#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 May 12, 2016
Ppl on edge of seats for the best PD on a Thurs night...
I am here. Run-done. Dinner-done. So ready for this one. Will take notes on all your wisdom. Merci, Natalia
Usually have stuff going on Thurs pm and Sat am. Glad I can FINALLY participate in tonight!
Wow - dare I say a 'great group' gathered here tonite???
But let's start this with a roll call. Who are you? Where are you and whaddya teach?
So excited for tonight to talk about group work! PD with a glass of wine? BEST. KIND. EVER!
Pull up a comfy chair and settle in
So excited for tonight to talk about group work! PD with a glass of wine? BEST. KIND. EVER!
Glad I can finally participate!
Colleen here from Vancouver, HS Japanese & ready to chat! Watch for the Q's from & don't forget the hashtag
Hello, ! I'm Natalia, French, HS, WI
Stephanie teaching French (MS) in So. Maine. NOT ON SUMMER BREAK YET.
Hi ! Allison, 7-12 Spanish in Iowa. I'm pumped that 👦🏼 is already down for bed!
Rebecca, Boston, MS French. Bonsoir à toutes et à tous!
Kris, French 9-12 in Nashville.
Toni from Chicago suburbs! I teach French 2 and AP French...and our exam is OVAH!!!!! Woo hooo!!!!
Christa, beginning and intermediate college Spanish in Ohio
June 28 is my last day this year https://t.co/PnRNjPhNWW
Stephanie teaching French (MS) in So. Maine. NOT ON SUMMER BREAK YET.
Chris, Erie, PA, Latin all levels and for one more month, French 1.
I am Amy and I teach Spanish 2/2H in DFW, TX
I'm Rachel, teaching Latin in a high school in Georgia
Hello, ,from Virginia! Kathy, all levels of Spanish.
Hopefully can cheer me up! Amanda from WI, HS Spanish
If you're new let us know! It's a Q/A chat ce soir with & I batting cleanup!
Looks like we have a great group tonight! We will get started soon!
And THAT was an exam, I keep hearing...
We'll do our very best. :)
Hey , Caitlin from Chicago. MS Spanish! Excited to chat about group work!
I'm Jennifer and I teach French levels 1-4 (HS) in St. Louis, MO.
Remember to put A1 in your Answers ...
Sachiko from CA. Japanese 3, 4, and AP!
I am Heather and I teach HS Spanish in Elizabeth, CO.
Kim from Indiana. Spanish 1 & Heritage, grades 7&8
All. The. Time. They need/want to talk, right? Only way to negotiate meaning and grow in TL.
A1 Long-term projects are one main group work assignment. But my kids always work together to help each other w/ stories etc
A1 actually every day - they sit in tables of 4! why? 'built in communication partners'
Had to order my pizza twice tonight because I didn't push the last order button the first time!
Q1: When--sometimes after input, so they can process together. They help one another fill in gaps
A1: for collaboration, to help out the weaker students, to motivate all students; try to do as often as I can
A1 I like to have students work with the same vocabulary and readings individually and in groups to vary the approach for interest
Fadi Abughoush from Chicago Public schools, Hi everyone
Absolutely - its our goal isn't it? https://t.co/v2pEEcr9hH
All. The. Time. They need/want to talk, right? Only way to negotiate meaning and grow in TL.
Hey ! Keli here. Lead Spanish teacher for coming to you guys from Jacksonville,Fl.
A1 Groups allow Ss to practice in a low stakes environment and to learn from and teach one another
A1 Ss can learn from each other--I like to mix them up in different ways.
A1: students work in groups on a daily basis for conversation & collaboration
A1 my sts pretty much always do that esp in AP and when there are readings
A1 My most formal group work is for presentational projects at end of a unit, where students create a nice product.
A1 in ap i find the groups essential so they can continue the discussions
Steph here from SC! High school Spanish and part time PhD student at Clemson
Stations is my best use of groups by far.
Tanya in Houston area. Spanish 1-3 + Spanish for healthcare.
A1: Started year in pod clssrm couldn't change it, but now I love it. They help negotiate meaning daily
A1 Often I will pair/group students for a task where they might need support
A1: For output activities, Creating a story and Acted out.
