Author Archives: jos76

119: Teacher ToolBox Episode (Vol 5)


This is the fifth teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have lots to share with you.

Sorry (not sorry), But They Will Keep Asking

“Can we play a game?” Embrace the request and discover 15 activities that can be easily adapted to any language or level. Fill your teacher toolbox with ways for students to engage enthusiastically with the target language in all modes.  

Activities mentioned in this episode:

This Google Doc has all of the links.

Interpersonal

Interpretive

Presentational

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

118: What If Common Assessments Are Not Proficiency-Based


Join me on the podcast for a Leveling Up Coaching Episode.

Do you have to balance common assessments with your proficiency-focused classroom?  Is this a bit of a challenge when those common assessments are not all that focus on proficiency and communication? Today’s episode is a Leveling Up episode, where I coach Lisa, a French teacher in Michigan. Balancing common district assessments in a Proficiency-Focused Classroom  is the area where wants to level up her teaching practice. So let’s start the conversation. 

Suggestions:

  • Might have to be a both/and during these years of transition. Allow for this.
  • Leave 1-2 days at the end of a unit to check in on the material that should be covered on the district common assessment. Any topics that were not covered during the unit can be quickly added on at the end so that students are prepared.

Action Plan:

This Week:

  • Review the district assessments and analyze the proficiency objectives in your curriculum. Identify specific areas where the two align and make sure that the focus remains on language proficiency, while also setting students up for success on the common assessments.
  • Make note of the topics that will be added on to the final days of the unit to align with the common assessment.

The Coming Weeks:

  • Initiate discussions with department heads or administrators to advocate for the importance of proficiency-focused assessment in language learning.
  • Present evidence of its benefits and explore possibilities of incorporating proficiency tasks into district assessments.
  • Start with the walkers and get them into running mode, then move onto those standing on the side.

Helpful Podcast Episodes on This Topic:

Helpful Blog Posts on This Topic:

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

Effective Strategies for Checking Comprehension in Language Learning

We increasingly understand the central role of students’ understanding of language as they move up in proficiency and acquire language.  This makes comprehension checks a vital part of the process.

Effective Strategies for Checking Comprehension in Language Learning (French, Spanish)

The Role of Comprehensible Input

The importance of comprehensible input cannot be overstated. It’s the foundation on which students build their linguistic abilities. Krashen’s Input Hypothesis emphasizes the significance of comprehensible input as the key to acquiring language.  It is, therefore, crucial to ensure that the language input is just a step above the students’ current understanding level.

Make Sure the Input is Comprehensible

Use techniques such as visual cues, body language, cognates, and examples of common associations to make input more comprehensible.  Slow down the pace, and simplify complex language structures to facilitate better understanding.

Regular Comprehension Checks

Frequent comprehension checks are essential to gauge student engagement and understanding. Effective comprehension checks provide insights into students’ learning progress and allow teachers to make informed instructional adjustments.

What to Do with What We Learn From the Comprehension Check

Insights from comprehension checks allow teachers to tailor instruction to meet individual student needs effectively. Identifying students’ readiness levels helps in providing appropriate learning support and ensuring no student is left behind.

Strategies for Effective Comprehension Checks

  • Use targeted questions that require thoughtful responses, aligning with the students’ proficiency levels.
  • Integrate formative assessments such as exit tickets, quizzes, and short surveys to gauge student understanding at different stages of the lesson.
  • Organize group discussions or peer-to-peer interactions that encourage students to articulate their understanding of the language material.
  • Introduce interactive activities that require students to apply the language knowledge gained, such as role-plays, debates, or problem-solving tasks.
  • Incorporate visual representations like diagrams, infographics, and concept maps to reinforce language comprehension and facilitate visual learning.
  • Promote the use of reflective journals or learning logs where students can express their understanding of the language content and any areas where they need further clarification.

Total Participation Techniques

In addition to the effective comprehension checks, consider incorporating specific Total Participation Techniques outlined in the book Total Participation Techniques: Making Every Student an Active Learner by Prsida Himmele and William Himmele. Some of the techniques highlighted in the book that could be particularly beneficial for formative comprehension checks include:

  • Think-Pair-Share: Encourage students to think about a question or prompt, discuss their thoughts with a partner, and then share their ideas with the entire class.
  • Four Corners: Use the Four Corners technique to prompt students to choose a corner of the classroom that aligns with their response to a specific question or statement.
  • Implement the RallyRobin technique, which allows students to work in pairs and take turns sharing ideas or responses.
  • Assign short writing exercises where students can express their understanding of the material.
  • Encourage students to review and provide constructive feedback on each other’s work.
  • Jigsaw Activities: Implement jigsaw activities that require students to work collaboratively in groups, with each student responsible for a specific aspect of a larger concept.

