Texas+World+Languages

Toni Theisen
Loveland High School Loveland, Colorado **Connect me -** Toni Theisen: email Connect with me on Twitter: [|tonitheisen] Facebook

__**Take action to be an active participant:**__ > >
 * Twitter hashtag #texaswl2013
 * Textivate: Playing with text using games
 * US Census Map-Where languages are spoken-type in your address
 * Ted-Ed flip video-qr codesSee this example, then learn how to flip your own videos
 * Duolingo
 * Meme maker
 * Animoto video: le francais: le passeport pour le monde
 * Keep Calm sign maker site
 * UthinkIdo story

Videos from today

 * **Video**-Sugata Mitra: Build a School in the Cloud- Hole in the Wall video || # Sugata Mitra: Build a School in the Cloud:Hole Wall Whole Video
 * 1) Sugata Mitra:Build a School in the Cloud-Hole in the WallExcerpts ||
 * **Video**:Are we prepared for the Jobs of the future? || # Are we prepared for the jobs of the future? ||
 * ===Infographic for language learner video=== || # Language Learner video ||

Essential Questions

 * 1) How has learning changed?
 * 2) How has teaching changed?

Morning agenda activities

= Activating Communication:Focusing Lenses =

Essential documents and links
Handout: Math handout:
 * **Description** || **Essential question** || **Resource** ||
 * 1. ACTFL Position Statement: Building our advocacy || How do we CONTRIBUTE to the overall growth of our learners? || ACTFL Position Statement:

||
 * Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || Rigor and relevance framework ||

need to register || How can I found some other resources for class? || [] || = =
 * TESConnect-UK-free lesson bank and resources-
 * Resources from Pinterest Boards || How can I found some other authentic resources for class? || # French board 1
 * 1) French Board 2
 * 2) French Board 3
 * 3) French Board 4
 * 4) German board 1
 * 5) German Board 2
 * 6) Spanish Board 1
 * 7) Spanish Board 2
 * 8) Spanish Board 3
 * 9) Elementary Spanish Board 1
 * 10) Dual Language Spanish Boards
 * 11) Chinese Boards
 * 12) Japanese Boards
 * 13) Latin Boards
 * 14) Teaching World Languages Board
 * 15) Technology for Teachers Board ||

**Math Sites and documents**
[] || || ||
 * African animal graphing activity
 * Great Wall of China math activity || [[file:tonitheisen/great_wall_of_china_math.pdf|great_wall_of_china_math.pdf]] ||
 * Pre-Columbian Pyramid || [] ||
 * African daily routines math activity || []
 * Mental math-count to 100-jump around || [[file:tonitheisen/100board.pdf|100board.pdf]] ||
 * German math Stories || [[file:tonitheisen/Textaufgaben.doc|Textaufgaben.doc]] ||
 * Eiffel Tower and geometry || http://kuanyugeoportfolio.wikispaces.com/Geometry+in+Architecture ||
 * Geometric Patterns in Islamic Art || [] ||

= =

=Activating Communication.Designing Learning.Integrating Technology=

Afternoon agenda activities-Part 1

Essential documents and links
=Handout:=

1. Remind101
|| Novice-Chunks Intermediate-sentences and string of sentences Advanced-paragraphs ||
 * 1. 3 modes-page 7 || How can a better knowledge of the 3 modes help us design stronger assessments? || ACTFL Performance Descriptors:
 * 2. ACTFL Performance Indicators? || How can we distinguish between performance and proficiency || ACTFL Performance Descriptors document-pages 4-5 ||
 * 3. Proficiency ranges || Why do we use proficiency ranges instead of the term, "fluency"? || ACTFL Performance Descriptors document-page 6
 * 4. Novice- range Proficiency

ACTFL Proficiency guidelines site || What are the characteristics of the novice range? || # Novice-range listening (interpretive):Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, [|rephrasing] and/or a slowed rate of speech for comprehension. They rely heavily on [|extralinguistic] support to derive meaning. > Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself. > **Sample** > Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, [|cognates], and [|formulaic] phrases makes comprehension possible. **Sample ** || Does it make sense and how? How would you explain these ranges to students and parents?
 * 1) Novice-range reading (interpretive): Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and [|extralinguistic] support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning.
 * 5. More Proficiency practice || What are the characteristics for each level || # Novice-range speaking (interpersonal):Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic [|interlocutors] accustomed to non-native speech. **Sample** (first sample-foods and colors)
 * 1) Intermediate range speaking (Interpersonal):Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from [|discrete sentences] to [|strings of sentences], typically in present time. Intermediate-level speakers are understood by [|interlocutors] who are accustomed to dealing with non-native learners of the language. Sample:(a typical day) ||
 * 6. Proficiency ranges || What are our proficiency range targets for each level? || Levels and proficiency:Scroll down the page

||
 * ACTFL 21st century skills map ||  || # ACTFL 21st Century Skills Map Wikispace
 * 1) [|ACTFL 21st Century Skills Map on ACTFL site]
 * 2) ACTFL 21st Century Skills maps on Pinterest ||

=Activating Communication.Designing Learning.Integrating Technology= Afternoon agenda activities-Part 2

