bullis pd workshop 21 feb 2015
TRANSCRIPT
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