In Our Final Special Methods Class, You Will Further Develop Your Teaching Skills.

Wednesday, January 22, 2014

Greetings Interns, 

As temperatures fall, our expectations rise.  We look ahead to warmer weather and the conclusion of the last semester in the MAT.  In our final methods class, we will focus on instruction for a wide-range of abilities, how to integrate technology to meet the learning needs of all our students, and how to evaluate textbooks for classroom instruction while keeping in mind the Standards for Foreign Language Learning in the 21st c.

We will continue to reflect on how the Scholar-Practitioner Conceptual Framework shapes our teaching and learning (http://coehp.uark.edu/4396.php) and how we define ourselves as Scholar-Practitioners.

Most importantly, you will further develop your teaching skills in a new setting under the practiced eyes of your mentor teacher.

I look forward to sharing our love of languages and teaching as we move ever closer to graduation, Class of 2014!

 
Dr. Bowles

Freddie A. Bowles
Associate Professor of Foreign Language Education
Department of Curriculum and Instruction
College of Education and Health Professions
Peabody Hall 312
University of Arkansas
Fayetteville, AR 72701
Office: 479-575-3035
fbowles@uark.edu

MAT 2013-2014 Cohort
Spring Semester, 2014 —
Including archived documents
from the Summer and Fall Semesters.

Using Technology to Contextualize and Integrate Language Instruction provides an overview of our studies in technology for the classroom.  We've provided a link to the slideshow.
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The Daily Lesson Plan Template helps you organize a lesson in three parts: planning, teaching, and reflection. We've provided a link to the document.
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Teacher Candidate Work Sample Instructions  include an extensive overview of the project with specific advice for completing each section. We've provided a link to the document.
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TCWS Tasks, Prompts, and Rubrics  is a valuable guide for the creation of your foreign language teacher candidate work sample. We've provided a link to the document.
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E-flection Assignment  describes the goal and objective of the assignment. It also provides the rubric. We've provided a link to the document.
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EDOK Project Descriptor, Example, and Rubric  provides all you need to know about the Expert Distiller of Knowledge project. We've provided a link to the document.
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Project Descriptor for Principal Letter describes the goal, scenario, objective, and directions for the assignment. It also includes the rubric. We've provided a link to the document.
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Key Points Chapter Five, Part One addresses integrating cultures and comparisons into middle school language instruction. We've provided a link to the document.
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Key Points Chapter Five, Part Two addresses the Cultures and Comparisons goals with a focus on implications for instruction. We've provided a link to the document.
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Key Points Chapter Four addresses the elementary school learner. We've provided a link to the document.
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Key Points Chapter Three focuses on integrating modes of communication with meaningful content through instructional planning. We've provided a link to the document.
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Project Descriptor for Mini Lesson describes methods for creating and presenting a mini lesson to teach vocabulary and grammar. We've provided a link to the document.
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Key Points Chapter One (slideshow) addresses how we learn and acquire language. We've provided a link to the document.
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Key Points Chapter Two (slideshow) focuses on contextualized language learning and the history of foreign language methodologies in the United States.
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Acronyms in Foreign Language Education (slideshow) presents commonly used acronyms of professional organizations relevant to Foreign Language Education.
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Bio poem in target language is an assignment for practice of TL proficiencies and ways to build a learning community and focus on reflective practice. We've provided a link to the document.
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Professional Article Evaluation is an EDOK assignment to enhance content and pedagogical knowledge and synthesize this information in a summary format. We've provided a link to the document.
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Different languages — I mean the actual vocabularies, the idioms — have worked out certain mechanisms of communication and registration. No one language is complete. A master may be continually expanding his own tongue, rendering it fit to bear some charge hitherto borne only by some other alien tongue, but the process does not stop with any one man. While Proust is learning Henry James, preparatory to breaking through certain French paste-board partitions, the whole American speech is churning and chugging, and every other tongue doing likewise.
     — Ezra Pound, "How to Read," 1929