Questions to Reflect On

  • Are you integrating regular comprehension checks into your teaching practice?
  • How can you ensure that students are demonstrating their comprehension at the desired proficiency level?
  • What adjustments can you make based on the insights gathered from your comprehension checks?

Checking for comprehension in the language learning process is a crucial step in fostering a robust linguistic foundation for students. By incorporating effective comprehension checks and implementing the strategies above, you can ensure that your students are not only engaging with the material but are also comprehending and internalizing the language input effectively.  These checks also provide essential formative information for moving ahead.

 

Student-Generated Graphic Organizers in the Language Classroom

Effective learning routines nurture students’ language proficiency and communication skills. We often think of the communication modes, proficiency levels and 90+% target language as the routines that we foster in the classroom.  I’d like to move the focus to another routine that supports these efforts. Student-generated graphic organizers are visual tools that offer a unique pathway for students to comprehend and engage with the target language.

The effectiveness of graphic organizers lies in how well they adhere to general principles of highly-effective learning routines. They are simple, versatile, and foster higher-level cognitive processes. They can be used across various age groups and content areas. I have personally found this tool to be indispensable in my teaching. There are lots of versions and options out there, but I want to share 5 that prove to be most useful.

Keep in mind that students creates these on their own.  They learn how to make them, what they are used for, and how to add in the language and details.  This creation process supports the critical thinking focus. The examples are color-coded to show where students write in the topic (orange boxes) and where they write in the supporting thoughts and details (blue).  The second image is what these organizers look like when students create them on their own.

Linear Details: Students us this organizer to illustrate the sequential order of events in a narrative. For example, students can create a flow map to outline the sequence of actions in a short story. This visual representation supports students in understanding a storyline with greater clarity.

Causes and Effects: Students use this organizer to analyze reasons, such as those that lead to historical events. For example, the students can highlight the French Revolution, with the causes that led to this moment in history and the subsequent effects  Students can grasp the intricate interplay between events and their ramifications. This organizer can also be use to look at and consider current events and those that happen in a story.

Brainstorming: This organizer is useful in coming up with quick details. For example, students can create a bubble map in the target language to write down topic details, describe an image, list activities, or assemble thoughts on cultural topics before writing or engaging in a speaking activity.

Comparing and Contrasting : Students use this organizer to compare and contrast various themes. For example, students can outline the similarities and differences in traditions and values among different cultures, fostering a deeper understanding of cultural diversity and nuances. This is also useful for comparing characters in a story before responding to to prompt in writing or engaging in a class discussion.

Categorizing: Students use this map to categorize vocabulary based on themes. For example, in a unit focused on food, students can categorize food items into groups such as fruits, vegetables, meat, and dairy, facilitating a more systematic approach to vocabulary acquisition.

These student-generated graphic organizers, created by the students themselves as part of the language learning process, not only deepen their understanding of the language but also hone their critical thinking and organizational skills. They stimulate critical thinking, encourage effective communication, and foster a deeper understanding of language and culture. By making the invisible visible, they empower students to navigate the intricacies of language learning with confidence and proficiency.

There have been many influences on my understanding of these concepts.  In particular Thinking Maps and Brain Frames have contributed to my more concrete understanding of how to use student-generated graphic organizers.

117: Guided Conversations in the Language Classroom with Jamie Rodriguez


How do you support your students through the process of getting them comfortable when it comes to speaking in the target language? On today’s episode I speak with Jamie Rodriquez, a Spanish teacher in Connecticut, who talks us through using guiding conversations to get students to that place of using the target language to speak not only comfortably, but confidently.

Topics in this episode:

  • what guided conversation are and how they benefit both student performance and language proficiency
  •  strategies for creating effective and engaging guided conversations that align with the curriculum and target language proficiency goals
  • how to adapt guided conversations for different proficiency levels
  • success stories of using guided conversations and the significant impact on students’ language proficiency and communication skills
  • Free Guided Conversations: Family Theme

Connect with Jamie Rodriguez:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

Comprehension-Based Communicative Language Teaching

Comprehension-Based Communicative Language Teaching (CCLT) is a teaching approach that encourages teachers to embrace the essential role of comprehension and understanding as a first step in acquiring language. I’d like to dive into CCLT, taking inspiration from the incredible work of Claudia Fernandez, who writes about this topic in the book “Honing Our Craft.

