418+-+Agenda+-+4.19.16

1:15 - 1:30 - Welcome & Housekeeping Anny asks class how many people think Ben should cut his hair- Everyone raises their hand, including Ben. This didn't happen but it should. Get a haircut, Ben.
 * Notetaker: Ryan Matt or Matt Ryan user:matt.ryan
 * Text and Writing Activities (feedback is up)
 * edTPA revisions - due asap - final deadline - April 28
 * Literacy activity for Sacajawea Middle School - talking about in class. 20 minute activity - run stations- work with 2 kids at a time. If they arent experts on your subject by end you fail Anny's course...sorry. Take from lessons you have already done if you want. 8 kids in class. Thursday some time in class to work on it, finish it over the weekend. Bring some inspiration material from previous lessons for Thursday to possibly pull out for the Sacajawea lesson.
 * Debrief ELC experience

Insights: Abby- Saudi Arabian student doesn't feel comfortable exercising with guys around even though she likes exercising Lauren- Woman was researching well-roundedness, concerned that it wasn't challenging/credible/academic enough- is experience credible enough for research? What is she actually asking/researching? Alex- Talked with a woman who had a child, she wanted her child to learn English but also retain his native Saudi Arabian language- connection to Alex's experience at home Taylor - In Saudi Arabia, students are split up between boys and girls, so school here is weird because of coed. Written guides are helpful in terms of teaching to ELL students. Annie- In Saudi Arabia, when Annie's student misspoke English they all made fun of her, but here she can talk and not worry about judgement. Ben-Taiwanese student had used an English textbook in his education growing up. He could write and read English well but couldn't speak it well. Assumptions that ELL students can't read/write English academically, but he could. Lauren- Student was trying to find out how to better teach English in Saudi Arabia- immersion is more productive than classes Katie- Saudi Arabian student asked about Katie's values on studying abroad, interesting difference in values- in Saudi Arabia they are expected to study abroad. Does studying abroad help individual or society? Americans are selfish. Surprise, surprise Ben and Matt got chocolate. It was soooooo good.

Cultures are multi-faceted- can't generalize. i.e. three Saudi Arabian women in class, different Hijab wearing for each of them- one had all of face covered, one had some, one had no face covering.

There are some things that characterize cultures/backgrounds, but also tremendous variation.

1:30 - 1:45 - Review and ReCap
 * http://www.snagfilms.com/films/title/immersion (1:30 - 4:30)


 * CHEMS- F is for friends who do stuff together

C- meaningful connections to family, culture, community of students H- High expectations- E explicit attention to language- much larger language demands for ELL students M- multiple pathways for learning and assessment S- Social support- peer interaction and peer support

Three critical aspects necessary to language acquisition: 1. Comprehensible input- you understand what is being told to you- can't just immerse students without support. Anny just played a demonic trailer for "Monsters University 2: Satan Arises" in Czech and I'm going to have nightmares 2. Output and Negotiated Interaction- We need to do it, not just watch it or listen to it. Speaking/writing/reading the language is critical. As teachers we need to provide the opportunity. 3. Time - If students don't know what time it is, how can they concentrate on learning English? Jk. People need time to learn new things. Same goes for language acquisition. 1-2 years for conversational English, 5-7 or more for academic English.

Julie is bragging about picking up languages- we get it, you are fluent in every language. In seriousness, the reason she picked it up well was starting at an early age and repeated practice Matt and Alex have to resign from being history majors because we didn't know German stopped being taught in schools because of WW1. Art school, here I come.

Other very helpful aspects of language acquisiton: Instruction- makes learning more efficient Corrective feedback- helps recognize and fix errors Safe environment-
 * SLA - [[file:A Brief Look at Second Language Acquisition History2 (2).pptx]]
 * Factors to consider

1:45 - 2:10 - [|ELP Standards and Proficiency Levels] - Big jumps between levels - Extremely high expectations- higher than what we expect of foreign language classes.

2:10 - 2:30 - Task Analysis - https://www.teachingchannel.org/videos/potential-energy-problem-solving-with-technology
 * Language Demands
 * Content Demands
 * Literacy Demands
 * Skills/Task Demands

What is the essential language, content, literacy, and skills embedded in this task?

Based on CHEMS, how can I:
 * Connect individually with the ELL?
 * Embed high expectations with high support?
 * Explicitly teach/support language demands?
 * Add pathways for learning and showing learning?
 * Provide peer-support?

Teaching an abstract concept - -Started concrete ---> familiar abstract > unfamiliar abstract
 * [|Plan]
 * [|Presentation]


 * Housekeeping:**
 * edTPA Academic language revisions
 * Thursday - Bring a copy of your text or writing activity that you will adapt for our middle school visits and be prepared with ideas to adapt a segment of this lesson for intermediate ELLs. (You will teach a 20 minute activity - rotating stations)
 * Upcoming - Tuesday we will meet at the middle school