#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday April 21, 2016
Tonightโs topic: How can we get & use student input/feedback to inform future lessons, units, and levels? https://t.co/PGQ16lOUHB
Whoโs ready to today? Let us know your name, where youโre from, and what you teach.
Hi there Colleen here, Vancouver, HS Japanese & fav Prince tune?
Bonsoir! I'm Lisa from Ohio and I teach all levels of high school French
Hola ! Allison, all levels of Spanish in Iowa. Excited that today is my Friday! ๐๐ป
Also let us know if itโs your first time participating in !
Happy to join this evening. We were talking about this topic today. I'm Mark, HS Spanish teacher in MA.
Melanie in Ohio, I teach Spanish 1-3 as a & am so ready for !
Rebecca from Boston, MS French. Purple Rain brings back great memories from 3rd grade recess for me!
Sara from NJ and I teach MS French and level 2.
Bonsoir . Megan, French 2-AP, Detroit, MI. Sensitive about student feedback so I will probably be lurking tonight!
Welcome all in the moderating chair tonite & I'll be RT etc - 2 Japanese Teachers on
Marci from Ann Arbor French 6-8
Charlotte from Oregon. HS Japanese teacher. And make that 3!
yes, I'm chanting. Howdy everyone! Viviana from Louisiana. Spanish for the Middles.
yes, I'm chanting. Howdy everyone! Viviana from Louisiana. Spanish for the Middles.
yes, I'm chanting. Howdy everyone! Viviana from Louisiana. Spanish for the Middles.
ใใใ๏ผ so great to see the diversity that has to offer in langs, levels, approaches & more!
Paulo in Memphis teaching Spanish 3,4,AP.
I'm John, teaching HS Japanese in South Texas, and I'll be posting the questions during tonight's discussion
Kim from Indiana, Spanish 1 & Heritage grades 7&8
Still recovering from the Prince news...played Purple Rain in the b-ground all day today
Kelly, K-3 Spanish, NC. Have to go read some bedtime Knuffle Bunny to the kiddo, then popping back in.
Clearly a woman with her priorities in the right order! https://t.co/DTiJzJqldP
Kelly, K-3 Spanish, NC. Have to go read some bedtime Knuffle Bunny to the kiddo, then popping back in.
Remember we are Q/A tonite - so include the A# in your replies & don't forget the hashtag!
Tonight's chat will be Q1/A1 format. Don't forget the hashtag and your answer number (A1, A2, etc) in your response.
Our first question is up in a moment!
I'm sad I was too young to appreciate Prince when he was at his most popular, but I love Kiss!
We're on Q1 Why would it be important to let students have a voice in your curriculum plans? https://t.co/3BQaMHByx7
A1 Engaged students learn better!
A1, Well, they are the ones who the curriculum is FOR! I already know French, it's gotta be about them now!
A1 If kids get to learn about their interests, they're more interested, pay more attention, acquire more. I need to do better here
A1: less rebellion! I had some angry villagers...err..dissatisfied customers w/some of my novel choices this yr
A1: if students have a choice in plans they are invested & want to be there & learn
A1 Engaged students are happier and better behaved!
A1 It builds trust & trust allows for risk & risk leads to growth!
Coming in late, but Amanda from Southeast WI- HS Spanish
Same. But then there were others who loved my choices...
A1 Engaged students keep coming back for more!
A1 more engagement, more relevant for them, & they can pull what they might use later on
Ashley from PA checking in! I teach 7th & 8th grade Spanish!
A1 I get bored by my own ideas
A1 My Ss might not respond to what I'm interested in so may not respond to my planned lesson. S input = S engagement.
Hi Courtney from AR here! I teach Spanish. A1: S voice means students care!
Emily from VA here! A1 it's easier to get student buy in when they have a voice in the process, they love it!
A1 Plus they are so much more creative than me...they come up with things I never would have thought of!