Comprehension-Based Communicative Language Teaching (French, Spanish)

What is Comprehension-Based Communicative Language Teaching?

CCLT is a teaching approach that redefines the role of comprehension in language acquisition. To understand the significance of CCLT, we must first look at its roots in Communicative Language Teaching (CLT), which emphasized the importance of communication. CLT introduced the concept of Communicative Competence (Canale and Swain, 1980), highlighting the role of interaction and production in language learning. However, it was Krashen’s Input Hypothesis (1985) that shifted the spotlight towards comprehension, suggesting that understanding messages is essential and sufficient for language acquisition.

What is Communication…Really?

One common misconception in language teaching is equating communication solely with oral production. This misconception has led to a disproportionate emphasis on production within current teaching practices, often relegating comprehension to a secondary role. CCLT aims to dispel this notion and place input (comprehension) at the center of the curriculum. While production is not neglected, it’s the understanding of messages that takes precedence.

How Do We DO CCLT?

In a CCLT classroom, remember to speak the target language for most of the class time. Make input activities meaningful and engaging, fostering an environment where students naturally strive for comprehension.

Don’t forget that accuracy in language is developed gradually, and comprehension is, in fact, a form of communication. Avoid planning classes solely around grammar points—grammar is a tool, not the ultimate goal of language learning.

In Conclusion

Comprehension-Based Communicative Language Teaching offers a fresh perspective on language education. It shifts the focus from rote production to meaningful comprehension, aligning with how language is acquired in the real world. By embracing CCLT, you empower your students to not just speak the language but truly understand and communicate with confidence—a goal at the heart of language education.

Reference:

Claudia Fernandez (2024) “Chapter 4: What is and What is Not Comprehension-Based Communicative Language Teaching? (CCLT) ” in Henshaw, Florencia G., et al. Honing Our Craft: World Language Teaching Today. Klett World Languages, 2024.

Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1, 1-47.

Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.

116: AI Tools in the Language Classroom


Are you using AI tools like ChatGPT?  Do you know about all the other AI tools that are out there and can help support your teaching, your curriculum and save you time?  Today, Noemí Rodríguez, a Spanish teacher in New Jersey, has thrown herself into the AI world. She shares lots of resources and tells about all the incredibly helpful ways that we can leverage AI tools as language teachers.

Topics in this episode:

  • what AI is and why should teachers consider using it
  • advice for language teachers who are eager to embrace AI tools but may feel overwhelmed or uncertain about where to start
  • Using AI tools to streamline lesson planning while still maintaining personalized learning experiences
  • striking a balance between leveraging AI tools and fostering meaningful interactions and cultural understanding among your students
  • examples of specific AI applications that work well in the world language classroom and how do these tools enhance the learning experience for students
  • AI Resources: Magic School, Diffit, Learn With Carlos, ChatGPT

Connect with Noemi Rodriguez:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Competency-Based Grading: A Paradigm Shift for Language Classrooms

In the ever-evolving landscape of education, we often find ourselves questioning traditional grading systems. As teachers committed to fostering language proficiency and learner autonomy, we should be at the forefront of embracing innovative approaches. I’d like to dive into into the concept of competency or even proficiency-based grading, drawing inspiration from the insightful work of Jude Krushnowski, whose contributions to this topic in the book “Honing Our Craft” offer valuable guidance.

A Shift in Grading Paradigm

Traditional grading often leaves room for ambiguity. It’s not uncommon for factors like punctuality, participation, or effort to influence a student’s grade. This approach results in what some have aptly termed a “hodgepodge grade” where attitude and effort muddle the assessment of actual language proficiency. Imagine two students with different grades, primarily due to non-academic factors, and consider how this affects equity in our classrooms.

Standards-Based Grading Principles

Competency, Proficiency or Standards-Based Grading (SBG), hinges on three core principles:

  1. Mastery Focus: SBG prioritizes the mastery of specific language skills, allowing grades to precisely describe that mastery level. The goal is for students to progressively enhance their performance through feedback, learning, and revision.
  2. Feedback and Rubrics: SBG thrives on providing multiple opportunities for students to demonstrate their learning, typically tied to well-defined rubrics. These rubrics help us evaluate various aspects of language proficiency, such as task completion, comprehensibility, and text type.
  3. Separation of Factors: SBG firmly separates academic achievement from non-academic factors like punctuality or homework completion. This division ensures that our grades genuinely reflect language proficiency.

