Ultimo Dia

Doctrina y Convenios 88

Reflection on presentations

+
1) Concrete actions/examples
2) Comparisons/contrasts


-
1)Ask students to use vocab they don't have.



Grammar structure + Vocab + input is a little hard for students to all grab.
Good lessons are carried through to make it easier for students to learn. The minute you put it inot a context you take it out of step by step and you think globally.

Quiz Review

Quiz:

1. Communication cultures connection comparison
2. Interpersonal (between two students) interpretive (understanding other people's stuff) Presentational (students communicate and produce the information. No opportunity for two way). It's very hard to have interpersonal without interpretive.
3. Major change - emphasis on integrating the curriculum. We think of everything as being one. Multitasking. Communication is not just about stringing together grammatical structures. It includes having an understanding of context as well. Push towards communication rather than test proficiency (students who fill in the blanks and get it right, can't usually communicate just on that.)
4. Superior-connected discourse and speech. abstract, hypothetical, unfamiliar, synthesize, defend opinions, high level of accuracy, interaction with natives (has as much to do with thinking process as well as language). Advanced -paragraphs. Intermediate -concrete topics, creativity, still errors, sentences with subordinate clauses and questions. Novice - words and phrases. concrete, familiar, memorized, repeat, accuracy is lower and depends on scope of conversation. Native speaker may have trouble understanding. |These allow students to do more as they move up, and students must have a greater knowledge of the world. We need to see the various things that we should work on. We also can see that students can't be doing things when they are novices that are up at a higher level such as writing a paragraph. To move students to the next level, progressively provide them with the material to get up there, and give them the necessary scaffolding. Show them how to move things around in different combinations. Take different sentence elements and letting them put them together will allow the students to get from novice to intermediate. This can also be helpful to the students (though you will most likely want to do it in English)
5. Students have clues to help them connect
   
6. Bottom-up is details and nuts and bolts. The top-down is the vision of what should take place. The overall understanding.
   
7. aldskfn

Advocacy - Opportunity to educate. Most of hte time you only have 30 seconds. Goal is to give people one new piece of information so that they will be more inclined to use the correct piece as they pass information along. Correct misinformation.

1) Why- talk about past
2) how - aba or ias
3) What is it called
4) When

We tend to give students two sets of rules. As a teacher, we need to simplify it so that they only need to think through one set of rules.
If we're teaching preterite and imperfect in english
Description
Used to (Ongoing past activity)
Wws-ing and were - ing
Internal mental process
Time
Special

Journal Entries and Assignments

Make Sure you Submit the Journal Entries
-Concept Maps
-Chapter 3 Submitted what you learned/what questions you have
-3 Choices two were the expectations of the class and hte methods that your teacher used
-Evaulation of the course
-Journal after each set of presentations (3 additional ones)
-Self evaluation

ASSIGNMENTS
*Lesson Plan
*Final
*Tutoring and Practicum

(untitled) 7/31/09

1) Es buena idea hacer lecciones como estas en dos días. Los estudiantes no quieren leer un texto tantas veces como necesitan en un día.

2) We tend to use our students who understand best as our barometers for the class's understanding. They are usually the more vocal ones.

3) In textbooks we drag people from the beginning of anything to the present/end.

4) You can't start in with this method without the students without preparation at first. Many of the gold students and good learners may think that the teachers don't know what they're doing, because it is not what they've learned as being teaching.

5) Many people think that it's necessary to give students a ton of content in the beginning of language learning becuase many leave. However it may be important to stimulate their desire to learn.

DON'T FORGET AOBUT THE STUDENTS


----------------

Attendance 10/16 - 10%
Participation /10 - 5%
Reading and Reflection -10%
-----------
25%

Advocacy Role Plays - do in class
Analyza student work - in class
Textbook adaptation plan - TURN IN GOLD SHEET
Scaffolding assignment - fold into the next lesson plan
Learning Centers Assignment - fold into next lesson plan
Presentation communication project - no time


FL teach 10%

Final 10% (unit plan or final exam or professional Inquiry project)


Teaching focused
Research focused
Traditional - (Chapters 2, 3, 6, 8, 9 or 11)

For the Assessment assignment:
1) 5% to participation and cancel project
2) Assessment to end interpersonal plan

Make Sure you Submit the Journal Plans
-Concept Maps
-Chapter 3 Submitted what you learned/what questions you have
-3 Choices two were the expectations of the class and hte methods that your teacher used
-Evaulation of the course
-Journal after each set of presentations (3 additional ones)
-Self evaluation

*Lesson Plan
*Final
*Tutoring and Practicum


---------------
Monday bring an Outline of the Lesson Plan
Wedesday we'll be doing class assignments
Friday - presentation days
Monday - Presentation Days
Final Exam - the Final exam or projects will be due.

Teaching Culture 7/29/09

Principles of Teaching Culture
1) Focus on small parts.
2) Talk with a native.
3) Use culturally authentic visuals and materials.
4) balance interactions between teacher and student - draw on heritage speakers.
5) Be careful with words we use. Be sensitive about cultures
6) Presentations mode - have students study and present.


Some students who appear disengaged - may have different cultural standards or family cultures because those rules are very different from ours. The organization of their culture may not align with our expectations.

(Words in graphic: Why? How? What? 1) Avoid stereotypes 2) Focus on similarities not differences 3) CultureS 4) Multiple perspectives 5) Students own culture.)

Presentación 7/22/09

1) Autoevaluación
a)Lo eficaz...
b)Lo que cambiaré la proxima vex...
c) Los proximos pasos para los estudiantes serán...
2) Lo que aprendí de estas presentaciones.....
(para mi, es que cuesta más tiempo que pensé y al principio será mejor enfocarse en lo más importante. Having individual cutouts is the best for me.