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


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


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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.

Reacción de las presentaciones 7/20/09

1) Lo bueno de esta clase/su manera de ensenarla es....
2) Lo malo/dificil/el esafio de esta clase...(unas sugerencias para mejorar la clase)
3) Una(s) pregunta(s) que tengo son...

Presentations 7/17/09

Don't forget to give context to students. This can be achieved by acting out the scene and by your tone of voice.

Also, make sure that you ahve something that the pictures support the text.

(in this book, the borders tell what is going to happn next. This is a great book forclasssroom use because there is so much extratextual information. Libro: El secreto en la caja de fósforos. por Val Willis Ilustraciones de John Shelley publicado por Scholastic.)

You can read a book by giving all students a copy
by scannning the pictures and giving students strips
by the whole class so tha tstudents see real world images about hte things that are happenin in the text.

Look for a text that gives the students understanding without having to explain it.

-As soon as a teacher sends a student to the office, they have undermined their own authority. YOu can however arrange to have a student brought to another teacher's class with an assignment. You then rob them of their audience and they are the kid in trouble.

What makes activities comprehensible for students?

Activty: Give students
When we see words timed precisely with the actions kids are easy to learn.
Preguntas y respuesta - the day Jimmy's boa ate the wash. is going to

being silly and over the top is a great tool. You do need to establish a relationship with your students first. As far as using copyrighted things. Use it for educational purposes 1 pic or 30 sec and not distributing it.

Show the students that you've paid attention to them.

Feedback formula: "I really like the way you _________ AND What would you do about ________?"

Repetition and acting out your verbs makes it so that students can understand it.

In the lesson plan write steps that will lead the students to that goal.

Monday come with lesson plan drafted out. It´s for a 50 min class. Include prereading during reading and postreading.

Objectives 7/15/09

En un libro de texto - al principio pedigogicalmente da "functions." They become more practical. A syou think in a more functional way, you aren't focused on teaching them a topic, but rater enabling them.

In the beginning say: What do you want your students to be able to do in the end. This is what you use to form your objectives.

When objectives are first formed, they seem only to be the task that the teacher is focused on the topic they must cover. Your objective needs to be specific enough for you to measure it.

Use overall function and task.

We need to take our objective and see what the textbook gives us. If it's good don't reinvent the wheel. Reevaluate the activities to see if they contribute to the objectives.

Keep in mind "Why should the students care?"

Think about why the textbook puts stuff in the order that they use.

Formula util
1. Experencia con la gramatica y el vocabulario en contexto
2. Oportunidades para pensar en el significado
3. Enfocar en la forma
4. Practicar, practicar, practicar


Tying assignments to something that's part of their every day life makes it less about the activity and more about the language.

Pay attention to whether or not the lessons flop, and if the students don't understand. Learn from your mistakes.

After a few weeks in a text book, you will see what kind of activities the students prefer.

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Some students will get caught up on rr. Get a student to read words with t and d quickly. (ex. fox in sox). Then explain that the tt and dd. Tweedle beetle puddle paddle battle, butter, paddle. IT's moving the tongue faster, and focing more air through.

As you move stuff around and prep for the next segment, do it when the students are doing something else. Otherwise you will lose them.

Let the students figure out things. Don't just tell them. Ask them a question and let them figure it out. ej. Con una cuenta que da verbos en el preterito.

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You can organizae activities so that students present information to one another, so that you don't have to present it all yourself, and to help them get involved.

Round activity. Have students speak so that you can analyze, and let them write their own story.

homework
1. Choose a text: audio, print, video
2. Write a lesson plan for using this particular text (supplemental)
3. THe lesson plan is going to be for a 50 min period.
4. Your lesson should include the principles we just talked about include: pre-reading (activate or build prior knowledge), during-reading (students do. Multiple passes through the text), and some post-reading.
5. Select a 7-10 min segmnt to present to the class. You can condense it.

Comprehension

• · We obscure students understanding by including too much information

  · I thought it was really interesting how important prior knowledge is.

• Activating prior knowledge is so important for comprehension.
• It's easy to teach language without culture, but it is very important to connect culture with communication and to connect communication with culture.

• Bottom-up: starting with the mechanisms and then deriving meaning out of them. It focuses on discreet skills and the mechanics of decoding a discreet word. Ej.: first starting out with memorizing the vocabulary, then learning the grammar, and then doing anything creative.
• Top-down: background is so important, so it's important that kids have the background. We're going to do creative things, like reading texts, and then after we've figured out what it means, then we will focus on form.
• We need a combination of the two methods to provide an atmosphere where students are most likely to succeed.

• Thematic units - La guerra civila espanola
• 
  

Chapter Review 7/8/09

We have a bunch of different pieces of information
then they must be connected to mean anyting
we ahve a bunch of language packets, and by using them, we build upon them and they become rea.
we have to retrieve it in different ways

Students must encode the memory
a cognitive
emotional
and physical
component

head, heart, and hands

when we're teaching people, the mroe their brians are cognitively engaged, they're emotional about something,a dn their bodies are engaged, the more they're going ot learn. Also, that combinations of factors encourages the spirit to work.

The third piece is information storage. As the brian encodes memories, it stores stuff in different areas depending on which senses you'reusing. The more senses I'm suing (signt touch movement) the more places it gets stored on the brain.

Neurons that fire together wire together.

electrical, chemiccal (neurotransmitters) and structural (calcium) reactions in the brain.

We're trying to create connections and networks in the brain. The more you learn, the easire it is to learn because the brain can connect things which it atttaches to. As we learn all that it changes the way we see things. We see through our perspectives.

The things that we do in class are the things that will endure for us.

Students take so much more from the experience than the do from the plain lecture.

Students must interact with the material.

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The brain stores by similarity and retrieves by differences.

Personalizacion, sentido, interaccion, patron, comparaciones

*We need to think about what things students are likely to be confused with and give them patterns or mnemonic devices.

ej. siete y seis son stored in the same group "Numbers" but the brain gets confused.


Modelo de como procesa el cerebro la informacion
Perceptual register (anything that has strong emotional signification, threatens my physical sense, and/or makes a huge cognitave impact (it's interesting) will get throught these "blinds" and go into the brain fro further processing.
ej. perfume - when it's first sprayed, you hear it. But after a while the brain is habituated to it.

Short Term Membory - for adults, people can only store it for about 20 seconds or 7 chunks

Based on that processing we have real work. Assuming that this information ahs sense or meaning or some degree of interest, then the brain goes and diggs into the long term memory. It pull severything out that it knows and finds quickly that information and dumps it into the working memory.

Give kids experiences that force them to make connections from what they're learning and what they know. Good teachers activate prior knowledge first.


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Los Estados Unidos

Perspectivas: ¿Por qué?

Prácticas: ¿Cómo? Productos: ¿Qué?

Culture is comprised of products perspectives and practicas.

Most of what is taught is products. Not anything else. It's the lines, not the dots that we should focus on.

Pyramid:
COmmunication
Cultures
COnnections
Comparisons
COmmunities

We focus mainly on communication,a nd ignore the base. Communication is related to the communities.