A1: language learning is about communicating! Pairing and grouping students is a way for them to practice communicating.
A1 stations, conversation circles
A1 my why? especially if sts are shy it gives them an opportunity to practice daily in low stress environment
Fab summary of why I love the 'pod' too..... https://t.co/8GlTtFj4WQ
A1: Started year in pod clssrm couldn't change it, but now I love it. They help negotiate meaning daily
A1: They learn more from talking to eachother than they could ever learn from me.
Ss work in group when I put them in stations
A1 ILike Ss to work together all the time-projects together sometimes-think 20% can be done in a group?
Great answer! https://t.co/FCGecC9Zbo
A1 my why? especially if sts are shy it gives them an opportunity to practice daily in low stress environment
Thank you for following us, Văn! Stay tuned for tweets about , , , and more!
A1 why? It's easier to 'risk' with 2 -3 others rather than in front of 28 others!
A1 because collaboration is not cheating if the purpose is learning. It is THE 21st Century skill
I've done 20% in groups if they are interested in the same thing
I like groups for stations, 15 minutes or so and rotate.
ABSOLUTELY! https://t.co/GmnAcRZGxS
A1 because collaboration is not cheating if the purpose is learning. It is THE 21st Century skill
you sound like my husband! LOL!
A1: I use groups for processing . Great scaffolding strategy.
exactly!! I tell them otherwise you are doing the practice especially for a presentational task in front of all
This is pretty smart! https://t.co/OGtzZDPFHI
A1 Groups allow Ss to practice in a low stakes environment and to learn from and teach one another
A1 All your answers make me realize I use groups a lot more than I'd thought...stations, check; authres, check; etc.
I am starting to question group projects or any large projects mainly bc of time. Concern: lack of TL use in groups.
YES! https://t.co/ud8ZKe94xv
A1 Groups allow Ss to practice in a low stakes environment and to learn from and teach one another
A1: Love to overhear my students helping one another and negotiating meaning together.
A1 Class motto: Safety in numbers! NEVER speak French ALONE.
they really are great teachers! It's interesting to watch different group interactions.
Want to do cross-curricular with 20% project - has been something I have thought about-want to try and make reality
A1: learn by doing, exchanging meaning
A1: I use grouping for Talk Read Talk Write
A1:Also, Communitive activities and games
i agree with the concern of TL use in groups; my ss are so bad about that! perhaps my fault? how do you manage that?
I tell them...'you'll never talk alone' (apologies to that great anthem) https://t.co/x8dIXHEgTJ
A1 Class motto: Safety in numbers! NEVER speak French ALONE.
This is simple, but profound. https://t.co/AzXR4d7n4l
A1: They learn more from talking to eachother than they could ever learn from me.
A1 I hear Ss explaining things all the time in ways that I cannot
A1: Communication is a team effort. It is not often in real life that you are left completely alone
I hear you! TL use is my #1 Can-Do (I can work in the TL with my group members to create...). Also part of rubric
I would love to see what happens if you do it. Mine is not yet cross-curricular.
Need to make this my non-negotiable thing next yr. How do you enforce it daily?
ACCOUNTABILITY. Numbered Heads Together approach or Randomly call on students after a task. Keeps them engaged/focused.
I like to train them - one way via my 'how did that go' rubric with mention of 'no English' https://t.co/nVvYMPO9Zx
I am with you. Seems TL always stops in group project. Ideas to keep TL going? gurus??
so true! They so frequently sit in groups but they don't truly "work" in groups. It's not interdependent
I walk around with a clipboard and my Viola Swamp face. It's posted on the board. Part of rubric. #1 Can-Do. And so on...
same in my classes! I need help
Allowing L1 to discuss? Process alone first then in group?
I have my sts read , process, then to interact w/me as informal assmt. 1/2
I love when they get frustrated when another Ss isn't trying "How many times do I have to explain this?"
How do you keep them in the TL and on task when you're not there to monitor them?
So, they often discuss or rehearse together to ensure their interaction w/me is quality 2/2
Couple more minutes for Q1 and we will head to Q2!
how often are informal assessments?
I so admire for her "how did it go" closing
Oh, cool. I can see prompts like "I understood that.../I am not sure about..." All about support
A1 to preview unit, in stations, but otherwise not much grouping til they have good grasp of targets
This is how I informally assess what they understood from . So, not terribly often, but doing more and more.
if only our school could minimize turnover. :(
So many prompts for different purposes.
stations with a visible timer helps mine
Groups always good for low stakes speaking practice. I sometimes use envelopes of questions per group.
Peer pressure. Rubric: "whole group spkg TL." I tell 'em, get on grp members who aren't!
Late as Usual! Courtney, Spanish T from AR, A1: I re-pair/group almost every time I give a new prompt (freguently).
A2 To keep on task/engaged I used numbered heads technique or a randomizer to call on students (spot check). Keeps them on toes
A1: Groups for collaborative games. Limited number of target phrases to use can help them not be overwhelmed and stay in the TL
Absolutely..majority of my kids oral interaction is without me playing 'supervisor'...instead I 'check in'
Cool way to channel positive group pressure!
Your Chrome timer has changed and improved my life!
Exactly!!! have them hold themselves accountable! https://t.co/Sdf5nL1IeA
Peer pressure. Rubric: "whole group spkg TL." I tell 'em, get on grp members who aren't!
A1:Teaching students how to use supportive statements is good in group activities
But... I don't get too bent out of shape if they aren't 100% TL. A lot of helping each other in English
Depending own the level? Start w/L1 transition to TL?? Thoughts?
A2: always set up expectations BEFORE groups work together and mix up the groups so it's fair for everyone
A2- establish roles for each member and that keeps it productive
Hi . A little late tonight, Megan, French, Detroit!
I always explain the task(s) before assigning groups!! In the hopes that at least one kid in the group paid attention 😂
A2: I think, it's got to be part of "what we do"
My goal is to follow : Teach in TL, assess in L1. So process in L2 unless a test.
Q2 keep groups small& assign clear roles: leader-reader, looker-upper, writer-downer...praiser!
A2 thoughtful grouping based on purpose -- could be hetero or homogenous, could be student choice, but always with purpose
A2 I use timer for daily group work. Finding the sweet spot takes trial and error, though.
Great pointer! https://t.co/fxAWpmBmxK
I always explain the task(s) before assigning groups!! In the hopes that at least one kid in the group paid attention 😂
A2 Giving everyone a role! Having regular pairings/groupings as well.
A2 Explicitly set out 'intentions' based on rubric & ask kids to 'reflect' on meeting them Post: https://t.co/LWhvmh8Fa1
A2 Specific rubrics to explain what roles each person has in the group so one person doesn't do all the work
A2 In a long-term game/project (they were in cohorts and had to defeat Hannibal), I assigned specific officer positions with jobs
A2: Class expectations- Use what you know, participate, infer/cirumlocute, don't be afraid to take risks/make mistakes, 100% TL
Hola sorry I'm late. Jason from Iowa. Spanish 2-4.
A2: having a set purpose, direction & goal helps to keep the whole group on track
However, do you pull key phrases recognition and inference in L1 for practice?
A2 For a group project, I rarely allow 3 or more people to work together - haven't found a good accountability system.
A2:giving specific job for each member of the group.
A2: Reflection rubrics at the end of class helps Ss think about how they were a part of the community during class
Yes - tell them why...then ask them to work to meet that goal! https://t.co/xgL9358gmy
A2: having a set purpose, direction & goal helps to keep the whole group on track
Worth stealing. VERBATIM. https://t.co/cMg8bBT1JU
A2: Class expectations- Use what you know, participate, infer/cirumlocute, don't be afraid to take risks/make mistakes, 100% TL
yes to mixing groups up! Sometimes I group ss from diff skill levels but sometimes i need ss to struggle together
A2 some sort of post-activity reflection
A2 I also constantly roam the room and engage students to check on their progress.
