bullis pd workshop 21 feb 2015

WORLD LANGUAGESEffective language teachers use engaging resources and management strategies to foster real communication in the target language.

Sara-Elizabeth Cottrell Louisville, Kentucky

EFFECTIVE ENVIRONMENTSHow do I manage whole-class, group, and individual activities while keeping myself and my students in the TL?

Kat

ie T

egtm

eyer

TL MANAGEMENT TECHNIQUES

Rewards and penalties

Derailment

Loving logic

Clear expectations

Room arrangement

Timing

EXPECTATIONS FOR OUTPUTWhat should my students be producing across levels to develop and show their speaking and writing skills?

Erin

Koh

lenb

erg

STUDENT OUTPUT

Know what proficiency levels sound like

Expect something, but not too much

Think: How can we incorporate higher order thinking skills?

Push students to organize

Ask for connectors

Push depth of vocabulary

IPA (NOT THAT IPA)

Common across languages?

Frequency?

Stored across years?Linguafolio, Google Classroom

By modes

Overarching scenario

COMMUNICATIVE LESSON PLANNINGWhat does a communicative approach mean for my lesson plan?

Mig

uel V

aca

CC

-BY

WHAT WILL THEY REMEMBER?

Primacy: Brain power is high at the beginning of class

Recency: Brain power is high at the end of class

What does this mean for a lesson plan?

BRAIN BREAKS 101

the 10-minute attention span

Leandro Suarez

WHAT CAN YOU DO?

I can tell a story about what happened yesterday.

I can put a direct object pronoun in the right place.

I can choose the correct article to use in front of a noun.

I can describe where people are standing in relation to one another in a line.

I can tell which of two pictures I like better and why.

I can conjugate irregular e-ie stem-changing verbs according to their subjects.

STATIONS TIME!

interpretive: watch a video and categorize the statements as true or false

interpersonal: discuss & take notes: what are good/bad features of a lesson plan?

presentational: do a 2-minute introduction of either a good or bad lesson plan

José Luis Cernadas Iglesias

a communicative CAN-DO goal

tentative assessment

accessing high brain power at beginning

accessing high brain power at end

2 brain breaks

MY TOOLS FOR EFFECTIVE TEACHING

How do I incorporate and supplement my textbook to help students communicate in the target language?

BiblioArchives

TEXTBOOK TASK:DITCH, INCORPORATE, ADAPT?

Is there a communicative purpose?Can I use it to support our communicative goal?

Is it focused on a particular skill? Does it have a theme? Is it focused or random?

Is it too long/short?Should I adjust the length of the task?

Will it interest them? Does it ask for creative thinking? How can I make it more engaging?

brain-based lesson plan question: how can students show this skill…

out of their seats?

TECHNOLOGY TOOLS

Types:

hook

input

output practice

assessment

communication

Bria

n K

elle

y

EVALUATING TECH TOOLS

is it a high learning curve?

is it paid or free?

do you have to sign up / sign in?

does the time it takes to use the tool mean my students won’t be communicating much in the language?

STATIONS TIME!

interpretive: create a quiz on Kahoot! based on a TL-country article

interpretive: play a song on lyricstraining.com

presentational: make a 3-slide presentation on Haiku Deck or Google Slides

Find a target-country photo related to your current unit on flickr.com/creativecommons

Interpersonal: Read some tweets from a target-country’s hashtag (or of a famous TL speaker) and write a reply.José Luis Cernadas Iglesias