| Meeting 03 • 08 April 2008 • Tuesday |
Version:
4/9/08
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| Today |
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(X) = anticipated time in minutes
Key to notes added AFTER the class meetsL
√ = 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
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
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Main Topic(s): More about "What is 'CBI'?" (review of articles by Llevine and R-S/C; refining the definition; other examples of CBI; first learning activity |
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materials: Chapter 1 of Stryker/Leaver (photocopy in first meeting; until books arrive: link to PDFs [link to come shortly]); examples from my courses: GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project; the "Humboldt Project", and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F); examples of other courses and projects elsewhere: Levine's second-year simulation courses (0172); Ryan-Scheutz & Colangelo's beginner-level (!) drama production (0019); Colville's "Big Book" activity for middle-schooler FLES (0407);
New sources (photocopy in class, if time): Kasper, Content-Based ESL Instruction (2000), preface;
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(15) Welcome new people, if any. Professor Fischer reports about his reading of Monday morning: Kasper book, 1996 chapter about "The Internet and CBI" - mostly obsolete, but with a good section about "Designing effective course activities" (photocopies of pp. 190-97 if time for copying). Briefly: the initial reflection and how it might be scored (possibly with input from M. Elliott). Arrange to order Kasper book. Distribute Stryker/Leaver books
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(30) Discussion of the articles by Levine (simulations), R-S/Colangelo (staging Italian drama), Colville ("Big Book"). Can we (1) use those activities to derive a list of essentials for CBI - for declaring something to be CBI, and for creating CBI? Can we (2) map those activities onto ACTFL Guidelines, initially those for speaking and writing? (preparation for new reading in Stryker/Leaver)
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(10) Break: Go get your coffee or your snack, but bring it back. We'll start promptly after 10 minutes, with or without you!
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(20) Discuss activities (group, individual) for rest of course. I'll push strongly for projects that develop CBI materials, in several curricular sizes. But we should also think about group activities (projects, field trips), recruiting support for CBI, and supporting other teachers who want to learn about CBI.
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(20) The "Humboldt Project" - a long-term venture in CBI and beyond CBI
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(5) Upcoming - see immediately below (I may eliminate this line in future meeting outlines). For new reading see the course schedule or the documents list
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| Upcoming class meeting(s) (#4 • 10 April 2008 Thursday) |
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1) Follow-up on reading for the week. I'm thinking about making this a regular, semi-structured classroom activity, with the structure driven by something we professional language teachers do all the time: Exchange info about recent reading, sometimes even use it in grant applications. Possible group activity: annotated select bibliographyof the BEST pieces we read during the quarter.
2) Major segment (30 minutes or more) of small-group brainstorming about tentative first (smallest-scale) projects, possibly in relation to a collection of them (parallel across the group, or individual collections of work in this course).
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| Upcoming assignment(s) |
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This section offers a PREVIEW, not activated assignments. Assignments are made, with announcement of their deadlines, both in class and on the "schedule" page.
Probably: one-page prospectus of your first CBI project
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| Announcements |
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Note, at the top of the "schedule" page, the new link to the cumulative reading list (the files that can be downloaded, that is)
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| Misc. |
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| top of page |