#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 September 1, 2016
Good evening, ! Happy to have you with us tonight! Tell us who you are, where/what you teach, and 1 thing you're excited about!
Ginger from Albuquerque. French 1-5AP.
Hola ! Bethanie in NC, teaching Spanish 1-AP. I'm excited about weekend beach plans!
Lisa, French teacher from MO. Excited about tonight's (and my daughter's wedding this weekend)
Lisa, French teacher from MO. Excited about tonight's (and my daughter's wedding this weekend)
Melanie in Ohio Spanish 1-3. Excited to spend some grant money on books for my classroom library!
Meredith White in Atlanta/Gwinnett Co, GA, teaching HS Spanish, excited about hearing how others are designing curric!
Teresa Italian, excited to try "Fun with phones", with my AP class
Noah in Denver. Excited about my wife (got married in July:) starting grad school this week!
Excited to be back to school in Mount Vernon, WA teaching Fr2-AP & working as a tech integration coach. Fr program keeps growing!
Chris, Erie, PA, Latin 1-4; excited that my Latin 1s are catching onto the language right away!
Hi ! Dorie, elementary Spanish teacher in CT. Excited that I'm having a baby sometime this month!
Hello! I'm Julie, Kinder-4th grade Spanish teacher in midcoast Maine
I'm Wendy, teaching French 1 in Ohio, and I'm excited to get to know my students even better!
Amanda from WI- I teach Sp. 2-4 this year, and I am excited for my birthday on Monday and for starting at a new school
Laura, French 9-12, NC, excited about a long weekend!
Hola ! I'm Courtney from Arkansas. I teach Spanish levels 1, pre-AP 2, pre-AP 3, AP, SHL 1, and pre-AP SHL 2.
Oh! And I'm excited about my new just-ordered shirt. :)
Oh! And I'm excited about my new just-ordered shirt. :)
Jenny in NY. FLES Teacher of Spanish grades 3-5. Kids start next Tuesday.
Greetings amigos! Viviana from Spanish for the Middles.
!Buenas noches desde Texas! !Estoy emocionada porque los Cowboys juegan esta noche! Martina
Good evening, I am J. Salas and I teach Spanish 2 Pre-AP and NS 3 Pre-AP & 4 AP at LFC - Allen, TX. I enjoy collaborating!
And I'm excited tomorrow is Friday! (Assessment/Reflection/Debrief day!)
Tonight's going to be a fun one when I get this from tweetdeck! Let the good times roll, everyone! https://t.co/DOza6NhrOd
And apparently I'm excited about because I can't stop liking everyone's introduction tweets! 😬
And apparently I'm excited about because I can't stop liking everyone's introduction tweets! 😬
hi,I'm Angela from Il, teaching SpanH2 & 3 this yr!
It's terrific that so many FL teachers teach at the Elementary level! That's where language learning needs to begin!
All right, let's get started with Q1!
Keith - metro Atlanta area, Latin 1 tchr, CI-enthusiast, probably just a lurker for this evening's
Doug from NY. MS Span. Had my 1st day w/ss today!
A1 Last spring surveyed Ss going into 2 & 3. 1, more "traditional" themes for this yr, but all about ME
A1 This year must follow the district's themes, but focus on student interest and cultural content
Hey I'm Sara-Elizabeth joining in while I take care of kids and plan textbookless lesson... hoping not to stay up til 2am, help!
A1: For lower levels, I choose strictly based on the content/context of the level (Can-Do Benchmarks=good guide for this)
A1 I have been all over, but districts mostly have had themes so I stick to those general ideas but add a twist
I select themes that both students & teachers would like
A1: Sometimes by asking ss, sometimes by my own curiosity, usually tho, it's beg, borrow and steal from my PLN
A1: I like working w/AP themes b/c they're malleable and work well with the novels we use
Yep, pretty much. https://t.co/oAVXLwvmbI
A1: Sometimes by asking ss, sometimes by my own curiosity, usually tho, it's beg, borrow and steal from my PLN
A1 I have also used units
Q1: Start with basics and "Me" centered topics for novice/level 1, topics that are real world (travel, etc), student interests
A1: depending on the level - level 1 is tourist year, level 2 is living there year. Focus themes on utility.
My themes come from the district's curriculum, but I always try to put a spin on it that will interest the students.
A1 I loosely base mine of other units (textbook themes, Jefferson or Shelby County) or what I feel Ss are interested in!
