BCATML Celebrating Languages 2014
Thanks for visiting!
Workshop Goal: Increase Student Talk Time in the language classroom
How?
- Assign listening homework (video clips, podcasts, music) - Open a Language Lab 2x/week (Seaquam Secondary in Delta does this with Rosetta Stone & students log minutes that count towards their participation grade) - Begin using Metacognitive Journals in your class: students must watch / read/ listen to their target language in their spare time and reflect on what they understood/learned Who am I? - Passionate about Professional Growth: Uploaded my French Pop Music Inquiry project to TeachBC for anyone to use! It has been adapted for Frimm. 8, FSL 11, Span 9 - A group of teachers are trying to create a new PSA! The Early Career Teachers' PSA (Please encourage any early-career Teachers you know to fill out the survey here!) - BCATML Webmaster, Middle Years Rep (old website: click here) - CASLT member - BCTF Social Media Workshop Facilitator - lover of Languages, Travel, Learning - TTOC (by choice!) for Delta & Surrey. Secondary Core French, English, Immersion. - Metacognitive learner. - Grateful for the opportunity to learn from ALL teachers with ALL different styles in ALL classrooms. There isn't a day that goes by where I don't learn something from you, even when you're not there :) How to support your TTOC:
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TED Talk: Patricia Kuhl
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The first 5-10 minutes that I'm with your students, I'm introducing myself (probably en francais!). Then we discuss "What did you understand from my story?" "Why?" ** this is where students say "gestures," "similar words", "repetition" (of course all of that was done on purpose).
Tutoring one-on-one is the best thing I ever did for improving my teaching practice.
Why? Because most of the students I tutored really struggled in French, and some had learning disabilities. I learned what kind of anxiety students in senior French have if their foundational skills and confidence are lacking. It means that now I teach with different tricks, mneumonics, gestures than before. I had to dig deep to come up with memorable tricks. And the best part? My students with learning disabilities often thrived in an environment that prioritized speaking tasks. They could read well, speak well. It was just writing and memory that they had trouble with, so I learned to scaffold more and more, and to make worksheets clearer. My students use highlighters and pens to slow down their reading, underline, draw arrows, put question marks, and more. Teach strategies to reduce anxiety (skip questions you don't know, come back to them later. Maybe conjugate some verbs on the back of the test before you begin. Remember my story about Bob the mountain climber. Anticipate what the exception questions will be - those always make the difference!)
Some of the tricks:
Aller = two LL's, look like legs, legs make you go!
Avoir = French people can't pronounce H sounds, so "I 'ave a stomachache" (have = avoir)
Bob the Mountain Climber = Story that mimics the House of Être
Bob is born into a family that loves hiking. He goes to the national park often, leaving and then returning again. One day, Bob re-enters the park gates and begins going up the mountain. It's a long hike, so when he arrives at the top he stays/rests for a while. (I draw him @ the top of the mountain planting a BOB flag) Then he goes down the mountain, but OH NO!! Bob falls, and he dies :( Pauvre Bob! (I draw a little gravestone with RIP Bob). Bob est mort. Bob exits the world of the living and becomes an angel in Heaven.
Get them talking:
Great article on Maximizing Student Speaking Time in Language Teaching. Aim for 75%!
Use ESL Teaching strategies, too... there are way more websites out there and strategy resources available for ESL
Article: Five Tips for Getting the ESL Student Talking EDUTOPIA - JULY 18, 2013 Marc Anderson @TalkToCanada
Important questions: How many language structures are my students learning and practicing today?
How much time is dedicated to interaction en français, with most of the class getting to speak?
Try adding a calendar routine to the beginning of every class. It can become student-led, like in grade 1 classrooms. (ask primary Immersion teachers for ideas!)
Add Phonetics Activities: (grades 6-10 Core French, Immersion 4-8)
this is a pricey but amazing activity resource book: Lire avec Patati et Patata (Sabine CHRISTOPHE, Patrick STRAUB) ISBN 9782909295879
2) Start Using Intensive Pair Work, and don't overdo it on Technology.
