STARTALK workshop packet 2013-rev.docx

PERSIAN PROFESSIONAL DEVELOPMENT PROGRAM CURRICULUM DEVELOPMENT: PERSIAN IMMERSION PROGRAM-INTERMEDIATE LEVEL (STARTALK 2013@GWU) George Washington University June 4 – June 7th, 2013 TABLE OF CONTENTS Program Description What are the goals for this STARTALK Persian workshop? p. 4 p. 4 Program Overview p. 5 Homework & Reading list p. 6 Day one: Overview of Curriculum Guide for Beginning to Advanced Persian p. 8 - Overview and History of the Teaching of Foreign Languages in the US p. 9 - Contextualization of Goals: Overarching Themes in Persian - Texts on a Continuum in Persian p. 11 p. 12 - Sample Standards-Based Goals for Beginning to Advanced Persian - Curriculum Development and Backward Design -Overarching Program Theme: Expression through Art & Aesthetics in Persian Culture -Standards-Based Goals: Theme 1- Visual arts -Standards based Goals: Theme 2: Film -Standards-based Goals: Theme 3: Music & Dance -Standards-based Goals: Theme 4: Literary texts -Final Assessment task p. 14 p. 17 p. 21 p. 22 p. 24 p. 26 p. 28 p. 30 Day two: Curriculum Development for the Intermediate language learner p. 32 Comprehensible Input Checklist for Lesson Plans Unit & lesson plan template p. 33 p. 34 p. 38 Day 3: Integration, Feedback, & Collaboration p. 38 - Discussion: Learner-centered approaches to teaching & Demonstration Lesson - Inductive approaches to teaching grammar - Sample PACE lesson p. 39 p. 40 p. 41 - Feedback: Lesson Plans p. 45 Day 4: Presentation of Unit Plans & Integration of Multimedia p. 46 - Discussion of Unit Plans p. 47 - Immersion Program Teaching Schedule -Observation Criteria p. 48 p. 49 -Videotaped lessons & Self-Reflection Readings Workshop packet drafted by Nicole Mills (Curriculum Design Specialist) with materials adapted from Wiggins & McTighe (2005) Understanding by Design and the STARTALK Curriculum Guide for Beginning to Advanced Persian (2011,2012). p. 51 p.52 PROGRAM COMMITTEE Pardis Minuchehr (George Washington University, minucher@gwu.edu) Program Director Nicole Mills (Harvard University, mills@fas.harvard.edu) Curriculum Design Specialist PARTICIPANT LIST Last Name First Name Affiliation Hooshangi Saeid Universidad Complutense de Madrid Assistant Professor Feizmohammadpour Aazamosadat University of Florida Ph.D Lanzillo Amanda Marie Georgetown/Indiana M.A. student Aflaki Armin George Washington U M.A. student O’Malley Austin University of Chicago A.B.D. Haddadian-Moghaddam Esmaeil University of Belgium Ph.D. Schwartz Kevin University of California, Berkeley Ph.D candidate Kamali Sarvestani Mehrak University of Arizona Ph.D candidate Aavani Nariman George Washington M.A. Klasova Pamela Georgetown U M.A. Vistamehr Sepideh George Washington U M.A. Abdoli-Yazdi Paniz Georgetown/ Australia B.A./M.A. Hosseini Parvaneh University of Arizona M.A. Farghadani Shahla University of California, Irvine Ph.D. Davoodi Telli Harvard University M.A. Amiri Elahe University of Maryland/ MEI M.A. Shams Shahrzad University of Washington M.A. Kamangar Afsaneh George Washington University M.A. CONSULTANTS & PRESENTERS Mostowfi Farima Georgetown University Hagigi Latifeh University of California, Los Angeles Pirnazar Jaleh University of California, Berkeley Esseesy Mohssen George Washington University Dixon Edward University of Pennsylvania Janssen Peter Georgetown Program Description In the 2011 and 2012 Persian STARTALK programs, a selected group of Persian language and culture professionals including university professors, teachers and graduate students collectively developed a curriculum guide for the beginning, intermediate, and advanced levels of Persian. This Curriculum Guide included goals based on the National Standards of Foreign Language Learning, cultural themes and sub-themes, genre-based texts for each level based on cultural themes, and grammar goals. Model units incorporating the tenets of post-communicative language teaching were also developed by the participants. This was the first time that a curriculum guide in Persian had been developed and the guide was intended to serve as a blue print for the creation of new Persian programs at various institutions, both universities and high schools, where we are training the next generation of Persian students. This teacher education program will strive to apply the pioneering work from the curriculum guide to the creation of a new Persian student program. This four day teacher training program will guide you in the development of the curriculum for a 2 week Persian immersion program for intermediate level students. This collectively developed curriculum will be tightly grounded within the standards, goals, genres, and themes outlined in the Persian curriculum guide developed in 2011 and 2012. After the experience gained using the Curriculum guide to develop a curriculum for this 2 week summer immersion program, we hope that you will be able to apply these skills to the development of similar curricula at your home universities and institutions. What are our goals for this STARTALK Persian workshop? Our collective goal is to focus on the development of a curriculum for an immersion program for intermediate-level Persian students that encompasses the following characteristics: A focus on communication through meaningful interaction Use of real-world and culturally grounded contexts Both cultural and linguistic objectives Emphasis on form and accuracy Focus on literacy and the use of authentic texts Emphasis on the interpersonal, interpretive, and presentational modes of communication Spiraling of language and content Program Overview Theme Schedule Day one: Overview of Curriculum Guide for Beginning to Advanced Persian; Standards-based Language Teaching Welcoming Remarks: Pardis Minuchehr Introductions Curriculum Guide for Beginning to Advanced Persian Pardis Minuchehr and Nicole Mills Presentations of Sample Intermediate Unit Plan on Art & Aesthetics (Aazam) & Politics and History in Contemporary Life (Saeid) Introduction to Overarching theme. Goals, and Final assessment of student immersion program Nicole Mills Day two: Developing curriculum for the intermediate level learner Workshop: What is intermediate and advanced level proficiency? Mohssen Esseesy, George Washington University The PACE approach: Teaching grammar inductively through the use of authentic texts Group Work: Unit Plans Day three: Integration, Feedback, & Collaboration Presentation on Comprehensible input & Learner-Centered Instruction Pardis Minuchehr Demo lesson Group work: Unit Plans Individual meetings with Nicole Mills: Unit and lesson plans Day four: Unit Plan Presentations & Multimedia Workshop Day Five: Google Sites and Technology Presentations of Unit Plans Group Discussion & Feedback Workshop: Multimedia in the Language Classroom, Edward Dixon, University of Pennsylvania How can we further integrate multimedia into our curriculum? Homework & Reading list Tuesday, June 4th: Introductions: Pardis Minuchehr History of Foreign Language Teaching in the United States: Nicole Mills Overview of Curriculum Guide for Beginning to Advanced Persian: Nicole Mills Presenter & Discussion: Saeid Hooshangi. Sample Unit: Politics & History in Contemporary Life Presentation & Discussion: Aazam Feizmohammadpour. Sample Unit Plan on Art & Aesthetics Introduction: Overarching Themes & Performance Task for Student immersion program Group Assignments & Brainstorming Homework: (*to submit Tuesday) Wiggins & McTighe (2005)Understanding by Design, 2nd Edition: Chapter 1 Backward Design p. 13-35 Standards of Foreign