Agenda

//This page contains agendas for Dr. Cherice Montgomery's conference presentations related to teaching culture.//toc

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To view full presentation, click [|here].

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Introductions





 * Audience (Levels)
 * Audience (Languages)




 * Awareness, exploration, experimentation--not mastery!
 * Logistics (personal needs, questions, parking lot)
 * Wiki Overview
 * Password List Instructions [[file:Personal Password List 2013 Categorized.doc]][[file:Personal Password List 2013 Categorized.pdf]]
 * Choose a username
 * Decide on an e-mail (junk e-mail?)
 * Think of at least one password



Cultural Activities








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Why Culture?


[|Stories Convey Culture] media type="custom" key="24123980"

[|Stories Reflect Understanding] media type="custom" key="24123984"

Single Stories Eliminate Possibilities

[|Power Is The Ability to Determine & Define the Story of Another Person]

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[|Stories Convey Stereotypes & Shape Identity] media type="custom" key="24123988"

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Moving Students Toward Proficiency


Implications re: AP Themes & Common Core





“Seeing is epistemic; the geologist sees in terms of geologic interests. But the ‘same’ rock formations are quite a different form of experience for the real estate agent, the poet, and the painter. . . . Each person bringing a different frame of reference reads the so-called same image differently. Each reading is an interpretation that influences the kind of experience the individual will have” (Elliot Eisner, 2002, p. 84).





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Topic


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Texts



 * Book Exploration TIme:** [[file:List of Titles of Culturally Relevant Children's Literature in Spanish.pdf]]


 * Key: Multiple Perspectives**

- Different point of view (Taíno child's perspective on Columbus in the Americas)

- Different settings (characters from different fairy tales write letters to one another)

- Different point of view (story of //The Three Little Pigs// told by the wolf)

**Search**




[|18 Free Ways to Download Any Video Off the Internet]

- Today's front pages from newspapers around the world

- Images


 * [|Spanish Art]
 * [|Spanish Culture]
 * [|Spanish Food]
 * [|Spanish Places]
 * [|Spanish-speaking People]

- Create your own booklists, reading groups, challenges, and reports (similar to Goodreads) (Post to Storytools)

- Allows students to calculate accuracy, self-correction ratio, etc., when reading aloud (Post to Storytools)

Thinking Tasks
Activating Prior Knowledge Concept Mapping Dramatization Found Poetry Predicting Reinterpretation Sequencing
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 * //Chumba, la cachumba//
 * //Guillermo Jorge Manuel Jose//
 * //La lechera//
 * French Checklist from //[|Jean de la Lune]//
 * Clone Poetry: //[|Amor]//[|by Josefa Murillo]
 * [|Two Women] with [[image:TagxedoLogo.jpg link="http://www.tagxedo.com"]] or [[image:WordleLogo.png link="http://www.wordle.net"]]
 * //La niña invisible//
 * //[|El canto de las palomas]//
 * [[image:CarlosYLaCalabaza.jpg link="http://www.amazon.com/Carlos-Squash-calabaza-Multilingual-Edition/dp/0873586255"]]
 * //Los hijos de la oscuridad [[file:Los hijos de la oscuridad Rev.doc]]//
 * //Wie kann es sein [[file:Wie kann es sein.doc]]//
 * //Eungenio Salvador Dalí [[file:Eungenio Salvador Dali.doc]]//
 * //Si el norte fuera el sur [[file:Si el norte fuera el sur Rev.doc]]//

Synthesizing & Summarizing

- Search for images in the TL, then "annotate" them with audio, links, text, or videos

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- Create infographics from templates or from scratch, then share them

- Create interactive infographics (with audio, charts, graphs, images, text, and video) from templates, then share them

Venn Diagrams
 * //[|Le Geant de Zeralda]//

Children's Literature Page


 * Edit the task, not the text
 * Make multiple passes through the text for different purposes
 * Focus on meaning first, then form
 * Don't "teach" grammar, draw students' attention to patterns in the language
 * Make input comprehensible

Talk
[|Task - Teaching ESOL Students Through Language Functions]



__Best of Bilash: Oral Production Activities - Witness__

- Text-to-speech: type your text in the box, select from m/f native speaker voices in many languages (including LCTLs), adjust speech rate and voice shaping, then download your file

- Take any image, add a mouth to it, record something for it to say, and watch it become a moving conversationalist!


 * [|Gargoyle with a headache (French)]
 * [|La casa inteligente]
 * [|El sacapuntas del futuro]
 * [|Spoke German Story (Einstein)]
 * [|German 3 Architect]
 * [|Chinese (Guy)]
 * [|Chinese 12.2.11 (Giraffe)]

- Upload photos, record a message, and share

[|Adolescents Americans vs. Adolescents][|Francais] - Example in French comparing teenage life in the U.S. and France [|Adopt-a-Pet for Spanish 101] - Example in Spanish [|Chinese Oral] - Example of an oral exam in Chinese [|Chinese Picture Description] - Example in Chinese of a student describing a photo from a play

[|Francais 95's fotobabble] - Example in beginning French about a visit to an art museum [|Japanese City/Town/Village] - Description of a Japanese community [|Japanese City Park] - Description of a Japanese park [|Meine familie] - Example in beginning German describing family [|Monkey King] - Example in fluent Chinese of storytelling

[|Qual é o seu nome?] - Example in Portuguese of two people introducing themselves

- Create animated videos from stock characters, images, music, and effects, or upload your own and lay them in tracks. Students have to type text into Word and then copy and paste it in order to get diacritical marks.
 * [|Chinese III Dating Story]
 * [|Episode 1 Scene 2: La tourmente]
 * [|Mi rutina]
 * [|Revolution Francaise]
 * [|Spanish Project]

- Cherice's sample Jam-a-Gram

- Quickly create slide shows with captions, text, photos, and quiz questions

Your turn!