Studies have shown that the beginning stages of Language Learning Require person-to-person interaction
Article: IT plus Intensive Pair Work Techniques
Examples: These ESL verbal / pair work activities are easily adapted for FSL, and based upon the Intensive French Model.
Pair Work Activities with one student as A, one as B
http://www.qualitytime-esl.com/IMG/pdf/Spell_to_Partner-2.pdf
http://www.qualitytime-esl.com/IMG/pdf/Socializing1-2.pdf
http://www.qualitytime-esl.com/IMG/pdf/DSK_3_7.pdf
http://www.qualitytime-esl.com/IMG/pdf/Introductions_Assignment.pdf
http://www.qualitytime-esl.com/IMG/pdf/Honesty_-_Part_1_L_R_Qs.pdf
http://www.qualitytime-esl.com/IMG/pdf/Honesty_-_Part_2_L_R_Qs.pdf
Year 1 ESL goals, Term 1: http://www.qualitytime-esl.com/IMG/pdf/Yr1_Curriculum_T1_All_English.pdf
Year 1 ESL goals, Term 2: http://www.qualitytime-esl.com/IMG/pdf/Yr1_T2_Curriculum-2.pdfhttp://www.qualitytime-esl.com/IMG/pdf/Yr1_T2_Curriculum-2.pdf Language Participation Grade Criteria: http://www.qualitytime-esl.com/IMG/pdf/Yr1_Participation1.pdf
Number exercise: A) http://www.qualitytime-esl.com/IMG/pdf/Numbers_Basic_Student-2.pdf
B) http://www.qualitytime-esl.com/IMG/pdf/Numbers_Basic_Teacher-2.pdf
Our primary hurdle with dedicating more class time to speaking is that we lack confidence when it comes to assessing verbal language production. These resources (available to CASLT / BCATML members) are amazing for fixing that assessment problem!
3) Get students reflecting on their learning.
Something I've used is Metacognition Journals (Journal d'Apprentissage). Students summarize what they've learned in a given lesson, and are able to show their understanding (or comment on a confusion or question). Then the teacher can respond individually and also receive feedback about lessons. The students are encouraged to use the French works they know seamlessly in their English writing. (This is how I learned to speak French in grade 6 late Immersion). Every month the students are allowed to go back to previous Journal Entries with a new colour and add French words. It's an amazing way to foreground their learning and it does wonders for their confidence. Here's the Rubric I made for their Journals. I highlighted and then pasted it into their journal after they'd done a few entries.
4) Increase their exposure to French through Listening and Speaking at home. Teach them to echo their computer. Give podcast listening assignments and phonetics quizzes. 80 minutes every 2nd day is not enough to learn to speak a language, so how can they be exposed to the L2 at home? (Journaling about these home experiences can tie it into metacognitive learning)
Quizlet lets you record French and the students can use it at home. (Intermediate / Junior Core French)
www.NewsinSlowFrench.com *Also Available as a Podcast Series.
www.1rfi.fr > Langue Française
FrenchPodcasts.com
FrenchPod101.com
DailyFrenchpod.com
Espace Apprendre Canal Academie www.canalacademie.com/apprendre/ < Best for Senior Immersion, Intensive French
TV shows can teach them new slang, pronunciation from a variety of accents, expressions and more! Have discussions centred around the themes from each episode.
Tête à Claques (grades 10 & up for Intensive or Immersion)
Les Parents (with subtitles for grades 9 & up *some mature content needs to be previewed ahead of time)
Extr@!
Handouts have examples from:
80 fiches pour la PRODUCTION ORALE en classe de FLE (Alain Pacthod / Pierre-Yves Roux, éditions Didier)
About Me
Action Research: Metacognitive Journals
Interview Dialogue (Click here for rubric)
Alberta FSL Resources
Manitoba FSL Resources <-- this one is awesome.
