Graphic Organizers are big in the education world, for good reason: They help students to visually organize their information. It gives them another way to interpret the information that they are reading/learning in their classes. I don’t know why it never occurred to me to try to use a graphic organizer to help students organize their thoughts for stories. It’s something that other reading teachers do, things like webs and diagrams and maps. I thought I’d try it out. I took a few minutes and broke down the parts of a Blaine Ray-style story and gave them each their own box. I taught the students what personaje principal means and we got to work.
Well, the year is in full swing. Homework is assigned, assignments are being completed and collected, grades are going into the gradebook. All is going at breakneck speed from August to June. It’s already our 3rd week (almost the end of it!) and it feels like we just started.
Things have gone really well, especially my classroom mascots. All classes from 4th – 8th have created a mascot (2 grade level). Now, I am waiting on students to finish their artwork. Here are some examples of the mascots (art by students):
Jiggly Puff el Pato Rosado (incomplete, but looking good so far), Pikachu Llama Amarilla (lots of Pokemon suggestions 🙂 ), Furrari el Perro Rojo
At the beginning of the year, there are always lots of posts about ice-breakers and about how to get the students to share their information with the teacher and the other students. I, for better and for worse, don’t have this issue. It’s better because I already know the students (and they know me, which means they think they know what they can get away with, more on management later). It’s worse because I have to come up with ideas to review introductions and talking about basic personal information (age, name, where you live, how you feel, what you like, etc). Luckily, this is all stuff we have talked about before, so it’s a quick review. Unluckily, the students have been with each other and with me for potentially 7 years! They all know each other!
So what to do?
To get around this problem, I had students practice by answering the basic questions about themselves in their notes and then interviewing each other. This is nothing new for them and they weren’t too engaged because they already know pretty much everything about each other.
But here’s where the hook came in. After their interviews, I had them sit back in their chairs and told them to answer their questions again. Only this time, they would answer as someone else (a famous person, a fictional character, or someone they made up). They wouldn’t share their info with others until the interviews. This gave them a chance to be creative and let their silliness take control. In the 4th and 5th grades, they interviewed each other and then reported back the information they found out to the full class. In 6th and 7th grades, the students interviewed each other, and then they had to create a comic of a story, the basic plot line of which was:
__(the character you created)_ needs a friend. He/she goes to all the people you interviewed (the other students’ fictional characters) and ask to be friends.
For the 8th grade, they had to be the person they created and answer a survey on the topic we have been discussing since the beginning of the year (the Olympics and Sports in general). Then, they interviewed each other in character about sports using some question prompts I came up with. They liked that they could make up the information they wanted (my favorite was a student saying, in a serious tone, “Señor, is Bob the Builder more of a baseball guy or a football guy?”) and they liked the unrestrained feel of the class because they could pick their partners and enjoy completing the activity with their friends.
If you have students that you already know and/or that already know each other, I highly recommend allowing them to let their creativity loose (with some constraints, of course: no politicians, no teachers or other students, etc) and play with their own ideas.
In our latest video we take a look back at not just one, but FIVE (!!!) articles from the past 40 years of SLA study.You heard it right. #tbt has a whole new meaning with our latest Musicuentos Black Box Videocast.
Watch to learn about how research done so many years ago is still relevant to our classrooms today!
An unexpected hiatus
Burned out, Over it, Exhausted, Fried, Run down
These are all phrases I can use to describe the last 2.5 months of school. I was ready to be done with the year in April, which is bad, because the year was over on June 1. I didn’t blog because all I had were negative things to say. I know that I would stop following a “woe-is-me” type blog from a burned out teacher, so I decided to just take a break.
And I’m glad I did, because, after a week and a half at home, I’m already anxious to get back into the game. I went back and re-read my posts from the last year. I really posted a lot less this past school year than the year before. I am not too happy about that. This blog is a place to post my reflections, ideas, and share what has been successful in the classroom. The reason I didn’t post was that I didn’t feel as inspired as I had in the last year. I felt like I made it past the honeymoon period of TPRS and have started to plateau.
Engaging students and myself next year
Now comes the hard part: How to keep students (and myself) engaged. I have storytelling pretty much down. The kids like the stories, especially in the lower grades, but the older ones are hungry for more. They need a new story template and new types of activities to keep them engaged.
This summer is the time for finding the solution. I have been reading up on Laura Sexton’s pblinthetl blog and am going to try some of her ideas:
Since the 8th grade is now a byod class, I am anxious to get them using their devices to personalize their learning. I learned about the idea of student-created word walls, but those are not very practical for me because I teach 3rd – 8th grade in the same room which I also share with another teacher. There just isn’t enough wall space for all the classes to have that for all of the classes.
An idea for those younger grades would be to have class wikis for word walls (have students suggest words or I can take a picture of the words we end up writing on the board) and post them to our class websites.
Interactive notebooks are something that I have played with before, but it wasn’t very successful. First off, it was way too much work for me to collect and grade, which is because I implemented it in 4 grades at the same time. It was a bit of a disaster. This year, though, will be better. I am keeping it simple and straight-forward and I am rolling it out slowly, just like the byod activities that I talked about above.
