus at the end of each page
 * Watch [|video] (brainstorm what students could do during this pass through the text)
 * **//Corduroy (Audio)//**
 * **Part 1:**
 * Find out what the words mean
 * Write 2 sentences about the pictures
 * Use all the words on the word list
 * Partner A turns in the worksheet. Partner B gets 2 sentence strips.
 * **Part 2:**
 * Each partner records their sentence on the computer
 * Sit down
 * Listen to the story
 * **//La gallinita roja//** **//(Hear/Say)//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Partner A starts (with the star).
 * Partner B listens, then responds as written
 * **//Froggy se viste//**
 * Paso 1:
 * Look at the pictures
 * Stand in front of a picture
 * Draw a speech bubble
 * In Spanish, write what the character is saying.
 * Go stand by your desk.
 * Paso 2: Act out what the teacher says.
 * Paso 3:
 * Find a partner with your eyes, then put your head down
 * Decide who is A and who is B.
 * A gets a book. B gets paper dolls.
 * Partner A reads a page.
 * Partner B dresses their frog correctly
 * //**Día que la boa de Jimmy comió la ropa (Watch video)**//
 * TFind a partner.
 * Choose 3 unrelated pictures
 * Write a 3-sentence story that connects the pictures (with your partner).
 * Tell your story to another group.
 * Watch video (discuss what makes the video comprehensible)
 * Order pictures to retell text/?s
 * Songs
 * **//El canto de las palomas//**
 * Get a sentence strip, piece of paper, and crayon
 * Read your sentence
 * Illustrate the sentence on the paper
 * Post your paper on the board
 * **//La casa que Juan construyó - House That Jack Built//**
 * **//Salta, ranita, salta//**
 * **//Story Switches//**
 * Find a partner.
 * Decide who is A and who is B.
 * Partner A gets a yellow worksheet. Partner B gets a green worksheet
 * Read the story on your worksheet.
 * Give your worksheet to the teacher.
 * Tell your partner the story on your worksheet in Spanish
 * (Quiz)
 * **//Wordless Books//**
 * //El platillo volante//
 * //Carlos y la calabaza//
 * **//Si le das una galletita//** **//(Identify and sequence pictures)//**
 * Clear your desk.
 * Get an envelope.
 * Spread the pictures on your desk.
 * Listen to the story.
 * Find the picture that matches what you hear.
 * Make a circle out of your pictures.
 * Find a partner.
 * Use the formula to retell the story to a partner (focus on form)
 * **//Adivina cuánto te quiero//**
 * **//Siete ratones ciegos//**
 * **//Pequeño Nicolás (Video)//**
 * **//El principito (Video)//**
 * **//[|Mi primer libro de dichos]//**
 * //Don Quijote//
 * [|Juan Bobo]
 * //[|El Principito]//

=22 marzo: La lectoescritura=



// **El secreto en la caja de fósforos** //
 * Brainstorming dragon-related words with overhead
 * Describe & Draw (with ppt)
 * If a dragon were to come to BYU . . . (whole class brainstorms with sentence strips)

= =20 marzo: La cognición visual=

=15 marzo: Presentaciones y la tecnología=

media type="youtube" key="6ILQrUrEWe8" height="315" width="560"

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

media type="youtube" key="NLlGopyXT_g" height="315" width="420"

=media type="youtube" key="NLlGopyXT_g" height="315" width="420"=

media type="youtube" key="AARs00nrW7I" height="315" width="420"

media type="youtube" key="NeJPBuBEJ50" height="315" width="420"

media type="youtube" key="RxHb5QVD7fo" height="315" width="420"


 * [|U.S. teen brings school to Cambodia - Giving- msnbc.com] - Teen raised $52,000 and partnered with world bank, etc.


