Domain 1: Planning & Preparation cont.

Spring 2023 - SPAN 1101

Chapter 4, Lesson 2: Mexican Culture

1f. Designing Student Assessments

Asking students to elaborate upon forum responses

Having students explain the rules of the game

Asking students to explain what they learned after the lesson and activities

By asking comprehensive questions, the students will allow themselves to expand upon what they learned from doing the forum assignment to having completed class discussion and lessons. By having students explain the rules of the game, they display an immersive comprehension of the sport because they will have imagine a person--if not themselves--actively playing in a match. These will allow students to self-assess their understanding of the subject.

Resources used for lesson:

3,400-year-old Mesoamerican ball court sheds light on origins of the game by Kiona

Smith

Reviving a 3,000-year-old Ancient Ballgame - YouTube

Mesoamerican Ball Game Match - YouTube

Domain 2: the classroom environment

2a. Creating an Environment of Respect and Rapport

Promoting respectful, inclusive and positive language

Use of positive affirmative critical responses

Acknowledgment of all students

Welcoming body language

2b. Establishing a Culture for Learning

Offering equal opportunity for participation

Encouraging effort and preparation for class

Valuing content being taught and student contribution

2c. Managing Classroom Procedures

Expectation of thorough preparation from instructor

Effective execution of lesson plans

Clear expectations for classroom ecosystem

2d. Managing Student Behavior

Clear principles for acceptable behavior

Willingness to assess and resolve issues

Clear explanation of consequences

Encouraging exceptional behavior

2e. Organizing Physical Space

Positive, inviting space

Use of technological resources

Exciting, visually stimulating/pleasing visual aids for activities and/or lessons

Welcoming, attractive and informative decorations (in the case of permanent classrooms)

Domain 2: the classroom environment Cont.

While being a mentee in a SPAN 1101 (elementary Spanish), I have been able to observe the instructor's processes. The instructor starts by having the students chat amongt each other before class officially starts. When class starts, she has students write down answered to themed questions based on the day's lesson. Then, the class discusses the answers they gave, and all students are given equal opportunities to share. After this starting exercise, the instructor conducts one to two different activites to practice the concept of the day's lesson. These activities typically involve grouping students for discussion and encourages the use of the second language.

After having instructing the class as a mentee, I was able to experience how conducting class discussions and activities goes. Having student participation takes active participation on behalf of the instructor as there is a becomes an adaptation to the role as moderator of the class environment. This realization was interesting to navigate as you must gauge the students ability to recieve the input and respond with output so that you may appropriately help guide them while also letting them have their own agency over their output.

With having undergone these two experiences, I was priviledged to observe three classes at University Lab School. Comparing all of these experiences, it is clear that along with the role of instructor comes the role of moderator and the ability to calculate, meditate, and administrate classroom conduct of students themselves and myself as the teacher in a manner that is matter-of-fact as well as encouraging and open. In this way, I will be able to create a welcoming, friendly, respectful and valuable classroom environment.

Domain 2: the classroom environment Cont.

Based on experiences and observations in different classroom environments, some things I'd like to implement or change consist of the following:

Classroom environment type

Elements to KEEP

Elements to CHANGE

High School

SPAN IV (LSU Lab School) recall to attention allotted time for catching up on work asking students about their weekend/how they are doing disorganization of online assignments

High School

SPAN II (LSU Lab School) visual alphabetization breaking down new concepts for thorough understanding negative attitudes from students surrounding preparation for quizzes

Middle School SPAN I (LSU Lab School)

University

SPAN 1101 (LSU) repetitive use of vocabulary calling on studetns for participation professional yet balanced language intriguing activités starting the class with themed questions monotonous activities outdated video resources negative attitudes from students surrounding activities

3a. Communicating with Students

Warnings of common mistakes to look out for Expression of purpose and outcome goal for lessons Delivering input in various styles

Using appropriate yet imaginative language

Examples of this component may include:

-Showing clearly how common mistakes occur, why they may occur, and how to best avoid them

-Expressing how concepts will be useful in L2 communication and what exactly students will be able to use with new information learned

-Using fun, inviting language that encourages and challenges students while staying in an appropriate range for the collective proficiency level

3b. Using Questioning and Discussion Techniques

Open-ended questions aiming for specific goal while also leaving space for creative response

Discussion building questions, designed to be disputed

Questions that are challenging while still appropriate for students' skill set

Examples of this component may include:

-Asking questions that allow for open-ended discussion that may elicit a certain response while allowing students to explore ways to communicate responses

-Avoiding yes-or-no questions

-Asking questions that can be used as figurative trampolines; students should be able to bounce of off each others’ responses in discussions

3c. Engaging Students in Learning

Creative, imaginative, and relevant topics

Students' full participation, individually or in groups

Interesting/fun and applicable activities

Organized lesson plan that has a clear beginning, middle, and conclusion

Students' ability to produce fruitful output

Examples of this component may include:

-Using a warm-up activity to stimulate the brain and kickstart the L2 cognitively

-Using warm-up questions to segue into a class discussion

-Using 1-2 group activities to encourage student collaboration and creative use of the L2

-Allowing students to exhibit the work they accomplished during the activity

-Employing a cool-down exercise that pushes students to reflect on what they learned and why it is important

Understanding and identifying the different levels in which students may belong to in their L2 learning journey becomes crucial when emplyong grouping activities in the classroom

Student Grouping Strategy

Identifying students' strengths and disadvantages creates an apparent organizing strategy for group activities where a diverse set of learner levels creates a learning environment for all parties involved and encourages collaboration from all ends

Instructional Material and Resources:

In the future, I plan to employ a multimodal approach to using instructional materials and resources. The goal within this approach would be to ahdere to as many learning styles as possible. To find out students' preferred, depending on the age and/or education level of students, a questionnaire or simple observation will be used so that I can properly target tghese learning styles and increase the effectiveness of the input in lessons being taught. Understanding students' learning style will be a crucial component in navigating instructional materials used in my classroom to maximize output.

Domain 4: professional responsibilities

4a. Reflecting on teaching

Reevaluating unsuccessful activities

Learning new pedagogical strategies Making changes where it is necessary and/or appropriate strengths weaknesses creativity in designing activities giving unclear instructions confidence in content knowledge stage-fright catering to varying student learning styles formulating thorough expectations for students output communication skills time management thorough preparation balance in explanations