With 2 days per week of instruction time, I decided that chasing students for uncompleted homework assignments wasn’t worth it. While this did free up my time and keep lots of 0s out of my gradebook (allowing grades to better reflect the students’ abilities), it hasn’t quite sat right with me. I want the students to interact with the language outside of school, but I don’t want to give worksheet and I don’t want to have to chase them down for it. Then, I found this 5 year old post from my Blackbox Buddy Sara-Elizabeth Cottrell at musicuentos. I will have some ideas on how to hold the students accountable for getting this work done and I will post them as soon as they are more fleshed out.
These are just a few ideas that I have encountered that are going to dovetail nicely with my own teaching style. I will be describing more as I find them and will be adding my own contributions as well.
Thank you to all the bloggers and great thinkers out there in the World Language Ed-Blogging world. Your work serves as an inspiration and I hope that I may rejoin your ranks soon!
As a language teacher who sees the students in class every day, I find that it is so easy to take for granted the everyday language that students know and are able to use. My students are able to say a lot of things about themselves, they are able to ask this information about others, and they are able to understand a lot of topics that they aren’t ready to talk about yet. And on a regular day, I would say to myself, “well of course they do, but they can’t do XYZ.” I tend to focus on what they can’t do rather than what they can. This is a theme that I find myself coming back to again and again in my reflections on teaching:
Sometimes, it takes a different perspective to see just how significant the students’ progress really is.
Since I attended the SCOLT conference, I have begun to implement a lot of new ideas into my daily teaching. Some of these things are a bit outside the TPRS mainstream, but I think that even if it isn’t “TPRS approved,” there can still be value. Specifically, I am talking about “forcing” student output.
I am on a journey with my students and I am learning as much as they are as we go through the year. Just like most of my students with their Spanish proficiency, my TPRS proficiency began at novice low. Just like my students, I have made major gains in my proficiency, but I felt I was reaching a plateau. I have felt stuck, not knowing how to get the students to the level above just acquisition. How do I get them to synthesize that newly acquired knowledge and use it in original interpersonal interactions?
Most of what I have read and researched about TPRS is about students at the beginning of their language journey-they shouldn’t need to produce at the very beginning, but what about the students who have had a lot of input and are eager to start speaking? As I move along my own Spanish teaching proficiency scale, I am finding that I have to do the same kinds of things that the students have to do to progress: take chances (they use dictionaries and other tools to move beyond what we are doing in class; I use ideas from all over the language teaching spectrum to make sure that they get CI and also the opportunity to express themselves), make mistakes (everyone in here experiments and gets things wrong, but that doesn’t stop us from trying again), and get messy (linguistically 😉 ).
(Thanks for the advice Ms. Frizzle!)
I used to do a lot of different things in my teaching past. I didn’t just use worksheets and grammar (I did for middle school, because that’s what I thought they needed). In the lower grade levels, I did a lot of varied and interesting activities with the kids that I pretty much stopped doing when I started TPRS. I have found that after 1.5 years of only stories and timed writings (and games, for when we’re low on time) in the classroom, the kids are in search of something different. Because of the CI they get from our stories, they have never been able to do more with the language, so I decided to look back at the activities that I have done in the past to see how well they fit into our CI Classroom.
Turns out that many of them (some with a bit of editing and creative updates) will help the students to develop their proficiency in all of the modes of communication.
SCOLT is definitely my favorite new conference. It is like ACTFL, but I can find my way around and recognize people. Take ACTFL and take away 5000 people and you have SCOLT: All the same kinds of presenters (Including me!) and ideas being promoted, but in a way that is more manageable.
For me, SCOLT was all about proficiency:
- How do I get the students from one proficiency level to another (for me, mostly novice to intermediate)
- How do I assess proficiency
- How can I quickly and effectively give feedback?
I didn’t know that going in, but it was definitely a theme that I followed around the sessions of the conference. I will spend the next few posts discussing these things and how they will be implemented in my own classroom framework.
How do I move students from one proficiency level to the next?
I went to a workshop given by Paul Sandrock (@psandrock), who is a former president of ACTFL and currently the ACTFL Director of Education. It was all about getting students from performance to proficiency and how to get novices to reach up into the their next proficiency level. I didn’t have the vocabulary or expertise on the proficiency levels to really use them to describe my students or to figure out how to use them. I didn’t have a good working understanding of what they are, so how could I use them?
But now I do.
Novice level is all about memorized language. Novices are parrots, repeating what they hear. As Paul Sandrock and Thomas Sauer both stated: “Novices are full of answers waiting for the right questions.”
Intermediates, on the other hand, are peeking out from behind the memorized language wall. In the intermediate low level, they are using the memorized language that they have internalized and are beginning to creating with it. Additionally, they are not just reacting anymore, but asking their own questions.
So the question becomes: How do I get the students from novice into intermediate? How do I get the students to create with language and how can I get them to keep conversations going by asking more questions?