I check in using a chart system and class dojo
A2 I give ea group 3 colored cups red, yellow, green so they can signal me for help. Red fullstop, yellow question but still ok
Love it!!!! https://t.co/MMaLHP5L0J
A2: Class expectations- Use what you know, participate, infer/cirumlocute, don't be afraid to take risks/make mistakes, 100% TL
A2 Also for a project, I try to allow long enough time for me to check in with each group/for student to share issues.
A2: Give purposes for each task. Why are they reading? Why are they talking? etc.
Yes, I follow the ACTFL template IPA-style for interpretive reading. Now trying to do more in TL.
Love this! https://t.co/6T2HHxWbaX
A2 I give ea group 3 colored cups red, yellow, green so they can signal me for help. Red fullstop, yellow question but still ok
With you - more than three = 2 or 3 working and others just "gleaners"
A2: Many mentioning TIME limit. helps urgency of need to engage!
A2: have directions also projected on board as well for visual learners & for all to refer back to
I am learning that we get what we ask for https://t.co/OAC1TSuQ1o
A2: Give purposes for each task. Why are they reading? Why are they talking? etc.
A2 I jumped the gun on this one but I think a visible timer keeps kids on task in TL better https://t.co/NrQtxR2KKY
Need to work on more of this anyone have something?
A2: Roaming teacher = facilitator, expert aid https://t.co/KkAxIyW9sF
A2 I also constantly roam the room and engage students to check on their progress.
. is the queen of this- I stink at fostering student reflection! https://t.co/Q7KjqgTnp0
Need to work on more of this anyone have something?
And I number 'em so I can just say the # if there's an issue with that point for one group.
I can't NOT roam the room! I am so not a desk sitter.
A2 clear goals for the group work. PBL exploration taught me this! They (and I!) have to know where this is going
I am a roamer but not a control freak it just sets expectation that they should be working
Have sts tell you what they learned from working on that project - individual grade.
Yes! Get to an workshop as soon as you can! :D It has been a huge "aha" for me (as many well know:)
I agree! I love timers. It's really easy to embed YouTube video timers into slideshows so I can have instructions too
Fumbling my way...Realize that I've gone from teacher to 'self reflecting learner enabler'! Post soon! https://t.co/z3bbBbhX2I
. is the queen of this- I stink at fostering student reflection! https://t.co/Q7KjqgTnp0
Need to work on more of this anyone have something?
I keep thinking about getting rid of my desk!
A3 Honestly I like to sometimes pair fast w/ fast and slower w/ slower. Keeps the 'fast' one from doing all the work.
A3:because each learner is different
Love this idea!!!! https://t.co/eZvW5oWtVu
A2 I give ea group 3 colored cups red, yellow, green so they can signal me for help. Red fullstop, yellow question but still ok
will definitely check in with you for some ideas esp for some new teachers
Hey give us follow to get good language links in your feed. We are almost to 1000 followers.
A3 I also am in love with 's reading club. Working very well in my classes, esp w/ independent readers.
A3: How- I like to use as many different pairings as often as possible. The variation is a great "differentiator."
I do 2 b/c then your desired results will change and you can challenge more efficiently?
yes! Roaming the classroom is key it's keeps ss on task but also lets me assess their progress.
A3: differentiation ensures ALL students have an opportunity to gain proficiency
Have lurked in some sessions at and but never been to full session
A3: Why? Because we owe it to our kids to personalize their learning and make it work for them.
Same! Mine's on a platform - feels weird.
Sometimes I carry a clipboard and take easy speaking grades while I roam
A3 because as a mom with a child who struggles, I see how important it is to go at every ss pace
Greg Duncan says group A-B or B-C but never A-C. Trying that more this year.
Can we talk about how we group Ss? Level, random? Depends on task?
A3 in story unit - different levels to choose to read... different projects after too
Thanks for sharing that. I have heard him say that, too. Important! https://t.co/hHxHM89V2U
Greg Duncan says group A-B or B-C but never A-C. Trying that more this year.
definitely depends on task
that's a great idea! I need to think ahead like that lol
A3 As you change gaps you help sts in diff ways and they get to know each other. Always surprised when they don't know classmates
A3 if we're constantly changing up groups, someone's farther along than I am, and someone needs my help
Catch up time!
