In this episode we are talking about the relationship between those who do the research on teaching and learning language and those who teach in the classroom. [sign up for Talking Points]
- What can teachers take from research findings and use in their classroom?
- What if the students in front of us are different (almost always the case) from those used in the study?
- What can researchers do to make their findings and recommendations useful for classroom teachers?
There are some ways to connect the dots and there are certainly some things that we can all agree on. We’ll discuss what these agreements are and how we can make the teacher-researcher relationship useful for all involved.
Links references in this episode:
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Posted in Podcast Episodes, Teaching Methodology and Research
Tagged ACTFL, french, french teacher, language, language teacher, research, spanish, spanish teacher, teacher, World Language
ACTFL provides us with Core Practices that guide teachers toward teaching language proficiency rather than simply teaching about the target language. It comes down to providing students with opportunities to do something with the language and not just demonstrate what they know about the language.
When we take on the task of providing opportunities for students to engage with culture ACTFL recommends using authentic cultural resources.
What is an authentic cultural resource?
- Eileen W. Glisan and Richard Donato explain that “Authentic texts […] are created for various social and cultural purposes by and for users of the target language.” The word authentic implies that “the text has not been simplified or edited for the purpose of language instruction.”
How do I choose authentic cultural resources?
Leslie Grahn suggests that these resources should be:
- Authentic (truly for by and or native speakers)
- Appealing (compelling to students)
- Accessible (according to the students’ proficiency level)
- Aligned (integrated into goals and backward planning)
What are some possibilities for authentic cultural resources?
- Video clips
- Audio clips
One of the best pieces of advice that I have heard regarding using authentic cultural resources is from Leslie Grahn:
“Adapt the task, not the text.”
Posted in Classroom Procedures, Cultural Exploration, Listening, Reading, Teaching Methodology and Research
Tagged ACTFL, ACTFL Core Practices, authentic resources, Culture, french, language, language learning, spanish, World Language
Task Cards are individual cards that offer students opportunities to engage with a particular topic in various forms. There are different challenge or proficiency levels. Task cards are useful because they provide opportunities for easy differentiation.You may have used the paper versions of these in the classroom. I created digital versions with Google Slides™. They can easily be shared with students through platforms such as Google Classroom™.
There are 5 categories of prompts in each vocabulary task card set.
Picture with choice of 4 words
Word with choice of 3 pictures
Fill in missing letters
2 pictures, student writes words
Picture, student writes a sentence
There are 6 categories of prompts in the verb form task card sets.
1 Subject Pronoun, 4 Infinitives, student writes verb forms
1 Infinitive, 4 Subject Pronouns, student writes verb forms
4 Verb Forms, student writes infinitive
Sentence with Verb Missing, students chooses verb and writes form
Subject Pronouns and Conjugated Verb, student completes sentence Infinitive, student writes sentence
I’m sure that you have seen Bitmojis™ around the Web. If they are new to you they are little cartoon versions of yourself, which are used on social media, in texts, or in a virtual classroom spaces. You just create an avatar that resembles you, and there are lots of options from which to choose once you are all set up.When we entered into distance learning teachers began creating virtual classrooms. They are shared with students as a go-to spot for resources and assignments or as a screen share when conducting synchronous lessons on platforms such as Zoom™ and Google Meet™. Teachers then add their Bitmoji™ avatars to the virtual classroom to personalize the space. This is a good video tutorial that walks you through creating your own Virtual or Bitmoji™ classroom.I have seen many versions of these classrooms being used by world language teachers. It appears that there is not any particular version that is the the best way. Some options include:
- Posters with functional junks
- Audio or music resources library
- Movie or video clip links
- Book (pdf or Web link) library
- Escape rooms
- Posting daily agendas
- Posting tasks and instructions
- Choice board links
- Do Nows or Quick Questions
- Conversation or topic hooks and class openers
The possibilities are as endless…anything we do in our physical classrooms can happen in our virtual classroom, provided we can digitize it.
