This page contains the institute agenda and the activities we completed each day.

Alaska May 2012 Summer Academy Institute Agenda







Day 1: Planning

Topic: Transforming Language Learning Through Thematic, Standards-based Lesson Planning

Professional Perspectives: Planning for Proficiency
  • Introductions in the Target Language - Can you make yourself comprehensible to someone who does not know your target language?

Participant Introductions.jpg[1]
  • Introduction of Cherice
Workshop Objectives.jpg
NoMagicBullet.jpg[2]
Expertise
View more PowerPoint from chericem


Transformative Learning.jpg[3]

21stCenturySkillsMap.JPG


Global_Themes.jpg[[http://media.collegeboard.com/digitalServices/pdf/ap/11b_3435_AP_SpanLang_CF_WEB_110930.pdf%20|[4]

AP_Global_Contexts.jpg (Slide 15)[5]
  • Topic v. Theme

Thematic Planning Breadth.jpg

Thematic Planning Depth & Complexity.jpg


Demo Lesson: Spanish (Las historias de arte)
  • Diego Rivera
  • Diego Velásquez
  • Fernando Botero

Pedagogical Practices: Contextualizing Language Use with Culturally Authentic Texts

  • Comprehensible Input (Including demo by Michele, the Russian teacher)
  • Scaffolding
Scaffolding.jpg
  • Progressive Building of Schema
  • Importance of Genres
GenrePurposesStrategies.jpg

Sample Activities: Culture

  • Cultural Triangle Collective Brainstorming

CulturalTriangleBrainstorming.jpg
  • Schema - Expanding students' triangles by starting with they are and then "metacognitive meddling"
TriangleOfPerspective.jpg

Daily Debrief

What were the content and pedagogical strategies?

Connect To Tech: Finding & Evaluating Culturally Authentic Materials

DigitalCitizenship.jpg[6]
  • Technology & Shifting Student/Teacher Roles (Concept Maps)


TechStepByStep.jpg

TechProCon.jpg

TechConceptMap.jpg




Aligning Objectives & Assessments

  • Layered Lesson Planning Template
Layered_Lesson_Planning_Template.jpg

Thematic Lesson Planning Time

Use the layered lesson plan template and the first 3 Ts to start your lesson planning

Daily Reflection

Gimme 5
  • 5 things you learned (one on each finger)
  • 1 "aha" on the palm
  • 1 question you still have on the bracelet on the wrist




Day 2: Interpretive

Topic: Interpretive Communication: Developing Cognitive Flexibility Through Content, Critical Thinking, & Collaboration

Professional Perspectives: Interpretive Communication

Inside/Outside Circles - Story-based Instruction




CenterForMediaLiteracy.gif - 5 key questions and core concepts re: media literacy


Selecting Stories - Edit the task, not the text!

Demo Lesson: French

Le Géant de Zéralda
Food Images from Book

Simplified Text Example (Level 1)
Simplified Text Example (Level 2)
Vocabulary Picture Dictionary

Sample Vocabulary Game
Word Discrimination Exercise 1
Word Discrimination Exercise 2
Additional Lesson Materials





Pedagogical Practices: Reading Strategies for Cognitive Engagement with Content

WordlessSpaghetti.jpg
WordlessSpaghetti2.jpg
WordlessBooksBrainstorm.jpg


El secreto en la caja de fósforos

DragonBrainstorm.jpg

La hora de acostarse de Francisca (Jean de la Lune One-word Predictions, p. 22)

Si le das una galletita a un raton

La gallinita roja - Good for direct object pronouns

Chumba, la cachumba

La casa que Juan construyó - House That Jack Built

What Would You Imagine?



Songs (Listening Activities)






Sample Activities: Critical Thinking & Collaboration

CriticalThinking.jpg
SociallySatisfying.jpg

Activating & Building Prior Knowledge

Momotaro - Sequencing (Introducing Writing Activities in the Japanese as a FL Class)

Daily Debrief

Connect to Tech: Written Products

Motivator.png

StorybirdLogo.gif - Storybird - An AWESOME site allows students to choose artwork from real children's book artists for their stories. In order to get diacritical marks into the text, students will need to type their stories in Word, then copy and paste into the text boxes (See Spanish examples here)


GlogsterLogo.jpg - Create and share multimedia posters (think a posterboard on which you can insert audio, photographs, or videos)


MixbookLogo.jpg- Create photobooks, cards, calendars, and scrapblogs (Mixbook just acquired Scrapblog) - Registration required

ScreenrLogo.JPG - Record whatever is happening on your desktop and add a voice overlay