 * [|Students 2.0] - Geographically distributed, international team of teen bloggers who launched the blog to engage adults in conversations about technology in education


 * [|Twenty Five Days to Make a Difference] - Blog by a 10-year-old girl that focuses on her efforts to make a difference in the world. Dec. 1, 2007 post - she began by shoveling snow and putting salt down so people wouldn't slip and is now into charity & activism. (Read from the bottom up to see the growth in her literacy skills)


 * [|Tech Trends 2011]

=1-19-12=


 * 1) Finish Your Personal Wiki Page **

a) Locate your personal wiki page (look for your initials). b) Click your initials to load your page. c) Click "Edit" to open your page so you can edit it. d) Add:
 * text
 * a link
 * a copyright-safe image
 * a document
 * a video
 * a widget

2) Do an image search for the word "globalization." What do the images that appear in the search results teach you about the topic?

3) Skim this Wikipedia article on [|globalization]. How did what you skimmed change your understanding of the concept of //globalization//? (**NOTE:** The article that will pop up for the next 24 hours will be about SOPA/PIPA. Although it isn't the one I had intended for you to read, this is a great "teaching moment"--an opportunity for you to experience how social media can be used as a tool for catalyzing social--and political--change. In other words, I encourage you to go ahead and skim what Wikipedia WILL let you access--the SOPA/PIPA article. Thanks to those of you who contacted me to let me know there was an issue.)

4) Watch these 2 videos. As you do, think about what they add to your understanding of //globalization//:

media type="youtube" key="6ILQrUrEWe8" height="315" width="560"

media type="youtube" key="QzZyUaQvpdc" height="315" width="560"
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Eungenio Salvador Dalí Rev.doc"]] [[file:languagelinks2006/Eungenio Salvador Dalí Rev.doc|Eungenio Salvador Dalí Rev.doc]]
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Los hijos de la oscuridad Rev.doc"]] [[file:languagelinks2006/Los hijos de la oscuridad Rev.doc|Los hijos de la oscuridad Rev.doc]]

=8 marzo: Presentaciones=

=6 marzo: Presentaciones=

=1 marzo: **La** **contextualización**=


 * Money Exploration Grid
 * Peanut Farmers Simulation

=**28 febrero: La** **contextualización**=


 * Todays' Objectives:**


 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.
 * Students will design a culture lesson that incorporates at least 3 research-based principles or instructional strategies for teaching culture.
 * Students will design a project that engages secondary students in exploring culture and assesses their learning.

= =
 * Today's Guiding Questions:**
 * What is culture?
 * Why is it important to teach culture in the second language classroom?
 * How might the cultural triangle from the National Standards for Foreign Language help us to better understand and teach the relationships between the products, practices, and perspectives inherent in a given culture or a specific community within the target culture? [|Annenberg - El triángulo cultural]


 * Today's Activities:**


 * [|El triángulo cultural] - What cultural products, practices, & perspectives are reflected (stereotypically) in the video below?
 * Ir + a + places listening grid [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Span 477 IR Cultural Listening Grid Activity.doc"]] [[file:languagelinks2006/Span 477 IR Cultural Listening Grid Activity.doc|Span 477 IR Cultural Listening Grid Activity.doc]]
 * [[file:Circunlocución cultural Span 477.doc]]
 * Quino
 * Una historia acerca del arte

=**23 febrero: La contextualización: La realia y autenticidad en los modos interpersonal e interpretativo**=


 * Todays' Objectives:**


 * Students will define culture.
 * Students will explain how the cultural triangle can be used to plan meaningful language lessons.

= =
 * Today's Guiding Questions:**
 * How might teachers use the National Standards to design opportunities for students to experience and explore culture in meaningful ways?
 * How might teachers guard against reinforcing stereotypes and prejudices when teaching culture?
 * How might teachers assist students in recognizing the diversity that exists within the target culture (i.e., avoid overgeneralizations)?