A2: year-long collaborative teams = fantastic way to set norms and expectations
A3 I like to offer a challenge option for groups who are ready.
Q3: Reminder - HOW do you differentiate in group learning experiences?
A3:because of that I don't have a lot of group activities, How is not easy
A3: Good collab involves being with someone whom you help in certain ways and who helps you in others leader is follower
research shows that homogeneous (fast-fast, slow-slow) actually works better for learning, w guidance of course
Yes...! https://t.co/mjrzXcNeMr
A3 if we're constantly changing up groups, someone's farther along than I am, and someone needs my help
A3: Well, I think it is just a good old fashioned way to beat boredom, working with new people.
I also find they're more willing to ask ?s when both need clarification.
Or for me to point what to do next for stray groups.
A3 I use reading to differentiate quite a bit. Keep trying with convo - give different prompts? Different expectations? Thoughts?
A3 different levels on the rubric...they choose what they go for...
A3: How? Well... It is a source if endless debate to group kids by ability or mix. I do both.
A3 I have differentiated assessments at times for my 504 or IEP ss
I am diskless for the last 3 years. Best. Decision.Ever.
And if we're lucky you need my strengths and I need yours. Synergy. https://t.co/qZEXdJWK9a
A3 if we're constantly changing up groups, someone's farther along than I am, and someone needs my help
They also realize that all have to work. They don't automatically rely on one person
I have always done that but finding some of my As skating on ability rather than pushing themselves
Q3: I always try to offer student choice in projects whether it's a newspaper, a paper, comic strip, storyboard, presentation, etc
A3:I use Happy Class. Project on the board, one click and Ss are arranged in a different way each time.
A3 I like to offer different options to show comprehension: drawing a comic, summarize in TL, act it out. Groups then choose!
A3 yeah, i was just going to say lots of student choice is a great way to differentiate
A3: for advanced (and any class really), tiered readings of passages = different exit ramps for all, still productive use of lang
The tabs-opening thing is starting...fingers tingling!
A3: Let your Ss be your curriculum. Let your {group} prompts grow out of what they're wearing, doing, liking. Tailor to them!
Maybe it looks better than it is...! "If you want fully meeting you are..." "If you just do...you will be..." etc
Mine is gone in T minus 4 days!!! The kids don't have them anymore I don't want one either!
For a convo, formulaic questions vs. patterned questions vs. original questions?
I use my classroom and it will do pairs and groups from 2-10
Mine's just got so much CRAP in it. And on it. And next to it.
So then you'd want to group A-A...which is so novel for them, they love it!
A3: Challenge is perhaps forcing peer groups to co-mingle to push for more
My bin is a mess. But this year
yes! My sts had a convo today about 72 -92 giving 72% effort for a 92% return. A-A can end that and the excuses
If the thread is routine, "What do you do on weekends?"; Clothes "Look Joe is wearing red shoes! Who has red shoes?" etc.
A3: (wrong link) talk was Latin specific, applicable to any lang (tiered passages and workflow)
https://t.co/6rh4EYRqdA
A4 I struggle with this! Esp w/ interpretive tasks. Want Ss to have support, but hard to tell what individuals understand.
A4 dilemma for me. I have 90 minutes and then I don't see them again for a week. How do I take time from input for assessment?
A4: breakthrough this year; aside from collaborative Google docs (where I can see everything…) and my own analysis… (1/2)
tried that - even worse. Tried changing task too...just content to coast on abilities.
A4 Individually. Which is a mess.
A4 I admit ...looking for some wisdom on this one!
A4 and to stay true to the original Q, how do we differentiate assessment - or do we?
A4 I give a speaking grade when we do running dictations or scrambled eggs by traveling around with a clipboard and listening
A4 is it fair to have different expectations for members of the same group?
I'm behind because of all the good stuff you folks are sharing, but here's Q4, again, if u need it https://t.co/ayyNTjvncf
A4: (2/2) I created Google form for collaboration reports (1 member per night, rotates through the week) — analysis of each member
Sometimes I ask my sts to read to become the expert, then explain in TL to me or I play the uninformed and ask ?'s
Huh. Bump up their rubric by a whole proficiency notch? Course target is Inter. Low & you want IM?
A4: Train students to self-assess after group/collaborative tasks
A4: the real key is to NEVER assess the final result, but rather the process — allows for built in differentiation/expectations
Now you sound like my husband too! LOL!
A4 1/2 of my 'oral assessments' after the interpersonal/group are self-assessed....I read & respond
that depends on if you define fair as equal or equitable...
Ooh, elaborate ? My story this year-never assess the process, only the final result https://t.co/0J7OctTZ1v
A4: the real key is to NEVER assess the final result, but rather the process — allows for built in differentiation/expectations
A4: Well. I usually don't assess formally. Rather, circulate and give feedback as I go. Or, I'm in a station and participate. ☺
A4 using some self eval and then want to do meeting with Ss about their eval
A4: This is weak spot for me. I prefer individual assessment Looking for good advice.
Yes; I’m only assessing Johnny against Johnny, Beth against Beth.. never Johnny against Beth. https://t.co/AA9huO2mJg
A4 is it fair to have different expectations for members of the same group?
A4: Talk Read Talk Write, the purpose of the reading is to learn content. So, in a way, it turns reading in lang class on head 1/2
A4: I don't; students do.
(But technically I do 😉 . Constantly circulating, "warmly demanding" the TL.)
The key here....measuring a student against themselves... https://t.co/aQ6WeNu2PW
Yes; I’m only assessing Johnny against Johnny, Beth against Beth.. never Johnny against Beth. https://t.co/AA9huO2mJg
A4 is it fair to have different expectations for members of the same group?
I want to try this so badly! Need time to plan & execute.
A4: Am I having kids read about the mummy museum of Guanajuato to learn Spanish or to know all they can about mummies?
A4: Love using self assessment. Ss are typically more critical than I would be
confession: I do not assess group work; it's formative, feedback only. Why? There are assessments for that.
So. Very. Wise. But quite counter cultural.
RT : The key here....measuring a student against themselves... https://t.co/9ThFpzvo4t
Yes; I’m only assessing Johnny against Johnny, Beth against Beth.. never Johnny against Beth. https://t.co/AA9huO2mJg
A4 is it fair to have different expectations for members of the same group?
We did story re-telling to others today...many commented on how tough that was & that they really had to know it
I think so bc Ss are different levels -however, when have to grade by rubric and some are adv-how to encourage growth?
everything in LAPIS is built from the ground up to be collab, entire thing is about the process, how they got there
A4: In a group convo (with me), I can grade each S individually. But all Ss working together? I don't assign a grade.
by providing the scaffolding for each step in the process, plenty of “check-in” points along the way to see progress
This is an easy trap to fall into!
https://t.co/U2Y8nuIucY
A4: Am I having kids read about the mummy museum of Guanajuato to learn Spanish or to know all they can about mummies?
A4: However, I'm pondering to institute "Have I kept my group interactions in TL?" accountability exit ticket.
Fair to use different standards when assessing? I sense parent outrage.
A4 In group convos I'm a fan of having a student record the conversation via iPhone. Can assess when listening to recording.
A4: My CI/TPRS friends are making me think about input & its purpose. Not just for learning lang, but learning THROUGH lang.
Like this idea - back to the 'hold each other accountable' 'hold myself accountable' strategy https://t.co/RLCTmZb4oM
A4: However, I'm pondering to institute "Have I kept my group interactions in TL?" accountability exit ticket.
And the feed starts jumping faster than I can read......Scroll bar please....
A4 am careful not to give group grades, always hated that when student. Assigning roles makes that easier.
Yes yes YES. Don't just teach French; I teach IN French. That has so many facets.
But not really because if they have to process & communicate in TL they don't realize they are learning lang. SCORE!
Fair isn't giving every child the same thing... Parents with 2+ kids get that!
A4: Ownership of accountability (ie, the Google form) is so vital. Too much to do every day, but rotate https://t.co/MSvRDgPghd
Like this idea - back to the 'hold each other accountable' 'hold myself accountable' strategy https://t.co/RLCTmZb4oM
A4: However, I'm pondering to institute "Have I kept my group interactions in TL?" accountability exit ticket.
