Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
Instructor:
Cherice Montgomery, Ph.D.
Contact Info.:
3177 JFSB
801.422.3465
cherice_montgomery@byu.edu
Class Time:
1:00 p.m. to 2:20 p.m., Tuesdays & Thursdays
Class Location:
JFSB B013
Office Hours:
Generally 3:00 – 4:00 p.m., Tuesdays & Thursdays (please make an
appointment)
Course Description
Span 378 is designed for Spanish Teaching majors and minors who are planning to
teach Spanish in public schools. The course is a key component of the professional
licensure program for Spanish teachers. The prerequisite for this course is successful
completion of Spanish 377. Important: Spanish Teaching Majors should enroll
concurrently in Spanish 380, Practicum in Spanish Teaching. Span 378 and Span 380
MUST be taken the semester immediately before you plan to student teach—NO
EXCEPTIONS. The practicum (Span 380) is not required for Spanish Teaching Minors.
Course Texts & Resources
Required Texts:
Montás, Michele, & Luz Cannon. (2003). A Thematic Unit: La peineta colorada.
Ames, IA: National K-12 Foreign Language Resource Center, Iowa State
University. Download for free from: http://wayback.archiveit.org/855/20101103145504/http://nflrc.iastate.edu/pubs/units/La_peineta_colorada_dl.pdf
Shrum, Judith L. & Glisan, Eileen W. (2004). Teachers’ handbook: Contextualized
language instruction (4th ed.). Heinle Cengage Learning. ISBN 978-1-4130-3321-2.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 1
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
Taylor, James, & Blair Bateman, with Paul Luckau. (2011). Fundamentals of language
teaching: What every Spanish teacher needs to know (Revised ed.). Provo, UT:
Brigham Young University. Can be ordered for $27 from
http://www.lulu.com/product/paperback/fundamentals-of-languageteaching/16600655 (also available for download for $15).
We will use a wiki as the electronic platform for this course:
http://languagelinks2006.wikispaces.com/Practicum+in+Teaching+Spanish On it, you
will find assignment sheets, class agendas, grading rubrics, reading lists, and other
useful resources and materials. In addition, you will engage with a variety of audio,
multimedia, print, and video “texts” related to each unit of study. You will select the
texts of most interest to you from a list posted online: http://tinyurl.com/5j637m
Other resources include: FLTEACH: http://www.cortland.edu/flteach/
Centro de Recursos
164 University Parkway Center
BYU, Provo, UT 84602-6705
801.422.8107
Foreign Language Student
Residence Houses
1950 N. Temple View Dr., Provo
801.422.3765
flsr-dept@byu.edu
Writing Lab
Writing Lab 3009A/H
spanish-resource@email.byu.edu
Recommended Texts:
Curtain, Helena, & Dahlberg, Carol Ann. (2010). Languages and children—making
the match: New languages for young learners, grades K-8 (4th ed.). NY: Pearson.
Emmer, Edmund T., Evertson, Carolyn M., & Worsham, Murray E. (2006). Classroom
management for middle and high school teachers. NY: Pearson. ISBN0-205-45534-4.
Gregory, Gayle H., & Chapman, Carolyn. (2002). Differentiated instructional
strategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press, Inc. ISBN 07619-4551-2.
Picó, Fernando. (1991). La peineta colorada. Ediciones Ekare. ISBN 980-257-174-1.
Wong, Harry K., & Wong, Rosemary T. (1998). How to be an effective teacher the first
days of school. Mountain View, CA: Harry K. Wong Publications, Inc. ISBN 0-96293602-2.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 2
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Learning Outcomes
(Note: The hotlinked items in this section will take you to relevant resources.)