Q1 I pick structures that are most often used in L2 and vocabulary my students want to know in L2 or use frequently in L1
I try to base on the AP themes in all levels
I worked w others and we decided what convos naturally arise and in what order, plus school environ, then made themes.
A1 I'm trying to be better at supporting a real-world need for L2, not assume an unrealistic need, make sense?
How have you woven them in?
Kelly in TN, Spanish, excited to finally be joining in (almost) on time for once & for 1st true PA to start tomorrow!
I love this :) https://t.co/1BTY2e4WHR
I worked w others and we decided what convos naturally arise and in what order, plus school environ, then made themes.
A1 student interest & student appropriate; motivating for sts, fosters lang learning & communication
A1 loosely based on a text/wb unit! In part as a roadmap for other/future tchrs of my lang
Tonight's chat follows a Q/A format - don't forget the answer number (A1, A2, etc) and in your answer!
I think it depends of the vision of the program. AP and IB themes are good places to start.
The spanish 1 and 2 teachers just did units instead of anything else. no weaving!
A1 Using AP themes, plus themes I find in Francophone publications for children/teens. Working on blending cultural connections.
Preach. https://t.co/BBuLxpTPX6
A1: Sometimes by asking ss, sometimes by my own curiosity, usually tho, it's beg, borrow and steal from my PLN
A1 We select themes based on txtbk and nys lote standards
Hey teachers in ON: what are your favourite French resources for Social Studies?
I constantly find myself thinking "What would I naturally say in this context??"
A1 reworking older units that originally came from TB. Adding/dropping/modifying - it was my first 'map'
A1: try to follow ACTFL Can-Do statements along with IB/AP themes. Use lots of online resources and authentic material
A1 this year, is working on using the AP themes as an umbrella and looking where to fit in our already created units
A1 Next week, sts will choose sub-themes within the broader versions to help direct the year. Connecting w/ their interests
This is where I am, too! Easier to transition than to reinvent/implement! https://t.co/5wSYMDiKE7
A1 reworking older units that originally came from TB. Adding/dropping/modifying - it was my first 'map'
A1: My students and the context we build each day are my roadmap to the next goal.
Same! Used them where they fit and rotated with B Hedstrom.
A1 MS students are naturally all about self. So topics stem from that interest!
A1: I remember the Great Purge-when I ditched all of my pre-TCI resources.
A1: honestly, my favorite units are the ones where I want to learn something about it too! (lucha libre, Incas, etc.)
I so admire that flexibility. It would terrify me.
A1: love taking units that are just interesting on their own & making them work in Sp under AP themes
A1: For me, culture is a good source for units. I need to focus better on all three Ps though!
Incredibly, it is the most structured and organized I have EVER been. I feel so wonderful this year!
A1 tip from a TPRSer: from textbook choose the high frequency structures and vocabulary, reps with those are crucial
That's when I ditched ye olde family tree poster. Cute project, but have I ever presented on my ENTIRE fam in sp? Nope
A1 - Could we discuss this more as a group? I see 3 groups of Ts: All out flexible, cautious, terrified.
A1: So many times I will adapt others' lessons which I have experienced firsthand - that way I know that it works & is compelling!
Thank you for letting me know this is OK ;) I pick my favorite parts and throw out the worthless stuff!
Me too! The three Ps elude me more often than not!
No need to overwork ourselves! https://t.co/jTbXzY189G
A1: So many times I will adapt others' lessons which I have experienced firsthand - that way I know that it works & is compelling!
A1 example:
District theme = "who am I?"
My spin = creating my social media profiles.
I worked in a dist that required a text book. Department banded together and did just what you suggest:)
This is more than OKAY in my book - we are ALL finding our way & we all have to have lives too!!! https://t.co/kbDIaxjSqe
Thank you for letting me know this is OK ;) I pick my favorite parts and throw out the worthless stuff!
Hi from NC! Sorry to be late
Willing, absolutely. Capable...maybe...?
TweetDeck is iffy tonight... sorry if I'm losing track !
A1 We had intense week w/ to design new "It's my life" district curr. in Span 1; other levels - AP themes & st interest
A1 given tchrs worrying bc they are using a text my answer is 'wherever you find 'em that works for you'!
excited about my son's 1st xc college meet of the yr tomorrow...& this langchat☺️
It was a heartbreaker. I loved that rubric. Lol!! But had to get real....totally irrelevant assessment.
A2: I start with what I want my students to be able to do at end for vocab.
I love this, a nice concrete example!
