Contents
Content Type: 1
Title: Free Access to The New York Times
Body:
From: https://www.nytimes.com/initiative/highschoolaccess
The New York Times is providing free access to students and teachers across the United States until September 1, 2021. Access incldues:
- Unlimited access to articles, videos, and more on nytimes.com and in The New York Times app.
- Lessons from The Learning Network featuring articles, photos, podcasts, and more.
Make sure to utlize this great resource in the upcoming months!
Visit: https://www.nytimes.com/initiative/highschoolaccess
Source: The New York Times
Inputdate: 2020-11-17 09:21:16
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: The Benefits of a Bilingual Brain
Body:
From: https://www.youtube.com/watch?v=MMmOLN5zBLY
Mia Nacamulli speaks about the benefits of a multilingual brain. She mentions three different kinds of bilingualism: compound bilingualism, coordinate bilingualism, and suboordinate bilingualism. This video is a great tool for helping language learners understand the congnitive benefits of language learning.
Visit: https://www.youtube.com/watch?v=MMmOLN5zBLY
Source: TED-ED
Inputdate: 2020-11-17 09:37:44
Lastmodifieddate: 2020-11-23 04:24:53
Expdate:
Publishdate: 2020-11-23 02:15:02
Displaydate: 2020-11-23 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: December 14, 2020
Body:
This week, we explore ways that learners can stay engaged with language learning over the break. For some ideas, check out the CASLS 30-day Challenge and this video.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we scaffold learners’ observation of holiday cards so that they may create their own in the target language to share with family and friends.
- Want to help your learners approach using language at home? This FluentU blog post provides steps to empower learners to approach their language learning goals.
Happy holidays! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2020-11-18 05:59:39
Lastmodifieddate: 2021-02-04 15:02:53
Expdate:
Publishdate: 2020-12-14 10:15:01
Displaydate: 2020-12-14 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Spanish Mindfulness Activities for Kids
Body:
From: https://www.spanishplayground.net/
Studies have shown that mindfulness reduces chronic stress and anxiety. This website provides a variety of resources tailored to younger learners to engage them in mindfulness in Spanish practice and study. Additionally, the website provides resources related to culture and holidays.
Source: spanishplayground
Inputdate: 2020-11-19 08:58:53
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Using Project-based Learning to Boost Online Engagement
Body:
From: https://www.edutopia.org/article/using-pbl-boost-online-engagement
Amy Nichols, an experienced seventh grade teacher and currently a professor in education, intrdouces tips and activities to boost online engagment with project-based learning. These tips, including crafting thought-provoking guiding questions and sending learners on quests, facilitate inquiry-based and experiential learning.
Visit: https://www.edutopia.org/article/using-pbl-boost-online-engagement
Source: Edutopia
Inputdate: 2020-11-19 09:09:03
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Resources for Teaching Japanese
Body:
From:http://japaneseteachingideas.weebly.com/
This weebly serves as a repository for Japanese resources. The resources included are varied and can be adapted across teaching contexts. Example resources include lesson plans, projects for cultural learning, recipes, and links to external forums and foundations.
Visit: http://japaneseteachingideas.weebly.com/
Source: Japanese Teaching Ideas
Inputdate: 2020-11-19 11:34:02
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: 25 Community-Building Activities for Virtual Classrooms
Body:
From: https://ideas.demco.com/blog/25-community-building-activities-for-virtual-classrooms/
Given the prevalance of online instruction in contemporary educational contexts, it is more critical than ever to build community and relationship with learners. Isabel Morales provides twenty-five activities that work well via Zoom based on her own experience.
Visit: https://ideas.demco.com/blog/25-community-building-activities-for-virtual-classrooms/
Source: DEMCO
Inputdate: 2020-11-19 11:42:06
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 1
Title: Keeping Students Engaged: How to Rethink your Assessments Amid the Shift to Online Learning
Body:
This post by Dr. Amanda E. Major provides a variety of assessment strategies for keeping learners engaged as they shift to online contexts. Specific considerations and tools to promote engagement are mentioned across a variety of assessment contexts, including diagnostic assessment, authentic assessment, self-assessment, and formative assessment.
