Back in 2016, I wrote about five follow up activities based on one story. I’ve certainly been thinking differently since then, though I haven’t so much as changed my tune as I have changed keys. I’m now cautious of doing many activities over and over using just one story. Despite any novelty, the context remains the same. Surely, that can’t be ideal for acquisition, right? After a while, the student is probably just working with an understanding of the story from memory. Similarly, I’ve been highly critical of Latin teachers for remembering English translations they’ve studied and/or taught over the years instead of actually processing the target language itself. Because of that KEY change, I’ve been looking into creating new contexts with minimal planning effort. Here’s a workflow to hypermile your input:
1) Get a text
2) Read that text
3) Do a new activity that gets you a) more texts, b) drawings, or c) both
4) a) Read those new texts, b) Picture Talk the drawings, or c) both
5) Compile texts, drawings, and glossary into FVR packet
This year, I’m very on top of providing learners with texts. Each class section has been reading at least a half page of Latin every class, which I’ve also been able to print (all during my planning periods!), and give to learners as reading options at home. These texts also double as what some schools call “Do Now” or “Activators” as the first thing we read in class.
The texts include somewhere between 50-70 total words every day. Since I always print extra copies, I’ve shown learners where to go to get new texts if they’ve already read the ones from their own class. Why would they? Well, the texts from each section has different content written with frequent vocabulary that all learners understand. For those who have read all the texts available from other classes, that’s about 1300 total words after just one week! It’s worth noting that almost all of the content is the product of Card Talk, and a single Picture Talk. These are extremely low prep; the work is just typing up what happened in class, made even easier when doing a Write & Discuss at the end of class. Also, in typing up today’s events, I just stumbled upon a way to double the input from any X Talk (e.g. Card, Picture, Calendar, Item, etc.)…
Extending the concept of parallel texts to Card Talk is an easy way to double the input. Say the day’s prompt is “draw up to 4 things you don’t like, and circle them.” In class, 5-10min could easily be spent comparing two learners, their drawings, and the thoughts of others.
Now, instead of typing up what everyone heard and learned in class, review other drawings and type THOSE up. Project, and/or read using your favorite input-based strategy and activity, and you will have doubled the input in a more communicative and compelling way (vs. reading content that learners already know).
These are my updated presentations from the conference:
No-Prep Grading & Assessment 2018
Questioning Is Core
Optimizing Your Classroom Setup For MGMT
Here are my own takeaways organized by presenter, whether a) directly used by them during the conference, or b) inspired by something similar they did that got me thinking and I’ve adapted:
**See a recent post adding the Tense Test**
Picture Quick Quiz
Project a picture, then make 4 True/False statements about it. You could use a screenshot from a MovieTalk you just finished (e.g. choose a random point in the timeline), whatever you were discussing during PictureTalk, or an entirely new image. Here’s an example:
1) The Roman is wearing a shirt.
2) The Roman’s shirt is black.
3) The Roman’s shirt is blue.
4) The statue is seated.
Classroom Quick Quiz
Make 4 True/False statements about anything in the room! Have a map? Say something about a location. Have a Word Wall? Say something about a word. Have furniture? Talk about its size, or shape. Being observed? Talk about that person. Want to walk around? Narrate what it is you’re doing (i.e. TPR).
With the addition of these two, the total no-prep quizzes comes to 5, which you can read more about on the Input-Based Strategies & Activities post:
Vocab Quick Quiz
Picture Quick Quiz
Classroom Quick Quiz
To review, the Quiz process (aside from K-F-D Quizzes) is a) make 4 True/False statements, b) pass out colored pens and “correct” in class (in the target language, with PQA), and c) report the scores in the 0% grading category. That’s it.
**Updated 11.20.19 with StoryGuessing**
See this post for all the input-based activities you can do with a text. But how do we end up with a text in the first place?! Here are all the ways I’ve been collecting:
**N.B. Many interactive ways to get texts require you to write something down during the school day, else you might forget details! If you can’t create the text during a planning period within an hour or two of the events, jot down notes right after class (as the next group of students line up for the Class Password?), or consider integrating a student job.**
If conventional language teaching is grammar-translation, then we’re all somewhat a group of heretics! Still, there are so many sub groups of CI that it warrants a bit of elucidation. At some point, John Bracey and I were talking about if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. Here are descriptions of all the different CI groups I’ve observed over the past 5 years already in existence, or just emerging:
Adriana Ramirez shared videos of her and her students doing Picture Talk on Facebook. I apologize if you can’t see them, but the reality is that most of my professional groups have now migrated to FB, which is becoming THE way to remain current in the field, apparently.
Adriana used old family photos for Picture Talk topics of conversation (keeping in mind “conversations” with Novice language learners are interactive, yet require just a few words from students. The teacher—to the dismay of evaluators in the dark—SHOULD be doing most of the talking, here). Once her students developed a higher proficiency level by the end of the second year, she had them bring in their own pictures to talk about. I find it amazing that Adriana continued to provide input, and encourage interaction all throughout the “presentation” of the main student by engaging the class with questions, and checking back in with the main student—basically using Storyasking actor questioning techniques. In a more conventional rule-based language classroom, the teacher would be hands-off, and other students likely bored after 5 or 6 presentations. Not in Adriana’s class.
I instantly thought of how this could follow up Discipulus Illustris (one of 7 language versions of La Persona Especial). Although Adriana had second year students do the presenting, you could do this early on with students of lower proficiency—just be the one providing input and encouraging interaction. To do this, a student emails you a pic to use as a prop. Yes, students are great props, but something novel to look at should grab the attention of others just because it’s different, and fools the mind into thinking the activity is completely different while you could be asking the very same Discipulus Illustris questions about the picture!
I love how it’s no-prep. Actually, it’s can’t-prep, which is exciting on its own. Sure, you could preview the pic (especially if you have students engaging in tomfoolery often), but part of the fun is keeping it lively with unexpected, compelling diversions from what is likely a boring school day. Teachers need to feel energized as well, so try something new.