A2: Again- strictly from the functions of the level (or the next level up, actually). Check the Can-Do Benchmarks!
A2 what do they need to have to do what they will have to do. What minimal common vocab do they need
A2 I try to pick core structures that we couldn't do w/o for the topic, but there is a lot of Ss input in what is used or added
A1: some are student driven but honestly, many are things I am interested in teaching so I don't get bored
Yes! Sometimes the worthless stuff just adds undue stress to Ss https://t.co/Bb0hO3udWS
This is more than OKAY in my book - we are ALL finding our way & we all have to have lives too!!! https://t.co/kbDIaxjSqe
Thank you for letting me know this is OK ;) I pick my favorite parts and throw out the worthless stuff!
A2: Again, what would I actually say if I were having a conversation on this topic/theme outside of the classroom?
A2 Use hi-frequency vocabulary lists, key grammar points that lend well to repetition
A2 teacher at this summer was working at convincing dept head to let her drop "rent a DVD"
It's terrifying and then exhilarating at the same time, I had to learn to trust the process!
A2: I like to structure vocab. Begin with concrete vocab need to know (objects), then vocab for upper level questions.
A2 Create tasks first, then define what structures and vocab are needed to complete tasks/goals/assessments.
A2: I chunk novel vocab into categories: Daily, PQA, TPR, TPRS, Miscellaneous
A2 often its in Yr2 (after the input from the 1st time) that I have a good idea of what they need to know! -over
A2 high frequency vocab is 1st consideration; can it be used in real communicative interactions in my room & beyond
A2 Almost exactly, me too. https://t.co/yDRk1dQEuS
A2 Create tasks first, then define what structures and vocab are needed to complete tasks/goals/assessments.
A1: I also look at other disciplines' LPs and adapt to TL
A2 I don't pick ¨too¨ much vocabulary because sts will explore &learn what they need & want. Food exemple: description, preference
A2: I look for structures that natural fit in with the unit topic - ex: etre to describe friends/family
A2 start w basic vocabulary then add personal- every year it's different!
A2 "Will my Ss use this vocab to complete a task?" If answer is no, we don't use it! Communication is ultimate goal when choosing!
A2 Attempting to use "My language guide" to organize vocab students need v. want into need to PRODUCE, UNDERSTAND, & nice to know
I've learned to give a bit & in every unit book the section "stuff we want to know"... https://t.co/ESzJ91y2iI
A2 I don't pick ¨too¨ much vocabulary because sts will explore &learn what they need & want. Food exemple: description, preference
A2 a lot to be said for deciding what does--& doesn't--need to be included for tasks.
This reminds me of last year teaching French when the book had "radiocassette" & other outdated tech words https://t.co/I3gIzWNPpM
A2 teacher at this summer was working at convincing dept head to let her drop "rent a DVD"
A2: some basic, useful vocab, but I also stretch them with more sophisticated vocab, and ask them to add their own vocab as needed
A2: vocab is student driven and there isn't any grammar topic, just whatever might be needed
Of course, you read my mind here!
A2: Decided on end objectives; then must-have versus frosting vocab; then personalized some, and cut down on quantity big time!
A2 if you teach in a large dept (5 Sp Ts) vocab must be common, no?
A2: Backward design, essential questions, authentic resources and student input.
love this freedom as a teacher, but as curriculum developer it's tough- Teachers be like
Jill from N.VA. a little late. A2 I select obvious vocabulary and necessary structures then add from reading and listening.
A2 structures: frequency in L2. Vocab:Ss interests as well as frequency of vocab. same answer as A1 for me now that I plan 2 TPRS
And according to whom! That's a fun place to get student input and add once I've got my 20 necessaries in. https://t.co/txh3LLPRjW
A2 a lot to be said for deciding what does--& doesn't--need to be included for tasks.
Vocabulary should be mostly common, but teaching style doesn't have to be!
Does it? Or is there a common group that will rise to the top, but allow for personalization?
A2 High Frequency, real, useable language. Not out of date vocab and structures that no one who really speaks the language uses
This is a good question! As I am now a dept of 3, I am interested in others' answers!
Yes! Def some of the structures/vocab I choose is based on what I'm using for a lesson/unit! https://t.co/aAu85Lg0X9
A2: Backward design, essential questions, authentic resources and student input.
A2: Some of what I select is based on what I am building to. Tengo frío, hambre, calor, sed...quiero agua, quiero comida, quiero...