A1 because if you are using the language (not 'teaching it') you are successful if you are in 'their world' & you need to know 'em
A1: S voice also means you're allowing your curriculum change with the times
I agree! I'm always excited to see what they come up with
A1 Learning alongside the students about topics that interest them makes us co-learners rather than sages on the stages
A1: more motivation if they have a stake in choosing the content
Yes ... key thing I learned! https://t.co/rLpeYoX17Q
A1: S voice also means you're allowing your curriculum change with the times
A1 When students understand where they are headed & why, they tend to invest themselves more & take control of their own learning.
A1: And we're uniquely able to incorporate their voice. Not so easy for "core" subjects.
A1: students will only remember what they find useful and interesting...find out what that is FROM THEM
If students are interested, they're engaged! Leads to more in-depth convos and opportunity for more input
A1 today I gave my Ss choice & the activities were both the same, but looked diff. They worked WELL because THEY chose
A powerful observation! https://t.co/q6O8wnhnWY
A1: And we're uniquely able to incorporate their voice. Not so easy for "core" subjects.
A1 It shows the teacher is working to improve & motivates them to do the same...hopefully!
A1: Ss don't want to talk about chores around the house! Give them a voice
Happy to make this one today! On hols so can join in, Ken from Sydney
A1 today I tried a new 'rubric' tool & I learned, via feedback, how/why it didn't work for them - & that's why!
A1: also if the topic is newish to you, then you get to model how to be a student
Welcome from Down Under ...! Q1 Why would it be important to let students have a voice in your curriculum plans?
A1 PBL is great for student voice
That's a good piece--them feeling valued. Another great piece of education!
A1 I also tried something new today. Learned how to improve it for next time from students
Agreed! I get new ideas for games/activities from them that I use year to year!
A1 Learning about topics that interest our Ss makes those of us from the Prince gen look and feel younger!
A1 all we have to think about is how we feel when we are asked to comment/contribute to something. Why wouldn't we ask them?
A1 Plus asking Ss' for input reminds them of their role as stakeholder -- and also shows them you honor their role, too
A1: Ss have a need for control give them a voice and choices = more invested Ss
Pushing the shopping trolley around while with the Mrs, while on
Love the piece about reminding them about their role in this process Sensei! https://t.co/F9vCU0TMao
A1 Plus asking Ss' for input reminds them of their role as stakeholder -- and also shows them you honor their role, too
A1 One possible hesitation: if I can't really deliver on their requests/interests. Don't want to advertise falsely.
Q2 on the way in a moment...
A2 Mmm probably not as often as THEY would like. Sometimes will ask, "What did you think of that?" but that's about it.
A1 we *assume* so much about our students. It's good to hear it in their own words.
A2 Online surveys, L1 journaling, quick show of hands...
A2 not as often as I should, but I do ask occasionally
A1 A lot of "What did you think of X" at the end of an activity/lesson or later in the day
I never would've thought about using snapchat if it weren't for my students.
A2 Every day, we all know a look of boredom and disinterest when we see it.
I agree. Any & all topics can be fair game in language class. ยกMe encanta!
Middle school yes easier for Ss choice, senior yrs aiming for uni entrance less room to move
A2: Every four and a half weeks...progress reports and report cards means turn it in to me signed with a reflection on class
A2: just today I sent out a google form to sp3 with options of what novel units they want for Spanish 4
My student teaching supervisor called this the "trip to Hawaii."
A2: Bare minimum: every Friday through journaling. Daily reflections are always a goal, too.
A2 after a 'new' element is added or tried; when I feel like I want to know & 1/2 way thru & at end of term
W/middle school kiddos I get it on a daily basis...whether i want it or not! :) Constructive criticism leads to better activities
I love the idea of surveying NEXT year's class THIS year!
And helps create a https://t.co/szWuO8dsu3
A1 Plus asking Ss' for input reminds them of their role as stakeholder -- and also shows them you honor their role, too
Oh - I'm doing a short story unit - I may have them 'inform' me this way! Gracias
A2 I do ask how Ss are feeling after we practice something new, but I think deeper feedback should be asked for
A2 Our school has formal feedback surveys each term informally with exit tix every couple of weeks
A2 Google forms make getting student feedback so easy! I don't do it as often as i should, always get helpful suggestions
A2 After every activity, really--How did this feel? How'd it work? What do you need from me? Open questions/discussion
A2 strangely enough, often get feedback in IPA conversations (every 3 weeks) eg telenovela IPA today--some pumped, some less so
A2: I do a paper survey each 1/4 but honestly, my ss are rather forthcoming. Not sure if it's our relationship or something else
A2 informally (through observation, engagement): daily; formally (writer or oral feedback): at least once a unit.
