Meeting 09 • 2 February 2010

Version:
2/4/10

Today • my deadline page

numbers in ( ) = minutes planned for activity/ topic
√ = topic / activity that was adequately dealt with during the class
+ = topic needs more attention & will be resumed at next / subsequent meeting(s)
- = a topic / activity that was proposed but not carried out (but will be taken up later)
Struckthrough text like this = a topic / activity that was proposed but not included / is not going to be taken up after all
Italic text like this = comments after the meeting
Main topic(s): Introduction to Assessment; the FL and AL Cultures

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(5) (possibly a regular feature:) assessment in the news! (0773, NYRB, 2010) progressive British historian Tony Judt (German history) reminisces fondly about the reactionary pedagogy of his childhood German class and deprecates today's language teaching and high schools in general; surprised me to see that you younger people were sterner about today's schools and schoolkids than I am

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(20) The OPI - any questions about method, technology, writing up the rating, rating your technique? Does the group want to discuss pedagogical implications now or later? Here are some texts: Govoni, et al, "Effects of the ACTFL-OPI-Type training on Student Performance, Instructional Methods, and Classroom Materials in the Secondary Foreign Language Classroom" (0072a [abstract] 1999); Hayden, "Suggestions for Curricular Implications of the OPI, or What do I do to work towards those outcomes with the textbook I have?" (0135, 1995); a WBF German test from 1979 (0347); a WBF German writing test from 10 years later

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(30) rubrics: Basic level descriptors (0108, PPS). Implications for learning. a) an example unrelated to languages (groom ties shoes before wedding; children make breakfast in bed for Mom on Mothers' Day); b) language-related examples: Oral French Exam (0123); GER 101 Assignment 1; c) GER 102 Project 1

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(30) The (withdrawn) ACTFL language-specific guidelines for German (0033a & 0033b, with culture guidelines and grammar grids!) - try mapping some grammatical features (pronouns? past tenses? acc-dat prepositions? past perfect? Konjunktiv [I? II?] onto the proficiency levels); so how do you create and teach to a "spiral syllabus"
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(10) Testing & teaching writing: initial discussion. Materials: ACTFL Guidelines for Writing (0013); an English sample (KLF: 0672 grocery list; 0672 a day); outstanding article about teaching writing (Barnett, 0009)
Upcoming class meetings

2/4 Feb.: assessing writing (L2, of course; but how about L1?); teaching writing; much ore about rubrics (and an assignment to create one?); thinking about the BIMP
Upcoming assignment(s)

This section offers a PREVIEW, not activated assignments. Assignments are made, with announcement of their deadlines, both in class and on the "schedule" page. Within a week you should have conducted at least one practice pseudo-OPI
Announcements

The change of the course to German-only participation requires some more rethinking of the syllabus. So I'm dropping any specific ESL aspects, at least temporarily, and we'll resume the discussion in a week or so.
Misc.

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