Language Learning Executive summary Read STARTALK Persian curriculum guide website for Beginning to Advanced Persian and complete homework handout* Wednesday, June 5th: Workshop: What is intermediate and advanced level proficiency? Mohssen Esseesy, George Washington University Comprehensible input: Presentation & Teaching demo Mini-presentations: Art & Aesthetics unit plans (texts, multimedia, sub-themes, etc.) Group Work: Unit Plans Homework (*to submit Wednesday) Review sample unit plan 1 (politics & history) (p. 64-76) and sample unit plan 2 (art & aesthetics) (p. 77-90) from the curriculum guide In class on Wednesday, your group will give a mini-presentation which answers the following questions: What are authentic materials, texts, videos, websites, or multimedia that you could include or explore in your lesson based on your assigned theme? What potential sub-themes could you develop for each lesson? The unit should be cohesive. Each lesson should lead to the next lesson. Keep in mind the final assessment task. How will you sub-divide the unit goals within each lesson? Thursday, June 6th: Discussion of learner engagement and Persian demonstration lesson (Pardis Minuchehr) Follow-up group discussion of demo lesson The PACE approach: Teaching grammar inductively through meaningful contexts and authentic texts Group work: Lesson Plans Individual meetings with Nicole: Unit and lesson plans Homework (to submit on Thursday): Complete a draft of your lesson plan. Scheduled individual meeting with Nicole on Thursday. Review checklist for lesson plans and use the lesson plan template as a guide. Friday, June 7th: Group presentations of unit plans Multimedia & Technology at the Intermediate & Advanced Levels Workshop: Ed Dixon, Technology Director at University of Pennsylvania Overview: Student immersion program Homework (to submit Friday): Complete lesson and prepare presentation of your unit. You will give a group presentation of your unit (20 minutes) on Friday morning. How will you engage the participants in the presentation of your unit and make your presentation interactive? Monday, June 10th Workshop: Enhancing the foreign language classroom with authentic online materials and Google Apps. Peter Janssen, Georgetown University Skype presentation: Linguafolio Skype Presentation: Elaine Tarrone, CARLA’s research on Persian L2 Homework Prepare for your first day of teaching! DAY ONE MATERIALS: OVERVIEW OF CURRICULUM GUIDE FOR BEGINNING TO ADVANCED PERSIAN Introductions and Welcoming Remarks: Pardis Minuchehr History of Foreign Language Teaching in the United States: Nicole Mills Overview of Curriculum Guide for Beginning to Advanced Persian: Nicole Mills Presenter & Discussion: Saeid Hooshangi. Sample Unit: Politics & History in Contemporary Life Presentation & Discussion: Aazam Feizmohammadpour. Sample Unit Plan on Art & Aesthetics Introduction: Overarching Themes & Performance Task for Student immersion program Group Assignments & Brainstorming Homework: (*to submit Tuesday) Wiggins & McTighe (2005)Understanding by Design, 2nd Edition: Chapter 1 Backward Design p. 13-35 Standards of Foreign Language Learning Executive summary Read STARTALK Persian curriculum guide website for Beginning to Advanced Persian and complete homework handout* Overview and History of Foreign Language Teaching in the US To begin our discussion of curriculum design in Persian language courses, a discussion of the history of foreign language teaching in the United States should frame our thinking. We will discuss various methodologies and approaches to foreign language teaching beginning with Grammar Translation from the 18th and 19th centuries. We will discuss how learning grammatical rules, long lists of vocabulary, and the engagement in tedious translation and sentence deconstruction did not allow for practice in oral communication, personalization, or creation with language. After the demise of grammar translation in the 1950s, we will discuss the move to an audio-lingual approach to foreign language teaching grounded within Behaviorist theory. A major characteristic of the audio-lingual approach included the notion that language learning depended largely on habit formation. Classroom techniques included dialogue memorization, substitution drills, and emphasis on error correction. Although the transition to an emphasis on oral communication and accuracy were positive characteristics of this approach, the drawbacks included a disregard for meaningful learning, the discouragement of creation on the part of the learner, monotonous repetition, and unnatural classroom activities that did not deliver linguistically proficient speakers. Following the audio-lingual approach to foreign language instruction, we will discuss Krashen’s Natural Approach which gained popularity in the 1980s. This approach included complete immersion in the target language, use of “comprehensible input”, minimal to no error correction, focus on communicative activities, and an overall goal of survival-level communication. Despite the advantages of learning language in meaningful contexts, this approach did not recognize the essential differences between child and adult language learning. It soon became clear that foreign language education without focus on form was not conducive to the development of linguistically proficient speakers. To address the lack of form-focused instruction, the 1990s opened the door to proficiency- oriented language instruction. In proficiency-oriented classrooms, students were asked to engage in meaningful communication through the use of authentic language with an underlying focus on form. There was likewise a strong focus on the four separate skills (reading, writing, listening, and speaking). When the Standards of Foreign Language Learning were published in 1996, the document stressed the notion that skills are very rarely used independently. For example, in communication, students rarely speak without listening or listen without the intention of replying in spoken form; thus emphasizing that these four skills are interdependent. For this reason, the Standards then emphasized the modes of communication in their description of “what students should know and be able to do” in foreign language education. In place of an emphasis on the separate skills of reading, writing, listening, and speaking, the modes of communication placed an emphasis on students’ ability to engage in interpretive , interpersonal, and presentational communication. Whereas proficiency-oriented instruction placed an emphasis on the development of proficiency in the four skills, the Standards emphasized cultural as well as linguistic objectives. In the 1990s and 2000s, communicative language teaching became the key approach used in foreign language classrooms. This approach was eclectic in its methodology and focused on communication through interaction using authentic texts and materials, the expression of personal experiences and opinions, and the link between classroom activities and the real world. Although the benefits to the use of real-world contexts and active communicative interaction among students were numerous, the drawbacks included a large focus on the “self” and discussion of students’ own personal experiences, placing less emphasis on the “other.” Furthermore, this personalized focus on the “self” did not always allow for the integration of content, language, and critical thinking in the foreign language classroom. Today’s post-communicative language classroom, therefore, places an emphasis on both