Category Archives: Podcast Episodes

113: Honing Our Craft with Dr. Florencia Henshaw & Dr. Kim Potowski


Have you listened to the last 2 episodes about Comprehension-Based Language Teaching and Standards-Based Grading? I referenced the book Honing Our Craft, World Language Teaching Today as I prepared those topics. In today’s episode I have the 2 editors of Honing Our Craft, Dr. Florencia Henshaw and Dr. Kim Potowski, who speak about their objectives behind this project, working through the content with 15 contributors and how language teachers can most efficiently and effectively use this very user-friendly resource.

Honing Our Craft

  • Edited by Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Kim Potowski (Professor of Spanish Linguistics at the University of Illinois, Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

In This Episode:

  • What Florencia and Kim would you like educators to gain from reading Honing Our Craft.
  • The “user friendly”chapter layout.
  • The process of editing a volume like Honing Our Craft, where the initial idea come from and the writer/editor relationship.
  • How Florencia and Kim suggest that teachers use Honing Our Craft 

Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.

Connect with Dr. Florencia Henshaw:

Connect with Dr. Kim Potowski:

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.

112: Standards-Based Grading


Are your assessments and grades in your classes a reflection of what students are able to do with the target language? Are the communication modes in there?  Are there parts of your grade that are based on compliance to rules and routines? In this episode I am going to look into what grading based on standards in a proficiency based classroom looks like. And once again, luckily there is a very useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to engage with “Standards-Based Grading for Proficiency-Based Language Instruction.” That’s actually the title of chapter 7. 

Honing Our Craft

  • Edited by Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

Standards-Based Grading for Proficiency-Based Language Instruction

Put Standards-Based Grading in Context

  • Traditional grading system:
    • Variability in what exactly counts towards the percentage average of a traditional grade. Some teachers include non-academic factors such as work habits (punctuality, participation, effort or completion) which have very little to do with measuring learning. (Dweck, 2014, Feldman, 2019, Townsley, 2019)
    • Score is no longer an accurate reflection of what the student can communicate in the target language.
  • 3 Core Principles of Standards-Based Grading
    • Focus should be on mastery of specific skills and grade describes that mastery
    • Multiple opportunities for students to demonstrate their learning and receive specific feedback, typically tied to a rubric
    • Separate factors such as behavior, punctuality, homework completion and extra credit

Key Terms and Misconceptions

  • Proficiency: language ability in the real world, unscripted, without practice
  • Performance: can do with practice in an educational setting. 
  • Mastery: highest level
  • Goal is for students to gradually improve their performance from assessment to assessment through feedback, learning and revision.
  • SBG can be used with any set of standards
  • Rubrics: core principle of SBG to provide feedback for revision and multiple attempts to demonstrate learning.
  • Multiple attempts to demonstrate learning
    • Use feedback to foster the use of multiple attempts for students to demonstrate learning. 
    • Retakes are not identical to first assessment, nor should it be more difficult
    • System in place to have retake opportunities: practice, formative, HW, meet with teacher.
  • Grading behaviors unrelated to mastery
    • Homework leads towards mastery, not a completion grade. If students don’t see connection, why do it?  Make it a requirement for retakes?
    • Removes opportunity for implicit bias.

Suggestions

  • Focus on…
    • Standards and create rubric accordingly
    • Differentiation
    •  Feedback and the iterative process
    • Formative and summative assessments 
  • Do…
    • Plan units around your learning goals
    • Collaborate with colleagues for common rubrics, assessment and learning goals (standards)
    • Plan for reassessments and retakes (additional versions) and decide on what the requirements will be to retake.
  • Don’t…
    • Create retakes that are more difficult
    • Limit scores on retakes and reassessments.  Allow students to receive full credit. Count on the new grade, most recent representation of skills, learning or mastery.

Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.

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.

111: Comprehension-Based Communicative Language Teaching


What have you heard about Comprehension-Based Communicative Language Teaching?  Is this what you are doing in your classroom?  In this episode I want to unpack exactly what CCLT is and is not. Luckily there is an incredibly useful chapter on this topic in the newly published book “Honing Our Craft.”  It gives us all the info we need to answer the question “What is and What Is not Comprehension-Based Communicative Language Teaching?”  That’s actually the title of chapter 4.

Honing Our Craft

  • Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
  • 12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
  • Practical applications and suggestions for language educators that they can adapt to their particular contexts. 
  • Use this link and the discount code JOSHUA25HOC to save 25% on the book.

Comprehension-Based Communicative Language Teaching(CCLT)

Context and Origin of CCLT

  • Role of Input
  • Krashen’s Input Hypothesis
  • Interaction and production also play a role, but the essential role of input is undeniable.
  • Presentation-Practice-Production (PPP)
    • popular because it is conceptually easy to understand
    • easy to grade and assess
    • accuracy is main criteria for success
  • Approaches need to be more aligned with how language is acquired (communication and understanding messages) and implicit knowledge, rather than explicit, PPP

Key Terms and Misconceptions

  • Communication is not synonymous with oral production (reflection of PPP)
  • move input to the center of the curriculum 
  • Production and Grammar are not neglected (focus on form, structured input)

Suggestions

  • What if my textbook follows the PPP approach?
    • modify activities to give hace a communicative goal
    • use the text in a chapter as a point of departure
  • What if my exams are grammar-based?
    • set aside time for grammar explanation 
    • promote friendly conversations with colleagues.
  • Do…
    • speak the target language most of the class time.
    • make input activities meaningful
  • Don’t…
    • forget that accuracy is developed gradually
    • forget comprehension is communication
    • plan classes around grammar points, grammar is a tool, not a goal

Remember to use this link and the discount code JOSHUA25HOC to save 25% on the book.

