SPAKrey

Reasons for being a teacher...
 * Passionate about subject matter
 * Very refreshing, sometimes challenging, working with adolescents
 * Seen as a positive role-model for young adults
 * I've mostly had excellent teachers and hold the profession in a high regard
 * Value education
 * Opportunity to coach, therefore see kids in a different perspective outside the classroom

Aqui esta mi pagina

** Textbook Survey—World Languages **

As you peruse your content area textbook, please complete the following activities and/or questions. You may place your responses on this page.

1. Write a bibliographical entry for the book using APA format. Blaz, D. (1999). //Foreign language: teacher's guide to active learning.// Larchmont, NY: Eye on Education.

2. What are the authors’ backgrounds in education? – See preface and back cover Deborah Blaz has a B.A. in both French and German from Illinois State University, a diplome from the Universit é de Grenoble in France, as well as an M.A. in French from the University of Kentucky. She has taught French and English in the realm of 7th-12th grades for more than two decades. She has authored the book, //Teaching Foreign Languages in the Block.//

3. Looking at the Foreword and Preface, consider the following:

This book uses a table of contents.
 * 1) How is the book organized?


 * 1) What are the main goals of the authors?

N/A

4.Which chapter(s) should you definitely read before you begin the unit project?

N/A

5.Which chapter(s) will be particularly helpful with planning assessments?

Chapter 6: Instruction and Alternative Assessments in Literature will be helpful with assessments.

6.Which chapters provide helpful background information for preparing your research essay?

I will look at the books and articles within the References section of the book. Chapter 1: Incorporating Research on a Daily Basis will also help search for potential topics.

7.Of all the chapters in the book, which one interests you the most? Why? Chapter 2: Activities that Appeal to Multiple Intelligences will be of the most interest to me. I am always looking for different activities to ensure that I am teaching to different types of learners; therefore, I will find numerous activities to help meet my students' needs.

8. Of all the chapters in the book, which one will you probably not read during this course? Why? During this course, I will least likely read Chapter 5: Getting over the Rough Spots. This chapter focuses on activities involving verbs. While I do believe that mastering verbs is an essential part of any foreign language class, I will probably only browse through this section at the moment.

9.What is one section in particular that you would like to discuss further with your content advisor? I would like to talk to my content advisor about best practices within the realm of assessment. A chapter within the book focuses on reading assessment, but I would also like to pick his brain about other assessment ideas.

Three Trends in World Language Education
Three current trends within the realm of world language education include using technology in the classroom, equipping students with 21st Century tools, and curriculum mapping. Technology is now involved with most current jobs and students can be well-prepared for the job market when they are equipped with the ability to use technology in conjunction with other special skills. Students will need to be able to work collaboratively with people from diverse cultures in many aspects of life. As a foreign language educator, it is my responsibility to ensure that students gain knowledgeability about these cultures and respect the differences that others may have while learning their target language. I always try to incorporate technology, but doing so in a meaningful manner can sometimes be challenging. I hope to continue to challenge my students in the target language while equipping them with the digital tools necessary to be successful in their future careers.

Abstract
Current world language learners have access to other cultures more readily available than previous generations. Despite the accessibility, students may not always know how to interpret information and be able to use the necessary skills to communicate in other languages. This paper examines ways in which world language classes can explore the culture of the target language, appropriately utilize technology and equip students with the skills to be successful in the twenty-first century. Additionally, world language teachers can find ideas about how to incorporate cross-curricular materials into their lessons.

Meetings with Content Advisor:
Brian Babbits and I discussed numerous aspects of planning units, assessments and rubrics. For example, I was confused about how formative and summative assessments could be accurately used. After clarification from Brian, I feel that I have a great understanding of when to use each assessment, as well as what each may incorporate. We also discussed, in depth, manners to activate higher orders of thinking from students within Bloom’s Taxonomy. Because of our discussion, I reformatted my performance assessment and rubric. During our last meeting, Brian and I discussed my current classroom and the progress of my unit plan. We focused on the order and rationale of my daily plans and ensured that prior knowledge of students was addressed. I especially appreciated that Brian helped me address differentiation needs in my classroom. He gave me numerous ideas to engage gifted students, as well as my students with speaking disabilities. I was able to incorporate his suggestions directly into my unit plan.

It would be the most difficult for me to adjust my lessons for lack of technology if the computer lab and/or roaming laptop cart would be unavailable. Some strategies that may work for me include: checking to see if other teachers can be more flexible, as well as having the assignment posted online so that the students may access it and use technology on their own time**.** I have observed numerous teachers use the computer lab very frequently; having a quick conversation with them may open up availability. Additionally, having the assignment posted may save you time explaining the assignment all over again to the student(s) that missed class on the day you used technology. The easiest adaptation for me was when my students had WKCE testing and I had a few students left in my class. In this scenario, the teacher is able to review difficult concepts and enrich the ideas that you may not have time to cover.
 * Adaptations to lesson plans**