class agenda - thursday, 9/18 meet-n-greet class business lab debrief overview of next lab...

Class agenda - Thursday, Class agenda - Thursday, 9/189/18

Class agenda - Thursday, Class agenda - Thursday, 9/189/18

Meet-n-greetClass businessLab debriefOverview of next lab activityIntroduction to the SLA – FL

Methods portion of course

Meet-n-greetClass businessLab debriefOverview of next lab activityIntroduction to the SLA – FL

Methods portion of course

Meet-n-greetMeet-n-greet

Array yourself by birthdayPartner up

What got you hooked on your language?

Most memorable part of first labFavorite comfort food

Listen well, because you will report your partner’s response to a second pair

Array yourself by birthdayPartner up

What got you hooked on your language?

Most memorable part of first labFavorite comfort food

Listen well, because you will report your partner’s response to a second pair

Class businessClass business

Do you have any?Labs for next week: groups should

swap roomsConferences

MiWLF - October 24-25 in Lansing ($30)

Ed Tech conference - Sept 27 ($0)

Do you have any?Labs for next week: groups should

swap roomsConferences

MiWLF - October 24-25 in Lansing ($30)

Ed Tech conference - Sept 27 ($0)

Lab debriefLab debrief

Who is your audience for these labs?

How do you decide what the content objective should be?StandardsStudent assessmentsBut for one activity, there really

should just be one content objective

Who is your audience for these labs?

How do you decide what the content objective should be?StandardsStudent assessmentsBut for one activity, there really

should just be one content objective

Content ObjectivesContent Objectives

Culture as COCulture as launching pad for

language-related COSeparate the wheat from the chaff:

Culture as COCulture as launching pad for

language-related COSeparate the wheat from the chaff:

What language is critical in order for ss to participate accurately?

What language is nebenbei, not necessary for ss to know?

If CO is vocab…If CO is vocab…

…then understanding grammar of gustaría is not important

But…do you give vocab items that required gustaría and gustarían?

Un/una & un/une & ein/eine/einIf CO is not vocab, then all this

changes

…then understanding grammar of gustaría is not important

But…do you give vocab items that required gustaría and gustarían?

Un/una & un/une & ein/eine/einIf CO is not vocab, then all this

changes

Editing…Editing…

Die HöchstgeschwindigkeitsbegrenzungT performance, not S learning/interacting

Key questions:Why is this slide / handout / activity here?How does it connect to what came before?How does it connect to what comes next?How does it connect to my COs / LOs?

Die HöchstgeschwindigkeitsbegrenzungT performance, not S learning/interacting

Key questions:Why is this slide / handout / activity here?How does it connect to what came before?How does it connect to what comes next?How does it connect to my COs / LOs?

Pre – During – Post Pre – During – Post ActivitiesActivities

Pre – During – Post Pre – During – Post ActivitiesActivities

Think – pair – share:What does a student need to know in

order to participate in and understand a text / viewing / listening activity?

Stumped?

Think – pair – share:What does a student need to know in

order to participate in and understand a text / viewing / listening activity?

Stumped?

Comprehension depends Comprehension depends on…on…

Comprehension depends Comprehension depends on…on…

Building backgroundConnecting learning opportunities to

students’ experiences and background

Connecting learning opportunities to previous instruction

Vocabulary development

Building backgroundConnecting learning opportunities to

students’ experiences and background

Connecting learning opportunities to previous instruction

Vocabulary development

Your turnYour turnYour turnYour turnTurn to the cloze activity – complete Once upon a time, long ago and far away, there lived a

gentle queen. It was the deepest and darkest (1) of winters, and every day the gentle queen would spend (2) her afternoons sitting with her needlework at the only window in the (3) sunlight. The castle window itself was framed in blackest ebony, (4) and anyone passing below could gaze upon the beautiful queen, (5) pretty as a picture, as she quietly worked at her (6) embroidery. One day, as she sat sewing, she pricked her finger (7) with her needle, and three rich, red drops of blood (8) fell upon the glistening snow below. At the sight of the red blood upon the (9) white snow, the gentle queen whispered: “Oh, how I wish (10) for a baby daughter with hair as black as ebony, (11) lips as red as blood, and skin as white as snow.” And so it came (12) to pass that the queen gave birth to such a (13) child, whom she called Snow White.

