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: portfolio development; 0702 Linguafolio;

At meeting #8 the group expressed preference for these topics for further discussion, perhaps one a week (√=now done): √assessment; thematic units; √styles, strategies, & motivation; portfolio development. So that is what we will emphasize. There was some interest in the following areas, which will receive attention as time allows: the various content areas; literature; culture; changing the curriculum; business; grants.

5) Start reading about portfolio development: 0702 Linguafolio; 0248 (on disk) Padilla, "Development and Implementation of Student Portfolios in Foreign Language Programs";

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

grant info: ••PSU grants; ••small-/medium-scale external grants & a sample application; ••large-scale external grants & a sample application; ••conference ideas & sample proposals

••how to assess CBI activities (the projects; in general);

••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]?

This section offers a PREVIEW, not activated assignments. Assignments are made, with announcement of their deadlines, both in class and on the "schedule" page.

••

••