I created a Bitmoji™ classroom a few weeks back and asked my PLN friends on Twitter and in my Facebook Group for feedback. The most common feedback was that there was too much stimuli and too much going on. I needed to pare it down to focus on one activity or task at a time. I started with this version.
I then made templates of the same room with a task-specific focus. For examples these are classrooms I use for conversation or topic hooks and class openers.
Who is our guest today? Students ask questions to try to figure out who the special guest behind the door is. There are prompts posted to support the question process. When students figure it out I have the animation set to make the door disappear revealing the guest. This can be a celebrity, a person from school, a character in a story or book…anyone with a connection to the topic of the day to get students thinking about the topic.
What’s in the box? This works just like the previous activity, but instead of a person it is an object in a box. Again, students ask questions to try to figure out what is in the box. There prompts posted to support the question process. When students figure it out I have the animation set to make the box disappear revealing the object. This can be anything with a connection to the topic of the day to get students thinking about the topic.
Where are we? For this opener the window is linked to Window Swap. This is Website that shows views from windows all around the world that people submit to the website. The views change each day and there are multiple options to click through. While this does not work as direct hook to the topic of the day, it is an engaging way to get students talking and describing what they see, who might live there, and they can also learn the names of countries and cities in the target language.
We would all love to see what you are doing with your virtual classroom. Please share on Twitter and be sure to tag @wlclassroom. Looking forward to seeing all the great spaces.
Posted in Activities and Games, Classroom Procedures, Speaking, Teaching Methodology and Research, Technology
Tagged ACTFL, Bitmoji, foreign language, french, language, language learning, spanish, virtual classroom, World Language
I’m writing this post during the Covid-19 quarantine and distance learning. Many teachers have had to figure out this new world of distance learning in a very short amount of time. Though not ideal in many ways, I have had to discover new ways to keep language learning moving forward, or at the very least not regressing. Thanks to social media and the many generous and insightful language teachers out there I have a long and inspiring list of apps, Websites and ideas to try. There just doesn’t seem to be enough time to get to them all. Until now.
I am using this time of reinvention to look into and implement these ideas that I have come across, but have not had the chance to implement. One of these is Flip Grid. Now that I am using it regularly to keep students engaged in all of the communication modes I can’t imagine not continuing to use it when we get back to the classroom. Dare I say that I appreciate the opportunity to try out new things during this time.
Flip Grid allows teachers to post a prompt, such as written questions, videos or images. Students then simply click a record button and then begin recording a video response.
When done, they can edit, work with filters and then submit. The teacher can decide which of these functions to make available. The teacher can then choose to make the videos viewable by the entire class or to keep them private and only viewable by the teacher. Personally, I have used it both ways. When only viewable by me I use the platform for an assessment (formative or summative) and make the videos available to the class when I want students to interact with each other.
There are lots of things that can be done directly on the Flip Grid Website, such as students leaving video comment or reactions to each other, leaving feedback on student videos and following student interactions. Many of these features require students setting up an account. That may be something that you are interested in doing. I only use the video response feature and created unique usernames for each student in the class. You can send them direct link to the grid (prompt) either through email or directly on Google Classroom. Students just simply enter their username and they go right to the prompt.
I’m also having students watch each others videos and answering questions that I create based on each individual video. This is a way of keeping the communication modes alive. Sometimes the videos are spontaneous responses and I have also had students read something that they wrote. These are the videos with more accurate language that I use for follow-up questions for the rest of the class to engage with.
Also… “Flip Grid, which has 20 million users from all over the world, will now be completely free for schools; previously, the service cost $1,000 a year per school. The purchase will help Microsoft in its push against Google and Apple in the classroom.”
Worth a try at that price!
Posted in Activities and Games, Classroom Procedures, Listening, Speaking, Technology
Tagged ACTFL, Flip Grid, foreign language, Frech, language, language learning, spanish, World Language