 * Today's Key Principles:**
 * **Activate Prior Knowledge & Experiences -** Build on what students already know about their own culture to help them understand cultural ideas and practices that are new to them.
 * **Allow the Culture to Speak for Itself -**
 * **//Interaction/Participation// -** Provide students with multiple opportunities to interact with the target culture (through exposure to culturally authentic artifacts and materials, native speakers, opportunities to view and participate in culturally authentic practices, etc.).
 * **//Evaluation// -** Assist students in evaluating the accuracy, authenticity, authority, credibility, and coverage of the cultural information they encounter.
 * **//Interpretation// -** Teach students to generate a variety of alternative hypotheses about the meaning of the cultural information they encounter and to base their final interpretations on sound reasoning and evidence (as opposed to emotional reactions or hearsay).


 * **Challenge Incomplete or Mistaken Information** - Purposefully provide counterexamples to stereotypes and over-generalizations. Offer students multiple examples of the phenomena under study so they can see the diversity that exists within the target culture.
 * **Compare, Don't Just Contrast** - Present both similarities and differences between the target culture and the dominant culture of your students (i.e., refrain from "othering" the culture by emphasizing solely the differences).
 * **Highlight Connections & Relationships** - Focus on the //relationships// between products, practices, and perspectives in the target culture rather than considering each one separately and in isolation.
 * **"Make the Familiar Strange" -** Encourage students to examine their own culture from the perspective of an "outsider" ([|We & They], by Rudyard Kipling)
 * **"Normalize" the Target Culture -** Use culturally authentic images and materials on a regular basis. Try not to "frame" or "teach" the culture as something that needs to be separated or "pulled out" each time (from Deanna Mihalyi)


 * Today's Activities:**


 * [|El triángulo cultural] - What cultural products, practices, & perspectives are reflected (stereotypically) in the video below?
 * media type="youtube" key="lOfZLb33uCg?rel=0" height="315" width="420"
 * [|Happy Days with Danny & Sarah on the Farm]
 * [|¿De dónde eres?] (Greetings mixer)
 * Actividades de los tres modos de comunicación:
 * Hear/Circle [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png link="file:languagelinks2006/Hear Circle Culture.ppt"]] [[file:languagelinks2006/Hear Circle Culture.ppt|Hear Circle Culture.ppt]]
 * ¿Adónde vas? [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Culturally Authentic Realia Mixer.doc"]][[file:languagelinks2006/Culturally Authentic Realia Mixer.doc|Culturally Authentic Realia Mixer.doc]][[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/S America Map Cards for Geography Ins-Out Circles.doc"]][[file:languagelinks2006/S America Map Cards for Geography Ins-Out Circles.doc|S America Map Cards for Geography Ins-Out Circles.doc]]
 * [[file:Circunlocución cultural Span 477.doc]]


 * Homework: Cultural Topic Brainstorm - **
 * Select a cultural “text”. (Children’s Book, Cultural Artifact, Painting, Poem, Short Story, Song, Video Clip, etc.) [[image:meaningfulmethods/CultureConnection.jpg link="cultureconnection/home"]]
 * Brainstorm 10 activities STUDENTS could do with it.
 * Record ideas here or in an online web. [[image:http://www.wikispaces.com/i/mime/32/application/msword.png link="file:languagelinks2006/Cultural Text Brainstorming Web.doc"]] [[file:languagelinks2006/Cultural Text Brainstorming Web.doc|Cultural Text Brainstorming Web.doc]]
 * You can use images or a different layout.
 * PRINT A HARD COPY for class.
 * [|Concept Mapping Tools]
 * [|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)
 * [|Exploratree] (Templates)
 * [|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)
 * [|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)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Looks similar to Inspiration & Kidspiration - have closed beta invitations for now)

=**21 febrero: No hay clases (Monday Instruction)**=

=**16 febrero: La cultura (con Dra. Knapp)**=

=**14 febrero: La cultura (con Dra. Knapp)**=

=**9 febrero:** **La evaluación en el modo presentacional**=

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


 * //**Students will list effective strategies for scaffolding student work.**//
 * //**Students will develop rubrics.**//
 * //**Students will provide effective feedback.**//

Announcement re: grades for FB project and blanks v. 0s.


 * ACTIVITY 1: Quizzes**


 * Take someone else's quiz.
 * Use the principles of effective feedback to comment on your partner's quiz.
 * What did you learn about effective assessment from this activity?


 * ACTIVITY 2: Rubrics for Homemade Bread/Brownies**
 * Pick up a blank rubric template for making bread [[file:Blank Breadmaking Rubric Template.doc]]
 * Get a slice of bread/butter and a brownie
 * Work with a partner (or the whole class) to generate the key criteria on which you would judge homemade bread/brownies as being "good" [[file:Blank Breadmaking Rubric Template.doc]]
 * Write your answers down on your blank template
 * Use this sample brownie rubric for inspiration: [[file:Sample Brownie Rubric.doc]]
 * Examine these examples:
 * [|Chocolate Chip Cookie Rubric]
 * [|iRubric: Five Point Rubric for the Perfect Pizza]
 * [|Hamburger Tasting Rubric]
 * Evaluate your work using the checklist (or the rubric) in this document: [[file:Rubric Creation Assignment Evaluation Criteria-BYU.pdf]]
 * Quickly examine some sample rubrics to give you an idea of how rubrics might be used in language classes
 * Speaking
 * Speaking Outline
 * David Paulson
 * Group Project
 * Evaluation Scale
 * Rubrics are much faster to write using [|Rubistar] (Be sure to explore it if you haven't yet done so)


 * ACTIVITY 3: Midterm Course Evaluations** (15 min.)


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


 * ACTIVITY 4: The Closure Process**

1) Consider:

2) Explore: Sample Closure Activities
 * ABC
 * Easy/Like Quadrants
 * Pairs Compare
 * Draw & Tell Journal
 * Peer Response Form
 * Donut
 * Rotation Reflection
 * Conversation Stations
 * Gimme 5

3) Do the Ticket Out

4) Homework:

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

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

=**7 febrero: La evaluación**=

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


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


 * ACTIVITY 1: Assessment Graphic Organizer (B****rainstorming)** - 10 min.
 * Brainstorm everything you know about assessment with the class.
 * Use this graphic organizer to record the answers.
 * [[file:Cycle of Assessment-BYU.docx]]
 * Discuss your answers with a partner.
 * Take notes on the class discussion.
 * Add to your notes throughout the class period.
 * Use your notes on the upcoming quiz.


 * ACTIVITY 2: Discussion of Purposes of Assessment**
 * Read: //Testing Miss Malarkey//
 * Listen as someone reads either: //Get in Line for "No Cow Left Behind" (use the Elmo) or Testing Miss Malarkey//
 * Listen as someone reads: Roger Taylor Quote on Grades (use the Elmo)
 * Discuss the following questions: [[file:Assessment Triangle Graphic Org.doc]]
 * What are the purposes of assessment?
 * Why are standardized tests so popular?
 * How will you assess your own students? (See Quiz & Test Construction for sample test formats)
 * 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: []


 * ACTIVITY 3:** **Analysis of Student Work - Discussion Sheet** [[file:Analysis of Student Work Assignment-BYU.doc]] - 20 min.

> >
 * Get into a group of 3
 * Get a worksheet. [[file:Analysis of Student Work Discussion Sheet.doc]]
 * Obtain __**one**__of the folders from the box:
 * Capture a Concept Project
 * Family Food Project
 * Fashion Magazine
 * Pop-up Books
 * Follow the instructions on **FEEDBACK** side of the worksheet [[file:Analysis of Student Work Feedback Sheet.doc]]
 * Participate in the Feedback Role Plays
 * Evaluate the feedback given using the questions below:
 * Does your feedback include time to listen to the **students' evaluation** of their own performance?
 * Does your feedback **motivate students to invest** more fully in their own learning?
 * Does your feedback focus on **one to three things students have control over changing** about their performance?
 * Does your feedback help students understand what the **very next step** needs to be to improve their performance?
 * Does your feedback give students **concrete strategies** for moving their performance to the next level?
 * Explore examples of other project-based assessments (What text and templates did Dr. M. use to scaffold students' performance? What grammar and vocabulary did each assignment target?)
 * See Performance-based Assessment for more information, project ideas, etc. (after class)


 * ACTIVITY 4: Analysis of Student Work - Feedback** - 10 min.


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

=**2 febrero: Escribir los objetivos**=


 * Bienvenida: ** JonoTPar




 * Communicative Activities: **

[|ASL Alphabet] Alphabet Spelling Partner Practice Alphabet Dictionary Practice Greetings Hear/Circle Greetings Cooperative Activity Hear/Say (#s) Hear/Say (Pictures) Hear/Say (La gallinita roja) Pasaverbo



=**31 enero: La pedagogia**=


 * Bienvenida: ** SenoraCuadra

Discussion of Differentiation (& True Colors)

Comprehensible Input

Giving Instructions

Scaffolding

media type="custom" key="12292080"

Activity Presentations

=**26 enero: Los estilos de aprendizaje**=


 * Bienvenida :** deveya (5 min.)


 * ACTIVITY 1:** True Colors Results (10 min.)

1) View the class results using the Excel spreadsheet. As a class, discuss:
 * What do the results teach you about the needs of this class?
 * How does each representation of data help you understand something new about what this class needs?

2) Write down your top 2 scores. 3) Put your scores on the appropriately colored stickers and wear them.


 * ACTIVITY 2:** What does True Colors mean for us as individuals? (35 min.)

Four Corners Activity (with True Colors PowerPoint)
 * Handout & Discussion Questions: [|True Colors Trait Descriptions] (Starts on p. 3)
 * Brainstorming Activity: Strengths, Values, Needs (with colored slick sheets and whiteboard markers)
 * Handout & Discussion Questions: [|What to Look For When You're Out of Esteem] (Scroll down)
 * Handout & Discussion Questions: [|Reframing] (Scroll down)


 * ACTIVITY 3:** What does True Colors mean for learners and teachers in a classroom setting? (15 min.)

> [|True Colors Lingo Worksheet]
 * True Colors & Student Learning Styles/Teaching Styles


 * ACTIVITY 4:** What does True Colors mean for us as professionals who must collaborate with others? (10 min.)
 * [|Coaching Tips When Teaming with . . . .]


 * ACTIVITY 5: Homework ** (5 min.)

1) Participate in this simulation: []

2) View this PowerPoint: media type="custom" key="12154746"

3) Read this handout:

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

4) View this presentation: media type="custom" key="12130064"

5) Explore these 2 links:





OPTIONAL: Explore: http://tech4di.wikispaces.com/

For next time:

=24 enero: La diferenciación=


 * Bienvenida :** monsieurharrison

Pass the roll around and have students sign it


 * Anuncios:** Revised consent forms (Paul Sebastian)


 * Tema para hoy: Los estilos de aprendizaje y la planificación de lecciones**


 * Preguntas:**


 * ¿Cuáles son las características de los estudiantes en esta clase?
 * ¿Cómo se desarolla una lección que considera las características y las necesidades de TODOS los estudiantes en la clase?
 * ¿Cómo se desarrollan los objectivos y cómo se debe usarlos para desarrollar un plan de lección?

Learning centers are a useful strategy for creating more meaningful, student-focused lessons. Today, you will experience them.


 * ACTIVITY 1: **


 * A) Prepare for the written portion of today's work: **

1) Fold a sheet of paper into thirds.

2) Label the left-hand column Topic 1.

3) Label the middle column Topic 2.

