Meeting 01 • 30 March 2010 • Tuesday

Version:
4/8/10

People: √Fischer; √Ireton; √Konrad; √Moore; √Pease;
Today

(X') = anticipated time in minutes
(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 green text like this = comments after the meeting
Week 1: Main Topic(s): Introduction to the Course, of course; our group; What is 'CBI'? Adjusting this year's version to SpeakEasy

materials:
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);
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); Rice University business Spanish course; new efforts to teach reading better in PPS

√

(15') Who we are: language teaching backgrounds and professional interests and plans. PLEASE EMAIL ME ASAP AFTER CLASS (if you haven't done so already), so that I can use your preferred address. Also please indicate whether I can distribute your address to others on the class.

√

(5') Fast overview of course: texts, activities, goals

+

(20') So what IS 'CBI'? Stryker/Leaver's definition & description (0410b, p. 5). Have we ourselves encountered/ done CBI in FL/ESL - as teachers? as learners (adult, child)? as parents?

+

(20') Some examples of CBI - see above, "materials", especially "SpeakEasy". What does it "take" to "do" CBI? (materials, environments, traits)

√

(10') Break: Go get your coffee or your snack, but bring it back. We'll start promptly after 10 minutes, with or without you! Group decided that breaks would be informal.
+

(30') +What (will) this class (will) do? Reading, reflection, discussion, reports, writing, small & large project(s) (individual, ?group?), field trips and outreach, grant-seeking? √Tell how the following factors / ingredients bulk in your reasons for being in the course: 1) preparation for professional language-teaching career (German? ESL? other?); 2) maintaining SpeakEasy; 3) sustainability; 4) engagement; 5)??

-

(10') upcoming: see section immediately below; check: your access to professional journals, especially FLA; if time: group drafts the scoring guide for the reflection
Upcoming class meeting(s) (#2 • 01 April 2010 Thursday)

1) Read the rest of Ch. 1 of Stryker/Leaver, and articles by Levine (0172, 0705) and Ryan-Scheutz/Colangelo (0019). As preparation for Thursday class discussion write a one-page (single-spaced) reflection that develops some sort of coherent idea from one/both of the articles. During class you can add comments to your printed version; then you'll hand it in right there/then.

2) Explore the websites listed above under "materials". As preparation for more Thursday class discussion (and beyond that!) consider how you might or might not base a major project of your own on participation in their further development.
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.
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