2.0 – Module 2 Overview

Welcome to module 2 of our course!

Click the play button on the player at the right to hear the introduction to Module 2:

Module 2 Learning Targets

  • I can use the NCSSFL-ACTFL Can-Do Statements to create a proficiency-focused learning target for CSUSB students.

  • I can use the information about CSUSB students to create a learning target that provides meaningful cultural context for these learners’ language proficiency level.

  • I can identify one e-learning guideline to support effective use of authentic content in my synchronous learning episode. 

Module 2 Activity Table

ActivityDescriptionDue Date
2.1 A Closer Look at the Three Modes of CommunicationUnderstanding how to integrate the three modes of communication in students’ language learning is important and we start in this section by reviewing the three modes and then taking a short assessment. 

Quiz due before 11:59 p.m. on Thursday, June 18, 2015
2.2 We Can-Do Performance Across the Communication Modes

What can we expect our learners to be able to do in the interpersonal, interpretive and presentational modes of communication? In this section we’ll find out. We’ll become familiar with the NCSSFL-ACTFL Can-Do Statements and how we will use them in the development of our learning episodes and lessons. An ‘open book’ quiz will conclude this section.Quiz due before 11:59 p.m. on Friday, June 19, 2015 

2.3 The Role of Authentic Content

How can we make meaningful use of authentic content in our lessons? In this section we will watch and listen as Amy Lenord, a Spanish teacher in Texas, shares how she uses authentic resources to help her students practice their language for a purpose. We’ll share our reflections with members of our Collaborative Learning Group (CLG).

 (Links to an external site.)
Part 1: 2.3 CLG post due before 11:59 p.m. on Friday, June 19, 2015 
Part 2: 2.3 CLG post due before 11:59 p.m. on Saturday, June 20
2.4 Planning With Our Students In Mind
What can we learn about the students of Arabic and Chinese that we will be teaching that can help inform the planning of our online synchronous lesson? We will examine the syllabi for each language program to find out. We’ll use that information to create our learning targets for our learning episodes that we will share with members of our Peer Microteaching Group. We will also give each other feedback on our learning targets.

Part 1: 2.4 PMG post due before 11:59 p.m. on Friday, June 19
Part 2: 2.4 PMG post due before 11:59 p.m. on Saturday, June 20  
2.5 Designing For Effective E-Learning
How do we make best use of instructional design principles for online language learning environments? We’ll review eight guidelines for designing effective e-learning and select one for use in our learning episodes.

Self-assessment Jeopardy-style quizOne e-learning guideline to use in learning episode due before 11:59 p.m. on Saturday, June 20 

Looking Ahead

In module three we will apply our learning about performance-based activities to the development of our peer micro-teaching. We’ll start work on a performance-based learning episode and assessment that:

  • targets the appropriate proficiency level for the CSUSB students
  • reflects real-world scenarios 
  • is appropriate for synchronous, online learning environments
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