| Meeting 03 • 7 April 2009 • Tuesday |
Version:
4/9/09
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People: Benoit, Montaigne; Breedlove, Clifford E.; McDonnell, Kelsey C.; Orcutt, Kathleen S.; Pennington, Laurissa B.; Salinas, Victor; Tasi, Joana; Watters, Erin.
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| Today |
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(X') = anticipated time in minutes (total= 110' minus break)
(#0001) etc.=item in document collection (will be explained in class)
Key to notes added AFTER the class meets:
√ = 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 - 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
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| Week 2: More what is 'CBI'. Other examples of CBI, and start of first learning activity. Content-area Standards & Lesson Plans |
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materials:
from previous meeting
Chapter 1 of Stryker/Leaver (photocopy in first meeting, #0410b in course collection, for use until books arrive);
examples from my courses:
German 320 / 415 / 515 Business Simulation Course and its related "SpeakEasy Company Website"; also my ACTFL Conference presentation (November 2008); the course / company scoring guide (see handout from previous meeting or use this link)
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); also my PSU SINQ presentation (October 2008);
examples of other courses and projects elsewhere: Levine's second-year simulation courses (#0172, #0705); Ryan-Scheutz & Colangelo's beginner-level (!) drama production (#0019); the "Big Book" activity for middle-schooler FLES (#0407);
CBI activity scoring guide (see handout from previous meeting or use this link)
new: Kasper (preface, #0409a) - was in handout for meeting #1, but was not discussed; samples of reflections about Levine and Scheutz/ Colangelo
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+
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(5') little things: disks, database printouts; CBI activity scoring guide (see handout from previous meeting or use this link)
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√
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(30') More about "SpeakEasy". What does it take to produce a list, a card, a card set? How is the company organized? What, in general, does it "take" to "do" CBI? (materials, environments, traits); the course / company scoring guide (see handout from previous meeting or use this link) List-making as an example of transforming conventional language learning into CBI. Can we relate SpeakEasy activities to ACTFL Proficiency levels?
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(20') Ryan-Scheutz & Colangelo's beginner-level (!) drama production (#0019) and Levine's simulations (#0172, #0705): followup on your own reflections; language pedagogy issues; what the drama production tells us about the range of content that can appear in CBI; what it tells us about that "special" content of our field: literature; for an explosive discussion about that last topic see Donato and Brooks (#0104)
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(5') Break (if group decides to)
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+
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(20') Introduction to subject area standards (example: Oregon and Portland Public Schools); why and how a "toehold" for CBI was built into OUS standards for exiting high-schoolers
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(20') The "Humboldt Project": see links above
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+
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(10') upcoming: see section immediately below; CBI Project 1; if time: group drafts the scoring guide for the reflection
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| Upcoming class meeting(s) (#4 • 09 April 2009 Thursday) |
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1) Subject-area standards for exiting high-schoolers in the state of Oregon (#0691 Second Languages; #0693 Visual & Performing Arts; #0694 English; #0695 Mathematics; #0696 Science; #0697 Social Science
2) Samples of reflections about Levine and Scheutz/ Colangelo
3) ••002, 003,
4) ••Portland Public Schools "Recommendations for the Second Language Minimum Performance Standards" (#0010a)
5) ••lesson plans (#0434, 0435 and websites); can people find lesson plan collections for other langs?
upcoming (NOT yet assigned): 0094, 0114, 0164 & other TBL, 0270; T&C rice cultivation
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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.
CBI Project 1: An instructional module for a single classroom meeting.
Maybe a second reflective piece: "Oh, so that's what standards in other content areas are like!"
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