Contents
Content Type: 1
Title: 10 Steps to Successful Student Portfolio Reflection
Body:
From http://www.pblinthetl.com
Here is a step-by-step process to foster student reflection on e-portfolios based on the NCSSFL-ACTFL Global Can-Do Benchmarks: http://www.pblinthetl.com/2015/11/portfolio-days-10-steps-to-successful.html
Source: PBL in the TL
Inputdate: 2015-11-13 17:13:20
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Global Citizens Youth Summit
Body:
From http://globalci.org/gc-summit/
The Global Citizens Youth Summit (GCYS) brings a select group of youth scholars from around the world and thought leaders to the Harvard University Faculty Club. During the nine-day program, participants investigate the idea of global citizenship. The program serves as a springboard for ideas and collaboration in the year to come. Following the Summit, our scholars take action and follow their passion in taking on complex global problems in their local communities.
Apply by February 1, 2016.
For full details go to http://globalci.org/gc-summit/
Source: Global Citizens Initiative
Inputdate: 2015-11-13 17:18:03
Lastmodifieddate: 2015-11-16 03:30:58
Expdate: 2016-02-01 00:00:00
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Activity Idea: Decision Brackets
Body:
From https://tekhnologic.wordpress.com
Based on sports tournament brackets, decision brackets structure decisions for students and guide them through considering a wide variety of options. Read a full explanation of this activity, which can be adapted for many topics, at https://tekhnologic.wordpress.com/2015/11/08/decision-brackets-giving-reasons-for-your-choices/
Source: tekhnologic
Inputdate: 2015-11-13 17:18:44
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Essential Questions and Integrating Culture into Your Curriculum
Body:
Your InterCom editor, in her past role as a supervisor of pre-service language teachers, often struggled along with her students to apply essential questions to second language curriculum design. Likewise, she still struggles with best approaches to integrate cultural knowledge into the curriculum. Here is a recent blog post by teacher, blogger, and InterCom contributor Lisa Shepard about how essential questions can be used to guide the incorporation of cultural knowledge into a year’s curriculum: http://madameshepard.com/?p=1005
Source: Madame's Musings
Inputdate: 2015-11-13 17:19:29
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 5 Ways to Make the Most of Written Feedback
Body:
From http://blog.tesol.org/5-ways-to-make-the-most-of-written-feedback/
English language teacher Nathan Hall gives these pointers for providing written feedback to your students:
Not correct everything at once.
Focus on errors, not mistakes.
Mark locally, read globally.
Make revision part of the assignment.
Be supportive with your feedback.
Read his full blog post here: http://blog.tesol.org/5-ways-to-make-the-most-of-written-feedback/
Source: TESOL Blog
Inputdate: 2015-11-13 17:23:24
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Quick Interpersonal Whole-Class Mixers
Body:
From http://getyourspanishon.com/
Here are two scaffolded, structured whole-class mixer activities that can be used with a variety of topics, for you to add to your toolbox: http://getyourspanishon.com/2015/11/13/repeat-after-me/
Source: Get Your Spanish On
Inputdate: 2015-11-13 17:24:01
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: A Literacies-based Approach to Digital Games
Body:
(adapted from Sykes and Reinhardt, 2014, Digital Games Manual and Reinhardt and Sykes, 2011). For a full copy of the associated manual and white paper see: https://games2teach.uoregon.edu/publications/
In an attempt to provide tools to incorporate commercial games in language classrooms, Reinhardt and Sykes (2011) propose a literacy-based approach to digital games. In doing so, they focus on two key questions:
- How can instructors design learning activities that focus on structure in the service of meaning?
- How can instructors design activities that focus on content without ignoring focus on the structure needed to achieve meaning?
One approach is incorporating a variety of associated games discourses, to include:
Reinhardt and Sykes (2011) propose activity ideas related to each of these areas and frame these activities using the model in Figure 1. This week’s Activity of the Week exemplifies one way this model can be applied. Additional samples are included below:
Traditional language activities based on the embedded discourses of the game
- Identify and use the following vocabulary from level 1.
- Create a semantic map of vocabulary from level 1
Interaction activities based on emergent discourses
- Play level 1 with a partner. Use only the target language. Note new words and phrases that you say or want to say. Note what you have questions about.
Narrative activities requiring integration of designed (embedded) and personal (emergent) narratives.
- What did you do in level 1? Describe it as a first person account (or news story, etc.)
Expansion activities as attendant discourses
- Describe your character in the game.
- Write an imaginary conversation between two characters in the game.
- Critique the game
- Write a guide to the game
Reference
Reinhardt, J. & Sykes, J. (2011). Framework for Game‐enhanced Materials Development. Tucson, AZ: Center for Educational Resources in Culture, Language and Literacy.
Source: CASLS Topic of the Week
Inputdate: 2015-11-15 21:05:14
Lastmodifieddate: 2015-11-16 03:30:58
Expdate:
Publishdate: 2015-11-16 02:15:01
Displaydate: 2015-11-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: CASLS at ACTFL: Transformative Approaches to Language Education
Body:
During this year’s ACTFL Annual Convention and World Languages Expo, CASLS announced an exciting new partnership with Pearson Education. The partnership is a first step in a long-term strategic plan toward the development of an online immersive environment for Spanish learners, in which learners build knowledge of language, culture, and pragmatics through a digital game.