 * [|La famille] - Slideshow that uses possessive adjectives, family vocab., and famous people to create a fictional family in French
 * [|Fotos del espacio] - Slideshow of photos of black holes, supernovas, etc., labeled in Spanish
 * [|Polar Bear Quiz] - Interactive quiz about polar bears and their habitat
 * [|¿Vida o sida?] - Slideshow about AIDS in Spanish (note, some images may not be suitable for classroom use
 * [|Y ahora . . . qué?] - Slideshow about aging in Spanish

- Create your own sound files, enhance your voice with effects, turn your voice into an instrument, save, and share

- Click, record, share

- Photo stories that allow audio voiceovers and audio comments


 * [|Chinese Radicals]
 * [|Voicethread Project Sample in Spanish]

- Speaking avatars


 * [|Edgehill College Spanish Blog (Ben describe el medioambiente)]
 * [|German Voki]
 * [|Japanese Voki]
 * [|Voki poèmes]
 * [|Voki Project] - Helpful example of project directions for Spanish
 * [|Voki Project Samples] - In Spanish

- Create mini, animated videos (or greeting cards) from stock elements


 * [|Camila y Gozo] - Sample conversation between 2 roommates made in Xtranormal (in Spanish)

Tools
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- Use existing data or upload your own to create infographics from templates

- Online journaling that allows you to attach photos

- Students can select illustrations from real children's picture book illustrators, then use them to illustrate their own, original stories. Diacritical marks must be cut and pasted in (via Word, for example)


 * French Examples
 * German Examples
 * Italian Examples
 * Spanish Examples

- Select specific segments from YouTube videos for viewing

- Show specific segments of YouTube videos

- Copy and paste a YouTube link into the window. It allows you to view the video on a plain white or black screen without ads or suggested videos at the end.

- Video editing in a browser (collaborative if you pay)

1: Explore Resources
> > - Extensive library of digital texts (including children's literature and museums) from Colombia > > - Culture-based websites in Spanish > > - Searchable database of language maintenance/proficiency development lessons (reading and listening) in a wide variety of languages. Allows you to limit the search to video-based lessons. Click on the individual links to launch the lesson modules > > > - Check out CDs of music, content materials, [|culture kits], flags, and/or maps from the [|Outreach Resource Library] at BYU's Kennedy Center for free. The Center can also help you schedule [|free presentations] for your classroom regarding specific countries. You may also wish to explore their [|CultureGuides]--conuntry-specific teaching units for both elementary and secondary classes > > > - Latin American Network Information Center - Extensive list of texts in Spanish & Portuguese (organized by country) > > > - List of audio courses and podcasts in a variety of languages, including Spanish & Portuguese > > - Site in Argentina containing Quino comics & Mafalda videos
 * Children's Songs
 * Music
 * Nursery Rhymes
 * Resources
 * [[image:thinkthematic/AudiriaLogo.gif link="http://www.audiria.com/index.php"]]- A collection of multimedia texts from a variety of different sources (movies, radio, songs, TV) that teachers can use as the basis for activities

- Blog by Zachary Jones with links to materials in Spanish that reflect popular culture

2: Evaluate

 * Cultural Accuracy, Authenticity, Currency, & Quality
 * Pedagogical Possibilities
 * Creativity & Critical Thinking

= Planning Powerful, Proficiency-based Activities =

Premises:


 * Learning is the process of forming associations and connections
 * The formation of associations and connections comes from the interaction between thinking and doing
 * The need for interaction between thinking and doing means our planning must focus on STUDENTS
 * A focus on students means we must focus on creating conditions that foster learning
 * Thematic planning is one way to create the conditions essential for learning

In other words, ". . . the selection of a material or activity is also the selection of an array of forces that will influence how students will be challenged to think . . . . The curriculum is a mind-altering device" (Eisner, pp. 13, 72).

"In the absence of our clear intention, our willingness to consciously change the settings of the world we are creating, the default culture is decisive" (Block, 2003, p. 143).

It is not about doing more, it is about layering what you do so that it has more impact.

Paso a paso--what is your very next step? Textbook-->supplemental resources-->culture-->connections and comparisons-->communication and interaction-->communities-->integration



[|The Power of Understanding] (D uplicate, Adapt, Innovate)

=** Resources **=

- Magazine available in English and the language of your choice. Each issue is organized around a conceptual theme. Excellent visuals make great bulletin board material if you buy these in your local bookstore instead of viewing online. CAUTION: Much of the material in these magazines is NOT appropriate for classroom use, so teachers should preview and select carefully.

- Series of group conversation activities (mostly discussions and debates) organized around themes such as immigration, organ donation, war, etc.

- Magazine produced by the Embassy of Spain (also available through the Spanish Resource Center)

[|Thematic Units from the National K-12 Foreign Language Resources Center]