#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 June 2, 2016
Good evening ! Tonight's Q is: "HOw can we help students adjust to shifts away from familiar instructional practices? Who's here?
Melanie in Ohio. Pretty excited! Wasn't sure if was happening tonight!
Hey Colleen here to assist ce soir - from sunny Vancouver, tching HS Japanese and
Laura Catherine HS Spanish in good ol' Iowa here! How close is everyone to being done?
Bonsoir . Megan, French 2-AP, Detroit. 11 more school wake ups...
Hi from the road in NC! (I'm not driving) 😀
Can we ask as a professional favor that marketing (obvious or otherwise) tweets not be published during ?
Hi ! I am Maris outside of DC in MD- I teach MS/US Spanish!
Hi everyone. Amanda from KS. Looking forward to the conversation
Hi , Caitlin from Chicago. MS Spanish and 4 days til summer.
Ooooh! What kind of inspiration are you looking for? There's tons here on but perhaps I can offer others.
I'm Sara-Elizabeth a teacher in Kentucky, feel like I've been "shifting from familiar practices" my whole career ;)
Sorry. Amanda from KS and I teach Spanish!
Kim from Indiana, Spanish 1 & Heritage grades 7&8 -- 1 day to go! 😎
Justin sending love from putt-putt, where I'm not sure how they want us to cross this bridge made of rocks https://t.co/a3hiBRdzGg
Me too - I'm 20yrs of teaching & busier than ever revising, changing, re-focussing https://t.co/OkugHgAUvI
I'm Sara-Elizabeth a teacher in Kentucky, feel like I've been "shifting from familiar practices" my whole career ;)
¡Hola, ! Cristina from Miami. I teach & thx to inspiring PD, I was named chair of my school's Spanish program today:)
I'd love to connect with you, ! I see you're NBCT and I'm interested in the process. Tips?
June 28....but not back in until after Labour Day
Greetings from Memphis (this week). My twitter bio says it all about tonight's topic.
TELL us more! I can't wait until I get to attend one!
We'll get to Q1 pretty quickly! Anyone else joining us here at the beginning tonight?
Wooohooo! Congrats! https://t.co/H0uGmKbtG7
¡Hola, ! Cristina from Miami. I teach & thx to inspiring PD, I was named chair of my school's Spanish program today:)
congrats !!!!so so happy for you! !
Enhorabuena, !!! ¿Cuántos miembros hay en tu departamento?
Cathryn from Northern Va. Spanish
A1: I'm going to state the obvious - conjugation!
Denise from MA. French 1, 3, 5/AP
Q1 So what is it about that (stuff) that made you throw it out? What makes you look at something and say nope, not going back?
A1: too much reliance on set vocabulary/grammar!
A1 Things that do not foster communication!
A1: I also think there needs to be a shift away from one lump grade. Separate it into skills.
Jill from NOVA - just finished grading exams! OUF!!
Teaching something just because it's in the textbook
Amen! I'm so glad to be textbook free 2 yrs and counting! https://t.co/j1C1fE0Ojk
Teaching something just because it's in the textbook
A1: the textbook fill in the blank testing
A1/ verb charts, calling units by grammar topic...
A1 what I saw on dept printer yestrday "Unit6 Day 3 explain 'future' & put example on board. Then WB ex 2, 3, 4, 6"
A1: also a ton of emphasis on remembering every accent, el vs la in Spanish and PERFECT spelling
Johnnie from Ohio, I teach Spanish 1-4.
A1 drill and kill!
A1 ABSOLUTELY. Remember this? "Conjugate the following verbs for 'we'" https://t.co/IfjCqI0QkH
A1: I'm going to state the obvious - conjugation!
joining from louisville, ky while packing boxes. Moving to new town & school 😃😭
A1: How about Ss perspective of "right" and "wrong" that's so common in other classes
A1 Shall I channel and say exhaustive vocabulary lists?
depends. I'd say "the way we were taught," whatever that may be
We set our grade book up by skills. It makes it easier to see the progress of the student in each area.
