Professional+Engagement

// This page contains ideas, information, and materials regarding professional engagement in world language education. //

**Today's Topic:** Professional Engagement

**Today's Objectives:**


 * Students will explain how professional organizations are structured in world language education.
 * Students will define //professional engagement// and //personal learning networks// (PLN).
 * Students will explain the relationship between professional engagement and proficiency.
 * Students will participate in professional communities of practice.
 * Students will reflect on their participation in a professional conference.

**Today's Guiding Questions:**

1) How is world language education structured? 2) How do professional conferences support professional growth? 2) What is // professional engagement // and how is it related to a personal learning network (PLN)? 3) Why is professional engagement critical to student learning? 4) How can participating in professional conferences and organizations facilitate professional engagement, professional growth, and proficiency development?

**Today's Tools:** [|ACTFL Online Communities],, , , , , , ,


 * ACTIVITY 1: Buzzword Bingo**
 * Lotería profesional **

** ACTIVITY 2: How can you detect a professional when you see one? **


 * ¿Cómo se sabe que una persona es un profesional? **


 * What does a professional look like?
 * Appearance
 * Clothing
 * Grooming
 * Observation
 * What does a professional sound like?
 * Communication
 * E-mail/Letters
 * Address
 * Salutation
 * Content
 * Closing
 * Signature Line
 * Online Professional Presence/Social Networking
 * Delicious
 * Linked In
 * Facebook
 * Friend Feed
 * Twitter
 * Telephone
 * Voicemail Message
 * Greeting (Yeah v. Hello or personal identification)
 * Discourse
 * Content/Focus of Conversation
 * Tone of Conversation
 * Vocabulary
 * Experience v. Expertise?
 * How does a professional behave?


 * ¿Cómo se parece?
 * Apariencia
 * Comportamiento
 * Ropa

>
 * ¿Cómo se suena un profesional?
 * Comunicación
 * Correo electrónico/cartas
 * Dirección
 * Salutación
 * Contenido
 * Saludo
 * Firma
 * Presencia profesional en la red
 * Delicious
 * Linked In
 * Facebook
 * Friend Feed
 * Twitter
 * Teléfono
 * Voicemail Message
 * Saludo (¡Oye! v. hola o identificación profesional)
 * Discurso
 * Contenido/Enfoque de la conversación
 * Tono de la conversaci ón
 * Vocabulario
 * Experiencia v. Especializaci ón


 * ¿Cómo se porta un profesional?

** ACTIVITY 3: Professional Engagement Jigsaw **
 * Professional Engagement ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * What is it?
 * Differences between traditional v. engaged teachers?
 * Role of tech/literacy?

** Interacciones profesionales **
 * Interacciones profesionales ([|Becker & Riel, 2000]; [|Riel & Becker, 2008]) - **JIGSAW**
 * ¿Qué es?
 * Diferencias entre profesores tradicionales y profesionales más involucrados?
 * ¿El papel de la tecnología y la alfabetización?


 * ACTIVITY 4: Personal Learning Networks & Social Capital**
 * PLNs
 * **Cocktail Party -** Introductions, Inserting Yourself Into a Conversation, Establishing Yourself as a Professional, Elevator Advocacy/Education, Exiting a Conversation
 * Tech Tools - [|Facebook], [|FLTEACH], Google Chat/Hangout, [|Google Reader], [|Hootcourse], [|Twitter]

** Redes del aprendizaje **
 * PLNs
 * **Cocktail Party -** Presentarse, meterse en una conversación, establecerse como profesional, "Elevator Advocacy"/Educación, salir de una conversación
 * Herramientas tecnológicas - [|Facebook], [|Feedly], [|FLTEACH], [|Google Chat/Hangout], [|Hootcourse], [|Twitter]


 * ACTFL (Paquetes) [|ACTFL Online Communities]


 * ACTIVITY 5: Preparing for Professional Conferences**


 * Professional Development
 * [|ACTFL] - National (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - State (Half-day meeting this year)
 * BYU Spanish Teachers Workshop
 * Logistics
 * Transportation
 * Dress & Comfortable Shoes
 * Check-in for Volunteers & Types of Duties (Registration, Luncheon Ticket Takers, Presiders, Runners)
 * [|Format] (Sessions, Keynote/Luncheon, Exhibits, AAT Meetings)
 * Bring:
 * Bag
 * Business Cards
 * Gum or Mints
 * Laptop or Notepad
 * Pen
 * Snacks/Water
 * Sweater
 * UFLA Assignment [[file:Professional Conference Assignment 2011.doc]] [[file:Professional Conference Assignment 2016.pdf]] [[file:Professional Conference Assignment 2016.doc]] Twitter Hashtags: #ufla16 #actfl16


 * Preparar para conferencias y talleres profesionales **


 * El desarrollo profesional
 * [|ACTFL] - Nacional (Orlando, FL the week before Thanksgiving 2013)
 * [|SWCOLT] - Regional (Snowbird, UT in 2014)
 * [|UFLA] - Local (Half-day meeting this year)
 * BYU Spanish Teachers Workshop
 * El transporte
 * La ropa y zapatos cómodos
 * Voluntarios, tipos de responsabilidades (Registración, boletos para el almuerzo, ayudantes en las sesiones, mensajeros
 * [|Format] (Sesiones, Discurso de apertura, almuerzo, exhibiciones, reuniones de AATs)
 * Bolsa
 * Tarjetas de negocio
 * Chicle o mentas
 * Computadora o papel
 * Boli
 * Comida/agua
 * Suéter
 * Asignación de SWCOLT
 * Hashtag #swcolt14


