Contents
Content Type: 1
Title: 10 Activities for Music in the Classroom
Body:
From https://talesfromthesalledeclasse.wordpress.com
French teacher Megan from the “tales from the salle de classe” blog shares ten activities that you and your students can do with music in this recent post: https://talesfromthesalledeclasse.wordpress.com/2017/09/05/10-activities-for-music-in-the-classroom-that-arent-fill-in-the-blank/
Source: tales from the salle de classe
Inputdate: 2017-09-21 15:32:09
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Cultural Comparison Project: Visitor Videos
Body:
From http://www.pblinthetl.com/
Project-Based Learning enthusiast Laura K. Sexton’s students will soon be visited by people from a sister city in Peru. In preparation, her students have undertaken the project of making videos introducing their community to their visitors. Read how she structures the project at http://www.pblinthetl.com/2017/09/visitor-videos-cultural-comparison-pbl.html
Source: PBL in the TL
Inputdate: 2017-09-21 15:32:39
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Skills and Proficiency
Body:
From http://leesensei.edublogs.org/
Colleen Lee-Hayes’s syllabus this year includes “skills that a student acquires beyond the language itself.” Read how a focus on skills has changed the sort of feedback she gives students, especially within a proficiency-oriented context, at http://leesensei.edublogs.org/2017/09/10/skills-give-you-talking-points-proficiency-gives-you-a-goal/#.Wbmr29OGNPU
Source: Language Sensei
Inputdate: 2017-09-21 15:33:15
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The Alibi Game: Basic Rules and Adaptations
Body:
From https://teachinggamesefl.com
The Alibi Game is a great way to get students asking and answering basic questions with a purpose. Read how to play it and how to adapt it in this two-part blog series.
Part 1: https://teachinggamesefl.com/2017/09/13/adapting-the-alibi-game-part-1/
Part 2: https://teachinggamesefl.com/2017/09/13/adapting-the-alibi-game-part-2/
Source: TeachingGamesEFL
Inputdate: 2017-09-21 15:33:50
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Article: Virtual Exchange as Career Preparation
Body:
From http://blogs.edweek.org/edweek/global_learning/2017/09/virtual_exchange_as_career_preparation.html
Mohamed Abdel-Kader writes, “One of the most common misperceptions about virtual exchange—educational programs that use technology to connect young people around the world—is that it is just a tool for cross-cultural dialogue. Communication between young people from different backgrounds is certainly needed these days, but virtual exchange can achieve more than this worthy goal. Educators are increasingly utilizing online, collaborative, international learning to help young people build a wide array of skills that will prepare them for their careers and prepare them to contribute to society.”
Read the full article at http://blogs.edweek.org/edweek/global_learning/2017/09/virtual_exchange_as_career_preparation.html
Source: Education Week
Inputdate: 2017-09-21 15:34:26
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Student-centered, Differentiated Instruction through Flipping
Body:
From http://spanishflippedclass.blogspot.com/
Learn how flipped classrooms enable teachers to reach students of different abilities and with different needs more effectively than a “traditional” format: http://spanishflippedclass.blogspot.com/2017/09/student-centered-class-through-flipping.html
Source: Flipping my Spanish Classroom
Inputdate: 2017-09-21 15:36:13
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Math in Language Class
Body:
Here are some great ideas for incorporating math in your language class: http://teachinginthetargetlanguage.com/math-in-the-target-language-more-on-cross-curricular-activities/
Source: Teaching in the Target Language
Inputdate: 2017-09-21 15:36:42
Lastmodifieddate: 2017-09-25 04:05:30
Expdate:
Publishdate: 2017-09-25 02:15:01
Displaydate: 2017-09-25 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Creating Solutions to Moral Dilemmas in Quandary
Body:
This activity is designed to engage learners in higher-order thinking related to moral issues, while evaluating and increasing their awareness of the target language. Students will engage with peers to play through the game and make educated decisions based upon information presented by the colonists. This is a great activity to help a class play through the game, increase in-game awareness, and challenge them to make thoughtful decisions.
Objectives: Learners will be able to:
- Understand basic instructions for playing a video game.
- Demonstrate understanding of how to form statements and suggestions
- Share and justify their own opinions on common moral dilemmas
- Exchange information about the community and points of interest.
- Use comparative language to make choices
Modes: Interpretive Reading, Interpersonal Communication
Resources: Intermediate Activity 1- Worksheet, Quandary App
Procedure
- Learners should download Quandary on tablets or be given devices with the app downloaded. Alternatively, they can play the online version if mobile devices aren’t available. Students should then select their avatar and read through the opening comic. After the comic, they can begin to play their way through each of the four chapters.
- As students play each chapter, they should fill out step 1 in the Intermediate Activity 1 worksheet when they arrive at the “Get Your Facts Straight. As they write, direct them to pay attention to the language structure. As students sort the cards in the game into the “Fact,” “Solution,” and “Other Opinion” categories, they should write three examples (one of each type) from each chapter followed by their observations of the language used.
- Following the completion of the chapter one section of the chart, help the students engage with the language by asking questions and allowing students to share their linguistic observations. You may then want to revisit this after the entire game is completed. Questions could include:
- How are facts, solutions, and opinions phrased differently?
- What do you notice about sentence structure?
- Are verbs used differently? How? What verb form is used?
- Was it easy to tell which category cards fit in? Why?