Source: Faculty Focus
Inputdate: 2020-11-19 11:53:27
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 4
Title: Pass the Story
Body:
This activity was designed for Novice and Intermediate Learners, but it is also appropriate as a scaffolding activity for Advanced learners who are new to fanfiction. The activity was inspired by the FanTALES Teacher Handbook, and a brief overview of approaching writing fanfiction with learners is available in the creating fanfiction video.
Learning Objectives:
Learners will be able to:
- Contribute 1-2 creative sentences (per turn) to a collaboratively written creative story
- Evaluate the quality of their emerging narratives
Mode(s): Interpretive, Presentational
Materials: source text, digital space for writing or paper, introduction to fanfiction video (optional)
Procedure:
- Provide learners with an overview of fanfiction, if necessary, by using the introduction to fanfiction video.
- Next, survey learners about their favorite narrative-based media (e.g. movies). If you need an idea of what questions to ask, check out the appendix of the FanTALES Teacher Handbook.
- Use the survey responses to select a source text for the class. You could pick one text for the whole class to use or a series of texts for different groups of learners.
- If the text is not already well-known by learners, make sure to take time to read it, watch it, or play it in class.
- After learners become familiar with the source text, ask that they work in groups of 4-5 people to collaboratively write their own fanfiction inspired by the source text. The type of fanfiction (e.g., prequels, sequels, and fix-it fiction) is up to you and your learners. Decide which type will be written before moving to Step 6.
- To begin, the first group member will write 1-2 sentences to start the story. The story then passes to the next group member, who will also add 1-2 sentences that build off what was already written. For a brief example, see the creating fanfiction video. This process repeats until all have had at least one turn.
- Learners will evaluate their story as a group.
- Learners will complete their story in the same format described in Step 6. You may choose to require that the story be completed in a set amount of time or in a certain number of turns.
- Ask learners to read their stories together. As a group, they should pick their favorite plot point and share it with the class.
Notes:
- Educators working in online contexts may use a variety of platforms to complete Pass the Story. Discussion boards, Padlet, Google Jamboard, or any other collaborative digital space for creation would work well.
- During Step 7, learners may need some guiding questions:
- What sentences were the most intriguing or interesting to read?
- What plot points were surprising?
- What’s still missing (e.g. the resolution to the conflict)?
- Are we staying true to the norms of our fanfiction? If not, is that a purposeful choice? Should we change our goals?
Reference:
The FanTALES Group. (2020). Teacher Handbook. FanTALES Project Publication, Leuven. Available from https://www.fantales.eu/download/1007/
Source: CASLS
Inputdate: 2020-11-19 13:18:45
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
Content Type: 3
Title: InterCom: November 30, 2020
Body:
This week, we are revisiting fanfiction! Specifically, we are focusing on how to get learners started creating their own narratives. Check out the creating fanfiction video to learn more.
There are a few ways to get connected with us this week:
- Join our InterCom Live! session. We connect on Facebook every Monday at 11:00 am Pacific. To join us, open CASLS's Facebook page at the designated time. Can't make it? The InterCom Live! events are always recorded, and you can find them on our Facebook page.
- Check out the Activity of the Week. This week, we scaffold learners’ initial experiences writing fanfiction in the target language with collaborative writing.
- For lots of great resources on fanfiction, interactive fiction, multilingual storytelling, and telecommunication, check out FanTales Teacher Handbook! It has great, accessible classroom activities and supports to get you started.
Happy creating! We are excited to continue engaging with you this week.
Source: CASLS
Inputdate: 2020-11-20 03:38:32
Lastmodifieddate: 2020-11-30 09:52:48
Expdate:
Publishdate: 2020-11-30 08:15:01
Displaydate: 2020-11-30 00:00:00
Active: 1
Emailed: 1
Isarchived: 0