accuracy as well as meaningful context-oriented communication. It also stresses teaching toward literacy and the spiraling of both language and intellectual content. For the longest time, since the beginning of the 20th century, the dominant methodology for teaching Persian at American universities relied on the grammar-translation method. In the past few years, there has been emphasis placed on proficiency-oriented and communicative methods. Despite the evolution and shift toward post-communicative approaches to foreign language instruction in the United States, many Persian language instructional materials have not evolved to the current research-based trends in foreign language education. CONTEXTUALIZATION OF GOALS: Overarching Themes In STARTALK 2012, we developed a list of suggested themes, topics, and content appropriate for Persian courses. These overarching themes were based on various available cultural themes established by other curricula, in particular the French AP themes of the College Board provided a suitable reference to seek themes as a model. The participants then developed a list of themes and sub-themes appropriate for Persian. - Families & Communities (relatives, family ties, family hierarchy, elder care and respect) - Daily life (shopping, routine, food, clothing, rituals & celebrations) -Personal and social identities (relationships and dating, origin, religion, hobbies, youth culture, gender differences) - Geography (travel, weather, regional cultural differences, regional linguistic diversity, regional food, regional clothing, ethnic diversity & awareness, multi-religious nature of Iran, environment, immigration) - Art & Aesthetics (dance, handwriting, calligraphy, carpets, garden design, paintings, film, Persian miniatures, music, etc., art history, architecture) - Contemporary life (Education, leisure & sports, professions, current events, technology, health, science) - Economics – (employment, sanctions, inflation, currency, business practices & etiquette, traditional versus modern marketing practices) -Politics & History – (historical events, historical periods, historical perspectives, civic duty & responsibility, legal system, government structure, foreign policy, human rights) TEXTS ON A CONTINUUM IN PERSIAN Theme Beginning Intermediate Advanced Family & Communities Invitations Greeting cards Personal emails Community flyers Birth certificates Family trees Excerpts from biographies/ autobiographies letters special announcements marriage certificates Census surveys (oral interviews) Public service announcement (video) Biography/ autobiography chapters Obituaries Eulogies Wedding speeches/toasts Sermons Soap Operas (excerpts) Daily life Shopping lists Menus Excerpts of journals Greeting cards Simple Cartoons Short skits Prescriptions Recipes Journals Job applications Cartoons Documentaries (excerpts) TV series (excerpts) Interviews Commercials Opinion polls Memoirs (excerpts) Epic poetry (excerpts) Documentaries (excerpts) Plays TV series Interviews Commercials Personal & Social Identities Family trees Online chat Simple Advertisements Passports Self-portrait Horoscope Personal ads Cartoons Comic strips Social networking Online chats Journals Advertisements Resumes/ CV TV series Cartoons Graphic novels Comic strips Dating websites Social networking Blogs Interviews Memoirs (excerpts) Online chats Autobiographies (chapters) Advertisements Graphic novels (excerpts) Music (rap, underground pop, etc.) Blogs Films (romantic comedy, drama, etc.) Geography Maps Tourism brochures Weather reports Census data reports Travel agency websites Maps Reviews Tourism brochures Guidebooks Wikipedia entries Televised advertisements Travel journalism (video excerpts) Documentaries (excerpts) Chapters from Guidebooks Historical travelogues (excerpts) Travel writing (newspapers) Cultural interests reporting (ex: BBC Persian on-line news videos) Art & Aesthetics Museum brochures Poetry (metered couplet) Museum guides (audio) Human interest articles Instructional guides Literary historical prose (excerpts) Documentaries (excerpts) Plays (excerpts) Quatrains Interviews Film/ theater/ book review Academic audio lectures Academic articles Book chapters Literary criticism Manuscripts (excerpts) Documentaries (excerpts) Plays Lyric Poetry Blank verse Film/ theater/ book review Contemporary Life Interviews Advertisements Commercials Excerpts of documentaries News headlines Medical forms Interviews online games news reports advertisements commercials documentaries (excerpts) (Pop)ular music Interviews Scientific articles online games news reports advertisements commercials documentaries (excerpts) Pop(ular) music Economics Pay stubs Advertisements Statistics Book-keeping (household expenses, etc.) Bills Transaction emails Advertisements Statistical reports Editorials Mortgage Deeds Advertisements Billboards Financial reports Editorials Politics & History Graffiti Political cartoons Campaign posters Murals Billboards Banners Timelines advertisements Graffiti Political cartoons Campaign posters Murals Billboards Banners Advertisements letters documentaries (excerpts) editorials Graffiti Petitions Formal letters Treaties Campaign posters Political speeches Legal documents Constitution (Excerpts) Rap music Documentaries (excerpts) Persuasive essays Historical narratives Historical fiction (excerpts) Manuscripts (excerpts) Propaganda Letters Memoirs (excerpts) Autobiographies (chapters) Poems Epics Newscasts Historical films (excerpts) Creation of Standards-Based Goals in Persian: Sample Goals for the Beginning to Advanced Level Communication (Interpersonal Communication) Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Sample Beginning goals: Students will be able to ask and answer questions about their relationship status (ex: single, married, or divorced). Students will be able to ask and answer simple questions about family members and friends. Sample Intermediate/ Advanced Goals: Students will be able to exchange ideas about plot, characters, perspectives, relationships, register, and themes within various oral and written texts (film, literature, etc.) Students will be able to ask and answer questions about contemporary issues and academic content. Interpretive Communication Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Sample Beginning Goals: Students will be able to understand simple conversations between two people about familiar topics. Students will be able to watch and understand the main ideas of a short video clip (3-5 minutes) with teacher guidance, replaying as necessary. Sample Intermediate/ Advanced Goals: Students will be able to understand the main ideas and some details of various oral texts (film clips, commercials, etc.) Students will be able to describe, analyze, and interpret various images (i.e., caricatures, paintings, photos, etc.) Presentational Communication Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Sample Beginning Goals: Students will be able to describe the physical appearance and personality of people. Students will be able to narrate a story based on picture prompts. Sample Intermediate & Advanced Goals: Students will be able to present (their ideas and opinions on personal or abstract issues) in a formal, research-based exposé or presentation. Students will be able to retell a complex story in major time frames with some control of aspect. Culture: Products Products: The concrete cultural elements (ex: literature, foods, tools, dwellings, and clothing) and abstract cultural elements (ex: laws, education, and