I am also in a dept of 5... it can be hard! I am curious to what others think
Maybe she can suggest comprar/ver películas en línea, OnDemand o Netflix :) https://t.co/oZtyF0ZoQU
A2 teacher at this summer was working at convincing dept head to let her drop "rent a DVD"
Relevance is so important. I ask a friend all the time, "do French people actually say X?" https://t.co/Z8EItkFCwa
A2 High Frequency, real, useable language. Not out of date vocab and structures that no one who really speaks the language uses
I only know about Latin lists but the Spanish teachers at can help you out!
A2 I also take pics of my boards bc what I 'think' they need & what they 'actually' want/need to use can be different!
And therein lies the challenge! Obvious to whom, necessary when/why, & what kind of reading/listening, etc https://t.co/XN0Eroicws
Jill from N.VA. a little late. A2 I select obvious vocabulary and necessary structures then add from reading and listening.
I'm still bitter I was drilled on words like "el automata"
A2 BigQ would be how to help colleagues move toward shared ideas about vocab/structure lists. Still requiring outdated lists?!
A2 Find out what THEY want to say
We decided on non-negotiables and common summ assess and then extras and methods were up to individuals.
I most definitely agree, but I am curious if a district requires common assessments?
participant and I had idea to pitch common list + optional list
How do you introduce the key Q - 'why do they need to learn that?'...
I need more info :) I like this idea a lot
My new, TPRS based school still had a vocab section in gradebook! Eeek!
We decided on non negotiable vocab, common assessments, then left extras and methods individ.
A2 agree on a common list then each T personalizes as needed
A2: I'm moving away from long lists - core, useful vocab + student selection - otherwise it's too overwhelming for students.
Something I am bringing up to department https://t.co/9V2juzHOHL
We decided on non negotiable vocab, common assessments, then left extras and methods individ.
I would like to start this- do you have suggestions for ways how & to help work w/spell for the individual items?
Me too - moved to this but great leadership from & her fab blog https://t.co/VTM0PyQM5i
A2 agree on a common list then each T personalizes as needed
And you can NEVER give kids all the words they want!
A2 Need to sort and select vocab and add student specific voc. requests.. Idiomatic phrases important also.
A2 you can make vocabulary lists across langs- Spanish 1 teaches same as French 1 basically
We have four, and we agreed on a list of 10 non-negotiable structures for Spanish 1.
We are biggest district in state, assessments in level 1 are common but perf based.
A2: The best part about selecting own vocab is spiraling it throughout the year
A2 It's been a great compromise! I do profic & CI/TPRS, others are more traditional, but destination is same. For now.
A2 collab across languages is SO helpful! Esp for us lonely French teachers:)
Some of my best lessons are those from NTPRS/IFLT where I learned another lang - adapted them for Latin https://t.co/G220FOp7e8
No need to overwork ourselves! https://t.co/jTbXzY189G
A1: So many times I will adapt others' lessons which I have experienced firsthand - that way I know that it works & is compelling!
we have common themes, but the vocab that "sticks" depends on the student anyways. So we don't stress it too much.
A3 - for me, fleshing it all out depends on level. Level 1 is more TPRS, Level 3 is IPA style.
A3 Create interpretive, interpersonal and presentational tasks based around each
A3: Lately, I've been thinking a lot about primacy/recency and 's continuum of input-output What logically comes next?
my district has common midterms and finals. But rest is fair game.
A3 Tempted to say 'as best as I can' & always allow myself to junk a 'great' resource bc it doesn't actually fit what they need
A3 Looking for ressources? AATF's Wiki, YouTube Playlists & Pinterest resources are organized thematically https://t.co/irNvav8OPt
A3 - Can I also say this is where I'm laziest? I'm tired of fleshing everything out myself!
A3: Gather materials in target language countries (as possible), internet, beg and borrow from teacher friends.
A3 seek interesting resources, think in terms of PBLL or IPA, ask for help from this great PLN.
Q3: focus on the final performance assessment for the unit. Check to make sure sts get what they need for it.
A3 I need help with this! Using resource as focus, yes. But developing whole lesson around it? Tell me more! (/channel !)
Q3 "Change the task, not the text" changed my life. I started to isolate structures & tasks & objectives, sky became limit.
A3 backward design-start w goals for theme, choose appropriate resources that will allow sts to get to those goals
A2: depth, not breadth. Less is more!
I actually look at French ideas (even tho teach Japanese) to see what others have done & reduce workload https://t.co/2NWG4alwB2
A3 - Can I also say this is where I'm laziest? I'm tired of fleshing everything out myself!