This is where my mind is right now. I almost can't wrap my brain around it, but game changing!
Love this! TL, it's just what we do. Acquiring in order to do something. https://t.co/3roiI9cU3c
A4: My CI/TPRS friends are making me think about input & its purpose. Not just for learning lang, but learning THROUGH lang.
A4: the thing with self-reflection (and commentary on others) is it takes -time- to learn to do well, we have to be patient
I think that we all sometimes fall into the trap of focusing solely on the content and letting the lang. fall to wayside?
I am constantly looking at assignment and say "how does this relate to the real world?" Will Ss use?
we use phones & 2 minutes they record what they are doing and they receive and intermed grade as well as final grade
The way I can approach units has changed drastically with this mindset! Can teach to my & their passions!
A4: SO, am I assessing their language after group work or what they learned during the group work or both?
I definitely do. It's something I'm working on improving about my teaching
Oh that's a good Q (or 3) https://t.co/zeSWIpIlp5
A4: SO, am I assessing their language after group work or what they learned during the group work or both?
A4: back to permanent (or semi-) teams, this allows those self-assessment skills to grow over time as they work with one another
AND the only way to advance proficiency is to grow lang. across more and more topics! Your point is super important
A4: When I do stations, one group is always a short reading (don't finish=homework), so that is one way to assess.
I think so, but it is making sure we keep BOTH in our heads as we design instruction.
That belongs on the wall of class essentials.
A4 sounds like we're realizing the value in group work design is asking, how will this get them closer to what they want?
exactamundo! ;) Is that even a word?!
And I am looking at things saying, 'Why would kids care about this?"
A4: also, team/collaborative work should NEVER be “divide and conquer” — I stamp that out right from the start
Well....that is a good Q! I think the former, but the latter is the fuel
I wish I had time to dig into this MORE!
And it's so important that the students care--because then THEY forget it's in another language! https://t.co/XsjOvtwPUn
And I am looking at things saying, 'Why would kids care about this?"
As in "Has Johnny made an improvement since last time?"
A4 b/c in real world interactions it is almost always interdependent and in school almost never :(
Yes! The point of group work should be to enhance the lesson, not detract from it. https://t.co/cH8doZUlNE
A4: also, team/collaborative work should NEVER be “divide and conquer” — I stamp that out right from the start
That too-want them to get into content and be able to get skills and vocab they can use.
Let me get back to my job! Q5 coming up!
exactly, for Johnny, all I care about is his growth relative to himself.
oohhh-groups can maybe eval this and Johnny can self eval growth?
A5 I'd like to hear if anyone's a fan of group work in early novice (I am not- maybe 2% of the time)
Including making those Groups! Q5: What challenges does group work pose and how can we overcome them? https://t.co/lSYaB7Hah7
A5: ss not staying on task or 1 or 2 of them becoming easily disengaged; overcome? i'd love to hear ideas!
A5 Accountability. Being certain everyone learned something that day. Pacing.
This is my goal for next year. It feels VERY daunting! Maybe because of the amount of Ss?
A5 At least in MS, teen drama (odd girl out, etc.). Last year 2 of my group projects ended in guidance office.
A5: one alpha taking lead and plowing forward; combat by monitoring, asking probing questions of teammates, get alpha to explain
I do group work but I'm not really a fan. They don't know enough to collaborate meaningfully in TL.
Kids would love so much that the Spanish becomes a byproduct?
for me the point of groupwork is the 90% retention from "teach another". So much less passive.
Repeat: "Google Forms are my friend.” "Google Forms are my friend.” "Google Forms are my friend.”
Does have a magic trick for keeping track/doing this?
A5: So, we work mostly in a circle, & that helps, but there are always those "back turned" moments This is why community matters!
A5 Monitoring and keeping all groups on-task... Some classes need more help than others.
I use pair/group from the beginning, but confess I push for prod. and interpersonal way earlier than most.
A5 must admit my TL 'groups' are usually pairs for TL group work
there are others of us who do too!
I do push early production skills, because they CAN, but end up keeping group activity to 2, 3 mins
Key for me too - not 'how long' but 'how well'... https://t.co/BnwkSfAKXF
I do push early production skills, because they CAN, but end up keeping group activity to 2, 3 mins
You mean like me standing behind every group every step of the way?