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.

110: Conferences and PD for Language Teachers


Have you attended a conference specifically for language teachers, either locally, regionally or nationally.  If you have, this episode will get you excited about the upcoming conference season.  If you’ve never attended, you’ll be inspired to attend for sure. Danja Mahoney and Vilma Nasuti Bibeau, both members of their state language conference planning committee, join me to explore everything that these events have to offer and all that’s in it for language teachers.  I live for PD, workshops and a good ol’ conference. I’m so excited.

Topics in this episode:

  • Benefits of attending a conference for world language teachers
  • What typically happens at a language teacher’s conference?
  • Who presents at conferences?
  • Events and activities that are typically available to conference attendees.
  • Networking opportunities, social gatherings and exhibitors.
  • How language teacher conferences foster collaboration among attendees.

Connect with Vilma, Danja and MaFLA:

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.

109: Streamline Lesson Planning


How do you plan out your individual classes and keep an eye on the pacing? Today’s episode is a Leveling Up episode, where I coach Tamica, a Spanish teacher in New Jersey. Lesson planning with a close eye on timing and class pacing is the area where she wants to level up her teaching practice. Dive in with us & take the ideas back to your classroom. 

Suggestions:

  • Develop a lesson planning template or framework that includes sections for warm-up activities, instructional content, single, pair and group practice opportunities, and assessments. This helps maintain consistency and organization. Break this into 2 or 3 sections per class.
  • Create a list of 10 go-to activities and work toward putting the number of minutes along with each one so that you can effectively gauge and determine how long each one will take.
  • Collect data on how long each activity takes and mix and match the activities.

Action Plan:

  • This Week: Create a list of 10 go-to activities that include various opportunities for single, pair and group practice opportunities
  • The Coming Weeks: As you move through the fall and implement the class template and activities, keep track of the minutes on task and make note of the time for planning purposes. Reflect on the effectiveness of your class template and planning. Revise and adjust your future lesson plans based on insights gained from the reflections and student input.

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.

108: You Get What You Ask For


We are back for a new school year. I asked you in the spring what you would like to get from this podcast. In this episode I’m excited to share with you how we will be changing up the podcast episodes (just a little) so that they are exactly what you are looking for and need as you approach your teaching.

  • Who is listening to the podcast?
  • Looks like you want 25-30 minute episodes
  • All the topics you requested
  • Leveling Up coaching episodes
  • What to look forward to

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.

107: Write and Discuss and Parallel Texts


This is episode 6 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 79 where Ben Fisher-Rodriguez shows how to do a Write and Discuss and episode 90 where Kaitlin Leppert talks us through parallel texts. These two activities work really well together.  Let’s jump in.

  • Ben Fisher (79): the benefits of using Write and Discuss
  • Logistics of doing a Write and Discuss
    • – when you us it
    • – how you do it
    • – the procedure
    • – what you can do after
  • Ben’s pro tips
  • Kaitlin Leppert (90): engaging students in a parallel text
    • – creating an original text
    • – whole Class parallel texts
    • – individual/small group parallel texts
    • specific examples
  • Combining Write and Discuss with a Parallel Text.

Episodes: 

 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

106: Interpersonal Activities and Student Engagement


This is episode 5 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 78 where Meredith White shares lots of interpersonal activities and episode 82 where Wendy Mercado and Valérie Greer give us a wealth of engaging language activities.  Let’s jump in.

  • Meredith White (76): how prescribed (curriculum) grammar and vocabulary come into play with communicative activities
  • effective interpersonal (and communicative) activities that we can use in our classrooms
  • Wendy Mercado & Valérie Greer (82): how “games” or “activities” address skill development and standards
  • lots of ideas for engaging activities and games
    • High Tech
    • Some Tech
    • Low Tech
    • No Tech

Episodes: 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

105: Revisit Culture and Representation


This is episode 4 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 78 where Allison Perryman talks about seeing, hearing and tasting culture and episode 88 where Kia D. London discusses representation in the language classroom.  Let’s jump in.

  • Allison Perryman (78): formats for presenting and engaging students in diverse cultural experiences
  • Allison’s approach of seeing, tasting and hearing diverse cultures with students
  • Kia D. London (88):  examples of centering representation and diverse racial and ethnic content from Kia’s classroom and curriculum
  • how to do this consistently while also engaging students authentically

Episodes: 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

104: Revisit Teacher Toolbox Episodes


This is episode 3 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday.  For today we take a look back at episodes 69 and 85, 2 of my Teacher Toolbox episodes with activity that you can use right away in your classroom. 

Activities Mentioned: 

  • Quiz-Quiz-Trade
  • At the Table
  • Shipwreck
  • The Card Path
  • The Die Decides
  • Logic Puzzles
  • Learn/Practice/Apply
  • Time Capsules
  • ChatGPT 

Episodes: 

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.