Other ideas for creative verbal activities / projects:
100 ways to show you know
http://jouerfle.blogspot.ca/2011/10/les-metiers-vus-par-supamonks-studio.html
http://jouerfle.blogspot.fr/
http://laptiteecole.wordpress.com/2014/09/18/comment-ca-va-comment-tu-tappelles/
http://laptiteecole.wordpress.com/2013/10/24/le-qui-est-ce-des-hibous-couleursaccessoires/
http://laptiteecole.wordpress.com/2013/04/13/les-vetements-des-amis-de-splat-le-chat/
http://laptiteecole.wordpress.com/2013/04/25/le-jeu-du-qui-est-qui-des-monstres/
http://kit-fle.blogspot.fr/
Grade 1 French Immersion: http://mmehartnell.edublogs.org/
Tutoring one-on-one is the best thing I ever did for improving my teaching practice.
Why? Because most of the students I tutored really struggled in French, and some had learning disabilities. I learned what kind of anxiety students in senior French have if their foundational skills and confidence are lacking. It means that now I teach with different tricks, mneumonics, gestures than before. I had to dig deep to come up with memorable tricks. And the best part? My students with learning disabilities often thrived in an environment that prioritized speaking tasks. They could read well, speak well. It was just writing and memory that they had trouble with, so I learned to scaffold more and more, and to make worksheets clearer. My students use highlighters and pens to slow down their reading, underline, draw arrows, put question marks, and more. Teach strategies to reduce anxiety (skip questions you don't know, come back to them later. Maybe conjugate some verbs on the back of the test before you begin. Remember my story about Bob the mountain climber. Anticipate what the exception questions will be - those always make the difference!)
Some of the tricks:
Aller = two LL's, look like legs, legs make you go!
Avoir = French people can't pronounce H sounds, so "I 'ave a stomachache" (have = avoir)
Bob the Mountain Climber = Story that mimics the House of Être
Bob is born into a family that loves hiking. He goes to the national park often, leaving and then returning again. One day, Bob re-enters the park gates and begins going up the mountain. It's a long hike, so when he arrives at the top he stays/rests for a while. (I draw him @ the top of the mountain planting a BOB flag) Then he goes down the mountain, but OH NO!! Bob falls, and he dies :( Pauvre Bob! (I draw a little gravestone with RIP Bob). Bob est mort. Bob exits the world of the living and becomes an angel in Heaven.
Get them talking:
Great article on Maximizing Student Speaking Time in Language Teaching. Aim for 75%!
Use ESL Teaching strategies, too... there are way more websites out there and strategy resources available for ESL
Article: Five Tips for Getting the ESL Student Talking EDUTOPIA - JULY 18, 2013 Marc Anderson @TalkToCanada
Important questions: How many language structures are my students learning and practicing today?
How much time is dedicated to interaction en français, with most of the class getting to speak?
Try adding a calendar routine to the beginning of every class. It can become student-led, like in grade 1 classrooms. (ask primary Immersion teachers for ideas!)
Add Phonetics Activities: (grades 6-10 Core French, Immersion 4-8)
this is a pricey but amazing activity resource book: Lire avec Patati et Patata (Sabine CHRISTOPHE, Patrick STRAUB) ISBN 9782909295879
- You could use the Patati et Patata book for A/B partner activities. Show them the sound (For example, OI ) and then have the students run dictées for each other using the lists of OI words (poireau, croissant, etc.)
- See parts of the resource book here
- If you do Intensive French or Immersion, there are extension activities on the Patati et Patata website
2) Start Using Intensive Pair Work, and don't overdo it on Technology.
Studies have shown that the beginning stages of Language Learning Require person-to-person interaction
Article: IT plus Intensive Pair Work Techniques
Examples: These ESL verbal / pair work activities are easily adapted for FSL, and based upon the Intensive French Model.