Welcome! Glad to meet you at !
A1: mindshift should be from what's wrong to what is understandable. Build confidence and positivity!
Woah! Trying to jump in after Raffi-ing a cranky 4yo to sleep! on a roll already!
A1: this might surprise some, but I don't think have to throw out all that much. our strategies aren't the problem
Jumping in late--Valerie from Chicago--ele-ms Spanis and new Spanish Program Director like my friend@MaCristinaRV :)
Q1 1st yr changing towards prof. Cleaned out clsrm & threw out any cultural wkst in Eng. U can find comprehensible resources
A1 old stuff I have that I used about studying the language not using the language to communicate
A1 And also...forgoing the TL to use L1 and talk about features of a language.
holy cow YES. They have so much trouble believing I am not looking for excuses to take off points!
Words to calm all of us.... https://t.co/WadJ8bF46Z
A1: this might surprise some, but I don't think have to throw out all that much. our strategies aren't the problem
"Is it wrong if I spell it wrong?" I'm looking for more than WORDS, kids!
A1: also double object pronouns! And their placement!
A1 grammar driven instruction outside of any context
Lisa from OH Late tonight had to provide speakerphone translating services for my son the optom who has a group of french patients
A1 anything that punishes risk taking--or even that doesn't reward it explicitly
A1: in fact, you could argue that many of our strategies perfectly match the goals of our programs.
Yes...thank you - not 'what do they need to know' but 'what do they need to do...' https://t.co/A0IUwLIU3r
A1 grammar driven instruction outside of any context
I won't say mine do not ever conjugate. But not the drill-n-kill on paper like I was taught with.
A1: Worksheets like "sopa de letras" (word searches) and fill in the blank verb practice.
A1 so what you're saying is the "familiar" practice that needs to go is...
I like giving more holistic grades now--but they ARE either reading, listening, speaking, or writing
Can I also say...my colleague keeps talking about having to teach the perfect tenses. I don't even know what those are.
I use what you do Laura but I'm shifting to my interpretation of the modes...
I will defend verb charts as graphic organizers--but more to help file comprehensible input after the fact
I actually had a STUDENT ID these when I said "have/had/has" to him. I was like HOW DO YOU KNOW THAT??
oh, do tell! I combined and condensed a bunch of ACTFL Can-Dos myself
I discovered last yr one of the 100 most freq words in Spanish is perfect "have". Still no idea what to do about it.
what?! 40?! I disagree too!!
Lots of crossover also. Need to read to respond and communicate. That's where it gets tricky.
I'm liking the actual wording 'interpersonal' 'comprehending' 'presenting'....
PRECISELY. We know KINDERGARTENERS can't spell perfectly. What else are our novices?
my issue with mult choice is I can never tell if the student chose right answer because she knew right answer. Never.
I explain it when we see it or kids ask for it.
when I see early learners w/great spelling I suspect not enough emphasis on listening
Unless they had to tell you 'why' they chose it. "Answer B is right because...."
even with changed goals I might not throw out any strategies. simply can't assume that one strategy works for all (or even many)
which makes it short answer ;)
sound good. I find listening & reading work very differently though. Also easier for others
A1: not teaching or even exposing commonly used verbs until a certain unit. Limits students ability to communicate
I dunno. I'm a real hard sell on multiple choice.
It's why I wrote that teaching to me was like playing golf https://t.co/UU8Y9GMNh8 https://t.co/Fgk3iyVS9c
even with changed goals I might not throw out any strategies. simply can't assume that one strategy works for all (or even many)
that clearly should have only been 30 points. any good teacher would know that.
you want to throw out grades, and what we grade certainly is (or can be)
A1 when it's about what you remember we learned to say not about being able to use what we've learned to say
girl, I'm about to go through buckets of folders in my shed full of that stuff.
A1 try not to focus on form but instead on communication
Textbook order is not real life order. https://t.co/OTzF0DHf1X
A1: not teaching or even exposing commonly used verbs until a certain unit. Limits students ability to communicate
I still do not believe this is possible. I just KNEW you were my age in OH!