This is actually beneficial as it leads to more sharing of ideas! https://t.co/RwDmVEwxaO
A2 you can make vocabulary lists across langs- Spanish 1 teaches same as French 1 basically
A3 I am bad at this- I need to work on this
And of course, the greatest form of flattery is when a tchr adapts my Latin lesson into another language! https://t.co/dtOJapzdlJ
more important are structures. All Ss remember "I like/hate" but the vocab (Apple/orange..)changes based on Ss interest
A3 Meaning, instead of finding "the perfect rail station video" *barf* I began to cater nearly ANYthing to what the task was!
A3 trying to keep a brainstorming list of 'what to do with a..' Article, audio, etc
A3:Need to look at all angles of resource. What's culturally imp? What rep structures are used? Can we talk about what happened?
A3 and ultimately cut yourself some slack. We need to have lives & if its too much ...don't use it!
A3 Graphic orgs get Ss looking/listening closer than I ever got them to before. More time, but also more value & understanding
I need to do this https://t.co/kWB1VYImnU
A3:Need to look at all angles of resource. What's culturally imp? What rep structures are used? Can we talk about what happened?
A3 - this is very time consuming! To create questions, activities, purposeful lessons from infographics, listening & video.
Life is so much easier when we stick together and help each other out!
Exactly! Plus others might see different uses for same resource!
A3 It was key for me to build an arsenal of strategies that work with just about any resource
Yes! Diigo can be helpful organization tool for this...tag resources w multiple potential names, easy to find later
That's what is all about!
A3 backwards design. What's the purpose of this resource? What do I want them to get out of it? How will we accomplish that?
This is one of my current goals! https://t.co/1DMqsNWvbb
A3 It was key for me to build an arsenal of strategies that work with just about any resource
A3 Awesome team of 10 Ts, 4 langs navigating new curr; 5 Span Ts all finding, sharing, creating activities w/same goals!
A3 a simple graphic organizer to show what you understand in shows up in almost every lesson plan I teach
Yes! Love for creating much of what I use for this.
Can I borrow your entire arsenal?? ;)
Exactly! Which is why we all need to allow each other to be 'where we are' in how we teach. Honestly! https://t.co/jIa2jtteWj
A3 - this is very time consuming! To create questions, activities, purposeful lessons from infographics, listening & video.
A to all the MEN! https://t.co/K5Og20XKeb
Exactly! Which is why we all need to allow each other to be 'where we are' in how we teach. Honestly! https://t.co/jIa2jtteWj
A3 - this is very time consuming! To create questions, activities, purposeful lessons from infographics, listening & video.
A3 Many things shared online, but some Ts don't feel like their materials, ideas are 'Share-worthy' Worried about criticism. Sigh.
Yes! Didn't talk about this at ?
A3: I am slightly non-traditional. We build context together, first, then I find the to support.
A3 "Google" is my resource
Exactly!! Within those activities, methods, strategies, thought processes, resource-finding becomes cake. https://t.co/ghkFUXhihb
A3 It was key for me to build an arsenal of strategies that work with just about any resource
A3: I often ask what will the students learn from this? If we can include an authentic audience, the richer the experience will be!
A3: is great at "fleshing out" anything
Q3 I am wondering if we could take activities in the target language or and have the students identify key vocab?
A3 - I saw a GREAT session on socratic circles by . I'd love to do this if I get upper levels again!
A3 I look to see which Linguafolio I Cans I can line up with resource, start building from there
A3: MovieTalks and stories based on characters kids choose. No need for much else, except props.
Love this! https://t.co/PJ41LjE2JI
A3: I often ask what will the students learn from this? If we can include an authentic audience, the richer the experience will be!
- Socratic Circles - T gave topic and students found to discuss, she taught some lesson in between. Then discussed.
A3: Day themed warmups, changing the TASK not the TEXT, any level can use it all, it's about WHAT & WHY: https://t.co/Xmm3xOR2R6
A3 last year Teachers Pay Teachers was my fave site to peruse resources.
A3 I'm trying to build more multi level units--same theme that can be leveled up or down depending on class. Can be time saver
has soooo many resources! Check them out!
A3 For Ts who don't have time/knowledge about curating resources, follow organizations/people who do the footwork. Stay engaged!
A3 I am amazed and in awe of and how much she does with her units
Exactly our session idea! Give an outline/template to work within, and then cater the content. *angels singing*
A3: trial and error, and looking at what others have done!
this makes more sense. It's not "what should I do with this ?" but rather "which authres supports my goals?"
