2. Learning Goals: To self reflect about different learning styles (Multiple Intelligences) and acknowledge and learn to monitor level of anxiety. (questionnaire) To understand the three different communication modes and to access the online tools that support communicative activities. To gain some insights about the elements and principles of design. To put into practice a set of metacognitive strategies to be in charge of successful learning experiences. After this presentation students will be able to …

4. Metacognition= thinking about thinking

5. We are happiest and most successful when we learn, develop, and work in ways that make best use of our natural make-up. As such the ‘multiple intelligences’ indicator helps you to focus on the sorts of learning and work that will be most fulfilling and rewarding for you.

6. Learn about neuroplasticity — the fact that the brain can grow new connections between neurons as we learn something by having new experiences. We can then strengthen these connections by remembering, practicing, visualizing, or using the new information. http://faculty.washington.edu/chudler/neurok.html

7. . Human brains are as unique as faces. All brains are not equal because context and ability influence learning. The brain is changed by experience. The brain is highly plastic. The brain connects new information to old. Students need to envision their brain as a muscle that gains power over time as much as any other muscle does : by stretching. Learning is stretching their thinking muscle.

8. The brain is a muscle that can expand or retract according the activities it gets involved with.

9. “ WHEN WE ENCOUNTER NEW information, the brain quickly goes into pattern-recognition mode. If it reminds us of something we’ve encountered before, we know how to respond. But what happens when the new information doesn’t “fit” with existing understanding? Speaking another language is a novelty for the brain.

11. Foreign Language Classroom Anxiety Scale Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132. 1. I never feel quite sure of myself when I am speaking in my foreign language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 2. I don't worry about making mistakes in language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 3. I tremble when I know that I'm going to be called on in language class. Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

12. Short-Term Goals: Help us feel a growing sense of accomplishment. Example: I want to write an e-mail to my Spanish penpal once a week. Long-Term Goals: Provide motivation for learning the language. Example: I want to be able to order food in a restaurant when I go to Paris this summer.

13. Daily learning targets

16. retention Teachers and learners must be aware of the retention pyramid in order to develop an effective and relevant curriculum to activities.

17. Communicative competence

19. Interpersonal communication

20. Interpersonal Communication Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

21. What can students DO in the Interpretive Mode? ✦ mark words, phrases, ideas they understand ✦ identify the main idea ✦ infer meaning of words in context ✦ determine the theme of a song from rhythm, chorus, visual clues in video ✦ draw what is being described / follow a route on a map as it is described

22. The Interpretive Mode refers to the ability to listen to music, look at visuals or read a text and interpret its meaning.

23. Presentational Communication

24. Types of Presentations Descriptive =describe something or someone, experiences, feelings, objects, places, people or events. Narrative = tell a story. Demonstrations= demonstrate understanding of how something works or instructions on how to do something. Explanatory= provide evidence to justify why something is that way Transformative = persuade an audience to adopt the presenter’s point of view. [Note: this means convincing someone to change their way of thinking, i.e. breaking a stereotype.]

26. Why learn another language? The top reason American High school students enrolled in a world language class is to fulfill college and university entrance. In California, two years are required, 3 years are recommended.

27. Motivation 1- Why do people learn a second or foreign language? 2- What are the characteristics of good L2 learners? 3- How would you define motivation? 4- Which theories of Motivation do you know about? 5- Who are the researchers in the field of motivation for language learning? 6- How would you assess students' motivation? 7- What should teachers do to motivate their students? http://www.nadasisland.com/motivation/#conc

30. Active learning = visualization and making connections There is an mental imagery that can be visualized for most words. For example, the Latin roots of the words conspire literally mean Breathing together. Conspire calls up in our mind’s eye an image of two heads close together, one whispering into the other’s ear. The image conveys the meaning.

36. Developing autonomy in language learners

42. References modes of communication http://www.actfl.org/i4a/pages/index.cfm?pageid=1 Elements of design http://artlady.janishenderson.com/?page_id=5 Foreign Language Classroom Anxiety Scale Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125‐132. The Power of communication http://www.billiondollargraphics.com/infographics.html Developing Autonomy for Language Learners http://www.nclrc.org/guides/HED/