“Survivor: Improved Simulated Immersion Strategies for Keeping Students in the Target Language”

2. “Survivor: Improved Simulated Immersion Strategies for Keeping Students in the Target Language” Presented by Tammy and Kevin Lyons

3. Contact Information: Kevin Lyons: klyons@wiu.k12.pa.us Tammy Lyons: tlyons@wiu.k12.pa.us losleones.webs.com

4. What exactly is “Survivor”?

5. “Survivor” is a methodology that is used to assist in facilitating a simulated immersion atmosphere.

6. What exactly is “Simulated Immersion”?

7. “Simulated Immersion” is a second language methodology based on Terrell’s “Natural Approach” and Krashen’s “Input Hypothesis”.

8. “Simulated Immersion” is used to facilitate a target language only atmosphere in the classroom.

9. “Simulated Immersion” avoids translation at all costs, but rather uses “Negotiation of Meaning” between teacher and student (and student to student) to foster communicational proficiency.

10. Why should I use “Survivor”; what will it do for me?

11. “Survivor” for the students, is an incentive based “game” in which students receive classroom perks for speaking in the target language.

12. Using “Survivor” you (the teacher) will… -Maximize time students spend negotiating meaning! -Make students comfortable hearing and using L2! -Spend more time using higher level thinking and problem solving skills! -Increase rigor and student achievement! -Create a fun and enjoyable classroom atmosphere!

13. How to implement Survivor in your classroom:

14. First… -Set up a reward system for “paying” students to speak in the target language during classroom activities and during certain “Survivor” like competitions and/or games. -You can use the “pesos” provided in this packet and/or on our website.

15. Example of my “pesos” reward system…

16. Students accumulate these “pesos” for participating and winning “tribal” games and trade them for higher denominations as the game progresses.

17. Second… -Set up a “Survivor” store in which the students can purchase classroom perks that they obtain with the incentive reward system. -You can use our “store” or create your own for which the students use their “pesos” to buy classroom perks.

18. Example of my “Survivor” store…

19. The rules… -Make the rule in your classroom that English is not permitted. Only on certain “teacher allowed” occasions can the students speak English. Students may purchase the opportunity to speak English with “pesos” or equivalent incentive techniques.

20. The rules… -When a student does speak English he or she is given a warning for a determined amount of time. During that time the student is not permitted to use the “Survivor” store. The warning will be “wiped clean” after a determined amount of time. (I use a week)

21. The rules… -When a student speaks English while he or she is warned they are officially eliminated from the “Survivor” game. -When a student is eliminated from the game they are no longer permitted to use the “Survivor” store.

22. The rules… -If a student becomes “warned” or “officially eliminated” they can purchase the right to rejoin the game, but I suggest making that “price” in the store high enough to justify not wanting to be eliminated in the first place.

23. The rules… -If a student continually speaks English after being eliminated; they receive “checks”. These checks also cost the student “pesos” therefore creating the atmosphere that speaking English will further cost them the ability to purchase the perks within the store.

24. The rules… -Any student that is not eliminated is therefore eligible to “buy” any of the perks within the “Survivor” store at any given time. -Remember, you can set the amounts for any perk that you are willing to “sell” to your students. -Keep in mind, that the more that they can obtain; the more willing they are to earn the pesos.

25. The benefits of using an incentive based system such a “Survivor”… -Students are constantly negotiating meaning and forming connections to further enhance their communicational proficiency

26. The benefits of using an incentive based system such a “Survivor”… -“Pesos” can be used as an error correction device -Students can get 10 pesos for just participating; 20 pesos for just being correct; and receive 30 pesos for using an advanced grammar function in the response

27. The benefits of using an incentive based system such a “Survivor”… -Normal classroom games can become tribal competitions which create a more “game-like” atmosphere.

28. The benefits of using an incentive based system such a “Survivor”… -Tribal games never have to have a distinguished “loser”. You can set it up so that everyone wins something; or so that the teams that scores the most win the most pesos.

29. The benefits of using an incentive based system such a “Survivor”… -There is no concrete “punishment” for speaking English, just constant rewards for speaking the TL. Students are therefore never really excluded from the game permanently and always feel as if they can get “more” if they use the target language.

30. How can I implement communicational activities in my classroom so that I can reward students for exculsively using the TL?

31. Activity #1 for content focused communication… -THE SURVEY

32. -The survey asks 2-6 questions that students must ask other students in order to fill out a table of answers on which they will later report to the class…

33. Example of a “Survey”: -Let’s take two easy questions for a level one survey: -How old are you? -How are you today?

34. Example of a “Survey”: -The students create a table which has one more column than the amount of questions.

35. Example of a “Survey”: -Students then fill in the answers for the teacher; as an example.

36. Example of a “Survey”: -Students then fill in the answers for themselves.

37. Example of a “Survey”: -Students then go around the room asking other students the same questions, adding more and more information into their columns.

38. Example of a “Survey”: -When the entire table is filled; students then return to their seats and the teacher begins to ask third person questions requiring the students to respond with the name and emotional state of other students.

39. Example of a “Survey”: -Example: Teacher: “Jake, what is this students name, how old is he and how is he today?” Jake: “His name is John, he’s 15 and he is not feeling well today.”

40. Example of a “Survey”: -Students that respond in the target language receive the incentive based reward that can be saved to be used within the “Survivor” store.

41. Activity #2 and #3 for content focused communication… -Picture Paragraphs -Picture Panels

42. How can I adapt "Survivor" to meet my classroom needs?

43. Adaptations: -Teachers can adapt any portion of the game to fit their needs.

44. Adaptations: Examples… -Teachers can adjust the overall length of the game. -Teachers can adjust how much students are paid and/or how much things cost. -Teachers can avoid the elimination part of the game and just give “fines” for unpermitted English. -The possibilities are endless….

45. Extras or additional items used in the planning and/or running of the game

46. -Rules for the students -Contract for students -Explanation for parents

47. Recent Survey Results:over 1000 Greensburg Salem students surveyed over a five year span. 1. Was your overall experience in playing “Survivor” in your language class positive, neutral or negative? 95.6% positive 4% neutral .4% negative 2. What percentage of your class was conducted in L2? 81% of students responded “99% or more” 18% of students responded “between 95% and 98%” 1% of students responded below 95% 3. Comment on the rigor of the class and the amount of material you think you learned. (open ended question) 67% of students said in similar terms “I learned a lot more than other classes” 4. What did your teacher do to help you understand the material? (open ended question) 41% of students said “illustrated/ acted out” 47% of students said “explained in multiple ways using the target language” 29% of students said “used a context and examples” 0% of students said “reverted to English” 5. How did “Survivor” affect your learning? (open ended question) 63% of students said in similar terms “it made me want to learn the target language more” 33% of students said in similar terms “it forced me to think in L2”

48. Questions or comments?

49. Contact Information: What we can present in 60 minutes cannot do “Survivor” justice…. We have an open door policy at Greensburg Salem. Our administration is extremely willing to allow visitors to come and see “Survivor” for themselves. We offer district in-servicing as well. We have trained several districts to efficiently use “Survivor” and the research that backs “Simulated Immersion”. Please don’t hesitate to contact us if your are interested in visiting Greensburg Salem to see “Survivor” in action or to organize an in-service training for your department.

50. Contact Information: Website: LosLeones.webs.com Email: tlyons@wiu.k12.pa.us – Tammy Lyons klyons@wiu.k12.pa.us – Kevin Lyons District: Greensburg Salem School District 1 Academy Hill Place Greensburg, PA 15601 724-832-2960