religion) of a society. Sample Beginning Goals: Students will be able to identify regional dishes and basic Persian food items. Students will be able to identify some cities, historical monuments, and sites. Sample Intermediate/ Advanced Goals Students will be able to evaluate contemporary socio-cultural phenomena (divorce, child labor, poverty) in films, art, and literature. Students will be able to recognize and distinguish various material art forms from the Persianate world such as carpets, miniature paintings, architecture, handicrafts, etc.. Culture: Practices Practices: The patterns of behavior accepted within a society such as forms of address, use of personal space, rituals, storytelling, and entertainment. Sample Beginning Goals: Students will be able to make introductions in both formal and informal language. Students will be able to appropriately express gratitude and thanks in different contexts (ex: family gatherings, ceremonies, etc.) and to different people (hostess, cook, etc.) Sample Intermediate/ Advanced Goals: Students will be able to practice social niceties (ta’rof, etc.) appropriately in various social settings. Students will be able to distinguish and apply culturally appropriate behavior when interacting with elderly people (i.e., use of humble language) or members of the opposite gender (i.e. appropriate sense of distance). Culture: Perspectives Perspectives: the world view of a culture – the attitudes, values, and ideas that characterize a particular society. Sample Beginning Goals: Students will be familiar with the important role of parents in Persian culture (ex: support, influence, etc.) Students will be aware of the attitudes, values, and ideas associated with various celebrations (ex: ancient Iranian holidays such as Yalda, Nowruz, Mehregan, versus religious holidays such as Mab’ath, Fitr, and Qorban) Sample Intermediate/ Advanced Goals: Students will be able to explain an Iranian historical event (coups, revolutions, etc.) or contemporary issue (immigration, environment, education, etc.) from both Iranian and non-Iranian perspectives. Students will be able to compare and contrast the perspectives of the Iranian youth and the elderly as it relates to various contemporary issues. Connections Standard 3.2: Students acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures. Sample Beginning Goals: Students will be able to identify important themes in some simple Persian literature and relate it to literature of other cultures. Students will be able to make connections between symbols and signs and social and political concerns. Sample Intermediate/ Advanced Goals: Students will be able to compare the educational system in Iran with that of their own culture. Students will be able to compare traditional and contemporary art, dance, literature, and music (instruments and styles) in Iran with that of their own culture. Comparisons Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied with that of their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Sample Beginning Goals: Students will be able to compare a historical site or monument in Iran with another one in the world. Students will be able to compare the Iranian manner of addressing parents and elders with that of other cultures. Sample Intermediate/ Advanced Goals Students will be able to access primary historical documents to further study the historical events of Iran within world history. Students will be able to contextualize the Iranian economy within the larger global economy. Curriculum Development & Backward Design “…the shift [to Backward Design] involves thinking a great deal, first, about the specific learnings sought, and the evidence of such learnings, before thinking about what we, as the teacher, will do or provide in teaching and learning activities” Stages of Backward Design Identify Desired Results Determine acceptable evidence Plan learning experiences & instruction STAGE 1: Identify desired results “In the best designs, form follows function…all the methods and materials we use are shaped by a clear conception of the vision of desired results.” “the purpose of a statement of objectives is to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives” “With no long term goals, there is no perspective, hence no check on the teacher habit of merely teaching to short-term, content-related objectives.” STAGE 2: Determine Acceptable Evidence (Assessment) “We recognize understanding through a flexible performance… understanding shows its face when people can think and act flexibly around what they know. In contrast, when a learner cannot go beyond rote and routine thought and action, this signals lack of understanding… To understand means to be able to perform flexibly” - David Perkins, Teaching for understanding, 1998 “Effective assessment is more like a scrapbook of mementos and pictures than a single snapshot. Rather than using a single test, of one type, at the end of teaching, effective teacher-assessors gather lots of evidence along the way, using a variety of methods and formats.” -Understanding by Design Authentic assessment: Is realistically contextualized Requires judgment and innovation Asks students to “do” meaningful tasks Replicates real-world tasks Assesses the student’s ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex and multi-stage task Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback on and refine performances and products Requires learners to be effective performers with their acquired knowledge Implies teacher involvement and investment in the form and content of assessment Adds the dimension of a meaningful audience STAGE 3: Plan learning experiences (unit plans) Learners are most engaged and learning is most effective when the activities… are hands-on require resolution of problems or mysteries provide variety provide the opportunity to adapt, modify, or personalize the challenge balance cooperation and competition are built on real-world meaningful challenges use proactive and interactive approaches involve real audiences – authentic accountability require that students understand the purpose and rationale of their work require a personalized approach include clear models/ modeling include a variety of methods are conducted in a safe environment for taking risks include the teacher as facilitator Understanding by Design, 2005 Discussion: Unit Plans Was the lesson teacher-centered or learner-centered? Provide examples. Were the students encouraged to collaborate and be creative? How? How did the unit embed learning in complex, realistic, and meaningful environments? How was language and content spiraled? Was social negotiation and active student participation an integral part of the learning experience? How did the unit attempt to engage learners? OVERARCHING THEMES: STUDENT IMMERSION PROGRAM “Expression through Art & Aesthetics in Persian Culture” Four sub-genres: Visual arts Film Music & Dance Literary texts Monday Tuesday Wednesday Thursday Friday Saturday Student arrival Part 1: Visual arts Part 2: Visual arts Part 1: Visual arts Part 2: Visual arts Part 1: Film Part 2: Film Part 1: Film Part 2: Film Part 1:Music & Dance Part 2: Music & Dance Part 1:Music & Dance Part 2: Music &Dance Part 1:Literary texts Part 2:Literary texts Part 1:Literary texts Part 2:Literary texts Performance Workshop Student Performances Part 1: 9:00-10:20pm Part 2: 10:40-12:00pm What forms of expression should we explore? We need 4 forms of expression to accompany the sub-genres (music/dance, film, poetry, visual arts, etc.) Political expression? Expressions