Culturally Contextualized Interpretive Task Assignment

Interpretive Task Planning Time

Round Robin Mentoring

Daily Reflection

Resources (See Communication --> Interpretive --> then click on the link for your language to see resources like those below, including children's literature online)

Comics
Bedetheque.png- A searchable database of comics in French

Quino.jpg - Site in Argentina containing Quino comics

Inexpensive Books in the Target Language

ClubLeo.jpg
EditionsScholasticFrenchLogo.gif

Lesson Plans

TheMagicalWorldOfRussianFairyTales.jpg

Materials Collections

Reading Resources 4 French Teachers

25ScienceSpanishMinibooks.jpg - Templates for a variety of different mini-books in Spanish that reinforce elementary science concepts




Day 3: Interpersonal

Topic: Scaffolding Interpersonal Communication: Comprehensible Input, Communicative Activities, & Creative Language Use

ACTFLProficiencyGuidelines2012.JPG
Increased Proficiency = Increases in:

  • Sophistication of Content
  • Breadth of Disciplinary Topics
  • Scope of Vocabulary

Characteristics of Interpersonal Communication

  • 2-way
  • Spontaneous
  • Negotiated Meaning
    • Asking for Clarification
    • Interruptions
    • Non-verbal communication
    • Rejoinders
  • Skye's Materials for Teaching Students to Negotiate Meaning

Potential Breakdowns:

  • Staying in TL: Pros/Cons TriciderLogo.JPG
  • Collaboration: TypeWithMeAnchorage.JPG (What is your favorite tip for staying in the TL?)




  • Inadequate Gap in Information
MoreComicsAndConversation.jpg - One of a series of three books filled with reproducible blackline masters of humorous, wordless stories told through cartoons. Great for practicing narration in any language



EliseWilliamsPuppets.JPG - A lesson plan that can be used with Spanish 1 students at the beginning of the year, then expanded with each successive unit

    • Potato Head Describe & Draw
MrPotatoHead.jpg
DragonBrainstorm.jpgw


GrpgStksTlkgChips.jpg
Talking Chips & Grouping Sticks



Japanese Demos (Jessica Haxhi's Website)


Scaffolding (Using Screencasting)

Scaffolding Homework in Preparation for Assessments (Yaoya - 1st Grade Japanese)
Scaffolding Reading (2nd Grade Japanese)
Scaffolding Engagement with Content: Spanish Civil War
Scaffolding Engagement with Process -
Scaffolding Writing - Crictor Web (p. 29)

Connect to Tech

Vokis

Chinese Demos

Participant Created Products (Clue Game in Chinese for Rooms of the House) (Note: Critical Thinking)

Startalk Website

Day 4: Presentational Communication


Russian Demo Lesson & Game

JanaeStohEta.jpg

Patterns in Authentic Russian Texts

Lesson Plan Template

La historia de Juan demo



El secreto en la caja de fósforos

Learning Centers

Assessment



Thematic Planning Brainstorming






Thematic Planning Role Plays






Work Time


Differentiation Learning Center

1: Students with Special Needs: Simulations



2: Principles of Differentiation


1) Examine: Differentiation Concept Map
2) What activities do you remember participating in which reflect the best practices identified on the map?

3: PowerPoint Presentation


1) Go to this page: http://daretodifferentiate.wikispaces.com/file/detail/dare+to+diff+09.ppt
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

4: 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.

5: Learning Styles & Multiple Intelligences


6: Learning Centers: Making Differentiation Manageable


  1. ^ Szkurlatowski, Kriss. (2008, June 28). Blackboard in the classroom 3. Stock Xchng. Retrieved May 10, 2012, from http://www.sxc.hu/photo/1030729 Photographer notified and credited.
  2. ^ Aaberg, Jason. (2006, March 25). Bullet. Stock Xchng. Retrieved May 18, 2012, from http://www.sxc.hu/photo/495767
  3. ^ Jeffreys, Ron. (2008, August 25). Cracked eye. Stock Xchng. Retrieved May 6, 2012, from http://www.sxc.hu/photo/1064448 Used under a standard, royalty-free, Stock Xchnglicense.
  4. ^ ]]
    The College Board. (2011). AP Spanish language and culture curriculum framework 2013-2014. The College Board, p. 27. Retrieved May 14, 2012, from http://media.collegeboard.com/digitalServices/pdf/ap/11b_3435_AP_SpanLang_CF_WEB_110930.pdf
  5. ^ The College Board. (2011). Contexts. The College Board. Retrieved May 14, 2012, from http://tsdwlstandards.wikispaces.com/AP+information
  6. ^ Amminopurr. (2008, May 19). Girl with headphones. Stock Xchng. Retrieved May 11, 2012, from http://www.sxc.hu/photo/1008874