Hey, very late but I'm here: Natalia, French, WI.
A2: Tickets out the door - no names, no pressure, real opinions!
When I try a new activity or differentiate for a concept, I pause the class & ask for feedback. Is it working? Should we tweek?
- As often as it is necessary to learn from them & keep them focussed on their learning https://t.co/4ZGqT9TASV
A2 After every activity, really--How did this feel? How'd it work? What do you need from me? Open questions/discussion
Q2 how often/when do you ask for feedback
A3: with ultimate freedom you might as well let the students help plan their next level! https://t.co/uCpvTtkzoi
I love the idea of surveying NEXT year's class THIS year!
A2 Each year during travel unit, I ask students what they want to see & do in Japan - that becomes vocab list. Much stays 1/2
Or when using a new tech tool - was it worth it? Easy? Helpful?
Jill from NoVA. . Checking back in after a couple of weeks due to visiting French students and teachers. Said au revoir yesterday!
A2 from year to year, but Ss are pleased to see their suggestions "make the cut", so to speak. 2/2
Agreed! I have a feeling this is what I'll be working on tomorrow!
A2b We reflect whole group about the overall class every 3 weeks or so.
Class debriefings are so powerful...and humbling if you can get them to be really honest! https://t.co/oqsMUXtb0Q
A2b We reflect whole group about the overall class every 3 weeks or so.
A2 I finally tried Quizlet Live & asked which "competitive" platform they preferred. Each classe has its own opinion.
Ever find there's too much 'reflecting' going on? I don't want to overdo it!?
A2 Stop class a few minutes early to check if Ss find learning process useful and productive.Ask how can we change or improve.
Makes my students day when their idea is the one used in my lesson!
This is always a challenge for me: honoring the highly different set of preferences between sections https://t.co/FKc9H7Tp4z
A2 I finally tried Quizlet Live & asked which "competitive" platform they preferred. Each classe has its own opinion.
On a completely different topic a Happy Birthday to
Agreed! We can't seek out feedback too often or sts might lose interest in giving honest opinions. A2
And I also like the power of the pen - and the 'in the moment' reflection in class
Nope. The after-activity is just a few secs debrief then back into it. The 3 wks are a little more in depth.
standards for teaching WLAN show it's ALL about the reflection! Both T and S.
AND...I hope this doesn't come off wrong way...are we sure young learners know what's best for them?
My other fear is if "too much" reflection will cut in on my 90%+ TL time https://t.co/2gRawnluZv
Ever find there's too much 'reflecting' going on? I don't want to overdo it!?
just trying to see how far our went!
I think this is where our relationships w/ Ss come into play. Good relationship = more honesty
Easy remedy: 4.5/5 classes are 100% TL!
Yes. But you can adapt that one to paper version-it's more abt comfort level,questions,more general class atmosphere
I was rdng through beg. of yr interest surveys. "What do u want 2 learn this yr" most answered "speak"
A3 themes or topics, novels
A3 Format of assessments and adding more depth/variety if Ss feel something is too repetitive.
A2 Every lesson and assignment also provides me with feedback. I watch student involvement and their growth. Modify accordingly.
A3 Up to now, mostly daily activities. Small things. Want to improve here. Planning a whole unit based on Ss input is daunting
A3 Theme/Topic Proficiency can be developed via any subject
Absolutely! Ss' #1 reason for studying WL. But how effective they are at identifying best PRACTICES?
A3 I dropped a whole unit last year - kids said it was 'meh' and not useful
Or giving me good ideas for units
A3: Indi novel choice w/literacy circles via FVR was easy switch for me. I had the yr all planned out til my Ss asked for change
A3: love getting their tech input. which program would work as well/better for activity. keeps it relevant to what they know/use
A3 Curriculum does NOT change - delivery and strategies for learning might.