4) Label the right-hand column Topic 3.

5) Put your name in the upper, right-hand corner.


 * B: Get into groups and rotate through the activities with your group. **

1) Divide yourselves into groups of 4-5 (Group A, Group B, & Group C).

2) Each group will begin with a different topic (Topic 1, 2, or 3)

3) Follow the instructions for each activity.

4) Record the written portion of each activity in the appropriate space on your paper.

5) Every 20 minutes, rotate to the next station according to this schedule:


 * Topic--> || 1 || 2 || 3 ||
 * 1:10-1:30 || A || B || C ||
 * 1:30 - 1:50 || C || A || B ||
 * 1:50 - 2:10 || B || C || A ||


 * TOPIC 1: OVERVIEW OF DIFFERENTIATING INSTRUCTION **


 * Essential Question: ** How might differentiated instruction transform teaching and learning?


 * Objective: ** Students will use principles of differentiated instruction to create lessons that are more meaningful for students.


 * Assessment: ** Students will define differentiation and identify 3 key principles pertaining to it.


 * Activity: **Dare to Differentiate Interactive PowerPoint

1) Click on this link to download the PowerPoint: (Note: This ppt was designed for use in a face-to-face workshop. You can skip past the first 5 slides.)

2) After every 5 slides, turn to your group and say something brief (ask a question, discuss the meaning of a slide, make a comment, share an experience, state an opinion) (15 min.)

3) Write a one-sentence definition of //differentiation// under Topic 1 on your paper. (2 min.)

4) List 3 key principles of differentiation under Topic 1 on your paper. (3 min.)


 * TOPIC 2: STRATEGIES FOR DIFFERENTIATING INSTRUCTION **


 * Essential Question: ** How might strategies for differentiating instruction support student learning?


 * Objective: ** Students will incorporate strategies for differentiation into the lesson plans they are creating.


 * Assessment: ** Students will identify 3 strategies for differentiation they would like to try.


 * Activity: **Exploration of Online Resources

1) Open this page: http://daretodifferentiate.wikispaces.com/

2) Look for the green word //Strategies// on the left-hand side of the page.

3) Open at least 3 of the links in new tabs. (5 min.)

4) Open at least 3 of the documents on each page and d iscuss how you might use these ideas in a Spanish class. (10 min.)

5) Identify 3 strategies you explored that you would like to try and write them under Topic 2 on your paper. (5 min.)


 * TOPIC 3: ELEMENTS OF EFFECTIVE INSTRUCTION **


 * Essential Question: ** How does the brain process information and what implications does that have for improving teaching/learning?


 * Objective: ** Students will assess the effectiveness of their planning based on information about how the brain (and teachers) learn.


 * Assessment: ** Students will evaluate their professional growth so far based on information about effective teaching.


 * Activity: **PowerPoint

1) Work through this PowerPoint, one slide at a time: media type="custom" key="12130074" (5 min.)

2) Discuss the meaning of the slide that has pictures of blinds, a clipboard, a table, and a filing cabinet with your group. (5 min.)

3) Skim these pages, discussing any insights or "ahas" you have with your group: (5 min.)

// a) What roles do organization, repetition, context, and patterns play in learning and memory? // // b) What implications do these principles have for language teaching and learning? //



[|Knowledge, Time, and Innovation]

4) Write at least 3 sentences evaluating your growth/progress as a teacher up to this point under Topic 3 on your paper. (5 min.)