Turn to the cloze activity – complete Once upon a time, long ago and far away, there lived a

gentle queen. It was the deepest and darkest (1) of winters, and every day the gentle queen would spend (2) her afternoons sitting with her needlework at the only window in the (3) sunlight. The castle window itself was framed in blackest ebony, (4) and anyone passing below could gaze upon the beautiful queen, (5) pretty as a picture, as she quietly worked at her (6) embroidery. One day, as she sat sewing, she pricked her finger (7) with her needle, and three rich, red drops of blood (8) fell upon the glistening snow below. At the sight of the red blood upon the (9) white snow, the gentle queen whispered: “Oh, how I wish (10) for a baby daughter with hair as black as ebony, (11) lips as red as blood, and skin as white as snow.” And so it came (12) to pass that the queen gave birth to such a (13) child, whom she called Snow White.

Your turn, stillYour turn, stillYour turn, stillYour turn, stillNow turn to the activity plan template.

With a partner, consider the following questions and complete the template:What does a student need to know in order

to make sense of the paragraph on your handout?

Which aspects of that paragraph would you need to pre-teach in order for students to understand?

Now turn to the activity plan template. With a partner, consider the following questions and complete the template:What does a student need to know in order

to make sense of the paragraph on your handout?

Which aspects of that paragraph would you need to pre-teach in order for students to understand?

Reading – Viewing - Reading – Viewing - ListeningListening

Reading – Viewing - Reading – Viewing - ListeningListening

We can’t just give texts* to students and say “go!”

Instead, we need to….Build backgroundDevelop vocabularyCheck for comprehensionAllow for student extension and expression

*by “text,” I mean written, visual or aural

We can’t just give texts* to students and say “go!”

Instead, we need to….Build backgroundDevelop vocabularyCheck for comprehensionAllow for student extension and expression

*by “text,” I mean written, visual or aural

P - D - P P - D - P

Scan through example activities for pre, during, and post work

Questions / ideas?Let’s look at the lab for the next

two weeks

Scan through example activities for pre, during, and post work

Questions / ideas?Let’s look at the lab for the next

two weeks

SLA - FL MethodsSLA - FL Methods

Teaching English to ELsTeaching English to ELs

Developmental Bilingual Education

Using L1 to drive instruction

Transfer of skillsDeveloping English

skills while…Teaching content

in L1

Developmental Bilingual Education

Using L1 to drive instruction

Transfer of skillsDeveloping English

skills while…Teaching content

in L1

SEI English Immersion (AZ-style)

4 hours of ELD for all Els

Grammar, oral, reading, writing

No L1 No content

instruction

SEI English Immersion (AZ-style)

4 hours of ELD for all Els

Grammar, oral, reading, writing

No L1 No content

instruction

Theory <-> PracticeTheory <-> Practice

Point is not to resolve this debatePoint is to recognize that the most

concrete actions we take in the classroom are indeed informed by theory…

…whether or not we’re aware of it

Point is not to resolve this debatePoint is to recognize that the most

concrete actions we take in the classroom are indeed informed by theory…

…whether or not we’re aware of it

SLA - FL MethodsSLA - FL Methods

How one informs the otherSomewhat artificial divisionsChronological

How one informs the otherSomewhat artificial divisionsChronological

Your work…Your work…

Questions or concerns?Questions or concerns?

Pre-WWIIPre-WWII

What do you remember from the readings we did 2 weeks ago?

State - university - science nexus

What do you remember from the readings we did 2 weeks ago?

State - university - science nexus

Pre WWII methodsPre WWII methods

Grammar translation Analytical Grammar-based Translation of “high

literature” Classics (Latin,

Greek) Lg not for

communication, but for intellectual development

Grammar translation Analytical Grammar-based Translation of “high

literature” Classics (Latin,

Greek) Lg not for

communication, but for intellectual development

Direct MethodResponse to G-TMeant to mimic

L1 acquisitionTeacher-centeredMimicry,

pantomime, question-answer structures

Direct MethodResponse to G-TMeant to mimic

L1 acquisitionTeacher-centeredMimicry,

pantomime, question-answer structures