A3: better Q- what do I NOT change? The stuff that "hurts" just because it is challenging (namely 100% TL)
A3: Re-focus a theme/dif perspective + lang functions based on sts level of comfort & motivation.
A3 I have reorganized units, revised/added scaffolding to activities...
A3: based on interest and engagement I change types of activities or even entire unit themes
A3: Don't change the curric. but often ADD to it - more vocab that they want!
Sometimes finding how to refocus a unit theme turns a much despised unit into a beloved one https://t.co/HhzP4cZeIF
A3: Re-focus a theme/dif perspective + lang functions based on sts level of comfort & motivation.
Me too - esp when I've asked the Q "What do you need that you don't have to do this?" https://t.co/HzZBBdBDKI
A3 I have reorganized units, revised/added scaffolding to activities...
A3: In a SNHL class, I did stop right in the middle of a novel b/c it was going NOWHERE.
A3 Grade book organization: sts want to know skills/themes/progress Our gradebook is flexible enough to adjust.
A2 I've dropped units, vastly overhauled assessment styles (they're a lot happier with portfolios now)
It's a 'brave' point to get to & tremendous learning for us when we react to the room! https://t.co/XQXZEkS3B2
A3: In a SNHL class, I did stop right in the middle of a novel b/c it was going NOWHERE.
A3 we talk about ss feedback to change curriculum yet districts moving to vertical and horizontal alignment.
Okay okay...I'm getting there....
Not only to get feedback, but also to respond to it to individ sts via email/in person/in class.
I wish I were this brave! https://t.co/ejt3YbT8t6
A3: In a SNHL class, I did stop right in the middle of a novel b/c it was going NOWHERE.
I learned that question from you friends! ๐
It was not a proud moment!
Sometimes content doesn't change much but the way it's presented and the activities blending trad with tech
A3 Sts also request more Interpretive Reading IPA-style activities, Accommodate! If I offer too much Interpersonal, they tell me
Don't you love the power of "meh"? I reworked on the fly social media unit as that class did not care much.
And yet impactful for you and them? I have sometimes stopped & asked "why isn't this working?"
make no mistake, it's a gradual shift. I hadn't had these kids for a calendar year
Its a skill I am still working on! That 'letting go' from my vision bc it isn't working !
A3: I often change what fits w/in larger plan: type of project, length of time to work. Whole unit change is seldom b/c of time.
A3: It's a little humbling to admit "This sucks. I was wrong. What now?"
I hope that that alignment means prof goals and lang functions NOT specifically prescribed units.
And SO powerful for Ss to hear and be heard!
I've run into this--Ss ask for things that won't push proficiency lvl. Take w/grain of salt.
Sounds like we are ready for Q4....
At least by their senior yr you know them well enough to tailor to class.
That's another place where our 10% comes in. ๐๐ผ
A4 1:1 "curious" conversation: Tell me more about... I'm trying to understand...etc.
A4: Like beads of water rolling down my silky back. Seriously though, I TRY really hard to see their POV
A4: It depends- is the feedback "I hate the assignment/topic"? Or is it "I hate the class/method/YOU"?
A3 also, 1 kid said they liked blogging to report their progress in 1 project proposed using it to update team on next !
A4 Smile, take a breath, and ask for more specific info or an alternative/suggestion
A4 Depends on type. Kids whining because "this is hard" probably ticks me off more than should. Legit feedback=opportunity 2 learn
A3 I alter pacing, sequencing & projects based on feedback, overall character of group: collaborative, competitive, contemplative?
A4 acknowledge it. Got negative feedback on a new 'rubric' today - we're going to talk about it tomorrow
You can always choose to be a rebel :) I try to live by teaching students not the curriculum.
A4 lots of grumbling to my spouse and/or other teachers, then blogging, then changing before next year
I'm use to that, I'd like to see a Teacher who can nail every lesson https://t.co/Zn00FLaUWr
A3: It's a little humbling to admit "This sucks. I was wrong. What now?"
A4- If it's the topic/task, then "hey, let's figure out another option or how we can change it to get more out of it."