- If it was difficult to tell where cards went explain why.
- (if revisited at the end) What is one of the sentences that you created yourself?
Teachers can write down several of the phrases and use it as a teaching moment to draw students attention to structural differences and reinforce the students’ observations.
- In the game, students will be presented with a total of four possible solutions. It is the student's job to select the two which they feel are best for the community. Have students pair up and discuss which solution to choose. Have them fill in the next step in the worksheet.
- Next, after selecting two solutions, students will be asked to present these solutions to the colonists. Students select a colonist and present both solutions and accompanying facts. The colonist will then state how they feel about the solutions, and whether or not they change their mind about their initial opinion. In Step 3 on the worksheet, have students write down each colonist’s opinions on the solutions. Mark whether they agree or disagree with a given solution.
- Which solution is ultimately chosen? It is the student's duty to decide. Students will collaborate with their partners to select their final solution and jot it down in the worksheet. They must also justify their decision. Finally, the game’s council will decide whether they agree and support the player’s decision. Have students write the council’s advice.
- After each chapter, teachers should then bring the class together and have students share their solutions from the given chapter, why they selected them, and whether or not the council supported them. Students from each solution must justify their decision to the class. As teachers, you will guide the discussion/debate with guiding questions such as:
- Who selected____solution? Could one of you please share why you chose this solution? What did the council say?
- After hearing your peer’s selections, have any of you changed your mind about which solution is best? Why?
- Do you think that the council’s ultimate decision was good? Why or why not?
- If our class had to select one solution all together which would it be? Each person state one solution and why it should be that one.
Source: CASLS Activity of the Week
Inputdate: 2017-09-28 14:03:34
Lastmodifieddate: 2017-10-02 03:55:21
Expdate:
Publishdate: 2017-10-02 02:15:01
Displaydate: 2017-10-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: New Game Review on Games2Teach
Body:
Our Games2Teach website has a new blog post by Isabelle Sackville-West reviewing the game Quandary (featured in today’s Activity of the Week) as a resource for language teaching and learning. She writes, “Quandary not only has immense potential for language learning, but it also requires higher-order thinking and problem solving in order to successfully complete the game. Quandary doesn’t push a specific political or moral agenda. Instead, it provides a wide variety of potential solutions, making it the player’s job to make decisions based on his or her own moral code.”
The Games2Teach website provides curricular resources and professional development opportunities designed specifically for incorporating language learning games into the classroom. The site also includes sample lessons, information on how to adapt teaching styles, and additional resources for teachers on how students can learn languages more effectively.
Source: CASLS Spotlight
Inputdate: 2017-09-28 14:12:00
Lastmodifieddate: 2017-10-02 03:55:21
Expdate:
Publishdate: 2017-10-02 02:15:01
Displaydate: 2017-10-02 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 5
Title: Join Us at ACTFL 2017
Body:
The American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention culminates the fall conference season, and we look forward to meeting you at this year’s convention in Nashville!
This year, all of the sixteen Language Resource Centers (LRCs) will be hosting one large pavilion in booth 1333 by the food court. We hope you’ll stop by to find free or low-cost teaching materials, professional development opportunities, assessment and evaluation services, and more from the LRCs!
Please also join us for the following sessions:
Social Justice and Language Learning: Exploration via Digital Technologies
- Friday, November 17 11:00-12:00
- Music City Center Room 207D
- The exploration of issues connected to social justice is fundamentally important in language learning. Digital games and augmented reality experiences offer unique affordances for exploration of these complex issues. In this session, digital approaches to language learning with social justice at their core are explored and evaluated.
Lead with NCSSFL: I CanDo It-A mini Workshop on LinguaFolio
- Friday, November 17 5:00-6:00
- Music City Center Room 208A
- LinguaFolio/LinguaFolio Online and their focus on meaningful language use have the potential to transform the language classroom. Session participants will receive tools related to goal setting, reflection, and backwards design that support the integration of the NCSSFL-ACTFL Can-Do Statements and the successful implementation of the portfolios.
Improving University Students’ Experience Through Program-wide Assessment
- Saturday, November 18 8:00-9:00
- Music City Center Room 106B
- Program-wide proficiency assessment has the potential to define successful articulation and improve students' experience in post-secondary programs. The presentation discusses such a project for Spanish and French programs. Results provide insights into articulation within the program and beyond. Logistical issues of implementation are discussed.
Infinite Language: Using Digital Games for Cross-Curricular Learning
- Saturday, November 18 11:15-12:15
- Music City Center Room 207D
- Cultivating meaningful language learning within cross-curricular contexts and approaches to learning is a complex undertaking. In this session, participants will explore, evaluate, and experience digital games that facilitate the examination of connections across disciplines while maintaining the high-level standards of the language classroom.
Lost in Translation? LingroToGo
- Saturday, November 18 12:45-12:55
- Exhibit Hall Booth 1333
- Join us for a hands-on demonstration of LingroToGo, a game-based language learning experience available through the App Store and Google Play. Designed by gamers and linguists, LingroToGo will inspire you to master the second most spoken language in the world.
Source: CASLS Spotlight
Inputdate: 2017-09-28 14:17:14
Lastmodifieddate: 2017-10-16 04:02:45
Expdate:
Publishdate: 2017-10-16 02:15:01
Displaydate: 2017-10-16 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