Pulled one out the other day with 'grammar' words on them "Everyone - let's change 'verb' to..."
Hey had enough of the negative? LOL Q2 coming up
Let's get to those solutions. Q2 coming soon! https://t.co/vxs6PyXsBg
Hey had enough of the negative? LOL Q2 coming up
I remember interviewing a kid to enter our school who said he hated pointless things like crosswords I defended them
Hey , I'm here! Just got in from walk w/the dogs :) Loving the discussion tonight.... A1: ditto so much!! grammar focus's gotta go
A2 Guess meaning from context (on IPA template)
tell you what I did--taught perfect instead of preterite/imperfect. Worked great!
A2 Real world homework (inpsired by ) Apparently this homework involves...work! And learning! Gasp!
A2: Interpersonal skills were uncomf as I was heavy on TPRS for a while. I had to work in more PQA to help them.
I use multiple choice more as scaffolding than assessment, ie telenovela review
i see this all the time. when students have to be active participants (instead of playing school) they become uncomfortable.
A2 knowing that there aren't "right and wrong" answers or that they don't "know it all"
A2 Sometimes I don't let my Ss look things up or ask me how to say things. Sorry, work around it!
A2 . Anything where they have to speak without memorizing a script first :(
A2: Interpersonal interviews with me, but so hard to fit in a lot of interviews
Arriving late from baseball field, I'm Shannon from NJ
Man, just asking my kids to communicate in TL is a challenge bc the other Ts don't have any expectations
Q2 realizing that there is more than one right answer
you wouldn't throw out fill-in-the-blank worksheets about chores?
A2 Things that go beyond "do this" Kids want to know EXACTLY what to do EXACTLY when. I want them to be independent & creative
A2: just understanding the main idea of a reading rather than every single word took my Ss some getting used to
Tell me more about these interviews! I'm wanting to do something similar next year
A2 Speaking without planning and preparation is new & incredibly challenging for my students, very much used to drills, etc
Check this A2 feed and see what 21st C class looks like.
Yup - we don't do scripts - we do 'key word' scripts...if we even do scripted things....
RT : A2 . Anything where they have to speak without memorizing a script first :(
A2 and also the fact that just completing the work won't get you a 100%
A2: my Ss felt out of comfort zone when asked to reflect on recordings of their language performances
A2 pushing for meaning but circumlocuting and not going to the dictionary!
RT : Check this A2 feed and see what 21st C class looks like.
but you know what else? (from 100's of interviews) when teachers don't model or give explicit directions. they hate being confused
A2 LISTENING. 1000x LISTENING. HOWEVER I think it's my fault.
RT : A2 and also the fact that just completing the work won't get you a 100%
A2 no vocab quizzes. Lots of discussion on no, we are still not going to have vocab quizzes. No, they still don't work.
A2: Evaluating authentic resources + upper Bloom's. Instead of fill in the blanks of commercial, would you buy this item and why?
A2- Reading novels, no specific grammar/vocab/time or word amt requirements for writing or presentations
A2 Proficiency-based assessments as opposed to fill-in-the-blanks and conjugations They came around tho & are doing great!
I mean, I GUESS they help explore things like roots, stems, language features...
I am SO BAD AT THIS. https://t.co/acwVSNzBGO
but you know what else? (from 100's of interviews) when teachers don't model or give explicit directions. they hate being confused
I see what you are doing. https://t.co/wxYo2pTaD2
you wouldn't throw out fill-in-the-blank worksheets about chores?
A2 the 'pop check' quiz not the 'announced quiz' - what's in your brain about this right now? do you get it?
My ss have NEVER had those things and they still ask about them
Yes, reading novels is such a mind shift - for parents, too!
A2 or just getting stuck on 1 word you don't know
A2: being okay with not being able to communicate the same way you would in English
dude, my kids are all in love with IPAs. I think it's because portfolio "tests" were so MISERABLE
For me, it's grammar HW! You don't need it...!