 * ACTIVITY 4:** Homework (Last 10 minutes of class)

1) Choose ONE (a-e) to read, listen to, or view:

a) Watch this video (or read the [|transcript]): media type="youtube" key="VyweQQMfNVs" height="315" width="420" b) Read this [|children's book] c) Read this [|handout] d) Collaborate with others to perform this [|play] e) Listen to this [|song]

2) Explore these two graphic organizers: [|Differentiation Concept Map] and this one by [|Carol Tomlinson]

3) Read Nielsen, Lisa. (2011, May 18). [|Why I will no longer work to differentiate instruction]! //The Innovative Educator (Blogger.com).// Retrieved May 19, 2011, from

[]

4) Read: 5) **Facebook Project** - Don't forget to make 1 initiating post and 1 contributing post and submit your "informe" to Paul Sebastian each week. Several of you still haven't joined the Facebook Group. Please do so: []
 * [|True Colors Reveals a Rainbow of Student Behaviors]
 * [|True Communication with True Colors]
 * Optional: Read the other handouts on this page: []


 * ACTIVITY 5:** ** TRANSFORMING TEACHING & LEARNING (If time) **


 * Essential Question: ** How are thematic planning, professionalism, and advocacy related?


 * Objective: ** Students will select teaching approaches based on their power to transform students, education, and the world.


 * Assessment: ** Students will identify 3 pedagogical choices/actions they will personally take to transform education.


 * Activity: ** Jigsaw

1) Each person should read a different blog post: (5 min.)


 * [|Shifting the Paradigm: Transformative Learning Theory]
 * [|Education Needs to Be Turned on Its Head]
 * [|New Teachers Are the New Majority] (Skim this one--esp. the intro. and the section on new teachers)

2) Share a 3-sentence oral summary of your reading with the group. (5 min.)

3) List the key principles common to all 3 articles under Topic 1. (5 min.)

4) Individually, identify 3 pedagogical choices/actions you will take to transform education. (3 min.)

5) Write your actions under Topic 1 on your paper. (2 min.)

=19 enero: La planificación=


 * Bienvenida :** DianaZV


 * Tema para hoy:** La planificación de actividades y lecciones


 * Preguntas:**


 * ¿Qué es el propósito de un plan de lección?
 * ¿Cómo se desarrollan los objectivos y cómo se debe usarlos para desarrollar un plan de lección?
 * ¿Qué diferencias hay entre lecciones tradicionales y lecciones temáticas?
 * ¿Qué papel juega los conocimientos previos en el aprendizaje?


 * ACTIVIDAD 1:** Repaso de la tarea


 * ACTIVIDAD 2:** Los mandatos: Una lección tradicional


 * ACTIVIDAD 3:** La historia de unos artistas


 * ACTIVIDAD 4:** Una lección temática ([|¡No, David!])

=17 enero: Proficiency y los estándardes nacionales=


 * Bienvenida :** DianaZV


 * Anuncios:**

Snipping Tool in Windows 7 (Brandon) [|Pixlr Grabber]


 * Tema para hoy:** El concepto de < > y los <>


 * Preguntas:**


 * ¿Qué es <>
 * ¿Cómo funciona una entrevista de <> (OPI)
 * ¿Cómo les ayudarán a los profesores los <>
 * ¿Cuáles actividades les ayudarán a los estudiantes desarrollar sus destrezas orales?
 * ¿Cómo se puede evaluar el progreso de los estudiantes hasta <>


 * ACTIVIDAD 1: [|ACTFL Oral Proficiency Guidelines]**

Repasar la tarea


 * ACTIVIDAD 2:** Exámenes orales globales (ACTFL/ETS Oral Proficiency Interview, [|AAPPL], [|IPA], [|SOPA])


 * ACTIVIDAD 3:** La estructura de un Oral Proficiency Interview (OPI)


 * ACTIVIDAD 4:** [|Linguafolio]


 * ACTIVIDAD 5:** La comunicación y la circunlocución


 * ACTIVIDAD 6: Homework**

Why are personal learning networks so important in 21st Century society?


 * **Pre-reading:** Sketch a diagram of all the networks in which you currently participate.


