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STARS IN ACTION: INTRODUCING CHANGE IN THE CLASSROOM

STARS IN ACTION: INTRODUCING CHANGE IN THE CLASSROOM. SPANISH 1 Rafael Arias October 12, 2006. Changes in the Syllabus. Focus on the student Time management Student responsibility in the learning process Guidelines for success Learning resources on campus Website

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STARS IN ACTION: INTRODUCING CHANGE IN THE CLASSROOM

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  1. STARS IN ACTION:INTRODUCING CHANGE IN THE CLASSROOM SPANISH 1 Rafael Arias October 12, 2006

  2. Changes in the Syllabus • Focus on the student • Time management • Student responsibility in the learning process • Guidelines for success • Learning resources on campus • Website • Student learning outcomes

  3. My life scheduleKeep this grid in a visible place and use it to help you organize your time and find time for your homework/study time. • Write in the remaining classes you are taking • Write in your work hours • Write in the hours devoted to your commitments, family, relationships, etc. • Write in your idle/rest hours (meals, commute, naps, ...) • Write in the hours you normally sleep • FIND AND BLOCK at least 1 study hour per class hour you’re taking • FIND AND BLOCK at least one hour to go to the Lab • FIND AND BLOCK at least one hour to do the CD-Rom exercises

  4. You understand that a language CANNOT be learned from the book, so you are planning to… • come to class every day • actively engage in communicative activities in class • study and do your homework daily • use Spanish outside of class

  5. Guidelines for success in this class: Come to class on time every day and don’t leave early Block at least one hour a day in your life schedule to study for this class and to do homework Block at least one hour a week to go to the FL Lab and do your CD Rom exercises and your Lab work Have another student’s telephone number or email address to ask about homework due Do your homework, and actively engage in in-class communicative exercises and activities. Understand that learning a foreign language is a developmental process. Languages cannot be “crammed” the night before the exam Develop strategies for retaining and memorizing vocabulary, conjugations, etc. Recipes for failure in this class: Come to class sporadically, often late, and leave early Don’t do your homework, CD-Rom, and Lab regularly Not following instructions and missing assignments Not knowing how to find out what homework /assignments are due Not developing your own vocabulary, grammar, or structure learning strategies Believe that you can pass this class by cramming the night before the exam Not attending study groups or seeking the help of tutors Write a piece in English and then translate it word by word in Spanish with the dictionary. The result is English with Spanish words. Believe that English has the same structure as Spanish Guidelines for Success G. Fornataro

  6. Changes in Content: Student Learning Outcomes • My working definition: “SLOs for Spanish are tangible and practical out-of-class applications of the language you’ll learn in this course” • Student-centered class • Some SLOs for Spanish 1 • SLO-oriented language learning activities • Hotel project

  7. Some Learning Outcomes for Spanish 1 • This course is designed to offer students learning opportunities to read, write, speak, and understand basic Spanish. • Grammar and vocabulary will not be studied for their own sake, but as a as a means to enable you to perform communicative functions. • For example, you’ll learn the language to • Introduce yourself and greet native speakers • Travel • Shop • Order food in restaurants • Make basic critical thinking decisions

  8. Changes in Content: Learning to Learn • Develop strategies for… • Managing time and the material • Prioritizing goals • Using the web/Course CD-Roms • Discovering what works • What type of learner are you? • Flash cards • Previewing test situations • Scantron or no scantron? • Seeking assistance • Helping the instructor better tailor the instruction to the students’ needs

  9. Empowering the Student:Language Learning Strategies • Recognizing cognates • Predicting content through format • Guessing meaning from context • Conversation management • Target listening • Predicting content from the title • “Skimming” texts

  10. Changes in Office Hours • It’s all in the name: Student Conference Hours • Conversation hour • Exam reviews • Virtual conference hours • Tutoring • Submissions • Lab

  11. Reflecting on the Learning Process • Former student interview • Reflective logs (Marion Heyn) • The material and I • Learning resources • Learning strategies and myself as a learner • Self evaluation

  12. Former student interview • In the GUIDELINES FOR SUCCESS for Spanish 1, Dr. Arias outlines some strategies that have proven successful for other students in the past. But to have a first-hand account of what these guidelines mean or how they can be implemented, if you could interview students that have successfully taken Spanish 1 in the past, what else would you like to ask them? WRITE YOUR QUESTIONS BELOW: • STUDY SKILLS • STRATEGIES FOR LEARNING THE MATERIAL • HOW TO PRIORITIZE WHAT NEEDS TO BE LEARNED • SEEKING ASSISTANCE/FORMING STUDY GROUPS • LAB/CD-ROM ACTIVITIES • OTHER

  13. Reflecting on the Teaching Process • Mid-semester Assessment Process (Dr. Matt Ouellette, Univ. of Massachusetts) • Small group teaching and learning feedback: • What do you like the most about this course and Dr. Arias’ teaching of it? • What about the course and/or Dr. Arias’ teaching of it needs change or improvement? • What suggestions can you offer that would help make this course a more valuable learning experience for you?

  14. Is Something Changing at Valley? • From: XXXX XXXXXXX [mailtoXXXXXX]Sent: Wed 10/4/2006 8:24 PMTo: Arias, RafaelSubject: Feedbackok dr arias, here it goes, feedback, i REALLY enjoy the conversations you bring up during class, when you ask the class what we think.you know, when a week ago or so, you asked are men and women different? and everyone got into the discussion, maybe more JUAN, because hes a N.S. BUT at the same time if it werent for him, everyone would be quite, well i would say something, only to get people interacting, but i wouldnt talk forever, like he does, because a lot of people laugh and understand the conversation we (the class and you) are having. your prob asking whats the point right? hahhah kidding, well maybe you should have more of that. • i know you have a lesson plan and stuff like that, but at this level i think everyone should be interacting, conversation wise. like the older asian lady, i dont hear much from her, or people you dont hear from.  all im saying is that people do understand dr arias, and maybe you should get them into the conversation, also to me, its better, because book work, never gets me happy talking in spanish. but with a conversation, you NEVER know where its gonna go. like today, que te facina, que te interesa, que te falta, stuff like that, eh good 4 mins, but a conversation, can go for a long time.    • just some feedback on how i feel, maybe everyone else are happy they dont talk during the conversation, but i enjoy, sorry to take your time, have a good night!!   XXXX

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