A3 I start with prior knowledge, maybe pre-teach specific terms, dive into the resource, then include a relevant extension.
A3: Is the topic/unit relevant? Does it bring the World Readiness Standards, TEKS and the necessary skills for AP & IB?
A3 With UBD the goal is paramount; objectives for each lesson keep purpose and goal in mind. Activities need to be intentional.
A4 did a session at central states two years ago on this....you can use readings, etc. and update them
A4: Overly optimistic to believe we *can* build on any activity if we hack it enough?
A3: On my blog, I have compiled a list of pre-reading, reading, & post-reading strategies which I use https://t.co/VTxtldcFtj
Agreed- the readings in textbooks are getting better and better https://t.co/vJR4jQKoGB
A4 did a session at central states two years ago on this....you can use readings, etc. and update them
Oh yeah, I look at what other disciplines are doing and tweak
Had I tried to kick the textbook all at once I'd have gone crazy. Slow journey away, basing units, sequence on chapter content
A3: has great in musical form for Sp teachers.
A4 Some books have great writing/speaking prompts or scenarios to adapt. Also, used lots of unit theme ideas, esp for upper lvls
A4: Cultural "Pop-Ups" if you will can be modified adapted but I'm always surprised at the lack of cognates used in the writings
Maybe, but some -ters don't have the luxury of abandoning textbook completely! Gotta have options!
A4 session: Textbook as AID: Adapt, Incorporate, Ditch :)
A4 I wouldn't know. In my 11 years of teaching, I've never had a textbook.
A4: Um..I just really don't have any use 4 them at any of the 1,000 levels I teach! But I've got nothin' but love for those who do
A4 - honest I have some traditional grammar acts after trying to teach in context. I think it's good for my analytical kiddos.
A4: I use the open source Français Interactif from U Texas, adapt many activities esp writing acts that elicit personal response
A4 There can be some interesting cultural notes sometimes in the TB; a little Google Earth adventure & modernized info fixes them!
great topic. Missed first half because of an evening run. hard to jump in in the middle. might have to settle for saturday sequel.
A4: Haven't used a textbook in a year....but adapted the communicative activities for class and some exercises for remediation
Some of our participants can't ditch the textbook, and this does serve as a great 1st step to redeveloping!
ISN'T THIS YOUR TOPIC, or what?! Thought of you right away!
Yes, textbook activities need hacking! Appealing graphics & a more compelling reason to use the language. https://t.co/5EfLqfDe6n
A4: Overly optimistic to believe we *can* build on any activity if we hack it enough?
A3 Not usually a textbook fan, but found one that has the kinds of activities I would design. I'm enjoying not creating EVERYthing
A4: what textbook? Ditched it!
Maybe ideas for writing prompts? I also have the fortune of creating my own units, no textbook.
Some culture, reading, listening, writing.
A4 no textbk at elem school level :) love the flexibility & creativity it allows! have created my own materials/curric frm scratc
just a little. something reading others thoughts and not sharing can be the best type of though too.
Yes, this is pretty much how I use them, too. Definitely adapt the communicative activities! https://t.co/RWUYxLA8NY
A4: Haven't used a textbook in a year....but adapted the communicative activities for class and some exercises for remediation
We just adopted new textbooks and we're approaching it like a resource - not the curriculum.
agreed, can get to critical thinking ABOUT language even with novice students; some like the analysis
A4: TPT store has been my go-to textbook this year when I have limited planning time!
Yes! Makes me wish a textbook could be like a blog; updated, archived, and in real time. https://t.co/bNHEZQXgak
Yes, textbook activities need hacking! Appealing graphics & a more compelling reason to use the language. https://t.co/5EfLqfDe6n
A4: Overly optimistic to believe we *can* build on any activity if we hack it enough?
I'd say that's the exception and not the rule though.
A4 The problem with most Latin textbook exercises (and modern lang ones too) is that they are antithetical to CI by and large
True, but modification could work, too. Could use reading/listening and create own graphic organizer!
Textbooks are nice for CI, but they're not in control nor the only resource. Ss need too.
And we'd all be about two weeks behind real time so we had time to plan, but it was electronic & relevant. https://t.co/bNHEZQXgak
Yes, textbook activities need hacking! Appealing graphics & a more compelling reason to use the language. https://t.co/5EfLqfDe6n
A4: Overly optimistic to believe we *can* build on any activity if we hack it enough?