of love? Etc. What form of expression best matches with each genre? Example: Political expression through music and dance? STAGE ONE: SAMPLE GOALS FOR STUDENT IMMERSION PROGRAM THEME 1: VISUAL ARTS LINGUISTIC FUNCTION: DESCRIPTION FORM OF EXPRESSION: ________________________________________ Six hours of class time (2 days) INTERPERSONAL COMMUNICATION Students will be able to discuss contemporary issues and academic content. PRESENTATIONAL COMMUNICATION Students will be able to combine and link sentences in order to describe people and things (in visual arts) Students will be able to describe and analyze various images (i.e., caricatures, paintings, photos, etc.) INTERPRETIVE COMMUNICATION Students will be able to interpret various images (i.e., caricatures, paintings, photos, etc.) Students will be able to watch and understand the main ideas of a short video clip (3-5 minutes) with teacher guidance, replaying as necessary. CULTURAL PRODUCTS Students will be able to provide some information about Persian art Students will be able to recognize and distinguish various material art forms from the Persianate world such as carpets, miniature paintings, architecture, handicrafts, etc.. Students will be able to evaluate contemporary socio-cultural phenomena in visual arts. CULTURAL PERSPECTIVES Students should show understanding of Iranian perspectives associated with cultural products such as carpets, handicrafts, poetry, and other artistic artifacts. COMPARISONS Students will be able to compare traditional and contemporary art in Iran with that of their own culture. Students will be able to compare and contrast formal features of Persian miniatures and “modern Western” (i.e. Cubist, Impressionist, etc.) art works. CONNECTIONS Students will be able to make connections between Persian art & aesthetics (i.e., dance, music, literature etc.) and its role within contemporary and historical art & aesthetics in the greater world. COMMUNITIES Students will be able to attend and discuss Persian art and culture exhibits in their community. GRAMMAR GOALS: Present tense Adjectives Comparative and superlative THEME 2: FILM LINGUISTIC FUNCTION: NARRATION FORM OF EXPRESSION: ______________________________________ Six hours of class time (2 days) INTERPERSONAL COMMUNICATION Students will be able to exchange ideas about plot, characters, perspectives, relationships, register, and themes within film Students will be able to discuss contemporary issues and academic content. PRESENTATIONAL COMMUNICATION Students will be able to write a summary of a film excerpt Students will be able to describe and analyze characters, setting, and plot in Iranian film. INTERPRETIVE COMMUNICATION Students will be able to watch and understand the main ideas of a short film segment with teacher guidance, replaying as necessary. Students will be able to analyze and interpret film clips in reference to rhetorical and literary devices (imagery, prosody, rhythm, metaphor, irony, satire, etc.) Students will be able to understand the main ideas and some details of various film clips. CULTURAL PRACTICES Students will be able to compare the cultural practices of contemporary “youth” culture (hobbies, musical preferences, Western influence, political tendencies) with those of older generations. CULTURAL PRODUCTS Students will be able to evaluate contemporary socio-cultural phenomena in film. COMPARISONS Students will be able to compare film in Iran with that of their own culture. CONNECTIONS Students will be able to make connections between Persian art & aesthetics (i.e., dance, music, film, etc.) and its role within contemporary and historical art & aesthetics in the greater world. COMMUNITIES Students will be able to attend and discuss a Persian film screening in their community. GRAMMAR GOALS: Simple past tense Narrative past tense (perfect) THEME 3: MUSIC & DANCE LINGUISTIC FUNCTION: EXPRESSION FORM OF EXPRESSION: __________________________________ Six hours of class time (2 days) INTERPERSONAL COMMUNICATION Students will be able to exchange ideas about plot, characters, perspectives, relationships, register, and themes within various musical and dance performances Students will be able to discuss contemporary issues and academic content. Students will be able to express feelings, thoughts, emotions, and opinions. PRESENTATIONAL COMMUNICATION Students will be able to perform a Persian dance. Students will be able to sing a Persian song. INTERPRETIVE COMMUNICATION Students will be able to watch and understand the main ideas of a short music or dance performance (3-5 minutes) with teacher guidance, replaying as necessary. Students will be able to analyze and interpret various musical and dance performances in reference to rhetorical and literary devices (imagery, prosody, rhythm, metaphor, irony, satire, etc.) Students will be able to understand the main ideas and some details of various songs, dance performances, etc.) Students will be able to comprehend and recount the details of televised and online clips (i.e., YouTube videos, etc.) CULTURAL PRACTICES Students will be able to compare the cultural practices of contemporary “youth” culture (musical and dance preferences, Western influence, political tendencies) with those of older generations. CULTURAL PRODUCTS Students will be familiar with different types of Persian music. Students will be familiar with some traditional dances. COMPARISONS Students will be able to compare traditional and contemporary dance and music (instruments and styles) in Iran with that of their own culture. CONNECTIONS Students will be able to make connections between Persian art & aesthetics (i.e., dance, music, etc.) and its role within contemporary and historical art & aesthetics in the greater world. COMMUNITIES Students will be able to attend and discuss Persian music or dance performance in their community. GRAMMAR GOALS Present subjunctive THEME 4: LITERARY TEXTS LINGUISTIC FUNCTION = ARGUMENTATION) FORM OF EXPRESSION: ___________________________________________ INTERPERSONAL COMMUNICATION Students will be able to debate opinions and analysis of poetry and texts Students will be able to exchange ideas about plot, characters, perspectives, relationships, register, and themes within poetry and text Students will be able to discuss contemporary issues and academic content and its relationship to poetry and literary text Students will be able to express feelings, thoughts, emotions, and opinions. PRESENTATIONAL COMMUNICATION Students will be able to compose and present rehearsed poetry, literary texts, and plays Students will be able to describe and analyze characters, setting, and plot in Persian poetry, literary texts, and plays. INTERPRETIVE COMMUNICATION Students will be able to watch and understand the main ideas of a short video clip (3-5 minutes) of an artistic performance with teacher guidance, replaying as necessary. Students will be able to analyze and interpret excerpts of written poetry and text in reference to rhetorical and literary devices (imagery, prosody, rhythm, metaphor, irony, satire, etc.) Students will be able to understand the main ideas and some details of poetry and literary texts. CULTURAL PRACTICES Students will be able to compare the cultural practices of contemporary “youth” culture (online videos & performances, Western influence, political tendencies) with those of older generations (poetry, etc.) CULTURAL PRODUCTS Students will be able to evaluate contemporary socio-cultural phenomena within poetry and literary texts. COMPARISONS Students