> || > || From the café unit to the hunger unit in Level 1 || # Terrill-Theisen Hunger Unit Wikispace || IB language B information ||  ||
 * ACTFL 21st century skills map wikispace || # ACTFL 21st century skills map Wikispace
 * 1) More ways to see the ACTFL 21st century skills map ||
 * Where do I find the tech page? || # Technology to enhance communication
 * UbD Unit template || # [[file:tonitheisen/WL 5 C's UbD Unit Template Oct.2012 Theisen use.doc|WL 5 C's UbD Unit Template Oct.2012 Theisen use.doc]] ||
 * Technology links || # Theisen's world languages tech site
 * 1) New stuff
 * 2) Technology to enhance communication
 * Theisen's World Languages Tech Wiki:Lots of links and examples || # Theisen WL Tech Wiki ||
 * Terrill-Theisen UbD Hunger Unit:
 * # Our TSD UbD units: There are many Spanish, some French and a few German units due to amount of teachers we have.
 * 1) UbD in action:Look at the UbD units, learner targets and learner target bubbles in our school district. (Take what you need)
 * 2) UbD unit template
 * 3) Learner bubble template || # Spanish, French, German units
 * 4) Thompson School District Curriculum Wikispace
 * 5) [|WL 5C's UbD Unit Template Theisen2012 use.doc]
 * 6) [[file:tonitheisen/Learner target bubbles template.docx|Learner target bubbles template.docx]] ||
 * My class wikispaces || # LHS French Devoirs
 * 1) LHS French classes
 * 2) French V "Papiers et Sans Papiers"unit
 * 3) French V "Goût et gaspillage" unit ||
 * TSD World Languages District wikispace || # TSD WL Curriculum Wikispace ||
 * AP French information
 * Theisen's grading system ||  ||



=Activating Communication.Designing Learning.Integrating Technology=

Afternoon agenda activities-Part 3


 * Technology to activate communication ** **and transform learning**


 * I. Resources for locating images and photos**

[] -play || Designed to foster visual thinking, you get 5 random pictures from Flickr and then you create a story. ||
 * 1. Tag Galaxy || [] || Search for photos from Flickr ||
 * 2. Fotopedia || [] || Collaborative photo encyclopedia ||
 * 3. Compfight || [] || Sort images for creative commons ||
 * 4. Goggle Art Project || [] || 3D art tours of many museums ||
 * 5. Google maps in many languages || [] || Google maps in a variety of languages ||
 * 6. MorgueFile || [] || Lots of free photos ||
 * 7. FLICKR || [] || World's photo album-search creative commons ||
 * 8. 5 card Flickr story || [] -learn about
 * 9. Pinterest || [] || a pinboard-style photo sharing website ||


 * II. Using images and information to make stories, comics, books, magazines and speaking activities**


 * 1. Wordle || [] || word clouds ||
 * 2. Tagxedo || [] || word clouds in shapes ||
 * 3. Bubblr || [] || Comic strips using Flickr photos ||
 * 4. Piclits || [] || Creative writing using images ||
 * 5. Five Card Flickr Story || [] || Lets you create a story from 5 random FLICKR pix ||
 * 6. PECHA Flickr || [] || 20 random flickr photos, each one on screen for 20 seconds. ||
 * 7. Issuu || [] || Make a magazine or newsletter ||
 * 8. Storybird || [] || Collaborative Storytelling ||


 * III. Resources for using and creating videos**


 * 1. Video writing prompts || [] || Site with writing prompts and popular videos ||
 * 2. Video creating tools || [] || Series of video creating tools grouped ||
 * 3. Aminoto video || [|http://animoto.com/education#top] || “music videos” ||
 * 4. Dvolver video maker || [] || cartoon videos ||
 * 5. Tubechop || [] || Cut a section of a Youtube video ||
 * 6. Go Animate Edu || [] || Comic and animated movie ||


 * IV. Technology to record voice or use computer generated voice**


 * 1. Vocaroo || [] || Simple podcast ||
 * 2. Voxopop || [] || Talk discussion board ||
 * 4. Google Voice || [] || Students call and answer ? ||
 * 5. AudioBoo || [] || Record and upload audio ||


 * V. Technology to enhance speaking and writing Presentational communication**


 * 1. Glogster || [] || Digital Poster ||
 * 2. Fotobabble || [] || “Trading cards ||
 * 3. FaceinHole || [] || Put your face in pix ||
 * 4. Blabberize || [] || Make picture talk ||
 * 5. Make Beliefs Comix || [] || Make comic strips ||
 * 6. Padlet (Wallwisher) || [] || Digital post it notes ||


 * VI. Other great tools to impact learning**

(app, too) ||
 * 1. DropBox || [] || Cloud filesharing ||
 * 2. Slideshare || [] || Share and find ppt ||
 * 3. [|Scribd] || [] || Share docs and pdf’s ||
 * 4. Quizlet || [] || Create and use flashcards ||
 * 5. Textivate- || [] || Change a text into a game ||
 * 6. Remind101 || [] || Safe way to text students and parents ||
 * 7. Socrative-reponse system for quizzes || [] || Response system for quizzes ||
 * 8. Layar || [] || Augmented reality-layer urls, etc. on pix ||
 * 9. QR code generator || [] || ke qr codes-use “static” for free ||
 * 10. Duolingo || [] || language learning gamified
 * 11. TES || [] || amazing amount of resources and activities for many languages ||


 * VII. Apps**


 * 1. Neoreader-one of many qr code readers || [] ||
 * 2. Layar-Augmented Reality || [] ||
 * 3. Apps for Language learning || [] (thanks to Melinda Larson) ||

SAMR model

The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.



Padagogy Wheel

More Padagogy wheel

Padagogy wheel poster download:





Building the Culture of an Empowered Mindset Towards Technology Innovation Chart