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I can explain the difference between a topic and a theme and say why themes are better for teaching.

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I can explain the difference between a topic and a theme and say why themes are better for teaching.

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1. Themes are ...

2. Themes are NOT ...

3. Themes make learning easier because ...

4. Themes also make learning easier because ...

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I can identify two important points about vocabulary acquisition and list 6 games.

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I can identify two important points about vocabulary acquisition and list 6 games.

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1. Vocabulary is best learned ...

2. Vocabulary is best learned ...

3. Game #1

4. Game #2

5. Game #3

6. Game #4

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I can explain why I agree or disagree with embodied meaning

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I can explain why I agree or disagree with embodied meaning

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Meaning is based on 'affordances' or how we interact with things.

We attach new meanings to 'grounded' meanings or meanings that we already understand.

Sometimes meaning attachments are random.

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I can list routines that I use regularly in my class. 

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I can list routines that I use regularly in my class. 

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1. Routines

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I can identify 4 practices that help me and my students maintain at least 90% target language use.

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I can identify 4 practices that help me and my students maintain at least 90% target language use.

# data[].attributes.attachment_link.title
ACTFL - Going FOR 90% Plus: How to Stay in the Target Language

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Cynthia Hitz launched her language teaching career largely by the book.

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I can name 3 advantages of speaking in the target language at least 90% of the time.

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I can name 3 advantages of speaking in the target language at least 90% of the time.

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1. Advantage?

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I can play 4 activities in class that focus on Comprehensible Input & incorporate Embodied Meaning or Mirror Neurons

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I can play 4 activities in class that focus on Comprehensible Input & incorporate Embodied Meaning or Mirror Neurons

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Gestures
Charades
Head-to-head
If you can hear me ...

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Learning & Acquisition

Right & Left Brain Characteristics

Achievement & Proficiency

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What are they?

What makes them work?

When do mirror neurons not work?

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I can identify cognitive load in my lesson plans

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I can identify cognitive load in my lesson plans

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1. High load - Abstract, narration/description in time frames, paragraph

2. Low load - Concrete, personal, words

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Presentation QR code

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Notes

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I can describe two perspectives on Brain Breaks.

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I can describe two perspectives on Brain Breaks.

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1. Overload
2. Underload

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I can explain general principles of learning

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I can explain general principles of learning

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1. Why do students remember what they hear first?
2. Why do students remember what they hear last.
3. How should you start class? What does that mean for the middle of your class? How should you end class?

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I can say what goal-orientation is and how it affects learning.

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I can say what goal-orientation is and how it affects learning.

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1. How the brain processes different input.
2.  Two ways that goals make learning easier.
3. Two ways that I can make activities goal-oriented (not grade oriented) .

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I can identify two ways that I can incorporate games more into my class.

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I can identify two ways that I can incorporate games more into my class.