A2- Homework that isn't for "points." Choice projects
A2 finding their own supports & helping each other. Not resorting to English
A2 Using & moving beyond modeled writing and speaking assignments to student generated content. More productive but more errors.
I continually find myself realizing "they need more direction here"
A2 Had one tell me today she'd rather write 10 pg essay on what she learned this year than do our interpret. asmnt.
RT : A2: being okay with not being able to communicate the same way you would in English
I agree! But I think if you modify your questions enough listening can be doable esp with videos
A2: understanding there isn't a minimum to get an A. It's about how you communicated not how much
A2: being Content-Based, sometimes content is uncomf. For ex., immigration this yr w/Trump supporters.
And more authentic...& if they talk to enough kids - they get corrected! https://t.co/LXVTKya0IB
A2 Using & moving beyond modeled writing and speaking assignments to student generated content. More productive but more errors.
You mean you don't like the question "How long does this have to be?" or "How many sentences is a paragraph?"
WELLL...kind of hard to get sentence level comprehension from full-blown in Spanish 2
Like said, they've been taught how school is "supposed" to go... https://t.co/yfZ8w733vb
My ss have NEVER had those things and they still ask about them
modify the questions not the "text"
A2 on the subject of grades, the idea that meeting expectations isn't an A
A2 - Interpretive Reading | Guess meaning from context
Also--since content is the subject and not grammar--they have to shift their expectations. https://t.co/55wLqwF32i
A2: being Content-Based, sometimes content is uncomf. For ex., immigration this yr w/Trump supporters.
my kids want that easy affirmation. They've started seeing IPAs can do it too!
A2 I use grammar to scaffold what SS want to say. Pop-up grammar is useful to support student communication in performance skills.
really?? I think evaluating is tricky, but relevant questions?
it starts with parents, in pre-school, Kindergarten, on TV shows. we have an image of school.
My Ss have a hard time with this but the Ps are worse! I'm ruining scholarship opportunities evidently
A2 moving around & talking to lots of partners - they have to know how to handle the "i don't understand.." it takes time
A2: with shift to reading novels, it's tough for low level readers to visualize what they're reading.
so true! As non-native speaker f Japanese, I'm a model of language learner/user, if I dn't use TL, hw cn I expct my Ss to
my daughter attends a Montessori school wo grades and she talks about grades constantly. So true.
And not translating for their partner.
YES!! This has been a rough year in that regard! BUT, I have addressed it topically w/o allowing sides 2b taken.
I have been the WORST. Especially when I get Creative--also why familiar IPA format seems to make ss happy
oooooh yes...today I watched a Yr4 work for 2 minutes to help her partner understand
Ah there's another one - A2 not translating for each other
YESS! Rewarding incorporating essential verbs has helped on this front though https://t.co/CRRxG0S6Ij
A2: being okay with not being able to communicate the same way you would in English
I think ss feel validated through the IPA process
Absolutely - I see it in their reflections after...."I am proud that..." "That went..."
I agree. They FEEL themselves USING the language, and they can OBSERVE the growth!
I started asking 2s "Describe that" or "What is that" to get them to circum. It worked & they weren't so frustrated
I have learned the value of asking them to ask themselves how they are doing...
hitting all my high notes here, but AAPPL rubric stems that question for me :D
Move into peer convos def challenges them especially in grade 4
I agree! When I first introduced them the S's called them IP-Yays!
I can't begin to fully describe what it's like to teach kids who don't know what school is "like"
OK. I'm seriously going to think of this everytime we do one:) https://t.co/mkcM0FatVX
I agree! When I first introduced them the S's called them IP-Yays!
I would like to do more of this, if only having them highlight the leve they're going for on rubric
me gusta! Mine tried to make "eepas" a thing :)
They're fearless and motivated by learning. It's amazing.
A2 Less of a worksheet, more of a thought catcher/conversation tracker.
Ok I could just sit here in Q3 forever. I'd rather develop new stuff than do just about anything, HA!
A3 Make sure it's based on an and/or authentic task?
A3 Start by giving it a clear, communicative-based purpose statement
A3: Be careful about using anything from a textbook. Activities should focus on doing something with lang, instead of just f-i-b
A3 - I personally like worksheets best for interpretives. How do they look for presentational/interpersonal?
A2 students listening to their recorded presentational speaking assignments and doing auto-feedback
A3: keep in mind the task: more writing for interpretive/presentational tasks. Minimal if any writing for interpersonal
A2 Ss struggle w/ not knowing exactly how to improve on an assessment that doesn't have black & white responses but B/W grades
A3: I use a lot of images and graphic organizers. ¡No ingles!
I love that I get kids in 10th grade, so they know me by reputation first :)
A3/ tying it to a specific task so it becomes a bit more active? Interactive? If that's possible with paper ..
A3 Mine are usually function and task driven--there's a communicative purpose
A3 It is never a handout, never a worksheet, it is a task with a purpose and a step relating to the end product.
A3 - I LOVE ' handouts for her units. I try to mimick those as best as I can for IPA units.
A3 Has to be communicative. Helping interpret , ideas for present, etc.
It is...watched 30 Yr3's today for 20min (paper in hand - okay they generated it) getting targeted prac on concept
Graphic organizers before presentational
I had to get more intentional about picking relevant, FAMILIAR contexts to scaffold appropriately for novices
The ideal guidelines. https://t.co/unEbEboi4R
A3 Has to be communicative. Helping interpret , ideas for present, etc.
A3: I think asking thought provoking Qs & helping Ss communicate is good. On paper? Who cares?
A3: After listening to purpose is very important for activities! https://t.co/odKQYXdHBW
A3 Start by giving it a clear, communicative-based purpose statement
Putting this on my board....on my computer....in front of my eyes each day https://t.co/hHLjZdWW8y
A3 It is never a handout, never a worksheet, it is a task with a purpose and a step relating to the end product.
Q3: This is a trick question. There is no such thing. There has never been a student that was excited by a worksheet.
A2 Ss: "How long does it have to be?"
I def think it is possible. I'm a fan of highlighters with interpreting auth readings. Multicolor...visual...
A3: there it is again and I'm starting to sounds like : depends on your goals.
A3 Can I be honest? I give so few worksheets these days and I have some goodies that I reuse for multiple things.
Yes! https://t.co/579GS8qWpW
A3 It is never a handout, never a worksheet, it is a task with a purpose and a step relating to the end product.
A3 and if it's practice...what are they practicing for? Keep it focused on communication tasks
Donna from Maryland. Just joining. I'll try to catch up. 🙂
A3 graphic organizers are my FAVORITE worksheet- scaffold starts w/giving purpose, framework https://t.co/3FkK9KDNi4
A3: I use a lot of images and graphic organizers. ¡No ingles!
Great teachers will never be without a home as they live for ever in their formers students' hearts.
Graphic organizers can and should be familiar/repurposed
yes ma'am! Love me some cloze listening/reading!
I'll be honest 2. I have 'technical handouts' in their unit book if they want it...but we don't learn it like that
A3-Interpretive with graphics a la 's for Robo en la noche.
RT : A3: there it is again and I'm starting to sounds like : depends on your goals.
¿Tienes un recurso/sitio que te gustaría compartir?
could you give us some purpose examples?
A3 The thing I love about (worksheets) is making them ask Ss to DO something meaningful WITH something meaningful
I do think it helps some kids to write/see it written and organize
A3: worksheets with tons of visuals are GREAT for novels!
oo yes! I even love just watching them highlight everything they understand before anything else!
That's why it's there as a resource...but not req'd reading...
A3 I love to ask Ss to draw me a diagram to show comprehension, critical thinking
A3: can't graphic organizers for processing language be effective ?
- I keep it on my planner!!
A3 didn't think I had an answer, but made me think of one: RECURSIVE.
I like that allow students to sequence things.
This is where traditional vs CI teachers might divert? They're still seeing written lang A LOT but not on a worksheet per se.
And refer back to if they aren't sure (I have them also visually called 'review' videos)....
A3: It's about the authentic task guiding the
1/2 They don't look like "worksheets" they're more like scaffolding to support writing an email, or describing
oo yes, any kind of sorting, really. I like grouping at least as much as sequencing Why I tend to ?
A4: LOTS of conversation. Let kids ask questions until they understand WHY. This is worth English.
A4 - setting lessons up to mirror what assessment would be like. If reading part, do lots of reading in similar manner.
RT : A3: It's about the authentic task guiding the
2/2 a photo, or a friend...yes--categorizing(just saw your tweet)
A3 For every lesson we need to ask what is the real connection and purpose to our lesson. Can extend and engage ss this way.
something concrete and in their possession can make Ss feel grounded
A4 By not giving in!! Sorry kiddos, this IS how we do it now, no going backward!
A4/ need help with this, I feel like sts sometimes just want easy way out
A4 Lots of feedback so that they learn we're looking for what's comprehensible/interesting/relevant/etc rather than what's wrong.
A4 OK here is my ULTIMATE ADVICE from 13 yrs of teaching: BREAK IT DOWN. Then BREAK IT DOWN AGAIN Until no one would get it wrong!
A4: practice practice practice! I find teachers teach old school practices but then expect great IPAs etc
Yes, I AM the expert here, I KNOW what's best. Trust me and you'll see, too.
A4 educate parents and admin as well so we are not lonely Don Quixotes
A4: Provide plenty of tiering/scaffolding.
A4 you have to make your assessment similar to your class activities -- test how you teach and how the students learn
A4 by showing that even if the assessment practice/reporting doesn't have %...when I have to put on RCard it works out
A4 - convince them that they can do it. Focus on the positives. Talk about how/why it's different than the norm.
A4: Focus on a growth mindset and how that relates to language class
A4: also by giving great feedback to help kids see concretely what they need to do to improve
A4 Explain everything in context of helping them get better at USING the TL. Isn't that what they want out of a language class?
A4 focus on the success-what they can do-not what they can't
A4: By having colleagues join in w/ you to change their practice.
A4 "I am not asking you to do anything we prepared for..." "You will be meeting expectations if..."
RT: A4 setting lessons up2 mirror what assessment wld b like. If reading part, do lots of reading in similar manner.
A4: build trust in the classroom, practice & practice more, reflect, practice like assessment
A4- encouragement, clear directions/expectations
A4 share the why, not just the how of changes. Understanding why it's better FOR THEM not just you
So true! We gotta have each others' backs
B) find the patterns for your students in what ever they need to interpret or say, then draw them out
RT : A4: Focus on a growth mindset and how that relates to language class
Yes! Many Ss get stressed out suddenly at IPA time, even though they CAN do it. Start worrying abt grade https://t.co/1hU4QJPXs3
A4 - convince them that they can do it. Focus on the positives. Talk about how/why it's different than the norm.
Oh this is so powerful....I have learned to include my students in my practice.... https://t.co/bfwNnVWu2C
A4 share the why, not just the how of changes. Understanding why it's better FOR THEM not just you
RT : A4: build trust in the classroom, practice & practice more, reflect, practice like assessment
A4 - if doing IPA, spread them out. Do you really need to assess all 3 at once?
A4 I did finally put a tiny suggested grading scale on the expectations continuum on the rubric
A4: Set new expectations from the beginning. Explain explain & answer questions. Ideally if done right u won't have mny questions.
A student told me that because she feels 'safe' in the room she's ready to 'risk & try' https://t.co/rx1VzQE5ML
RT : A4: build trust in the classroom, practice & practice more, reflect, practice like assessment
RT : A4 - if doing IPA, spread them out. Do you really need to assess all 3 at once?
A4/ I actually had a student complain that we "did nothing in class" - um, ok, what was all that talking and writing then?
well, yes, of course. But shouldn't they? Easy feels like it's working. So cut away to what HAS TO work
I'm very curious about this. How is the I part of the IPA if they're not all (relatively) together?
Yes-be clear, and consistent. The ss will come to rely on that consistency to help them https://t.co/d8Qr7aR2e6
A4: Set new expectations from the beginning. Explain explain & answer questions. Ideally if done right u won't have mny questions.
we are for the final which I like but also seems to drag on
A4: Constantly reminding them of the process and that it will take awhile
RT : I just registered for . Did you register too?
OMG it was such a moment...and now she is just 'blossoming'! the Lang isn't perfect but the attitude is!
We're going to move on to Q5 pretty quickly here
I loaded my IPA with interpretive lessons first, b/c they needed vocab and knowledge for other 2 skills
There will ALWAYS be that. For some students, I almost think it's a reflexive response.
"The Lang isn't perfect but the attitude is" LOVE. https://t.co/h39BW3gDqT
OMG it was such a moment...and now she is just 'blossoming'! the Lang isn't perfect but the attitude is!
A4 I try to describe how new assessment will help, esp if I know it will be a great challenge. "This makes you better BECAUSE.."
You have mentioned allowing yourself to suck more than once. I love that advice.
This was also a CBI based IPA... not sure how "normal" IPAs are
A4 yes! depending on unit, sequence or bund IPA tasks how they make sense in a real context. https://t.co/mOgVnrsusk
A4 - if doing IPA, spread them out. Do you really need to assess all 3 at once?
THIS is a change I need to make. S output crippled by lack of active vocabulary- need more interpretive https://t.co/rOfs2pbUN1
I loaded my IPA with interpretive lessons first, b/c they needed vocab and knowledge for other 2 skills
YES. If they see they can succeed your way, they'll trust you more. Build trust AND SUCCESS https://t.co/fDzCWD2D8S
A4: build trust in the classroom, practice & practice more, reflect, practice like assessment
I have a meme like that...I'll find it...
I mean seriously, if I let sucking at something stop me, I'd have quit teaching 8 years ago
Here's the last one! Q5: What's been helping you replace practices you found unhelpful with better ones? https://t.co/fKLFnVqmhn
I have only done IPA with level 3 (1+2 are TPRS/CI). I am contemplating mixing them next yr
When I get stuck, I remember reminding me of this.
A5 - My M.Ed. program helped A LOT!
There are not enough hearts or kitten stickers for this.
I feel more blog posts coming on about what I learned this year with failed experiments!
I would ask Ss to do interpretive task 2 weeks before presentational writing, Pres Sp 1 week b4
YES!! CRYSTAL CLEAR EXPECTATIONS! Here's where you need to go and how you get there https://t.co/9SPFWAaTmM
A4: Set new expectations from the beginning. Explain explain & answer questions. Ideally if done right u won't have mny questions.
A5 - I couldn't have experimented and changed so much without my colleague's support! I owe him SO MUCH! https://t.co/ZN5CoT2ZGS
I am seriously going to pick your brain about this at
A5: Zaption/ Edpuzzle!! Love these for interpretive video help!
Yes...that is recommended too in keys to planning for learning...
A5 gamifying difficult concepts like indirect object pronouns. Sts get insane amount of repetition & can help struggle Sts
A5: finding like minded Ts to collaborate with even if it's via Twitter! :)
A5 learning how to find and use authentic resources and giving students power to choose and direct learning
Can't say enough re: blogging! its my 'talk with myself' time and I work out/learn about the good & bad! https://t.co/w4HiZBA5ak
I feel more blog posts coming on about what I learned this year with failed experiments!
Yep! I just read (part of) that chapter today, and had the same questions!
we learn more from failing then from succeeding.
Q5: amazing PD & support from colleagues have helped me to replace better practices w less effective ones
Having lead PD at our school!
A5 I keep trying to think how to make it relevant, connect with other subjects, and lives of students. My goal is real world use.