Answer: Always be looking at the next level. By that, I mean to keep an eye on the ACTFL Can-Do Statements. Once they can reach the novice benchmarks, start planning on how to get them to the next. Give the novice level students lots of input and phrases that they would use as intermediates—question words, transition words, phrases like “I agree,” “I disagree,” “How is it possible that…,” etc. Basically, give them the phrases to start internalizing the strategies you will be teaching them to move beyond the parrot stage.
Remember that Novice learners can’t really interact with each other because they can only react to input from an interlocutor, they can’t really produce original language. That’s why if we give them the strategies and phrases to begin to talk to others on their own, we can foster more student-student interactions and get them to move beyond the novice level.
What would this look like in my TPRS classes?
So all my TPRS friends out there are reading what I wrote above about getting the students to speak (aka forcing output) and are probably spitting coffee all over their computer screens. The whole idea of TPRS is to get students to proficiency in the most natural way possible: Input until the kids start producing. I am all for this, but at the same time, I feel like my students are ready to begin their output journey. They have had a lot of CI in the last year and a half and are anxious to get the language from their heads to their mouths. I also find it to be beneficial to get students comfortable with being in the uncomfortable position of speaking to others in the target language.
I know that focusing on output in the classroom will not lead to true proficiency. I get that. I understand that performance and proficiency are not the same thing. At the same time, I learned at the conference that things learned for use in performance activities (output activities with strict parameters and lots of support posted around the room) can become internalized in the same way that input can be.
In the realm of writing, we do timed writings and retells to assess our students in TPRS classes. I am thinking of applying my new deeper knowledge of proficiency levels to direct how I assess this output. I am not going to take off points for the grammatical rules that students break. I will draw students’ attention to their errors and help them to correct them. I will help them to get to the next level in their output all while telling stories and circling and doing movietalks and all of the other activities that I have learned how to do as a teacher in the TPRS world. So don’t think I’m abandoning my beloved TPRS to go to back to another type of teaching from the past. I will continue to be forward thinking and focusing on acquisition and proficiency.
Assessing students’ proficiency
Another thing I learned (or that I inferred, you could say) from the conference is that my assessment tools are really lacking. With the kind of assessment I am doing now, it is very difficult to let the kids know what they can do to improve. Enter Thomas Sauer (@tmsaue1) and Bethanie Drew (@lovemysummer). Both of them presented on how to use rubrics and provide feedback to students in a positive way that emphasizes their movement along the proficiency continuum.
At Thomas Sauer’s presentation, I learned about using rubrics and about what makes rubrics useful. Firstly, no number ranges! There is no reason that rubrics can’t use the proficiency levels as the criteria. This lets the kids know exactly where they are on the proficiency continuum for each assessment. They will know that on such and such interpretive assignment, they are at Intermediate Low and on such and such interpersonal assignment, they are at Novice Mid. This becomes positive for the students because they can see the requirements for the next proficiency level. Rather than seeing that they lost points for only including 3 verbs instead of 5 (which they already know because they did the assignment), they can see where their proficiency is and the exact kinds of things that they need to be doing to move to the next level.
These levels can be tied to letter grades, but Mr. Sauer was reluctant to endorse that, even while saying that it may be a necessity in some places. Even though it isn’t ideal, it is much more valid than the, “I can understand what you wrote, you get an A” style of grading that I have been using (for lack of a better alternative) since I started using TPRS.
This leads into the other thing I learned about rubrics and proficiency in general: Kids will be all over the place depending on the kind of mode they are using. Someone may show high proficiency in presentational mode (because of the ability to revise and practice the presentation) and show low proficiency in interpersonal mode (because they are nervous in 1 on 1 conversations with others). The only way to know where they are is to use these rubrics consistently.
Bethanie Drew’s presentation on “Fortifying with Feedback” was great because it helped me to see how I can do what she calls compassionate assessment. The idea is that we focus on the strengths of the students’ work, rather than marking up their papers with red ink. We can focus on what was good, then give them concrete ideas on what they can work on to do an even better job next time. instead of saying, “You did A, B, and C wrong,” we can say something more compassionate, like, “I like A, so keep that up. To do a better job on B, why not try ___, ___, and ___?”
SCOLT was so inspiring and there is so much to unpack (both physically from my suitcase and metaphorically from all the great sessions I attended). I will be working on that for a while, now that I am back in the classroom and able to throw more ideas into my teaching repertoire.
As always, thank you to all of you out there who share your ideas through conferences and blogs and tweets!
This was my first SCOLT Conference and it was my very first time presenting at a conference. It was super exciting! I met a whole bunch of my langchat friends who live in the Southern Region of the US. As a conference, it was just big enough to get a lot of perspectives from a lot of different places and just small enough to keep bumping into presenters and people who I wanted to interact with. The ACTFL conference is always filled with great presentations, but it is so enormous that it’s hard to connect with people. SCOLT, on the other hand, was the best conference experience I’ve had so far. Their conference next year is in my back yard: Orlando, FL. I hope to see you there!
This year’s SCOLT will also have a special place in my heart and mind because it was the first time I presented. My presentation was:
The Switch: Shifting from a Grammar-Based to a CI Curriculum
If you weren’t able to attend and are interested, click the link for an adapted transcript of the presentation: