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Discover What Works in the Classroom of the National Language Teacher of the Year

Discover What Works in the Classroom of the National Language Teacher of the Year Ray Clifford, ACTFL President  Marty Abbott, Director of Education, ACTFL Mara Sukholutskaya, SWCOLT Representative to ACTFL Janet Glass, ACTFL National Language Teacher of the Year. THE GOAL:

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Discover What Works in the Classroom of the National Language Teacher of the Year

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  1. Discover What Works in the Classroom of the National Language Teacher of the Year Ray Clifford, ACTFL President  Marty Abbott, Director of Education, ACTFL Mara Sukholutskaya, SWCOLT Representative to ACTFL Janet Glass, ACTFL National Language Teacher of the Year

  2. THE GOAL: Sustaining conversation THE THEME: A visit from Don Quixote THE MEANS: …

  3. scaffolding

  4. and motivation

  5. VYGOTSKY - “Scaffolding”…the expert takes control of those portions of a task that are beyond the learner’s current level of competence, and allows the learner to focus on the elements within her/his range of ability…

  6. Scaffolding Scarcella and Oxford, 1992

  7. Motivation Stephen Krashen . . . acquisition can only occur in the presence of certain affective conditions: i.e., the learner is motivated, self-confident, and has a low level of anxiety.

  8. Talk with Don Quixote!

  9. Don Quixote walks off the page and into our lives. After reading about this world-renown Knight, we have some questions. Ask him about his triumphs among the kings and queens and castles of La Mancha. Find out why he launched the attacks. Always curious about people, he wants to hear about our lives. We’ll be ready! Of course, he only speaks Spanish.

  10. How the world has changed since the 1600’s! • The Great Knight will be amazed by what we tell him about ourselves and our classmates. • Wait, how well do we really know our classmates? Let’s get to know them • better. • You’re going to talk with three different classmates and try to get to know a lot about what they like to do. • Find out where they like to do it and when. • Alone or with someone else? With whom? • Is there a special reason they enjoy it? What else do they like?

  11. Practice Grammar Through Games

  12. …and through stories

  13. The Task • Each person will pick a name out of the basket. Announce the name to the class. ( No reactions, please!) Now that person is “taken.” • When everyone has a partner and you hear the signal, walk over and start a conversation about what each other likes to do. • You will get another signal in 3 minutes. Stop. Sit down. • Share with the class something new you just learned about your conversation partner.

  14. Before we begin We’ll see a few clips of last year’s conversations. We’ll also look at the rubric so you’ll know how to do your best.

  15. Think about: Can you say everything you need to say? If not, what can help you get prepared? What will you say if you don’t understand your partner? What will you do if your partner misunderstands you? How can you fill a gap in the conversation? Is there something we could go over in class, in groups, for homework that might help you?

  16. The Rubric - Interpersonal

  17. For more examples of rubrics based on performance, please go to: http://flenj.org/CAPS/?page=149

  18. The Video Clip Isabel David Videoclip.WMV

  19. Information-exchange tasks Which of these language functions did you see in the video? • Ask about preferences • Express likes and dislikes • Express interest in the speaker’s statement • Comment on statements • Express surprise or approval • Follow-up questioning • Ask for repetition or clarification • Express lack of understanding

  20. Para comunicarse Look at this sample from a high school text book. What language functions do you see in this exercise? Is it possible to complete it without regard to meaning? Draw a conclusion about student investment in the activity.

  21. Let’s compare In which activity do students see the long term goal? Are learners invested in the results? Do students have a say in planning the scaffolding they need? While in pairs, do learners have opportunities to take on a variety of roles such as teacher or resource ? Which activity has more of a social component? Is the exercise mechanical or meaningful? Does the exchange build towards proficiency? Which could accommodate a native speaker? A student with learning disabilities?

  22. Motivating tasks Let’s look at some other motivating tasks

  23. Webquest: El Dia de los muertos Read an introduction to the celebration. Underline in red all the words that relate to negative feeling. In blue, underline the positive feelings. http://www.acabtu.com.mx/diademuertos/panteon.html http://www.acabtu.com.mx/diademuertos/altar.html http://www.quia.com/jg/536069.html Choose a page that describes a holiday in the U.S. and another in Mexico. Use a “T” chart to compare the two holidays. www.azcentral.com/ent/dead/video http://www.mexicanmuseum.org/membership/article_news.asp?articlekey=205&language=spanish http://www.plaoar.edu/library/displays/Octpber2001/default.htm http://travellady.com/articles/articles-diamuertos.html For more resources by the author of this webquest, Lori Langer de Ramírez, go to: www.miscositas.com

  24. Look at some prints of the artist Jose Guadalupe Posada. Choose your favorite and describe it using five adjectives www.hawaii.edu/artgallery/posada/Calaveras/Index.html www.mexconnect.com/mex_/feature/muertos/ph146posada.html http://ashleysherry.tripod.com/halloween/posada.html Choose a site for e-cards about Dia de los Muertos. Send your teacher a greeting. www.azcentral.com/postcards/ViewPostcards.php?categorylD=9 www.deepestfeelings.com/holidays/day_ofthe_dead/index.shtml http://browse.postcards.org/postcards/cards/1136 http://acapulco2000.com/cgi-bin/pc.cgi?halloween Follow a recipe and bring in the results to share or make a craft project and bring it to class http://pbskids.org/mayaandmiguel/espanol/parentsteachers/lessonplans/celeb.html www.univision.com/content/content.jhtml?cid=4437 www.geocities.com/Athens/Acropolis/1506/sugar.html

  25. Research the Monarch butterfly’s migrations from Canada to Mexico. How is this migration threatened? Create a public service video to inform people. Send it to a Spanish language TV station or post it on Youtube. • Lee el artículo “La migración de la mariposa monarca” • Consulta: http://www.learner.org/jnorth/monarch/index.html. • Dibuja el camino de la migración de la monarca en el mapa. • ¿Cuáles son los estados de los Estados Unidos donde vuelan las mariposas?

  26. For units based on integrated performance assessments on the Monarch butterfly and urban parks, please go to: http://www.nj.gov/education/aps/cccs/wl/ frameoworks/wlo/

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