will be able to compare traditional and contemporary poetry and literary texts in Iran with that of their own culture. CONNECTIONS Students will be able to make connections between Persian art & aesthetics (i.e., poetry, literary texts, theater, etc.) and its role within contemporary and historical art & aesthetics in the greater world. COMMUNITIES Students will be able to attend and discuss a Persian poetry reading or theatrical performance in their community. GRAMMAR GOALS Conditionals STAGE TWO: ASSESSMENT TASK FOR IMMERSION PROGRAM Theme: Expressions of Love & Self-Knowledge through Art & Aesthetics in Persian Culture Final Assessment Task description Context The romance of the Haft Paykar ("Seven Beauties") is one of the great works of Persian literature. Written in 1197 by the poet Nizami of Ganja, it is an allegorical romance with a central theme of self-knowledge as the path to human perfection. The Haft Paykar tells the story of the Sassanian ruler Prince Bahram V Gur and his progress toward wisdom. He experiences many adventures and listens to seven tales--love stories--told to him by his seven brides. Haft Pyakar has become a literary classic in both the East and West. Turandot, Puccini's opera, is based on one of the stories in the Seven Beauties. The Silk Road Dance company has also presented a choreographed dance performance of Haft Paykar at the Atlas Performance Arts Center in Washington DC. Goal & Style For this assignment, you will be asked to develop a contemporary or modern interpretation of one of the stories from the Seven Beauties. You will write a creative script for a contemporary Haft Paykar and then perform your interpretation. You will asked to be creative and re-invent the story for today’s world, while still maintaining the integrity of the story. For example, in your re-interpretation of Haft Paykar, will there be seven princesses or seven princes? How will the love stories be re-invented? What type of music and dance will you include? Similar to the traditional Haft Paykar, the script for this performance should include the theme of love and self-knowledge but you will establish a modern context using contemporary Persian music, dance, and visual arts. In developing your contemporary interpretation, you will be asked to bridge the traditional Haft Paykar romance with your modern and contemporary interpretation. Description of the Content In your modern Haft Paykar interpretation, you will be asked to include Persian cultural content within the arts & aesthetics genres reviewed in the immersion program (film, theater, dance, music, and visual arts). Language focus Presentational communication: You will be asked to write and perform in a contemporary Haft Paykar performance. Interpretive communication: You will be asked to interpret your classmates’ Haft Paykar performance. Interpersonal communication: You will be asked to discuss the representation of the theme of love and self-knowledge within each Haft Paykar interpretation Grammatical structures You will be asked to integrate the following grammatical structures in your script and performance: Present tense Adjectives Comparative & superlative Simple past tense Narrative past tense (perfect) Continuous past Present subjunctive Conditionals Direct object markers Process You will submit a written draft to your instructor on Wednesday, June 19th. You will receive feedback on Thursday, June 20th and will work with your group to organize the setting, costumes, and musical and dance elements. The final performance will be on Friday, June 21st. You do not need to memorize your roles, but instead, read them from strips of paper. You will be asked to practice your lines and use good eye contact. In addition to writing and performing in your own Haft Paykar interpretation, you will also be asked to watch and interpret your classmates’ performances. After each performance, you will be asked to discuss how the actors used artistic expression to address the theme of love and self-knowledge. You will also be asked to compare and contrast the representations of this theme within each play. Length You will work in groups of 3 and the length of the script should be 600-750 words. Assessment criteria Your contemporary Haft Paykar interpretation will be graded on content, vocabulary & expression, organization, grammar, pronunciation, and fluency. DAY TWO: DEVELOPING CURRICULUM FOR THE INTERMEDIATE-LEVEL STUDENT Wednesday, June 5th: Workshop: What is intermediate and advanced level proficiency? Mohssen Esseessy, George Washington University Mini-presentations: Art & Aesthetics unit plan ideas (texts, multimedia, sub-themes, etc.) Comprehensible input: Presentation & Teaching demo Group Work: Unit Plans Homework (*to submit Wednesday) In class on Wednesday, your group will give a mini-presentation which answers the following questions: What are authentic materials, texts, videos, websites, or multimedia that you could include or explore in your lesson based on your assigned theme? What potential sub-themes could you develop for each lesson? The unit should be cohesive. Each lesson should lead to the next lesson. Keep in mind the final assessment task. How will you sub-divide the unit goals within each lesson? Comprehensible Input “we acquire more language only when we are exposed to comprehensible input---which is comprehensible through our use of context, our knowledge of the world, and other extra-linguistic cues directed toward us.” Krashen, 1982 How can teachers provide comprehensible input? Gestures length of utterance repetition clarity Intonation articulation pitch reformulations of an utterance simple sentence structure comprehension checks Visuals Using students as resources Total physical response Less slang/ idioms Yes/ no questions A choice of response within question (Is it red or blue?) tag questions (this is correct, right?) Sources: Krashen (1982), Hadley (1993), Lee & VanPatten (1995) Checklist for Lesson Plans PLANNING FOR LEARNING Is there a focus on communication through meaningful interaction in your unit? Have you incorporated the use of real-world and culturally grounded contexts? Is there an emphasis on both form (grammar, accuracy) and meaning? Is there a focus on literacy and the use of authentic texts? Is there an emphasis on the interpersonal, interpretive, and presentational modes of communication? Have you spiraled the use of both language and content? Are the tasks in your unit hands-on and/or require resolution of problems or meaningful challenges? Have you included a variety of different tasks? Do the lessons include the teacher as facilitator? Are the lessons organized so that the learners are active, responsible participants – not passive responders? Are the students proactive rather than reactive? Have you created a motivating and engaging context for learning? Have you promoted self-directed learning, autonomy, and choice in the learning process? Have you created opportunities for imaginative and inventive thinking? Have you created interactive tasks that develop learners’ social and interpersonal skills? Have you provided opportunities for collaborative and cooperative work? Have you encouraged authentic and real-life language use? UNIT AND LESSON PLAN TEMPLATE Each participant is assigned the task of creating one lesson plan within their group’s unit. Below is a unit and lesson plan template. Planning for Learning, Detailed Unit and lesson plans THEME: _________________ SUBTHEME: ______________________ Unit Goals : (*already provided to you – just copy