When I ask for feedback & it's negative, doesn't bother me so much. But when it's unsolicited... https://t.co/30PhZSX0YU
A4 Depends on type. Kids whining because "this is hard" probably ticks me off more than should. Legit feedback=opportunity 2 learn
A4: find out why! whole class opinion in which case something might need to change.
A4: well after sucking up pride & trying to not take it personally, I work on how to improve for the good of all
A4: If it's the method or me :), the let's have a chat about how language is learned, and how I can make this work for you.
Q4:After getting some really inappropriate feedback once I learned itโs VERY important to frame how you want the feedback!
Oh the power of the blog for self-reflecting! Can't recommend this external-internal convo option enough! https://t.co/0Cuxmv8wft
A4 lots of grumbling to my spouse and/or other teachers, then blogging, then changing before next year
A4: The real challenge is HEARING what they MEAN amidst their whines and incoherent gripes.
Key to remember - it's how/what you are asking for! https://t.co/bFkiCNYt35
Q4:After getting some really inappropriate feedback once I learned itโs VERY important to frame how you want the feedback!
A4 With a box of tissues! Then ask them for feedback and self reflection (that word!)
This is where I talk w/Ss @ beginning of unit. https://t.co/3T92cSOQtO
A3 Theme/Topic Proficiency can be developed via any subject
You mean when they say "I don't understand ANYTHING" that that's not TRUE?
Yes! Don't let your classroom become a place of negative criticism without purpose
Why not? If it clearly doesn't work bc sts are not engagd/topic isn't relevant, can find other ways 2teach functions.
A4 Any feedback that is helpful is valid, as long as it is presented with respect
I worked on developing prehindsight: think of complainers in advance, what they'll say/do
A3 Middle School students recently wanted to find out about education for girls.Created unit on girls and education in Togo.
A4: I think a lot of neg. feedback in WLAN stems from Ss being uncomfortable with the struggle, the inferring that is inherent.
Students get interested in language learning when discover bilingual picture books of Xavier Garza & Carmen Lomas Garza
Love this idea! Kind of like "Carnac" with the answer before the Q https://t.co/n6UUxIDiH3
I worked on developing prehindsight: think of complainers in advance, what they'll say/do
It can be hard not to let get you down about whole lsn/act. esp. if whiners are also leaders
And a proficiency based program makes them WORK. No completion grade/worksheet fill-in here!
A4: I have my 1st student ever who despises El Internado ?!?
Exactly! This is a HUGE change in mentality for kids who have done worksheets in every class for 10 yrs.
How do you handle the whiner/influencer in the room? I have pulled them out & talked directly about it https://t.co/ghUZQU8Af6
It can be hard not to let get you down about whole lsn/act. esp. if whiners are also leaders
Q5 is on the way in a moment
A clown is just a person when you take away their audience! Think it's the same for whiners.
I pulled a kid out a couple of weeks ago. His turnaround was AMAZING and IMMEDIATE
A4 I had a class who wanted me to teach like Ms So-and-so, but wasn't best practice. I had to show them their progress anyhow
YES. Time to practice that "difficult conversation. Also ask other Ts what they see in this S
Pre-planned strike yes good strategy https://t.co/RvPYcYbHYI
Love this idea! Kind of like "Carnac" with the answer before the Q https://t.co/n6UUxIDiH3
I worked on developing prehindsight: think of complainers in advance, what they'll say/do
Q5 Q5 Q5 How do you communicate positively with students about areas that are not negotiable? https://t.co/N6PT9rthCl
A4 Agree! For my gifted students it's the first time something isn't easy! https://t.co/rLLPYoovhH
A4: I think a lot of neg. feedback in WLAN stems from Ss being uncomfortable with the struggle, the inferring that is inherent.
some kids are not keen on novel idea next year, want to learn "the normal way"
Accompany the librarian to your state library association annual conference to meet authors & publishers of bilingual books
A5: Point out their strengths and how they'll play into their language acquisition/proficiency growth!
A5 They have to trust me. I will not let them fail. I would never make them do something if I thought they'd be unsuccessful.
