Here’s a new, reaaaaaally useful PPT inspired by Linda Li’s “Like/Dislike” activity I saw back at iFLT last summer. The concept is simple—slides have two images you can use to ask an “either/or” question. That’s it, no words, so you can say anything you like. Oh, and click the question mark in the corner to jump to a random slide (after prompted to “Enable Content” for Macros upon opening the file).
**Updated 12.13 with this clue tracking sheet for teams**
Every Latin program has that perfunctory “Roman house” unit in which students memorize the layout and names of various rooms in a vīlla or domus, and then read (or translate) a narrative loosely connected to those rooms. This got me thinking; is there a more meaningful way to learn about the Roman house through a game? To be clear, gamification usually sucks (e.g. playing a board game to teach prepositions), so the key is to align the game objective with a communicative task in Latin. On Episode 42 of Tea with BVP, Bill stated that “we communicate in order to learn, build, create, entertain, and socialize,” so what better task covering at least 3 of those purposes than a “whodunit” based on Clue™?
In my last post, I mentioned the importance of parallel stories. Recycled Readings (RR) is my new idea on improving textbook stories known for not providing enough repetitions of new vocabulary. To create a Recycled Reading (RR), just add a parallel character, and recycle the vocabulary from the original as you compare. In the example below, the bold text is my parallel character—Katy Perry.
Ecce Rōmānī – I (Two Roman Girls)
ecce! in pictūrā est puella, nōmine Cornēlia. in pictūrā nōn est puella, nōmine Katy. Katy est puella Americāna quae in L.A. habitat. Cornēlia est puella Rōmāna quae in Italiā habitat…etc.
This isn’t a panacea—the textbook still introduces TOO MUCH vocabulary TOO SOON, but at least now there are more repetitions and something to relate to—instant Personalized Question & Answer (PQA) material. In addition to Recycled Readings (RR), I’ll be creating Embedded Readings (ER) for each chapter using a parallel story. You can read about what I learned at NTPRS about ERs from Michele Whaley, (co-creator of Embedded Readings), here.
So, my plan is to ask a class story, read those parallel stories I shared in the last post, then read the Ecce Rōmānī parallel ERs, and finally look at the RR. From there, we might actually read the original Ecce Rōmānī text, or just move on. I’ll update the document with each chapter throughout the year:
Click here for Ecce Rōmānī Parallel Stories (ER & RR). Feel free to make a copy (under “file”), and change the details to suit the interests of your students.
After attending iFLT, I spent another week in Reno at NTPRS. While iFLT offered more opportunities to observe teachers teaching students, NTPRS offered more opportunities to actually BE a student for those of us in the Experienced track. I appreciated the short demos that most presenters gave, even when the workshops were not titled “___ language demo.” There are some game changes here that warrant their own posts (e.g. embedded readings straight from the source, Michele, Whaley), but I have much else to report on. Like last week’s iFLT post, this one includes more of what I intend to think about and/or change for 2016-17. They’re organized by presenter:
I just went to my first iFLT conference. I got to chat (live) with Bill VanPatten and Stephen Krashen, saw master teachers teaching with CI, and went to some awesome presentations. I don’t take detailed notes during presentations, but as you can see there’s plenty to take away from a few ideas I emailed to myself over the week. This post includes what I intend to think about and/or change for 2016-17, and would recommend others considering as well. Some of the ideas were ones I’ve seen before but just haven’t gotten around to implementing them, while others were completely new. They’re organized by who inspired me:
Months ago, I witnessed a classically ineffective language learning lesson. The good news is that the person in charge wasn’t actually a language teacher, and didn’t have pedagogical training at all. The person was a local substitute who gave the kids something to do, which has its own merits. The truth, however, is that many language teachers spend the first few classes teaching the alphabet. Don’t.
Here are five things that illustrate the variety and mileage you can get out of just one story. Start with a story (e.g. embedded authentic text, class story, MovieTalk, Story Card Magic, OWATS product, etc.), then do these:
- Interactive Read Aloud
- Choral Translation & Ask
- Read & Draw
- Timed Write
- Edit Products
The more recent open-book style Quick Quizzes completely changed how I assess for the better. To recap, I used to say 4 True/False statements in the target language about something that happened during class. Kids either remembered the details, or didn’t, or didn’t understand what I said in the target language. Now I say the statements in English and the target language is projected (or printed) so students READ the text during the quiz. This has led to an interesting take on the whole “quizzing” idea.
I’ve often heard teachers claim that their “assessments are part of the learning process,” but in almost every case, their practices just don’t back that up. Here’s a look at how you can really get it done with Quick Quizzes using a fake language, Piantagginish, since the best way to really understand how practices that support CI work is to become a student yourself. Imagine you’re a kid who’s been out of school for a couple of days and at the end of class there’s a Quick Quiz. Normally you’d panic, but not in my class. Here’s why…
I’ve been following (and calling into) Bill VanPatten’s Second Language Acquisition (SLA) show since its debut last Fall. I’m proud to say that I have the honor of being the first SLA Quiz winner. Yes, it’s on my CV, and yes, the first prize was a branded bag of tea. I edit the episodes so busy people who don’t have an hour to listen still get some nuggets of wisdom. This past week’s episode was important. I had to listen to the show again (even AFTER I edited it), as well as send Bill VanPatten two or three emails to clarify a few points. Here are some takeaways with major implications for teachers who facilitate acquisition in their classrooms: