#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.
Last semester I was in a play at the community theatre, and now I’m directing the school play, and taking two grad classes, and teaching. oof. #langchat
#langchat we use a Q1/A1 format for our chats. Q1 means Question 1 and A1 means you're answering Question 1. Make sure to include A1, A2, etc. in your answers.
#langchat A1 For me, differentiation means using proficiency and authentic tasks to custom-fit certain things. We don't all have to do numbers 1-10; or perhaps this student wants 11-20. Offering up different options, modifications, accommodations!
#langchat A1: for me, differentiation can mean modifying for an individual or a group, too. Sometimes, also differentiating activities within a skill to keep it novel.
A1 Realizing that students are all individuals with individual needs and individual speeds. Trying to go at the right speed/challenge for each student. #langchat
Differntiantion in my classroom can look like a lot of things - but choices, choices, Y MÁS choices! From real photos, magazine cutouts, PPs - my students use multiple forms of visuals to help them present #langchat
#langchat A1 For me, differentiation means using proficiency and authentic tasks to custom-fit certain things. We don't all have to do numbers 1-10; or perhaps this student wants 11-20. Offering up different options, modifications, accommodations!
A1: It used to mean changing
activities based on learning styles, then it meant stations, now I interpret it as leveling activities by proficiency level to push each S #onebetter#langchat
A1: Differentiation to me means that students no matter of what their need is can participate in activities with the right resources and equipment. It is similar to UDL. What is good for one, might be good for all. #langchat
A1 For me, it means that there are some up-front, visible choices for how Ss learn & show what they can do, and some behind-the-scenes accommodations so that everyone can participate comfortably & in a way that suits them. #langchat
A1: Differentiation, to me, means that there are different methods, different materials, and different learning styles incorporated throughout a lesson. #langchat
A1 differentiation is designing a prompt everyone can respond to: novices have enough vocabulary to answer, intermediates can extrapolate, e.g. these prompts https://t.co/Ea72AL0z4c#langchat
A1 I agree about choosing activities for prof level of student which also means tracking prof so you know which student is at what prof level. #langchat
A1: For me, differentiation means that there is enough flexibility in the format and curriculum of the class to allow students to set and achieve individual proficiency goals. #langchat
My students often work in groups, but in the end it's the need of each individual student which informs my decisions (including how they are grouped). Does this make sense? #langchat
I use choice boards for everything! Allowing the students to choose allows them to perform their best! They’re more comfortable and confident. #langchat
A1: Differentiation to me means providing opportunities for students to grow in TL with a variety of learning styles... Also providing specific feedback to help students work on individualized & specific areas of growth #langchat
A1: to me differentiation is providing the opportunity for each S to show what they know in their own way, having them reflect on where their strengths and challenges are, and giving them the tools to push themselves forward #langchat
A1 answers have echoes of SLA concepts "internal syllabus" + "individual differences" - they'll go at their pace, and we can meet them there, or we can frustrate them. #langchat
A1: Differentiation to me means providing opportunities for students to grow in TL with a variety of learning styles... Also providing specific feedback to help students work on individualized & specific areas of growth #langchat
A1- differentiation on my end looks like lots of varied activities for a single objective that ensure I will reach every type of learner in any given lesson. PS - it ain’t easy!! #langchat
A1 of course I have to plug a little "voice and choice" from the #PBLL end: how do students want to answer the question and present their answer? #langchat
I've used a 3x3 grid choice board before and "strategically" place the activities (diff modes) and they have to make a tic-tac-toe with their activity choices #langchat
In reply to
@SraDentlinger, @TheGriceisRight, @LauraErinParker, @CatherineKU72
IPA-style interpretive template. May have word bank for key word recognition. May have literal translations for important phrases (no inferences required). May have students list the 5 Ws before writing the main idea/purpose. #langchat
A2: I have two methods.
First, level the questions for the same passage/clip.
Second, provide different resources (esp in reading: infographics, or @Newsela are lifesavers for this) based on level, with similar questions #langchat
A2 my assessments are differentiated now bc I provide 1 or 2 sample texts/responses that require novice interpretation plus 1 or 2 intermediate https://t.co/gnctdVFVWj#AAPPLbites#langchat
A2: For reading, allow students to ID cognates, give main idea in English or Spanish depending on prof level, give parts of story for them to put in chrono order, rewrite characters/plot. All depends on prof level. #langchat
#langchat A2 Interpretive mode is awesome for differentiating w/ embedded readings. Give ss the choice of readings or give them one you think fits, and ?s accordingly.
A2 In my world, each student completes the same task, with the understanding that the level of accuracy/detail will vary depending on current level of proficiency. #langchat
Interpretive Listening- @edpuzzle allows students to listen to a specific section as many times at they need. Or they can annotate their own video to explain what they know via project #langchat
A2: As far as a differentiated task, I have heard of a way to change up assessing the students. Instead of waiting until the end of a lesson, or the end of learning, assess on an on-going basis. I don’t have much experience but I do want to try this during my internship #langchat
A2- I live for infographics. I use a basic rubric to score students in identifying, explaining, and inferring. Students can really show their abilities when it comes to inferring! #langchat
Yet another study touting the benefits of “feedback, feedback, feedback”. Students crave it! Effective feedback has the power to undo ‘assessment’ as a bad word in students’ minds. #langchat
QR codes offer unlimited access to differentiation in my opinion. Perhaps have kids self assess, go to appropriate QR code so they're not intimidated by resource/activity. #langchat A2
A2: For listening, ID words they recognize, give summary, answer q's in English for lower levels, give students images to put in order with audio, read into tone/mood or deeper context. #langchat
A2 - Different questions with a certain amount of each having to be answered - requiring detail from some or showing evidence from others. Or even allowing Ss to pick how to show what they read / heard #langchat
A2- listen to the story- some Ss draw it on a storyboard, some Ss write it in the past tense, some Ss are given visuals (w/ specific words) for each section and order the events, some are given the story cut up to put in order. #langchat
Eh. I hear ya! I've struggled w/ that too. I think at the end of the day, I'd rather be the T that's too easy or they get one over on than the one that makes them miserable or ruins Spanish for them. Sigh - always hard to balance!
In reply to
@jmvnts, @Marishawkins, @SraSpanglish, @LauraErinParker, @senoraCMT
A2 #langchat I’m forgetting the name of the activity, basically: T identifies main ideas from #authres, give S instructions to read the resource, tell them to write as many main ideas as they can. if T identified 10 ideas, maybe Ss try to identify 8
Same! My grades are always higher than the other subjects and I wonder, “Am I too easy or am I finding ways for each child to succeed? Is that hurting or helping?” In the end, I want them to fall in love with Spanish and use it to make human connections!! #langchat
I treat retakes like any "late grade": they have to do it on their time if I'm going to take extra time. That and my generous grading scale seem to deter most: https://t.co/P30MRhStgV#langchat
In reply to
@Marishawkins, @jmvnts, @LauraErinParker, @PRHSspanish, @senoraCMT
A2 #langchat And heck, even phrase it that way!! "If you're feeling saucy today and want a challenge, read passage A, if____" blah blah. Their eyebrows go up like, "Hmmm, challenge you say???" "Challenge!!!" https://t.co/KzNJJ2zk2D
A2: https://t.co/51dAWYzTvx has awesome speakers based on topic and level with transcripts. Sometimes I allow my students to just listen, read & listen, or just read and respond by comp checking questions #langchat
A2: @Flipgrid is an awesome tool for interpretive too-It's free and I have students answer target question-then go back and listen to each other's and interpret! pre-made boards you can use too listening activities! @kmcneese has tons of awesome uses for it too! #langchat
A3 One assessment, students knew I'd be asking them to plan with me a trip, but they got to pick where. They needed to know about prices, tours, etc. and research it themselves. #langchat
I've done the same before: it intrigues me how often authentic and reliable are in conflict. *And I'm fine with it*. Because comprehension is the key #langchat
A3 I partner up students based on their proficiency level so that higher proficiency students are challenged and lower proficiency students aren't overwhelmed. #langchat
A3 I’m not sure about task, but I differentiate in how I assess Ss. But for task, maybe certain students aim for answering Qs in complete sentences, while others a sentence & a detail or follow up Q. #langchat
#langchat Shout out to all the wonderfully talented, passionate, dedicated and hard working world language teachers from all over on twitter tonight sharing tips, tears and talents with one another! We appreciate you! You are 2Bilit2Quit! 😊👍🎉👏👏👏
#langchat A3 - I'm also leveling this for tomorrow's test. I am giving students novel-relevant topic and they talk in groups. This is what I've got so far.
A3 #langchat One super simple way is giving Ss each a "next step" - OK, Johnny, your next step is adding a "because" statement, so when you turn to your partner, do ___, or have them refer to their last speaking feedback where you said a next step, now they have a goal!
A2: “You know yourself as a learner better than I could ever know- are you ready for a challenge? Set a goal, tell the person next to you and Vamos!” this shpiel is always followed by a “what did you find out about yourself! What surprised you?” #langchat
A3: I use the donut, plain burger, and superstacked burger demo to allow students to answer/ask in a manner that still completes task and cater to their individual levels. #langchat
Just read an activity idea recently that said to do this and put higher proficiency student in a passive role, so as not to “dwarf” or intimidate lower prof student. Genius! #langchat
A3 Group conversation on practiced topic with TALK rubric. Some students will have graphic organizer in front of them, others might have speaking mat with common rejoinders. #langchat
A3: For a novice interpersonal assessments students had the option to create own questions, randomly draw simple ?’s copied on one color or more open ended on another color #langchat
A3 - I will sometimes and "...and why." or "explain" to an interpersonal prompt for Ss who are able to expand. Or giving Ss the prompts and jumping into their convo for the Final Five (minutes) to get expansion #langchat
A3: My biggest thing is who they complete the interpersonal communication with. Is it responding to a video they can replay (lowest level), to me, or to a classmate (highest level)? How much prompting do I give? #langchat
A3: Be clear with instructions and expectations, teach students how to stay in the TL, let them have props to aid them “Draw it out, act it out, use words you already know” #langchat
A3 #langchat Yass! Giving a 'question bank' instead of a word bank, of an 'answer bank' and they come up w/ the ?s for 5 of the 10 given, etc., to ask their partner. So fun watching them choose and figure out!
A3 I definitely agree. I like to modify how they are graded during interpersonal activities based on their level. That way everyone is doing the same work #langchat
A3- speed dating!! My students take in the role of a celebrity, then pretend to go on dates with other celebs! Their walls fall down when they’re pretending to be someone else. #langchat
Now I let them do it with multiple people. It shows me how they handle different situations. When I speak with them I try to push them to answer, but if they need prompting for something simple...that helps determine the level. #langchat
A3: My biggest thing is who they complete the interpersonal communication with. Is it responding to a video they can replay (lowest level), to me, or to a classmate (highest level)? How much prompting do I give? #langchat
A3: Story chain game.TPR- tell short story- they draw. Then circle up and retell. Options to keep as is, add character descriptions, make it past tense. Every S participated & kept themselves accountable. Next class with a flashback and flash forward! #langchat
I show them pics of the three food items. I let them know that I at least want a plain burger. If they give me a donut, they were way off in their Q or A. If they give more info and add to what they produce, then they're giving me more ingredients. #langchat
I generally provide all as choices, and students can pick what they feel most comfortable with (always more than one choice, and I take the one that results in higher performance) #langchat
A2: Tailoring questions for each student to meet them where they are in their learning. For me, differentiation in the language classroom is all about knowing your kids. #langchat
@CatherineKU72 Would you be willing to say a little about word limits (guidelines? minimums?) for presentational writing in the choice board you shared? Debating this myself. Thanks! #langchat
A3: i also love "weekend talk" from @MisClasesLocas and we also do good old sentence starters for repetition..."yo fui a ... y ..." after a long weekend or break! #langchat
At the same time, they are so comforted by having something to hold in their hot little hands as they speak. So maybe it's more like an emotional crutch than an actual tool? #langchat
We added a component to PUEDOS last week where Ss can have a “duelo” if they lose points for signing off on a puedo they couldn’t do. They have to use the targeted skill for a battle in front of the class - hilarity ensues! #langchat
In reply to
@SraSpanglish, @PRHSspanish, @Marishawkins
#langchat A3 - maybe this is too basic since it's not formal, but I differentiate the practice interpersonal ?s. Low levels get yes/no kinds of questions, higher level gets more open ended.
I always think, who goes into a big speech or interview and hasn't prepared or made notes. Why would we expect that of ss when we're assessing them? #langchat
Seriously. @TheWeirdTeacher was talking about how much more could be accomplished in classes where teacher says "they hate me, but they do their work" if, you know, they DIDN'T hate you & you removed as many obstacles as possible to success/good relationships #langchat
In reply to
@PRHSspanish, @placido, @Marishawkins, @jmvnts, @LauraErinParker, @senoraCMT, @TheWeirdTeacher
A4: Differentiate the rubric, the medium, the topic. Basically… allow choice. I don’t do a lot of presentational mode, but I do allow students to share what they’ve done/read. #langchat
Especially when it's culture facts. I don't need them using up valuable brain space trying to remember which French NGO provides PlumpyNut and in what countries... #langchat
We added a component to PUEDOS last week where Ss can have a “duelo” if they lose points for signing off on a puedo they couldn’t do. They have to use the targeted skill for a battle in front of the class - hilarity ensues! #langchat
In reply to
@SraSpanglish, @PRHSspanish, @Marishawkins
If we've seen a movie, read a novel, watch a Spanish music video, etc, I will print pics/screenshots and tape around - students talk in groups of 2-4 and rotate around when I shake the maraca! #langchat
A4- I believe if a prompt is open-ended enough it is differentiated! None of walking through a forest and you meet a genie and have wishes so use the subjunctive! @SECottrell#langchat
A4 I think that the differentiation is inherent in a presentational task. The detail, organization, accuracy, etc. of the product will differ based on the student's proficiency. Feedback directs students how to move up for the next time. #langchat
A4 (2): I also always allow my students a number of words to ask from me if it's in a more traditional testing layout. They cannot look everything up, but they still have the opportunity to stretch themselves. It's amazing how much I glean from what they ask for. #langchat
A4 - Letting Ss choose how they decide to present the info. Lots of free-choice and T saying "as long as you include everything required". Let Ss shine by teaching them to create. #langchat
#langchat Worst one I ever saw at the district level: Imagine (strike 1!) you're a zookeeper in Ecuador and an animal has escaped. Pick up the phone and make the call for help.
In reply to
@SraSpanglish, @Marishawkins, @SECottrell
A4: like with choice boards-give students choice with assessment/final projects-make a comercial, design a book cover, news broadcast, newspaper article, add the next chapter/scene, make a website, #langchat
#langchat A4 this is what I was wondering... can you offer a lot of differentation in the presentational task? Or is it more about the quality provided by the student?
A4 I think that the differentiation is inherent in a presentational task. The detail, organization, accuracy, etc. of the product will differ based on the student's proficiency. Feedback directs students how to move up for the next time. #langchat
#langchat A4 Yes! The proficiency here says it all! How well they do differentiates itself, as long as the task isn't BS or some dumb "scenario" that starts with "imagine" or "let's pretend". *eye roll*
A4- I allow my students to choose how they will present; to the whole class, pre-recorded, or to a small group. I also allow them to choose a visual to assist them; picture, poster, PP, etc. #langchat
A4: with younger learners especially, I want them to feel great about using the language. If they’re not ready to speak in front of the class, they can draw, sing, or do interpretive dance for all I care (in fact I love it!)#langchat
A5- I think my easiest go-to is for larger groups to break them up and assign each group a role. In small groups, I assign each student a role. Then report back to the class/group. #langchat
A5 #langchat I like to do things that remind me of playing board games, like Heads Up where you pick the category. You & your partner decide the topic based on who's good at acting out/describing what; have ss do the same w/ partners, who asks and who answers, etc. Switch.
A5: I think this may be where targeted small group instruction comes in. You can pull a small group that you know may struggle or even some students who may be “experts” and work with the separately while the rest work on a different variation #Langchat
A5 #langchat Therefore you can play off that, "The person whose vocab is a little stronger be the clue giver, other partner draw," or switch, or vice versa or WHATEVER. Encourage ss to have a meta-cognition re: their language acquisition.
A5: This question confuses me a bit, mayhaps because of how I differentiate already. If I'm differentiating for different proficiency levels, the group size becomes irrelevant. #langchat
After thought: stations, if I really need a tier 2 RTI, I can work with very small groups
A5: jigsaw so each small group contributes to the whole! This is the most fun for BREAKOUT activities where they are all finding clues to solve that will help them solve the case together #langchat
@MmeCarbonneau does a cool thing where Ss get one slip of paper where they have to complete a pre-listening task. They have to hand that in to her in order to get the REAL task. Could you just play it 1st, THEN hand out the questions? Or use @edpuzzle? #langchat
In reply to
@rachleeabel, @MmeCarbonneau, @edpuzzle
I tend to have different question types for listening vs. reading. Instead of immediately define the keyword, check off which of the following words were included in the passage (with wrong choices thrown in). The elimination task pushes toward deeper listening. #langchat
In reply to
@MmeBlouwolff, @rachleeabel, @MmeCarbonneau, @edpuzzle
I want to try using choice a little more in my classroom. However, I feel better about how I differentiate different activities based on what these lovely colleagues said this evening :) #Langchat
TA: Allow for more formats to differentiate presentational, and give students more opportunities each interpersonal assessment to allow for greater opportunity to succeed #langchat
I have a non #langchat ques.... I'm trying to word something....if you are absent you speak the TL 0% of the time... if you're gone for half the period you would speak TL 50% of the time?
