1. “Smart” Technology in the Foreign Language Classroom Starring these resources! *AUTHENTIC * *LANGUAGE LEARNING * *CULTURE *

2. Today’s Agenda I. Preview of SUPERSITES for “SB” use I. Preview of SUPERSITES for “SB” use II. Vision/ Goal’s of FL Learning/ 5 C’s II. Vision/ Goal’s of FL Learning/ 5 C’s III. SB role in achieving those goals. III. SB role in achieving those goals. IV. SB teaching tools for everyday IV. SB teaching tools for everyday V. Planning/ Daily Teaching w/ SB V. Planning/ Daily Teaching w/ SB VI. Assessments that motivate and VI. Assessments that motivate and promote communication skills promote communication skills

3. Final Hour 1-2pm You will prepare a powerpoint and lesson plan for this week that includes these: You will prepare a powerpoint and lesson plan for this week that includes these: Setting the Stage Setting the Stage Providing Input Providing Input Guiding Participation Guiding Participation Extension Activity Extension Activity

4. SUPERSITES http://www.merlot.org http://www.merlot.org http://www.merlot.org http://cortland.edu/flteach http://cortland.edu/flteach http://cortland.edu/flteach http://clta.net/lessons/index.html http://clta.net/lessons/index.html http://clta.net/lessons/index.html http://langlink.net/langlink http://langlink.net/langlink http://langlink.net/langlink http://nflrc.msu.edu http://nflrc.msu.edu http://nflrc.msu.edu http://eleaston.com http://eleaston.com http://eleaston.com http://www.uni.edu/becker/french31.html http://www.uni.edu/becker/french31.html http://www.uni.edu/becker/french31.html http://www.uni.edu/becker/Spanish3.html http://www.uni.edu/becker/Spanish3.html http://www.uni.edu/becker/Spanish3.html

5. SUPERSITES VIDEO : VIDEO : http://bbc.co.uk/languages http://langmedia.fivecolleges.edu http://laits.utexas.edu/spe/index.html http://laits.utexas.edu/fi http://www.ashcombe.surrey.sch.uk/curriculum/modlang/index.htm http://www.utm.edu/departments/french/french.html

6. Latin only! http://www.perseus.edu/ http://www.perseus.edu/ http://www.perseus.edu/ http://www.apaclassics.org http://www.apaclassics.org http://www.apaclassics.org http://www.stoa.org/diotima/ http://www.stoa.org/diotima/ http://www.stoa.org/diotima/ http://www.aclclassics.org/index.html http://www.aclclassics.org/index.html http://www.aclclassics.org/index.html http://www.archaeological.org http://www.archaeological.org http://www.archaeological.org http://www.ccel.org/fathers2 http://www.ccel.org/fathers2 http://www.ccel.org/fathers2

7. How can this technology improve foreign language teaching? First, let’s identify the goals, vision or “Standards for Language Learning in the 21 st Century” First, let’s identify the goals, vision or “Standards for Language Learning in the 21 st Century”

8. What are the Standards for Foreign Language Learning in the 21 st Century? Communication Communication Cultures Cultures Connections Connections Comparisons Comparisons Communities Communities The 5 C’s

9. What does this mean to FL teachers? Foreign Language is a “content” area which requires meaningful, comprehensible, interesting “input” in the classroom to promote communication skills and knowledge of the target culture.

10. COMMUNICATION 1.1 INTERPERSONAL Communication 1.1 INTERPERSONAL Communication Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 INTERPRETIVE Communication 1.2 INTERPRETIVE Communication Students understand and interpret written and spoken language on a variety of topics 1.3. PRESENTATIONAL Communication 1.3. PRESENTATIONAL Communication Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

11. CULTURES Gain Knowledge and Understanding of Other Cultures 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. 2.2. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

12. CONNECTIONS 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.1 Students reinforce and further their knowledge of other disciplines through the foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

13. COMPARISONS 4.1 Students demonstrate understanding of the nature of language through comparisions of the language studied and their own. 4.1 Students demonstrate understanding of the nature of language through comparisions of the language studied and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

14. COMMUNITIES 5.1 Students use the language both within and beyond the school setting. 5.1 Students use the language both within and beyond the school setting. 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 5.2 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

15. COMMUNICATION COMMUNICATION CULTURES CULTURES CONNECTIONS CONNECTIONS COMPARISONS COMPARISONS COMMUNITIES COMMUNITIES Each class we should include several “standards”-- and keeping them in mind will improve the quality of our teaching. The 5 C’s: Standards for FL Learning

16. What are you teaching now? Let’s think about these 5 Standards for a moment and see how they could lead you to a more enriching teaching experience. Let’s think about these 5 Standards for a moment and see how they could lead you to a more enriching teaching experience.

17. Teaching numbers… To teach the “numbers 1-100” I thought about how I could teach “content” and promote interpersonal communication: To teach the “numbers 1-100” I thought about how I could teach “content” and promote interpersonal communication: I remembered I had heard “If the world were reduced to 100 people….” How many would be….? I googled it! I remembered I had heard “If the world were reduced to 100 people….” How many would be….? I googled it! This is available in English, Spanish, French. http://www.miniature-earth.com

18. “Smart” technology promotes … All 3 modes of COMMUNICATION 1.1 Interpersonal communication skills 1.2 Interpretive communication skills 1.3 Presentational communication skills There’s a teaching model that includes all 3!

19. How do we teach these 3 forms of communication in the classroom? Interactive model to integrate the 3 modes of Communication Interactive model to integrate the 3 modes of Communication

20. Interactive model to integrate the 3 modes of communication INTERPRETIVE Teacher presents interesting oral presentation (online, video clip, dialog) or written text in interactive way w/students INTERPERSONAL Students in pairs have guided questions to more clearly understand PRESENTATIONAL Students present opinions, answers, analysis

21. My daily teaching model involves Setting the Stage (focus students on topic, activate background knowledge) Setting the Stage (focus students on topic, activate background knowledge) Providing Input (oral “input” on topic) Providing Input (oral “input” on topic) Guided Participation (grammar in context) Guided Participation (grammar in context) Extension/ Pair work Extension/ Pair work

22. From the first day of class…. Where is Spanish spoken? Where is Spanish spoken? This lesson can be done all in Spanish involving students in an interactive activity via “smart” technology. This lesson can be done all in Spanish involving students in an interactive activity via “smart” technology. www.sheppardsoftware.com www.sheppardsoftware.com www.sheppardsoftware.com

23. Interpersonal Communication Teaching names? Teaching names? Why not show the common nicknames for the names in the target language and the background of common last names? Why not show the common nicknames for the names in the target language and the background of common last names? http://www.juegosdepalabras.com/hipocor.htm http://www.juegosdepalabras.com/hipocor.htm http://www.juegosdepalabras.com/hipocor.htm http://behindthename.com/nmc/spa.html http://behindthename.com/nmc/spa.html http://behindthename.com/nmc/spa.html

24. Interpersonal Communication Teaching articles? Teaching articles? Use art and point out interesting details. Use art and point out interesting details. Where is “the”____. Where is “the”____. Google and paste any painting! Google and paste any painting!

25. Picasso’s Guernica www.mala.bc.ca/~lanes /english/hemingway/p icasso/guernica.htm www.mala.bc.ca/~lanes /english/hemingway/p icasso/guernica.htm

26. Interpersonal Communication What art might you choose to use in your teaching? Any favorite artists? Ask students to circle items of interest in the paintings that you or students mention Ask students to circle items of interest in the paintings that you or students mention

27. Interpersonal Communication Teaching numbers 1-1,000,000? Teaching numbers 1-1,000,000? Every teacher does this at some time! Every teacher does this at some time! Why not imbed it in meaningful “content” and have the students learn about the world at the same time? Why not imbed it in meaningful “content” and have the students learn about the world at the same time? www.bbc.co.uk/spanish/especiales/mundolatino/map_yellow1.shtml

28. Interpersonal Communication Teaching nationalities Teaching nationalities Use an interactive current map of languages spoken in the U.S. Use an interactive current map of languages spoken in the U.S. http://www.mla.org/census_main

29. Interpersonal Communication Describing families? Describing families? Why not use websites on artists in the target culture that depict families in different periods? Why not use websites on artists in the target culture that depict families in different periods? http://www.carmenlomasgarza.com http://www.carmenlomasgarza.com http://www.carmenlomasgarza.com

30. Interpersonal Communication Teaching verb tenses Teaching verb tenses http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises Telling time (for the “kid” in you!) Telling time (for the “kid” in you!) http://concurso.cnice.mec.es/cnice2005/115_el_reloj/index.html

31. Interpersonal Communication Teaching weather expressions? Teaching weather expressions? Why not frame discussions about which days in the 10 day forecast are looking good using the real weather forecast? Why not frame discussions about which days in the 10 day forecast are looking good using the real weather forecast? http://weather.com/espanol http://weather.com/espanol http://weather.com/espanol http://weather.com/espanol http://weather.com/french http://weather.com/french http://weather.com/french http://wunderground.com (latin too!) http://wunderground.com (latin too!) http://wunderground.com

32. This technology promotes the development of conversation skills Interpersonal Communication Interpersonal Communication is developed through meaningful interaction in the classroom on varied topics which are presented in an interactive and interesting format. is developed through meaningful interaction in the classroom on varied topics which are presented in an interactive and interesting format.

33. Interpretive Communication Listening to songs, cultural video clips, poems, narratives. Listening to songs, cultural video clips, poems, narratives. Students can demonstrate that they understand written and spoken language. Students can demonstrate that they understand written and spoken language. http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises http://www.bbc.co.uk/languages http://www.bbc.co.uk/languages http://www.bbc.co.uk/languages http://www.ashcombe.surrey.sch.uk/curriculum/modlang/index.htm http://www.ashcombe.surrey.sch.uk/curriculum/modlang/index.htm http://www.ashcombe.surrey.sch.uk/curriculum/modlang/index.htm

34. Interpretive Communication Unscripted video series: Unscripted video series: http://langmedia.fivecolleges.edu Scripted video series Scripted video series http://www.bbc.co.uk/languages http://lepointdufle.net http://TV5.org http://TV5.org http://TV5.org www.yleradio1.fi/nuntii/www.yleradio1.fi/nuntii/ (Latin radio!) www.yleradio1.fi/nuntii/

35. Interpretive Communication Reading about the target culture Reading about the target culture http://www.red2000.com/spain http://www.red2000.com/spain http://www.red2000.com/spain http://mexico.udg.mx http://mexico.udg.mx http://mexico.udg.mx http://elbalero.gob.mx http://elbalero.gob.mx http://elbalero.gob.mx http://www.cortland.edu/flteach/civ/Index.html http://www.cortland.edu/flteach/civ/Index.html http://www.cortland.edu/flteach/civ/Index.html

36. Interpretive Communication http://cortland.edu/flteach http://cortland.edu/flteach http://cortland.edu/flteach http://clta.net/lessons http://clta.net/lessons http://clta.net/lessons http://merlot.org http://merlot.org http://merlot.org http://www.langlink.net/langlink http://www.langlink.net/langlink http://www.langlink.net/langlink

37. Interpretive Communication What “authentic” materials are available to us through this technology? What “authentic” materials are available to us through this technology? http://spain.info/tourspain/?language/=es http://spain.info/tourspain/?language/=es http://spain.info/tourspain/?language/=es http://thepaperboy.com http://thepaperboy.com http://thepaperboy.com http://sportec.es http://sportec.es http://sportec.es

38. “Authentic Materials” Made by native speakers for native speakers! Art Art Music MusicNewspapers Travel Travel Shopping Shopping TV Sports TV Sports

39. Can students “interpret” authentic materials? * Choose newspapers from a particular country and compare headlines. www.thepaperboy.com (reading) www.thepaperboy.com (reading)www.thepaperboy.com * TV programs www.TV5.org (listening) www.TV5.org (listening)www.TV5.org Songs www.espacefrancophone.org/audiovisuel/fiche.htm Songs www.espacefrancophone.org/audiovisuel/fiche.htm www.espacefrancophone.org/audiovisuel/fiche.htm

40. This technology allows students to build “interpretive” skills LISTENING: video clips, songs, stories, poems, narratives…. LISTENING: video clips, songs, stories, poems, narratives…. READING: stories, newpapers, tourist info, advertisements, restaurant menus, travel guides…. READING: stories, newpapers, tourist info, advertisements, restaurant menus, travel guides….

41. Presentational Communication Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. This technology is ideal for students to “present” and showcase their oral or written skills. Powerpoint and oral presentations are great learning tools. This technology is ideal for students to “present” and showcase their oral or written skills. Powerpoint and oral presentations are great learning tools.

42. What teacher aids are easily accessible? Grammar aids Grammar aids Currency exchange rates Currency exchange rates Dictionaries Dictionaries Weather reports Weather reports Pronunciation guides Pronunciation guides Verb conjugations Verb conjugations Other high school FL websites Other high school FL websites

43. Teacher aids easily accessible Videos Videos Podcasts Podcasts Accents in FL (for writing assignments) Accents in FL (for writing assignments) Maps galore (google Earth!) Maps galore (google Earth!)

44. ….more teacher aids Videos on every topic you are teaching! Videos on every topic you are teaching! See “supersites” for video. http://langmedia.fivecolleges.edu http://www.bbc.co.uk/languages http://laits.utexas.edu/tex http://laits.utexas.edu/fi http://laits.utexas.edu/spe/index.html

45. …more teaching aids Podcasts Podcasts Ipod + broadcast = “podcast” Ipod + broadcast = “podcast” http://nflrc.msu.edu http://nflrc.msu.edu http://nflrc.msu.edu (type in “podcasts” in the materials box)

46. What about grammar? Grammar “in context” is provided to promote real learning of the language and not mechanical practice. Grammar “in context” is provided to promote real learning of the language and not mechanical practice. http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises http://colby.edu/~bknelson/exercises http://laits.utexas.edu/tex http://laits.utexas.edu/tex http://laits.utexas.edu/tex http://www.latis.utexas.edu/fi http://www.latis.utexas.edu/fi http://www.latis.utexas.edu/fi http://lepointdufle.net http://lepointdufle.net http://lepointdufle.net

47. Instant currency exchange rates available at a touch! http://xe.com http://xe.com

48. Instant verb conjugations http://spanishverbmachine.com http://spanishverbmachine.com http://spanishverbmachine.com http://leconjugueur.com http://leconjugueur.com http://leconjugueur.com http://www.polarfle.com http://www.polarfle.com http://www.polarfle.com

49. Instant Dictionary http://wordreference.com http://wordreference.com http://wordreference.com Latin: http://archives.nd.edu/latgramm.htm

50. Typing Accents http://spanish.typeit.org http://spanish.typeit.org http://spanish.typeit.org http://french.typeit.org http://french.typeit.org http://french.typeit.org http://german.typeit.org http://german.typeit.org http://german.typeit.org

51. Podcasting I-pod + broadcasting = Podcasting I-pod + broadcasting = Podcasting http://nflrc.msu.edu http://nflrc.msu.edu http://nflrc.msu.edu

52. Pronunciation http://phonetique.free.fr http://phonetique.free.fr http://phonetique.free.fr http://www.uiowa.edu/~acadtech/phonetics http://www.uiowa.edu/~acadtech/phonetics http://www.uiowa.edu/~acadtech/phonetics

53. High School Website http://www2.ignatius.edu/faculty/turner/languages.htm http://www2.ignatius.edu/faculty/turner/languages.htm http://www2.ignatius.edu/faculty/turner/languages.htm

54. Maps Google Earth! Google Earth! http://sheppardsoftware.com http://sheppardsoftware.com http://sheppardsoftware.com http://maps.live.com http://maps.live.com http://maps.live.com http://lib.utexas.edu/maps http://lib.utexas.edu/maps http://lib.utexas.edu/maps http://www.sitesatlas.com http://www.sitesatlas.com http://www.sitesatlas.com

55. How do we plan lessons on a daily basis? Let’s look at two lesson models: Let’s look at two lesson models: 1. Interactive model to integrate the 3 modes of communication 2. Daily standard lesson plan

56. Lesson plan model Interactive model to integrate the 3 modes of communication Interactive model to integrate the 3 modes of communication (see handout explaining this model) 1.1 Interpersonal Communication 1.1 Interpersonal Communication 1.2. Interpretive Communication 1.2. Interpretive Communication 1.3 Presentational Communication 1.3 Presentational Communication

57. How does this work? Interpretive Communication Interpretive Communication Teacher presents oral or written text of interest Teacher presents oral or written text of interest Interpersonal Communication Interpersonal Communication Students in groups have guided activity to better understand Students in groups have guided activity to better understand Presentational Communication Presentational Communication Students present information, answers … Students present information, answers …

58. My daily lesson plan 1. Setting the Stage Teacher presents oral or written text of interest for students to “interpret” Teacher presents oral or written text of interest for students to “interpret” 2. Providing Input Teacher provides “comprehensible input” on topic engaging and interacting with students Teacher provides “comprehensible input” on topic engaging and interacting with students 3. Guided Practice Grammar in CONTEXT on SB to “guide” Grammar in CONTEXT on SB to “guide” 4. Paired activity with feedback!

59. Examples of actual lessons on SB It’s always helpful to see how someone “actually teaches a lesson” using the SB! It’s always helpful to see how someone “actually teaches a lesson” using the SB! Here are few examples of lessons I’ve taught and how they were presented. Here are few examples of lessons I’ve taught and how they were presented.

60. Strategies to promote Interpersonal Communication Setting goals Setting goals Daily teaching strategies Daily teaching strategies Formative and Summative Assessments Formative and Summative Assessments