2.  Our goal  Definitions  Guidelines  The roles of technology

3. To provide the most effective and efficient language learning experiences that I can.

5. Kf = Kp + A + M + O Knowledge and skills in the future Knowledge in the present Abilities Motivation/Affect Opportunity are a result of Spolsky, 1989

6. What kinds of opportunities do you offer your students to learn English? Task: Opportunities Checklist 5 minutes

7. A Vision of K-12 Students Today (See http://www.youtube.com/watch?v=dGCJ46vyR9o for a version with university students)http://www.youtube.com/watch?v=dGCJ46vyR9o

8. Task: Discuss What are the students in the video suggesting about the opportunities they want/need? How do they differ from what they get? 5 minutes

9.  Whatever the opportunities are, students need to be engaged in them in order to learn from them.

10. Be absorbed in, attentive to, focused on

11. A short anecdote about presenting about engagement

12. Engaged language learning

16. Task: Discuss Were you ever bored in language class? Why? What could your teacher have done to engage you? 5 minutes

17. Engagement Languageachievement

18.  Engagement occurs when  Ss believe that they are capable of doing whatever is being demonstrated,  learning whatever is being demonstrated has some potential value, purpose, and use for Ss,  Ss are free from anxiety, and  Ss feel that they are respected, admired, and trusted (Cambourne, 1995)

19.  Open tasks encourage engagement because they provide opportunities for  challenge and self-improvement,  learner autonomy,  pursuing personal interests, and  social collaboration. (Turner, 1995 )

20. Three necessities:  Make connections to students’ lives  Create safe and responsive classrooms  Have students interact with each other and with text (Meltzer and Hamann, 2004)

21. In other words, the language task is authentic to students meaningful to students doable for students

22.  Engagement is about the relationship between the learner and the task.

23. Task – Student Interest Survey 5 minutes

24. Let learners show you.

25.  Academic (“Yesterday we…and today we’ll…”)  Personal (“This makes a difference in your life/ connects to your life outside of class in this way…”) Task: Listen for connections to student interests

26.  What can learners do? Task: Brainstorm -What can YOUR students do? 5 minutes

27.  Provide choices to reach the same goal

29. Focus: Modal Verbs  The Excuse Song (by Kevin, English Teachers Everywhere) http://www.etseverywhere.com/grammar-songs/the-lame-excuse- bruff-off-modal-song

30.  Slam Dunk Digital Lesson handout

31. Task: Providing Choices worksheet 10 minutes

32.  Answer their own and others’ questions

33. Take notes as you watch the video about using MovieMaker. Make sure everyone in your group has correct notes. With your group, make a plan for your movie. Each student’s plan will be checked. Step 1. a. b. c. Step 2. a. b. c.

34. What teachers need teachersneed.mp4

35.  Provide teacher and student resources

36.  Provide multimodal input DATA MOVIES SOUND TEXT GRAPHICS

37.  Provide access to and outlets for creativity and other 21 st century thinking skills

38.  Support group work/social interaction

39.  Save face

40.  In other words, it helps to engage learners in the task.

41.  What about time?

42.  What about the curriculum?

43.  What about technology access?

44. Questions, concerns, comments