| Meeting 01 • 03 April 2012 • Tuesday |
Version:
5/22/12
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People (√ = present; strikeout = absent; e+strikeout = excused absence): √Fischer; √Chapman; √Choate; √Couture; √Hinsinger; √Hunter; √Idrissi; √Looney; McMahon; √Moore; Wolf |
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(X') = anticipated time in minutes (to total 100 minutes + 10-minute 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 was begun but needs more attention & will be resumed at next / subsequent meeting(s)
N+ = 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 is not going to be taken up after all
Italic green text like this = comments after the meeting
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| Week 1: Main Topic(s): Introduction to the Course, of course; our group; What is 'CBI'? Adjusting this year's version to SpeakEasy |
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new 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 presentation about "SpeakEasy" the March 2012 CIBER Conference (agenda);
GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project;
the "Humboldt Project", the Humboldt SINQ course (winter 20102), and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F); also my PSU 19th Century Cluster SINQ presentation about the Humboldt Project (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's business Spanish course (#0793); Culley Carson-Grefe's French business simulation coures at Austin Peay State University; new efforts to teach reading better in PPS (#0796)
Handout includes: ••
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(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. Everyone said OK.
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(5') Fast overview of course: texts, activities, goals
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(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?
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(20') Some examples of CBI - see above, "materials", especially "SpeakEasy". What does it "take" to "do" CBI? (materials, environments, traits)
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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! Will our breaks be formal or informal? People want a formal break; we'll take a strict TEN minutes.
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(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 (WLLs? ESL?); 2) business language; 3) other areas of CBI. Field trips and outreach aren't practical. But we will look at grant ideas.
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(10') upcoming: see section immediately below; check: your access to professional journals, especially FLA; if time: group drafts the scoring guide for the reflection
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| Upcoming class meeting(s) (#2 • 05 April 2012 Thursday) |
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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. (Languages accepted: English, German, French, Spanish). During class you can add comments to your printed version; then you'll hand it in right there/then. Examples of ideas: reminds you of an experience you had as a language learner (in a class? outside a class?); questions / doubts about the pedagogy itself; thoughts about the qualities those courses demand from teachers and learners; relation of CBI to your MA paper interests.
Scoring guide rubrics: Is it about CBI? refers to articles; conscious of pedagogy; refers to own experience as teacher/learner; exposition
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, or independently of that.
3) See the "schedule" page for reading to do for the next several meetings.
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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.
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| Announcements |
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| Misc. |
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