| Meeting 03 •10 April 2012 • Tuesday |
Version:
4/12/12
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People (√ = present; strikeout = absent): √Fischer; Chapman; Choate; Couture; Hinsinger; Hunter; Idrissi; Looney; Moore
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| Today |
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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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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);
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 archive version; direct link to the course); Culley Carson-Grefe's French business simulation coures at Austin Peay State University; new efforts to teach reading better in PPS (#0796)
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(5') SmallTalk and check about books
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(5') The Professor is gonna do CBI for a week in Astoria! More about this when we discuss the 3 major CBI course assignments
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(30') More about SpeakEasy: course (teacher, students) as company (CEO, management, drudges); what happens in the classroom and outside it; assignments & assessments; leads to some generic questions: What about CBI and EGI or grammar instruction / learning in general? What about syllabuses and tests and such? What proves the value of CBI? What does it "take" to "do" CBI? (√materials, √environments, traits, knowledge - the students? the teacher?).
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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') The three projects for the course: What they will be, how to sequence them (1, 2, 3 or 2, 1, 3?). This is a preliminary discussion, but soon you should come up with some ideas. Example: The German Professor spends a week enriching the language of young opera singers in Astoria. Here is the link to the shortest of the projects: a single CBI lesson; the link to a demo I put together (about polar bears); and here is the link to the scoring guide for such projects. See also the project work samples in your CD collection.
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N+
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(20') Various CBI-like courses and activities: Spanish Business at Rice University (link above); the presentations at the CIBER Conference; if time: the Humboldt Project
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+?
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(10') upcoming: see section immediately below; if time: group drafts the scoring guide for the reflection
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| Upcoming class meeting(s) (#3 • 10 April 2012 Tuesday) |
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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). Turn in soon (if not done today) your one-page (single-spaced) reflection that develops some sort of coherent idea from one/both of the articles. (Languages accepted: English, German, French, Spanish). 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.
2) Continue exploring the websites listed above under "materials". As preparation for more 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.
4) Look over the assignment for the shortest of the three projects.
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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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