 * Having difficult conversations:**

=Formula for Difficult Conversations=

1) Step 1: Introduce the conversation - "//Hey, do you have two minutes?"// 2) Step 2: State your motive - //"I need to talk to you."// 3) Step 3: Describe the behavior - //"I've noticed..."// 4) Step 4: State the impact of that behavior 5) Step 5: Ask the other person for their perception of the situation - "//What are your thoughts?"// 6) Step 6: Make a suggestion or a request - //"Would you be willing to...?"// 7) Step 7: Agree on next steps 8) Step 8: Thank you - "//Thank you for having this conversation. I know it was awkward."//

//"When you tell people the truth, you are doing them a favor."//

[|Giving Feedback - 3 Funny Examples of Giving Feedback to Employees] media type="youtube" key="28N2p3smEsw" width="560" height="315"


 * Homework:**


 * 1) Examine the materials in the ACTFL folder (from class).**

a) Look at //The Language Educator// and //FLAnnals.//
 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.
 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?


 * 2) Propose topics for your conference presentation: [[file:Professional Conference Presentation Rubric.docx]] [[file:Professional Conference Presentation Rubric.pdf]] **


 * 3) Create a ROUGH draft of your conference presentation using this template: **[[file:Conference Proposal Template.docx]]

a) Use your bullet point summary as an outline. b) Add that information into the PowerPoint template. c) Add the other information that is missing. d) Be ready to show this to a partner in class. e) This is your ROUGH draft, not the final copy.

**4)** ** Examine these examples of professional presentations: **


 * [|Cultura y comunicación con comerciales] - Whole presentation
 * How is the presentation //structured//?
 * How does the presentation use //images and text// to support one another?


 * [|Kick the Vocab. Quiz] - Whole presentation
 * How does this presentation //include theory//?
 * How does this presentation //provide practical strategies// for implementing theoretical ideas?
 * How does this presentation //engage the audience// in the presentation?


 * [|Bridging the Gap] - First 15 slides only
 * How is the presentation title related to the images?
 * How is each image in the first 15 slides related to the content of the slide?
 * How many different strategies does this presentation use to engage the audience in discussing the content in the first 15 slides?


 * [|Learning from Life] - First 30 slides only
 * How does this presentation connect everything to a theme?
 * How does each image help to convey the content?


 * [|Tools for an Awesome Presentation] - Whole presentation
 * Choose one piece of advice to try in your presentation.

a) Read this [|call for proposals from] // [|The Language Educator.] // b) Choose ONE of the two issues. c) Select a topic that falls within the guidelines for the issue you chose. d) Remember that your topic MUST focus on a __practical__ aspect of K-12 world language education. e) Generate an e-mail for Dr. Montgomery containing:
 * 5) Write an article for The Language Educator. [[file:The Language Educator Article Template.docx]] [[file:The Language Educator Article Template.pdf]][[file:The Language Educator Article Rubric.docx]] **


 * The subject line: Conference Proposal
 * A proposed topic for your article for // The Language Educator //


 * RESOURCES: **

Scaffolding for // The Language Educator // Article // : We will write this in baby steps. You only need to take ONE step by next Thursday. //

**FIRST STEP:**

1) Explore the issue of // The Language Educator // you took home today. 2) Find an article you REALLY LIKE from the issue. 3) Photocopy it (or if you are an ACTFL member, find it online, then copy and paste it into a new document). 4) Review the attached template: 5) Label your photocopied article with each of the sections listed on your template. 6) Do NOT write on the article!

Tips:


 * Use the article as a "mentor text:" Analyze the article for content, organization, word choice, tone, etc., so you can use the article as an example for your own.
 * Use the outline you created for homework to guide your writing.
 * Remember to write so that you answer a REAL question that REAL teachers REALLY have!


 * SECOND STEP: Draft Your Article in Bullet Points **


 * Thesis Statement: ** // What is the main idea of your article? //


 * Purpose of the Article: ** // What action do you want teachers to take after reading your article? // (Please write this as a "can do" statement.)


 * 7 Key Principles: ** // What important ideas do teachers need to understand in order to "do" what you listed above? // (These principles should be the basis of your argument and should "add up" to your final conclusion.)


 * Structure these as a logic chain, where the last word or concept in the sentence becomes the first word of the next sentence.
 * Make sure that each principle progressively builds to your final "conclusion"--the big idea that you want teachers to take from the article.
 * Make sure that your principles lead the reader's thinking so that by the time they get to the conclusion, they say, "Oh, that makes perfect sense! Of course!"


 * 3 Pedagogical Strategies: ** // What basic steps do teachers need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)


 * THIRD STEP: Self-Evaluation **

a) Does your title "capture" the reader's attention by addressing a common problem easily recognizable to K-12 teachers?

b) Does your title show that you will offer a new perspective or idea about your targeted problem?

c) Did you write your article with a focus on your AUDIENCE (as opposed to your content)?

d) Does your article systematically answer the questions practicing teachers are likely to have about your topic?


 * Here's the classroom situation that made me want to explore this topic
 * Here's what I found out about the topic from my explorations
 * Here's what that information fails to address, consider, or take into account (i.e., here are the problems that we still have with this topic)
 * Here's my proposal for addressing those problems I just identified

e) Does your article meet all of the author guidelines?


 * FOURTH STEP: Draft the Article in Prose **


 * FIFTH STEP: Peer Review **

We will do this in class.


 * SIXTH STEP: Feedback from Dr. M. **


 * SEVENTH STEP: Revise **


 * EIGHTH STEP: Feedback from a Colleague & Submit **