People (√ = present; strikeout = absent; e+strikeout = excused absence): √Fischer; √Chapman; √Choate; √Couture; √Hinsinger; √Hunter; √Idrissi; √Looney; √Moore

(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)
- = 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

1) Continue Stryker/Leaver

2) Look at the work samples for projects from earlier years.

3) See "schedule" page for links to sources of lesson plans for various subject areas.

4) Proposed next major topic of general discussion: styles, strategies, motivation (students, mostly, but maybe also teachers)

5) Start reading either 0712,"A Problem-Based Learning Approach to Integrating Foreign Language into Engineering", or 0725, "Landscapes of technology Transfer: Rice Cultivation and African Continuities". These articles will (0712) help you avoid over-estimating your learners and (0725) show you a large-scale possibility for CBI, with special relevance to minority and disadvantaged learners (see also 0082, "Discovering Science and Technology through American History".

Below here are notes for myself; read them at your peril!

••how to assess CBI activities (the projects; in general); SE course SG; Hypothesis: If the CBI activity is designed properly, and you then assess the student's performance according to how well the CONTENT was learned, that will also indicate how much LANGUAGE was learned.

••Portland Public Schools "Recommendations for the Second Language Minimum Performance Standards" (#0010a)

••Drake

I think we need a discussion about what we (ourselves, our learners) want language teaching and learning to accomplish, so that we can examine the pros and cons of CBI (and other teaching methods or tools). Example: Some people prize language courses for what they contribute to the development of students' intellectual rigor (logic, clear thinking, understanding of system, rules, principles); such people may also say: "…especially Latin" or "…but of course they can get the same things from a stiff geometry course". To what extent is that view / goal compatible with CBI? What if the students' goal is to… [name several different goals]?

Teaser: OK, we've talked about turning study of literature into CBI. Now what about that other beloved subject-area of our foreign-language programs, C/culture?

Pep talk: how proficiency-oriented teaching/learning and CBI support each other (0181 checklist for daily progress)

SPeakEasy problem: How to convey to newbies the company's "culture", expectations, and general way of operating. Importance of clear goals (and the right ones), group work, asking questions, creativity, active participation. Suggestions: intake surveys of aptitudes, experiences, personalities. Create an advisory atmosphere. Have newbies apply to departments. Linguistic issues: concept of "agency" - determining who does what (can include many grammatical & lexical features. How to convey comprehensible input (importance of authentic materials - but not sufficient in themselves).

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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