IFF we are honest about HOW and WHY we failed
A5: Online communities--knowing there are tchrs out there doing what I hope to do and I can learn from them.
A5 If I had an American$ for every time a colleague asked how I learned/got/found/incorporated what I did https://t.co/Uqw5wxzLuW
A5 I could not have done what I do without an amazing mentor at school and UNREAL help/advice from u guys on
A5 Reflection,blogging, , asking and LISTENING to the kids.
A5 Nuts and bolts answer: Infographics. Changed engagement, assessment, CI level. INFOGRAPHICS, people.
I get the temptation to blame kids--I did it--but it doesn't help
A5 like so many have said and the conference, too!
INFOGRAPHICS=WL teacher bliss Something for everyone.
PD opportunities like have helped by providing me like minded educators who can inspire me w/new ideas! A5
Very very key - asking/listening to them...they'll tell you why it didn't work and why it did... https://t.co/aITcXaKC3u
A5 Reflection,blogging, , asking and LISTENING to the kids.
Favorite tool would be .This allows me to give students access to multiple views of the resources they see in class.
I think that is the hardest part! Along with admitting the failure
you should see all the things I "failed" at this year. more than once.
A5 talking with sts to get their input. What feedback do you need to grow? How do you want to use TL? https://t.co/6g8mXTMek7
Here's the last one! Q5: What's been helping you replace practices you found unhelpful with better ones? https://t.co/fKLFnVqmhn
A5 here's another: Edmodo. Helped me get more English out of class, access motivation at home, build more rapport
Ditto! I know I would feel lonely/crazy without these communities! https://t.co/UZ8De4TsQW
A5: Online communities--knowing there are tchrs out there doing what I hope to do and I can learn from them.
GIRL YES. It HURTS. But it's worth it. And it's what we ask of our kids
A5 I blog about my failures 'cause my dept thinks I lead...I want them to see I lead because I fail (often!)
A5 infographics have REVOLUTIONIZED authres especially for novices!!
A5: Some of the ACTFL Language Educator articles from the past 1-2 years have also REALLY inspired me
may I ask how u use infographics? Having a hard time understanding how Sts would utilize them.
And if you include them in it...they'll help you out for the next time!
A5 I feel like I've gotten my feet wet with CI/TPRS activities. I like the actvties but I dnt do them to best of my abilities YET
oo, I would like to hear more about this. I've got a particularly gamey group coming up next year...
Hi ! We will have sessions on tonight's topic and more at . Consider joining us!
also I hate the end of the year when I want to scream "there is so much I want to change!!"
Talking points and use with Qs: who, where, why... moves students from concrete use of lang to abstract.
TA it's messy, it's hard, it's sometimes a spectacular failure but growth, outcome, language that comes out in class is worth it
Yes, but that SUPER listening, when you hear what they're NOT saying too https://t.co/8L286hpRZZ
A5 Reflection,blogging, , asking and LISTENING to the kids.
Interp tasks for comp,interprsnl--talk about xyz from the text...venn diagrams--compare the text with..
TA: Ss are good at "playing" school. Have to get them on board for something different.
Ta: keep fighting the good fight bc it's good for kids, do what I believe even when colleagues stay stuck in texts & wont budge
or the "I went so much this way I forgot to use a bit of that...." https://t.co/FIO9nQVRqJ
also I hate the end of the year when I want to scream "there is so much I want to change!!"
groups w\ white board. I post ?. Sts have 45 sec to write their response. And they follow S(N)IDV
TA: change is hard, but it's a journey that's well worth it for both me and my students.
TA: make directions more clear, be OK with lots of interpretive before other stuff
TA Being a few years into the process of change means that everything is so much easier than it was in the beginning!
Sad I missed ! Potty training is seriously a full time job 👦🏼
TA just when you think you have got it,..... always room for new ideas and practices. Keep perfecting!!
RT: also I h8 the end of the yr when I want2scream"there's so much I want2 change!"
yeah man, I'm having trouble narrowing down my idea wishlist for next year