here) COMMUNICATION (functional, grammatical, etc.) CULTURE CONNECTIONS COMMUNITIES COMPARISONS End of Unit Performance Assessment Measures: (*already provided to you: play performance) Daily Goals Overview and Purpose of the Lesson Materials/ Resources Needed What is your “text” or “texts”? What multimedia, websites, images, etc. will you use? Lesson Plan Time Duration Teacher Guide Introduction/ Warm-up Transition? Teacher guided activity (Describe how you will guide the learners) Transition? Independent Activity or activities (Describe the independent/group/pair activities to reinforce this teacher guided section) Transition? Teacher guided activity (Describe how you will guide the learners) Transition? Independent Activity or activities (Describe the independent/group/pair activities to reinforce this teacher guided section) Transition? Conclusion DAY 3: Integration, Feedback, & Collaboration Thursday, June 6th: Integration: Discussion of learner engagement and demonstration intermediate Persian lesson (Pardis) Group discussion of Intermediate Persian lesson The PACE approach + demo lesson: Teaching grammar inductively through meaningful contexts and authentic texts (Nicole) Collaboration & Feedback: Group work- Unit Plans Individual meetings with Nicole: Unit and lesson plans Homework (*to submit on Thursday*): Complete a draft of your lesson plan. Scheduled individual meeting with Nicole on Thursday. Review checklist for lesson plans and use the lesson plan template as a guide. Discussion: Demonstration Lesson DISCUSSION QUESTIONS: Did the lesson provide opportunities for students to acquire language in meaningful contexts? Did the lesson incorporate a variety of different meaningful tasks that promote opportunities for communication, imagination, and creativity? Did the lesson provide opportunities for student communication? Was the lesson learner-centered and create a motivating and engaging context for learning? Did the lesson incorporate authentic materials to promote communication and cultural understanding? Did the lesson encourage the use of the target language through comprehensible input? Inductive approaches to teaching grammar When grammar is taught inductively, the teacher… Allows the learner to formulate and discover the rule (“to induct”) Provides a context and purpose for the use of the grammatical structure Focuses on meaning first and form second Helps the learner discover the rule through the use of language Empowers the students to problem solve and learn how to learn a language SOURCE: Donato, 2002 Criteria for Effective Inductive Lessons: A clear and interesting context A purpose for the grammar in communication Shows the grammar pattern clearly, frequently, and naturally in context Uses simplified language Uses visuals: images, PowerPoint, etc. Draws on learners’ previous knowledge Keeps meaning and communication in focus (not just form) Lesson moves from comprehension to production Requires learners to communicate using the new grammar PACE Model SAMPLE PACE LESSON: Les Femmes du 6e étage Warm-up discussion [Activating students’ prior knowledge of topic] Where do you live currently? On what floor? Who are your neighbors? Do you like them? Introduction to PRESENTATION text Film Synopsis Paris, années 60. Jean-Louis Joubert, père de famille « coincé » (stuck), découvre que des bonnes (maids) espagnoles vit... au sixième étage de son immeuble bourgeois. Maria, la jeune femme qui travaille sous son toit (roof), lui fait un univers exubérant et folklorique à l’opposé des manières et de l’austérité de son milieu. Touché par les femmes du 6e étage, il goûte avec émotion aux plaisirs simples pour la première fois. Mais peut-on vraiment changer de vie à 45 ans ? (Source : allocine.fr) “Paris in the 60s. Jean-Louis Joubert, father of the family who feels stuck in his life, discovers the Spanish maids who live on the 5th floor of his bourgeois building. Maria, the young woman who works under his roof, creates an exuberant and folkloric universe which contrasts with the austerity of his normal life. Touched by the woman of the 5th floor, he gets to experience the simple pleasures for the first time. But, can one really change one’s life at 45 years old” Compréhension : Qui est Jean-Louis Joubert et qu’est-ce qu’il découvre ? *Who is Jean-Louis Joubert and what does he discover ? Comment est-ce que les femmes du 6e étage changent la vie de M. Joubert ? * How do the women of the 5th floor change the life of M. Joubert? [Making the Presentation text comprehensible] PRESENTATION text : Maria et ses amies espagnoles (Maria and her Spanish friends) Extrait : 13 :37 – 18 :30 Pour impressionner M. et Mme Joubert, Maria demande de l’aide aux autres bonnes espagnoles au 6e étage. Mettez ces phrases dans le bon ordre. Utilisez les mots lien : d’abord, puis, ensuite, et enfin. (To impress M. and Mme Joubert, Maria asks for the help of other Spanish maids on the 5th floor. Put the phrases in the correct order. Use the transition words : first, then, next, and finally.) Maria explique les tâches nécessaires à ses amies et elles nettoient l’appartement ensemble ! (Maria explains the necessary tasks to her friends and they clean the apartment together) Maria demande de l’aide aux autres bonnes espagnoles. (Maria asks for help from the other Spanish maids) Mme Joubert explique les tâches domestiques à elle (Mme Joubert explains the domestic tasks to her.) Mme Joubert donne beaucoup d’ordres à Maria (Mme Joubert gives many orders to Maria) [Making the Presentation text comprehensible] ATTENTION (in context of Presentation text) PowerPoint : Pour impressionner M. et Mme Joubert, Maria demande de l’aide aux autres bonnes espagnoles au 6e étage. Utilisez les pronoms compléments d’objet indirect (lui et leur) dans les phrases suivantes. D’abord, Mme Joubert donne beaucoup d’ordres à Maria (First, Mme Joubert gives many orders to Maria) ______________________________________________________________________ Puis, Mme Joubert explique les tâches domestiques à Maria. (Then, Mme Joubert explains the tasks to Maria) ______________________________________________________________________ Ensuite, Maria demande de l’aide aux autres bonnes espagnoles.(Next, Maria asks for help from the other Spanish maids) ______________________________________________________________________ Enfin, Maria explique les tâches nécessaires à ses amies et elles nettoient l’appartement ensemble ! (Finally, Maria explains the necessary tasks to her friends and they clean the apartment) ______________________________________________________________________ CO-CONSTRUCTION: Qu’est-ce que vous remarquez ? (What do you notice ?)  