 * **During Reading:** How can you establish your own personal learning network?: ([|FLTEACH], [|Google Reader], & RSS)


 * [[image:FLTEACHLogo.gif link="http://web.cortland.edu/flteach/"]]


 * FLTEACH Assignment [[file:FLTEACH Assignment.pdf]][[file:FLTEACH Assignment Checklist.pdf]][[file:FLTEACH Evaluation Checklists.pdf]]

media type="youtube" key="VSPZ2Uu_X3Y" height="315" width="560"
 * **Post-reading:** Watch this video to find out what RSS is. Discuss how you might be able to use it in conjunction with FLTEACH with a partner.



How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Hootcourse], [|Twitter])


 * Los marcadores sociales ([|Delicious], [|Diigo], [|Zotero])
 * Los derechos del autor [[file:Course Photo Video Permission Form Span 378.doc]]







=12 enero: El profesionalismo=


 * Today's Guiding Questions:**


 * How is the profession structured?
 * How can teachers establish personal learning networks (PLNs)?
 * Why are PLNs important?


 * Today's Tools:** [|Facebook], [|FLTEACH], [|Twitter], Wikispaces


 * ACTIVITIES:**
 * La estructura de una escuela, las escuelas en un estado, y de la profesión
 * Las organizaciones profesionales ([|ACTFL], [|SWCOLT], [|UFLA])
 * El desarrollo de una red profesional de aprendizaje ([|Facebook], [|FLTEACH])
 * Las páginas personales en el wiki

Actividades para conocernos
 * Inside/Outside Circles (en líneas o en círculos)
 * Activity Sheet - [[file:Inside Outside Circles Getting Acquainted Activity 378.doc]]
 * ¿Cómo te llamas?
 * Me llamo --- y una cosa interesante de mí es que . ..
 * Activity Instructions for the Teacher - [[file:Inside Outside Circles-BYU.pdf]]


 * Puesta en común
 * ¿Te gustaron la actividad?
 * ¿Qué funcionó bien? ¿Qué no?
 * ¿Cómo manejó la profesora la clase?

=10 enero: Destrezas básicas=


 * La bienvenida **


 * Introducción al proyecto de Facebook**


 * Destrezas básicas**


 * Nombres de usuario
 * Contraseñas [[file:Personal Password List 2012 Categorized.pdf]][[file:Personal Password List 2012 Categorized.doc]]
 * Navegar en pestañas [[file:FL Search Tips & Tricks 2012.doc]][[file:FL Search Tips & Tricks 2012.pdf]]
 * Trabajar en dos ventanas a la vez
 * La acentuación y los atajos
 * Los encabezados y los pies de página
 * Las formas e imágenes en //MSWord//
 * Las capturas de pantalla
 * Agrupar y redactar imágenes - //[|Picnik]//
 * Los buscadores; buscar en español [[file:FL Search Tips & Tricks - One Page.pdf]][[file:FL Search Tips & Tricks - One Page.doc]]

= 5 enero: Conocerse =


 * Quehaceres**


 * Pasen la lista
 * Hagan etiquetas de identificación


 * Orientación al curso**


 * Propósitos del curso: **
 * Abrir sus mentes a muchas posibilidades para la enseñanza de lenguas extranjeras (ELEs)
 * Presentarles a recursos profesionales
 * Enseñarles las destrezas que necesitan para seguir su desarrollo profesional (TPCK)
 * Ayudarles a pensar y comunicarse con comunidades de profesionales una manera aceptable ("professional discourse communities")


 * Cómo funcionará cada clase**

El wiki

Span 378 Syllabus -

Span 378 Progress Report -


 * Actividades**



[|ABC Dot-to-Dot] - White out the numbers, replace them with letters (or put the numbers out of order). Put the list of letters on the partner's sheet. media type="youtube" key="JUcu9PUh9_A" height="315" width="420"


 * Asignaciones para la próxima clase**

1) Sign up to give the bienvenida.

2) Course Information Survey

3) Technology Survey

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

5) Read, sign, and return the orange permission form that was distributed in class.

6) Read the syllabus and come prepared to ask questions:

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