A5: come up with a plan that you both agree on before act/less. Student feels prepared and able
Q5 They can have input...later
A5 And, when appropriate, tough love. Suck it up. Think I love everything about my job? Nope. Still gotta do it, and WELL, anyway.
A4b And frankly, trust the classes that will give constructive honest feedback, not just complain. The others could still benefit.
A5: Creating a positive, trusting classroom environ from day 1 also helps!
A5: Instead of โno,โ โIโm sorry thatโs not a choice, but you can chose x,y,z.โ
Now on Q5 How do you communicate positively with students about areas that are not negotiable? https://t.co/9tMvwpE1Ir
A5: Can we define "non-negotiable" Pls?
A5. I just reference my "language teacher friends on Twitter". Who can argue with that?
Yes, 1 of my class's want all iPad stuff, the other 50/50 https://t.co/BrhtWE9YYh
some kids are not keen on novel idea next year, want to learn "the normal way"
Non-negotiable for me is as much TL as possible.
Speaking/listening to TL. Every day.
A5: Using research/science/best practices makes me feel better about my reasons. Not sure they care...
100% TL, non-negotiable. Act, draw, infer, use what you know= non-negotiable
Original work/performances. Nothing that allows them to disengage and go on autopilot.
YES. https://t.co/93tbCQ1axs
A5 They have to trust me. I will not let them fail. I would never make them do something if I thought they'd be unsuccessful.
To be honest I'm thinking about that and realizing just how much non-negotiable I have
A5 What I won't change about my teaching no.matter.what.
Latino enough to be loud and insistent, Southern enough to smile while I am.
I like this....what is 'non-negotiable' https://t.co/zAu5t21TOd
Original work/performances. Nothing that allows them to disengage and go on autopilot.
A5.1: Non-negotioables: Our seating arrangement (deskless-yo), grading practices, TL use, participation & EYE CONTACT
It's ok that kids don't care.They DO know that I'm a nerd :) Sadly, many adults don't care either;thats a bigger problem
I can HEAR this in 's voice https://t.co/yvs4KXvHqg
I had a student suggest I was passive-aggressive. "Oh no, honey. I am aggressive-aggressive." ๐๐ at
A5 participating, communicating, supporting partner, kindness, using the TL, not just 'trying to finish', the 'team not the 1"
A5: non negotiable is positive & supportive environment where those taking risks in TL are encouraged
I assume TL use. What else?
A5 I emphasize that TL 90+ is national standard, proven way to get you communicating. Emailing assignments prepares for college
A5: I actually put"participation" in "negotiable" zone.Bad day? Take a time out from the circle. We don't want ur bad vibes NEway!
Bilingual students here quickly learn that to be a nurse or allied health tech they need a specialized vocabulary in Spanish.
A5 Be positive and engage! I tell my students they cannot bore me either!
Assessing by modes, , gotta talk
A5b I let them know that the way we do things might be a little different, but they work. "And you AR in great hands!" ๐ค๐๐๐ผ
Realize it's about the 'atmosphere I want in the room' thats key for me & I will not negotiate on that
TA: I'm going to try not to take negative feedback so personally. No promises though! :P
takeaways: Want to tailor more to Ss input to interest more Ss. Engagement is an issue for me
Gotta go shopping is over good to participate again thanks
TA: At year end I want to survey Ss for a new unit for next year. Work on it over the summer, maybe adapt it to several levels..?โฆ
TA theres more reflecting for me to do on what/when/how I get their feedback. More opps for me to humbly listen to come
Takeaway: We all get some neg. feedback from time to time. It' what you DO with it that matters!
I think I would like to do this for my AP kids!
Many of my math students were coming here from Mexico. I had to go to a bookstore in Mexico to get a math textbook
A big merci, gracias, ใ็ฒใๆง to leading the charge in the mod chair today!
Both of you deserve a retweet! Un aplauso! https://t.co/aOVdoLh1Ot
A big merci, gracias, ใ็ฒใๆง to leading the charge in the mod chair today!
Thanks & for another excellent !
I realize I'd like to have some impartial surveys about class. Maybe as the year ends.
I realize I must get to see/hear/chat with you in person at a conference!!!!