As a result of active participation in this course, you should be able to:
o
Use professional reading to develop a research-based repertoire of instructional
strategies that help secondary students meet each of the National Standards for
Foreign Language Learning (INTASC Standards: 8 – Instructional Strategies, 9 – Professional Learning &
Ethical Practice; Program Outcomes: 1 - Communication, 2 - Culture, 3 – Curriculum, Instruction, & Assessment, & 4 –
Professional Development; Assessments: Discussion Forum Postings, Final Exam, Reading Quizzes, Lesson Plans &
Teaching Demonstrations, Unit Overview)
o
Design units, lessons, and activities that develop students’ proficiency in Spanish
across the three modes of communication (INTASC Standards: 1 – Learner Development, 4 –
Content Knowledge, 5 – Application of Content, 7 – Planning for Instruction, 8 – Instructional Strategies; Program
Outcomes: 1- Communication & 3 – Curriculum, Instruction, & Assessment; Assessments: Lesson Plans & Teaching
Demonstrations, Unit Overview)
o
Contextualize language learning experiences in cultural products, practices, and
perspectives using various techniques for teaching and assessing culture learning
(INTASC Standards: 4 – Content Knowledge, 5 – Application of Content, & 8 – Instructional Strategies; Program
Outcomes: 2 - Culture & 3 – Curriculum, Instruction, & Assessment; Assessments: Cultural Investigation Project, Lesson
Plans & Teaching Demonstrations, Unit Overview)
o
Develop and adapt assessments to evaluate students’ proficiency and provide them
with feedback that will improve their performance (INTASC Standards: 6 - Assessment; Program
Outcomes: 3 – Curriculum, Instruction, & Assessment; Assessments: Cultural Investigation Project, Unit Overview, Unit
Test)
o
Utilize a variety of emerging technologies to differentiate instruction, develop
language proficiency and cultural competence, improve your professional
productivity, and support your professional growth (INTASC Standards: 2 – Learning Differences, 3 –
Learning Environments, 8 – Instructional Strategies 9 – Professional Learning & Ethical Practice, 10 – Leadership &
Collaboration; Program Outcomes: 3 – Curriculum, Instruction, & Assessment, & 4 – Professional Development;
Assessments: Facebook Project, In-class assignments, Lesson Plans & Teaching Demonstrations, Online Professional
Communities Project, Unit Overview)
o Adapt learning experiences appropriately to better meet the needs of culturally
diverse learners, including students with a variety of learning styles and special needs
(INTASC Standards: 1 – Learner Development, 2 – Learner Differences, 3 – Learning Environments, 7 – Planning for
Instruction, 8 – Instructional Strategies; Program Outcomes: 3 – Curriculum, Instruction, & Assessment; Assessments:
Lesson Plans & Teaching Demonstrations, Unit Overview)
o
Compare and contrast various program models for world language learning (INTASC
Standards: 1 – Learner Development, 2 – Learning Differences, 3 – Learning Environments; Program Outcomes: 3 –
Curriculum, Instruction, & Assessment; Assessments: Final Exam, In-class Assignments, Reading Quizzes)
o Participate professionally in the school community, in professional organizations and
professional development activities, and engage in professional dialogue and
reflection with colleagues to improve teaching skills and your program (INTASC Standards:
9 –Professional Learning and Ethical Practice, & 10 – Leadership and Collaboration; Program Outcomes: 4 –
Professional Development; Assessments: Facebook Project, Online Professional Communities Project (FLTEACH),
Professional Conference Assignment)
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 3
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Expectations for Professional
Performance
The table below contains a list of the assignments for this semester. Each one is designed
to provide you with experiences and skills you will need in order to function as an
effective professional in your classroom. Details regarding the requirements of each
assignment (including assignment sheets, rubrics, and templates) are posted on the
course wiki. The Department of Spanish and Portuguese’s policy is that students must
complete Span 378 with a grade of C or better as the pre-requisite for student teaching.
Your final grade in this course will be determined by your performance in the following
categories:
Cultivating Professional Habits of Mind & Behavior – Cannot be made up


Regular attendance in class
Professional preparation, participation, reading, and reflection
(Bienvenida, discussion forums, Hootcourse, in-class assignments,
journals, quizzes, surveys, technology exploration assignments, wiki
assignments, etc.)