A4 - does using textbook to elevate projector just right count? ;)
My kids are WAY more interesting. And they're REAL, living, breathing creatures!
this is how I treated the textbk when I was teaching Russian
If textbook publishers were smarter, they would get in that!
Seems like it, right?? Constant teacher resources?
A4. No textbook for last 12 years!
Looks like a good chat ! Too bad I just got home!
No text, but helped write audio exercises for ¨Thèmes¨ French text. Those types are good practice IF context can stay topical
- before relying upon a text, I had to rework my curriculum using backwards design.
Sure makes for a lot more freedom,doesn't it?Don't have to worry about adapting to new editions/adoptions! https://t.co/7IMxZFdSs0
A4. No textbook for last 12 years!
- I used essential questions to build towards themes and aligned NJCCS to ACTFL.
A4 I haven't used a text bk for years! 😜
W/ the theme of descriptions but using the athletes' profiles, or Frank Ocean's new album, etc. NEW.
YES! That would be great. Textbooks aren't awful, just so inflexible for our needs...and too much money!
Textbooks gave us ideas and themes to use. But in reality all textbooks are way too dense. We picked our favs and went deeper.
textbook free for a few years now but it was VERY gradual- did one level a year!
Kind of what does but as an adaption, resources provided.
A4 - I'm really trying to wrack brain to help those wanting to ditch, but honestly I just stopped using it all together instantly.
I will listen to all kinds of music and think about where I could use it. So I find first too.
Q2: Based on what the learning targets say plus tasks I design. I let the current take us.
A4 Same! I stopped using TB like a bandaid, ripped it off and moved on. Terrifying! But amazing... and relieved the pressure.
great advice. https://t.co/fMpAcuFHzp
textbook free for a few years now but it was VERY gradual- did one level a year!
Using Google classroom as a springboard helps Build structure. Quizlet has a feature to allow collab vocab lists. Essential!
A4 - not feeling supportive of textbooks today!
Exactly https://t.co/rmMk761OgX
Textbooks gave us ideas and themes to use. But in reality all textbooks are way too dense. We picked our favs and went deeper.
nice to see you chatting on !
I've got some Olympic stuff I'm hoping to roll out in a few months when we begin the preterite!
A4 Could definitely modify some things or make them more communicative/purposeful! Don't have to light them all on fire at once!
I had to do a critique of textbooks for a curriculum class this summer. UF! It was hard to find positives.
A4 If publishers were smart, they'd ditch the money they spend and pay Ts stipends to create and maintain adaptable e-textbooks.
A4 Ditching/adapting TB ability might be related to teacher-training. If no ¨freedom¨ given in training, harder to break free?
I ditched the day we were reading and EVERY child had head down. Nope. Done:)
A4: no text now but did try to get ideas from it when I had one, but always put a spin on them, or expanded, etc
Q5 What strategies help if you're handed a curriculum that feels stifling or incomplete/unclear? https://t.co/x2UNsSsPaV
Athletes profiles - now THAT'S a great idea!! Have you found any in the target language?
Absolutely!! Hit the nail. If I had been accntble when I ditched, trbl. But I was free & had training. A4 https://t.co/MiPfMJZcAq
A4 Ditching/adapting TB ability might be related to teacher-training. If no ¨freedom¨ given in training, harder to break free?
A5 I've seen teachers cry over this problem about as much as over the pressure to always create something fantastic & new
A5 - the thing that helped me most was focusing on relationships with kids... even if they were in English! (Did I just say that?)
A4 TB is a one size fits all. Doesn't work for every class and level. Need to be aware of our student needs and dept. goals.
So, my district is doing this. We are writing the curriculum & are paid for it. Span colleagues are adapting/learning
I can NOT AGREE MORE. I was just saying this to Ss today!! https://t.co/PdhAUDayQJ
A5 I've seen teachers cry over this problem about as much as over the pressure to always create something fantastic & new
We use GVC doc from to build our curriculum without a textbook. Helped us identify the essentials.
A5 Depends how much oversight there is
A5: Take the targets of the units & incorporate them in an organic, 100% TL way (think interpersonal). Your kids will soar!
I know this feeling well- I am feeling this way a bit now on creating something new and fantastic
A5 - I began with little additions to textbook. Ex: using authentic music, exploring videos to watch w/kids for certain Chapters
Q5: you have to make it work for you. It's like being comfortable in your own skin. Personalize it and push that to Ss.