Pair Work Activities with one student as A, one as B
http://www.qualitytime-esl.com/IMG/pdf/Spell_to_Partner-2.pdf
http://www.qualitytime-esl.com/IMG/pdf/Socializing1-2.pdf
http://www.qualitytime-esl.com/IMG/pdf/DSK_3_7.pdf
http://www.qualitytime-esl.com/IMG/pdf/Introductions_Assignment.pdf
http://www.qualitytime-esl.com/IMG/pdf/Honesty_-_Part_1_L_R_Qs.pdf
http://www.qualitytime-esl.com/IMG/pdf/Honesty_-_Part_2_L_R_Qs.pdf
Year 1 ESL goals, Term 1: http://www.qualitytime-esl.com/IMG/pdf/Yr1_Curriculum_T1_All_English.pdf
Year 1 ESL goals, Term 2: http://www.qualitytime-esl.com/IMG/pdf/Yr1_T2_Curriculum-2.pdfhttp://www.qualitytime-esl.com/IMG/pdf/Yr1_T2_Curriculum-2.pdf Language Participation Grade Criteria: http://www.qualitytime-esl.com/IMG/pdf/Yr1_Participation1.pdf
Number exercise: A) http://www.qualitytime-esl.com/IMG/pdf/Numbers_Basic_Student-2.pdf
B) http://www.qualitytime-esl.com/IMG/pdf/Numbers_Basic_Teacher-2.pdf
Our primary hurdle with dedicating more class time to speaking is that we lack confidence when it comes to assessing verbal language production. These resources (available to CASLT / BCATML members) are amazing for fixing that assessment problem!
3) Get students reflecting on their learning.
Something I've used is Metacognition Journals (Journal d'Apprentissage). Students summarize what they've learned in a given lesson, and are able to show their understanding (or comment on a confusion or question). Then the teacher can respond individually and also receive feedback about lessons. The students are encouraged to use the French works they know seamlessly in their English writing. (This is how I learned to speak French in grade 6 late Immersion). Every month the students are allowed to go back to previous Journal Entries with a new colour and add French words. It's an amazing way to foreground their learning and it does wonders for their confidence. Here's the Rubric I made for their Journals. I highlighted and then pasted it into their journal after they'd done a few entries.
4) Increase their exposure to French through Listening and Speaking at home. Teach them to echo their computer. Give podcast listening assignments and phonetics quizzes. 80 minutes every 2nd day is not enough to learn to speak a language, so how can they be exposed to the L2 at home? (Journaling about these home experiences can tie it into metacognitive learning)
Quizlet lets you record French and the students can use it at home. (Intermediate / Junior Core French)
www.NewsinSlowFrench.com *Also Available as a Podcast Series.
www.1rfi.fr > Langue Française
FrenchPodcasts.com
FrenchPod101.com
DailyFrenchpod.com
Espace Apprendre Canal Academie www.canalacademie.com/apprendre/ < Best for Senior Immersion, Intensive French
TV shows can teach them new slang, pronunciation from a variety of accents, expressions and more! Have discussions centred around the themes from each episode.
Tête à Claques (grades 10 & up for Intensive or Immersion)
Les Parents (with subtitles for grades 9 & up *some mature content needs to be previewed ahead of time)
Extr@!
Handouts have examples from:
80 fiches pour la PRODUCTION ORALE en classe de FLE (Alain Pacthod / Pierre-Yves Roux, éditions Didier)
About Me
Action Research: Metacognitive Journals
Interview Dialogue (Click here for rubric)
Alberta FSL Resources
Manitoba FSL Resources <-- this one is awesome.
Other ideas for creative verbal activities / projects:
100 ways to show you know
http://jouerfle.blogspot.ca/2011/10/les-metiers-vus-par-supamonks-studio.html
http://jouerfle.blogspot.fr/
http://laptiteecole.wordpress.com/2014/09/18/comment-ca-va-comment-tu-tappelles/
http://laptiteecole.wordpress.com/2013/10/24/le-qui-est-ce-des-hibous-couleursaccessoires/
http://laptiteecole.wordpress.com/2013/04/13/les-vetements-des-amis-de-splat-le-chat/
http://laptiteecole.wordpress.com/2013/04/25/le-jeu-du-qui-est-qui-des-monstres/
http://kit-fle.blogspot.fr/
Grade 1 French Immersion: http://mmehartnell.edublogs.org/