Developing a Professional Repertoire
45%
10%
35%
_____
_____
30%
 Cultural Investigation Project Assignment Sheet, Rubric, & Model
(Assessment, Culture, Presentational Communication, Technology)
 Lesson Plans & Teaching Demonstrations (Culture, Differentiation,
Lesson Planning, Technology, Unit Planning)
 Unit Test (Assessment, Technology)
5%
_____
20%
5%
_____
_____
Participating in Professional Communities for Professional Growth
10%
 Facebook Professional Development Project (Professional Learning,
Technology)
 Online Professional Communities Project (FLTEACH, Leadership &
Collaboration, Professional Learning, Technology, Visual
Cognition)
5%
_____
5%
_____
Demonstrating Professional Knowledge
15%
 Comprehensive Final Exam (Examen final)
15%
_____
Please see the Assignments for Today page of the course wiki for information about assignments.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 4
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Important Dates
BYU Academic Calendar for 2012
ASAP – Get your fingerprints taken if you did not do so in Span 377. Please bring me a
copy of the LiveScan sheet that you printed at the time of payment.
http://education.byu.edu/ess/fingerprint.html
Register for the Praxis Test which you MUST take before you student teach. There are 2
different Spanish tests—make sure you have the one with the correct number (Spanish
Content - 5195). For more information: http://education.byu.edu/ess/praxis_faq.html
January 2012
Jan. 4, 2012 - First Day of Winter Student Teaching
Jan. 13, 2012 - Student teaching applications for Fall Semester Due
Jan. 16, 2012 - Martin Luther King Day
Register for Praxis II Exam (5195)
February
Feb. 20, 2012 - President's Day
Feb. 21, 2012 - NO CLASS (Monday Instruction)
March
Mar. 21, 2012 - Northern Utah Teacher Recruiting Fair (9 a.m. - 2 p.m. - Utah State TSC
Ballroom)
Mar. 22, 2012 – Utah Teacher Fair South (9 a.m. - 2 p.m. – BYU, WSC Ballroom, Provo, UT)
(Pre-registration required on e-recruiting and bring your student ID card for admittance)
Mar. 31, 2012 - Application for Scholarships Due
April
Apr. 11, 2012 - Last Day of BYU Class
Apr. 11, 2012 - Last Day of Student Teaching
Apr. 12-14, 2012 - Southwest Conference on Language Teaching (SWCOLT) in Phoenix,
AZ
Apr. 13, 2012 – BYU Foreign Language Fair/Españolandia (Student teachers are required
to attend. Mentor teachers and their students are invited to attend.)
Apr. 15, 2012 - Application for Graduation in August
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 5
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Cultivating Professional Habits of Mind &
Behavior
Attendance
Teachers are expected to be present and on time
for professional commitments. The purpose of this
assignment is to help you cultivate habits of mind
and behavior that will assist you in developing a
high degree of professionalism. Class activities and assignments have been
carefully designed to foster your development as a world language
professional, so when you miss class, you are denying yourself opportunities to
participate in collaborative discussions, demonstrations, peer teaching, and
other interactions that are essential to formulating your professional skill and
understanding. Consequently, this portion of your grade will be based on
regular attendance, arriving on time, and staying for the entire class period.
However, given that teachers also have a professional responsibility to prevent
the spread of illness, it is important that you do not come to class when you are
sick. If you must be absent due to illness or some other emergency, please let
me know as a professional courtesy and make arrangements to find out what
you missed from a colleague.
Professional Preparation, Participation, Reading, & Reflection
Teachers are expected to be adequately prepared for each class session and
to actively participate in department activities, faculty meetings, school
committees, and the school community. The most successful teachers are those
who learn all they can from the experiences of other professionals—including
those recorded in professional journals. The purpose of this assignment is to help
you develop such habits. Thus, your grade for this portion of the course will be
based on the degree of your active, appropriate, timely preparation and
contributions to our professional learning community. Your
performance will be measured through in-class activities,
discussions, and presentations (such as the Bienvenida, discussion
forums, Hootcourse, in-class assignments and presentations,
journals, quizzes, surveys, technology exploration activities, wiki
assignments, etc.). Due to the interactive nature of these
activities and the purposes for which they will be used during class, they cannot
be made up should you miss class.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 6
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Developing a Professional
Repertoire
Effective teachers draw on a wide range of instructional approaches, strategies,
and techniques in order to tailor their instruction and assessment to the individual
needs of the students they serve. Each of the projects in this section will help you
to craft thematic lesson plans and assessments which will prepare you to
complete your Teacher Work Sample (the capstone assignment which you will
practice during this course and complete during your student teaching
semester). The purpose of these projects is to help you broaden your repertoire
of pedagogical strategies, plans, and materials for your own classroom and to
give you the opportunity to learn to give and receive feedback. More
information on each project will be provided both in class and on the course
wiki.