Using Standards in Language Classrooms

SBG can seamlessly integrate with any set of standards, including world readiness standards and ACTFL Can Do Statements. The heart of SBG lies in rubric design, which offers multiple categories to assess various language skills. We categorize performance levels as emerging, partially sustained, mostly sustained, and fully sustained, providing students with clear benchmarks for improvement.

Multiple Attempts and Eliminating Bias

SBG encourages multiple attempts for students to demonstrate their learning, emphasizing the importance of feedback in the revision process. These retakes should not be identical to the initial assessment but rather an opportunity for growth. This practice not only reduces academic dishonesty but also promotes a fairer grading system.

The Questions Around Homework

Homework should contribute to mastery, not serve as a mere completion grade. By connecting homework to retakes, we provide students with a tangible reason to complete assignments while simultaneously eliminating the opportunity for implicit bias to creep into our grading.

In Conclusion

In practice, planning units around learning goals, collaborating with colleagues on common rubrics, and establishing clear reassessment guidelines are essential. Additionally, we should focus on formative and summative assessments, considering whether formative assessments will count towards grades or merely serve as prerequisites for summative assessments or retakes.

As educators, our primary aim is to facilitate the development of language proficiency and communication skills in our students. Competency, Proficiency or Standards-Based Grading grading aligns seamlessly with this mission, offering a transparent and equitable representation of what our students can truly do. It’s time to embrace this paradigm shift in education and empower our students to communicate with confidence.

You can also listen to my podcast episode on this topic.

Reference:

Jude Krushnowski (2024) “Chapter 7: Standards-Based Grading for Proficiency-Based Language Instruction” in Henshaw, Florencia G., et al. Honing Our Craft: World Language Teaching Today. Klett World Languages, 2024.

115: Pre-AP Strategies at Lower Levels


Do you have AP language classes in your program? When do you begin focusing on the linguistic and cultural competence skills that students will need to succeed at this level? A Pre-AP or a scaffolded approach to skills and content is beneficial in the language learning process, fostering critical skills and mindsets early on. Whether students pursue a language at an advanced or AP level or not, these skills not only enhance and support academic success, but they also cultivate confidence and competence. We’ll take a look at how we can begin fostering these skills early on.

Topics in this episode:

  • Benefits of integrating Pre-AP strategies
  • Building Strong Language Foundations
  • Cultivating Critical Thinking
  • Integrating AP Themes in Lower-Level Classes
    • Beauty and Aesthetics
    • Science and Technology
    • Personal and Public Identities
    • Families and Communities
    • Global Challenges
    • Contemporary Life
  • Differentiation and Inclusion

Blog Post that brings all of these ideas together with examples.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

114: Teaching and Assessing Writing


Join me on the podcast for a Leveling Up Coaching Episode.

How do you approach writing with students, particularly at the very beginning of their language learning journey? Today’s episode is a Leveling Up episode, where I coach Jenn, a middle school Spanish teacher in Illinois. Writing is the area where wants to level up her teaching practice. So let’s start the conversation. 

Suggestions:

  • Revisit the percentage of each communication mode in your grading and focus more on interpretative mode at the novice level.
  • Use clear, aligned rubrics for consistent and objective assessment of Novice-level writing in language classes.
  • Consider a single point rubric
  • Foster self-reflection and revisions to support language development and boost students’ confidence in their writing abilities. Leverage the single-point rubric

Action Plan:

This Week:

  • Gather resources: Compile a list of Novice-level vocabulary and simple sentence structures suitable for writing tasks.
  • Develop scaffolded prompts: Create a set of writing prompts that guide students to construct basic sentences and short paragraphs using the identified vocabulary and structures with opportunities to go beyond the expected proficiency level

The Coming Weeks:

  • Create single- point rubrics that align with the Novice-level writing expectations to assess vocabulary usage, sentence variety, and grammar
  • Implement scaffolded tasks: Introduce the scaffolded writing prompts in class, guiding students through the process of constructing sentences and paragraphs.
  • Provide formative feedback: Use the rubrics to offer constructive feedback on students’ writing and encourage self-reflection and revisions.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.