To celebrate the new partnership, CASLS and Pearson hosted a game arcade in the exhibit hall where teachers were able to play Ecopod, Ingress, Plague Inc, Sim City BuildIt, and This War of Mine and receive classroom activities to accompany the games. Throughout the year, we’ll release activities for novice, intermediate, and advanced learners related to these games on our Games2Teach website.
Three teachers won our social media contest by sharing a photo of themselves at ACTFL and tagging the photo with the hashtag #iloveCASLS. These teachers will receive a free subscription to LinguaFolio Online for their classes this year.
CASLS Director Dr. Julie Sykes was nominated to chair the Language Resource Center Coordinating Council, as current chair Dr. Elaine Tarone retires in 2016. Dr. Tarone served as the chair for more than two decades.
CASLS Associate Director Mandy Gettler received recognition for serving as editorial director for the Pacific Northwest Council for Languages for more than ten years. She served from 2003-2013.
Congratulations to Edward Zarrow, a Latin teacher from Westwood High School in Westwood, Massachusetts, who received the 2015 ACTFL Teacher of the Year Award.
Thanks to all of those who stopped by our booth to visit and learn more about the programs and services we offer to language educators. We were delighted to meet you and hope to see you next year!
Source: CASLS Spotlight
Inputdate: 2015-11-21 17:45:09
Lastmodifieddate: 2015-11-23 03:26:00
Expdate:
Publishdate: 2015-11-23 02:15:02
Displaydate: 2015-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: “Survival is Insufficient”: Building Everyday Vocabulary Through This War of Mine Gameplay
Body:
The purpose of this activity is to engage novice university (and possibly high school) learners in schemata building for new vocabulary that pertains to their everyday lives. In order to complete this activity, learners work in teams to play Day 1 of This War of Mine. As they play, they will build vocabulary lists of words that they are able to understand given context and group collaboration. After they build the lists, they will categorize the words by what they need to survive versus what they need to feel well and fulfilled.
This War of Mine is an engaging game, and it is ideal for use in the language classroom. However, given the language used and the adult themes incorporated into gameplay, the game should only be used with mature audiences. It is especially important that teachers review the game before using it and secure approval from parents, guardians, and school administration.
Objectives
Learners will be able to:
- acquire new vocabulary related to one’s everyday life via context and collaboration.
- build schemata to promote long-term vocabulary retention.
- comprehend vocabulary dealing with everyday life.
- categorize and discuss new vocabulary.
Modes: Interpretive Reading, Presentational Writing
Resources: Vocabulary Interaction Sheet, This War of Mine app or computer game
Procedure:
1. Prime learners for targeted vocabulary acquisition by brainstorming words that they might need to discuss their everyday lives. Learners should offer any words that they know in the target language, but much of the brainstorm will happen in the first language. If the learners struggle to offer a robust collection of words, the teacher may choose to ask them the following questions to guide their thinking:
- What tangible things do you need to live?
- What intangible things do you need to live?
- How do you get enjoyment and fulfillment out of life?
As you record this brainstorming session on the board, learners should record it as well on Part A of the Vocabulary Interaction Sheet.
2. The brainstormed words (and any additional words that the teacher would like learners to focus on) will provide the students with targeted vocabulary words to find through gameplay in This War of Mine. Learners will search for these words by playing Day 1 (roughly 15 minutes) of the game in groups of 3-4 members. As they play, they will document the meaning of the targeted words and any other words that they discover by completing Part B of the Vocabulary Interaction Sheet.
3. After learners have completed Part B, regroup as a class to share what words were discovered. Instruct learners to add words to the Vocabulary Interaction Sheet as is needed.
4. Next, learners will work individually for roughly 10 minutes to categorize words in Part C of the Vocabulary Interaction Sheet. The categories that they use will be ‘Necessary for Survival’ and ‘Necessary for Wellness and Fulfillment’.
5. To close the activity, lead a class discussion regarding the categorization of the words that learners completed. Do your best in this discussion to challenge learner thinking. For example, if learners state that a bed is needed for wellness and fulfillment, argue that it is necessary for survival since sleep is necessary for survival. Given the proficiency level of the learners, much of this conversation and its associated schemata building will occur in the first language. However, encourage learners to use the target language as much as possible.
Source: CASLS Activity of the Week
Inputdate: 2015-11-21 18:04:54
Lastmodifieddate: 2015-11-23 03:26:00
Expdate:
Publishdate: 2015-11-23 02:15:02
Displaydate: 2015-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Book: Beliefs, Agency and Identity in Foreign Language Learning and Teaching
Body:
Beliefs, Agency and Identity in Foreign Language Learning and Teaching
By Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, and Maria Ruohotie-Lyhty
Published by Palgrave Macmillan
Beliefs, Agency and Identity in Foreign Language Learning and Teaching explores the phenomena of believing (or giving personal meanings), acting, and identifying (or identity construction), and the interconnectedness of these phenomena in the learning and teaching of English and other foreign languages. The authors to take turns in reporting recent studies that are truly longitudinal in their research design, carried out from novel theoretical starting points and with innovation in data collection and analysis. The book contributes to a greater understanding of how learners go about learning and teachers about teaching foreign languages.
Visit the publisher’s website at https://www.palgrave.com/page/detail/beliefs-agency-and-identity-in-foreign-language-learning-and-teaching-paula-kalaja/?sf1=barcode&st1=9781137425942
Source: Palgrave Macmillan
Inputdate: 2015-11-22 18:44:35
Lastmodifieddate: 2015-11-23 03:26:00
Expdate:
Publishdate: 2015-11-23 02:15:02
Displaydate: 2015-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