Yeah, same here, cycles of CI, practice, push the envelope, figuring what they need...
A5: Did I scaffold ENOUGH to release this to THEM?
mine are pairs now because class size so small but before they always sat in groups of 4
seating arrangement in tables of 4 made whole class on/off group work
@ wouldn't that be awesome??? Just thought maybe could involve upper levels in how to improve lower level content?
Yes, short prompts are imperative at early stages
They sit in 4's but for TL group work I still find I start more easily with 2's...
A4: seating is key; from the start, class has groups of tables, never rows/trad class arrangement. https://t.co/WmF7EjgZys
seating arrangement in tables of 4 made whole class on/off group work
A5: biggest hurdle is enlisting them into the process. When they buy in, its magic!
It's daunting when you start but after you move to 4's its like 'why did I wait?'
A5: giving them just enough work to challenge and engage them but not too hard for them to feel lost
Yeeppp! My 1st block needs little supervision bc they do exactly as asked. 2nd block? I need to watch every move!
So true....& speaks to 'real world' 'do-able task', having the supports, 'in their world of interest' etc https://t.co/iP2kgyvDJ5
A5: biggest hurdle is enlisting them into the process. When they buy in, its magic!
A5: Periodic, planned and communicated check ins are important along with accountability tasks. They need to know I am coming!
persistent teams through whole year, feature of Operation LAPIS. one member is resp each day, they are good about it
A5: Like and said, the amount of time according to lvl is critical for focus
A5: students hate "group work"
I was reviewing a lesson today that said group will use "le gusta" and I was ?!?!
A5 my new one is actually writing out the intentions of the work - on the board & reflection after https://t.co/LWhvmh8Fa1
A5 I view partner work and group work as two totally diff things. A lot of Ss hear group work and think play time/not mandatory.
Even when they choose the groups? I see more relaxed smiles during group work than other times.
Ah but they love 'conversation work' with more than 1 person
A5 I try to remember that constantly changing partners is also working WITH a group!
1/2 dictatorship 1/2 democracy!
Can you share strategies? S'il te plaît?
If you're shooting for more/shorter "prompts and pairings" rather than "work," it's a totally diff animal.
LOL love it. Yes, I manipulated groups with student input (sometimes!)
Can't believe it is 5 til 8 !
the name tents fell where they would... and then I moved some ;)
And quite frankly they often opt for dictatorship (given the choice)
Great blog post! Aligns 100% with Happiest Toddler On The Block : )
classic Think-pair-square! https://t.co/wCSbxgKWYd
They sit in 4's but for TL group work I still find I start more easily with 2's...
TA: is going to mentor me through individualized goals/growth! Oh, guess I should've asked first... :D
I’d be remiss not to plug VERBA: https://t.co/0NABF668du
New Spanish expansions, new Latin modern nouns, maybe new French soon!
TA: What color-coded visual way can students communicate with me that they need help or don't?
Absolutely; I’m always on Twitter :) https://t.co/b5ZxiywpoD
TA: is going to mentor me through individualized goals/growth! Oh, guess I should've asked first... :D
Takeaway: We are all fighting the good fight to make group work as valuable as possible as a learning tool. But it ain't easy.
TA Maybe I am insisting too much w/ so many grp projects in my classes. ?
I am marinating on how to better keep my groups (and myself) in the TL--more strategies from tonight's chat!
TA: Going to set better expectations for group/pair work, not just task but how they approach it (risks, circumlocution, TL, etc.)
This is my all-time takeaway- what the journey has done for me! https://t.co/JiBSGXCqss
I also feel it teaches them to work with different people, no?
Kudos to the fab for leading us tonite! & for helping us along too!
TA....this is the BEST GROUP WORK I DO FOR ME!
TA: For the 100th time, I LOVE the sounding board, affirming, challenging feedback my PLN provides!
maybe not even color-coded but a simple show of fingers (1=lost, 3=almost, 5=got it) for quick formative assessment
Thanks to my co-moderators and for having my back tonight!