Participating in Professional
Communities for Professional Growth
Facebook Professional Development Project
Throughout the semester you will participate in a Facebook Group. The group
will consist of three groups of students:
1) Students who are members of Span 101
2) Students who are members of Span 206
3) Students who are planning to be Spanish teachers and are enrolled in a
Spanish Teaching Methods Course (Span 377 or Span 378)
You will be required to participate in the Facebook Group on a weekly basis
both by initiating and contributing to the ongoing discussion of Spanish
language, culture, and learning techniques. You are expected to perform two
initiating tasks and two contributing tasks each week throughout the semester.
Initiating tasks consist of things you post which start a conversation. Contributing
tasks are things you post which continue, extend, or respond to an ongoing
conversation. You are expected to make quality contributions to the group.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 7
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Online Professional Communities Project
Excellent teachers attend to their own growth and development as professionals
because they know it equips them to better serve their students. Participating in
professional communities is also part of being professionally literate in the 21st
Century. The purpose of this assignment is to help you develop a professional
perspective, along with a network of professional associates and organizations
that can provide guidance and support during your first years of teaching. The
diversity of curricular models, instructional methods and approaches, and
materials you are exposed to through this assignment will help you begin to
understand the problems common to schools in general and
world language classrooms in particular. This assignment will
also help you to acquire a more expansive repertoire of
options for thought and action that you can use to resolve
professional concerns with increasing confidence and
success. More information on this project will be provided
both in class and on the course wiki.
Demonstrating Professional Knowledge
The purpose of this assignment is to give you a chance to demonstrate your
understanding of key concepts, principles, and theories of world language
teaching and learning through a comprehensive final exam similar to some of
the questions you might find on professional licensure exams. You will be given
a comprehensive study guide to help you prepare for this exam.
Professional Conduct & Expectations
Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are
expected to be honest in all of their academic work. Academic
honesty means, most fundamentally, that any work you present as
your own must in fact be your own work and not that of another.
Violations of this principle may result in a failing grade in the course and
additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards.
Adherence demonstrates respect for yourself and others and ensures an
effective learning and working environment. It is the university’s expectation,
and my own expectation in class, that each student will abide by all Honor
Code standards. Call the Honor Code Office at 422-2847 if you have questions.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 8
Spanish Teaching Methods 2
Spanish 378 – Winter 2012
Brigham Young University
(3-credit Course)
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against
any participant in an educational program or activity that receives federal
funds. The act is intended to eliminate sex discrimination in education and
pertains to admissions, academic and athletic programs, and universitysponsored activities. Title IX also prohibits sexual harassment of students by
university employees, other students, and visitors to campus. If you encounter
sexual harassment or gender-based discrimination, please talk to your professor;
contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801422-2847.
Students with Disabilities
If you have a disability that may affect your performance in this course, you
should get in touch with the office of Services for Students with Disabilities (1520
WSC). This office can evaluate your disability and assist the professor in
arranging for reasonable accommodations.
Problem Solving
One of the purposes of Spanish 378 is to challenge your assumptions, beliefs,
and interpretations, recognizing that these will often differ because we draw
from different life experiences. We are responsible for creating a supportive
environment that allows us to take the risks required to do so. If you encounter a
problem with the course instructor or a colleague, you are encouraged to
address it directly with that person in a professional manner. If you are unable to
resolve it, then contact me, Dr. Bateman, or Dr. Laraway for assistance.
Spanish 378 • Winter 2012 • Adapted from Nieves Knapp by Cherice Montgomery, Ph.D. • 9