Mme Joubert donne beaucoup d’ordres à Maria Mme Joubert gives many orders to Maria Mme Joubert explique les tâches domestiques à Maria. Mme Joubert explains the domestic tasks to Maria Maria demande de l’aide aux autres bonnes espagnoles. Maria asks for help from the other Spanish maids. Maria explique les tâches nécessaires à ses amies Maria explains the necessary tasks to her friends Mme Joubert lui donne beaucoup d’ordres. Mme Joubert gives her many orders. Mme Joubert lui explique les tâches domestiques Mme Joubert explains to her the tasks. Maria leur demande de l’aide Maria asks them for help. Maria leur explique les tâches nécessaires Maria explains to them the necessary tasks EXTENSION TASK (linked to presentation text) Imagine what happens on Maria’s second day of work. Is she able to complete all of the necessary tasks? Write a description of Maria’s second day and the interaction between Mme Joubert and Maria. Use the direct and indirect object pronouns “lui” and “leur” _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Feedback: Lesson Plans Discussion: Part I With a partner from a different group, discuss your prepared lesson plan. What is your group’s theme? What is your lesson’s sub-theme? What authentic texts (written or oral) are you including? How are you integrating them in your lesson? What are the goals of your lesson? What meaningful or real-world tasks have you included? At what points in your lesson did you provide opportunities for student collaboration and group/partner work? How is your lesson motivating and engaging to students? PARTNER: What feedback and ideas do you have for your partner to enhance his/her lesson? DAY 4: Presentations of Unit Plans & Integration of Multimedia Friday, June 7th: Group presentations of unit plans Multimedia & Technology at the Intermediate & Advanced Levels Workshop: Ed Dixon, Technology Director of Technology at University of Pennsylvania Immersion program teaching schedule & assignments Homework (to submit Friday): Complete lesson and prepare presentation of your unit. You will give a group presentation of your unit (20 minutes) on Friday morning. How will you engage the participants in your presentation and make your presentation communicative and interactive? Discussion: Unit Plans GROUP 1 DISCUSSION QUESTIONS: Is there a focus on communication through meaningful interaction in the lesson? Provide examples. Does the lesson use of real-world and culturally grounded contexts? How? Is there an emphasis on both form (grammar, accuracy) and meaning? Provide an example. Is there a focus on the use of authentic texts (written or oral)? How? GROUP 2 DISCUSSION QUESTIONS Is there an emphasis on the interpersonal, interpretive, and presentational modes of communication? Provide examples. Did the unit spiral the use of both language and content? How? Are the tasks in the unit hands-on and/or require resolution of problems or meaningful challenges? Provide examples. Did the lesson include a variety of different tasks? Provide examples. GROUP 3 DISCUSSION QUESTIONS Do the lesson include the teacher as facilitator? How? Is the lesson organized so that the learners are active, responsible participants – not passive responders? How? Does the lesson create a motivating and engaging context for learning? How? Does the lesson promote self-directed learning, autonomy, and choice in the learning process? How? GROUP 4 DISCUSSION QUESTIONS Does the lesson create opportunities for imaginative and inventive thinking? How? Does the lesson create interactive tasks that develop learners’ social and interpersonal skills Does the lesson provide opportunities for collaborative and cooperative work? Provide examples. Does the lesson encourage authentic and real-life language use? How? Immersion Program Teaching Schedule Daily Schedule 9:00-10:20 Class (part 1) Break 10:40-12:00 Class (part 2) LUNCH Afternoon programs (TBA) *Teaching assignments: Separate handout Procedure You will teach every other day (approximately) You will share and use the teaching materials that you and your fellow colleagues have developed Feel free to revise, update, and personalize the teaching materials as you wish You will likely need to enhance the lesson according to the intermediate-low or intermediate-high level Your lessons will be videotaped On the day you are not teaching… Morning Watch (parts of) your videotaped lesson from the previous day Write a reflection report (one paragraph or two) about your teaching experience (details on p. 45) Afternoon Prepare your lessons for the following day. Use the existing unit plan template created by your colleagues and revise, update, and personalize. Observations STARTALK Student Program Observation Guidelines On your first day of teaching (Tuesday or Wednesday), Nicole will observe part of your class session. There will be a follow-up feedback meeting in the afternoon. The feedback session will be based on the following STARTALK observation criteria. Language Use & Medium of Instruction The teacher uses the target language almost exclusively The teacher uses a variety of strategies to make the target language comprehensible Students are challenged to use the target language Classroom interaction All students are engaged and participate in classroom activities Classroom interactions are meaningful and purposeful There are a variety of classroom interaction types (student to student and student to teacher) Teachers use a variety of feedback and questioning strategies The teacher avoids the use of translation by using verbal and non-verbal strategies such as body language, visuals, and circumlocution Activities Learning experiences address different communicative modes – interpretive, interpersonal, and presentational Activities are aligned with unit and lesson objectives Grammar and vocabulary are learned through interesting and engaging activities that focus on meaningful communication There are pair group and whole class activities that promote meaningful interaction in the target language The teacher uses visuals, concrete objects, hands-on experiences, and content to present and practice new vocabulary The teacher provides sufficient opportunities for students to demonstrate their understanding of new words and expressions before expecting production Culture Culture is integrated with learning the target language Culture is learned through the examination of cultural practices, products, and perspectives Students have opportunities to examine their own language and culture through the student of other languages and cultures Materials & Technology A variety of materials is available and used to support language learning The teacher uses authentic materials, designing tasks appropriate to the language proficiency of the learners The teacher uses a variety of instructional materials to support language learning objectives Technology, when available, is used as a tool for language/culture instruction Learning Environment The learning environment is comfortable and makes students feel comfortable and encouraged to communicate and participate The classroom gives a sense of a friendly and cohesive learning community Course management Time is managed effectively Activities flow smoothly and in a logical sequence - STARTALK Student Program Observation Guidelines Videotaped Lessons & Self-Reflection Each of your lessons will be videotaped and you will be teaching every other day (approximately). You will be asked to post a self-reflection report on Facebook/Google + the following day by 12pm. This self-reflection report should be a paragraph in length. Below are questions to help guide your self-reflection report. Self-Reflection Questions Did you meet your objectives? What evidence do you have that supports your conclusion? In what ways was this lesson effective? What evidence do you have that it was effective? Were all of your students engaged? If so, how? If not, how do you know that they were not engaged? Did the students have multiple opportunities to participate in partner and group work? How would you change this lesson if you were to teach it again? Do you have any suggestions or strategies for improvement? READINGS Wiggins & McTighe (2005) Understanding by Design, 2nd Edition: Chapter 1 Backward Design p. 13-35 Standards of Foreign Language Learning Executive summary Wiggins & McTighe (2005) Understanding by Design, 2nd Edition: Chapter 4: Six facets of understanding pp. 82-104 67