A5 Poll the kids to see what topics interest them if I have to make my own, then they buy in.
A5 - I also tried a lot of games that were textbook friendly, but in which I could provide a lot of input at same time.
I come from a long line of successful educators whose motto has always been "it's an art" https://t.co/VZVKEq9X6y
Q5: you have to make it work for you. It's like being comfortable in your own skin. Personalize it and push that to Ss.
https://t.co/3BH3OkxyH5
So, my district is doing this. We are writing the curriculum & are paid for it. Span colleagues are adapting/learning
A5 Ask for help from your online PLN and they always come through with great ideas!
A5: Have a thematic approach with performance assessments. Colleagues, AP, IB, ACTFL, WRS are good resources
A5 First, breathe! Second, try to make it your own. Third, seek help from , colleagues, etc! Fourth, take it one step at a time!
A5: try to understand where it is coming from and adapt as much as possible
A5 I began with warmups that incorporated more authres, daily themes: TAKE THEM! https://t.co/Xmm3xOR2R6 They helped me branch.
A5 this is my worst nightmare-being told what to teach, rather than determine it myself :)
A5 Teamwork - if not in school, maybe in district. Ts need some resources and help
A5: Seek a kindred spirit who's used the same curric and lean on them for support, liberation
Relevance is more important. https://t.co/ggNFwID8rz
A5 I've seen teachers cry over this problem about as much as over the pressure to always create something fantastic & new
A5: curriculum is just the beginning. like a GPS you can always change the route, but looking at the map helps you get there.
A5 Then, I started making up my own stories for vocabulary that incorporated all of said stifling vocabulary. Baby steps!
Really great advice! We can so easily get caught up in the injustice, risk becoming tempest in a teacup w first reaction
A5 Check levels to see what students need to be able to do. (Can do) Pick themes (AP sub themes to build higher levels. Research!
A5: LA is so behind everything. Before Common Core '97 was latest FL guidelines & standards! 'veGotNoStringsOnMe
A5 Yes - make sure you aren't stepping on toes, and ask others how they make it their own, esp when new to a dept.
Homework is calling, Thanks everyone for a fabulous chat with tons of meaningful, relevant, real-world learning! ;)
I found my friends here at to help with that. Couldn't have done it w/out
A5: good curriculum doesn't tell you HOW to teach but identifies the outcomes of learning. you still have to do the hard part.
MA hasn't updated state frameworks since 1999, so no help there.
is awesome and I'm not alone! :)
I know we all wish we didn't have to do the "hard part," but this is SO important! https://t.co/4WFqzWMexH
A5: good curriculum doesn't tell you HOW to teach but identifies the outcomes of learning. you still have to do the hard part.
For vocab we've made 2 tiers. Tier 1 is essential (for vertical alignment). Tier 2 is Ss centered and written by Ss.
Yes! https://t.co/kTVMUdabGy
A5: good curriculum doesn't tell you HOW to teach but identifies the outcomes of learning. you still have to do the hard part.
How has it already been an hour?! Takeaways: thank goodness I'm on the right track w/ ditching the book. So many shared paths.
Yes, it can feel stifling!
I don't mean to hijack the takeaways for but...
I realized that what I am doing is fluid and that I'm not the only one who hates the book.
I relied heavily on while worked on their competencies.
Thanks to the moderators and participants for a great !
many gen ed teachers feel the same way-given a packaged curric for math or literacy & feel stifled, too
It takes both of us. And my people. And sane admin
TA: Whatever curriculum you have or don't, you can work through it!
has been leading in the scenes and behind them almost since the beginning
TA: I've missed ☺️ Many of us in same boat, but diff waters. Or other way around?
but it's also the most fun part! right?
Special shoutout to for his time with ! We appreciate all that you've done for us!
Takeaway is that I really need to lobby dept. this year to start doing more outside textbook and eventually ditch them...dreaming
Life & professional circumstances may make it so you wonder where has been but trust me,
I realized I am lucky to have the freedoms to teach how I do. luckier to have so many colleagues near/far who support me!
This weekend "retires" from the moderator team BUT........
TA: So proud of how far we've come...these convos would've been sooo different just a few years ago
Nite all. Thanks for another great chat!
Takeaway - Ooooo, I'm liking Tier 1 (must have vocab), Tier 2 student-chosen, could be majorly personalized. Loving that structure
TA Lang. teaching is hard work & always evolving. Need to be flexible and keep goals of communication and student success in mind.
TA: Fun to be back in Missed y'all!
