bl storytelling tailor
TRANSCRIPT
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be a BRAVE LITTLE
(STORYTELLING) TAILOR
Kentucky World Language Association Fall Conference 2016
#bravelittletailor #kwla16
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CAN DO
ò I can identify and incorporate the non-negotiable elements of comprehensible input.
ò I can develop an interaction that engages students with comprehensible learning targets.
ò I can adapt storytelling strategies to fit my students’ learning situation.
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An experiential approach to proficiency
(the last stage of backward design)
“
”
Icandowhatthesumofmyexperienceshavepreparedmetodo.
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An experiential approach to proficiency
(the last stage of backward design)
“
”
Interactionwithcomprehensibleinputalongacontinuumnaturallyencourageslanguageuse.
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EXPERIENTIAL APPROACH TO PROFICIENCY DEVELOPMENT
A continuum from passive input to TL performance
SPONTANEOUSACTIVEOUTPUT
scaffoldedx/yresponse
☑passive
CIscaffolded
openresponse
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2/7 Tips for a Good Story
òGoals
òSimplicity
FOTO: IMAGEN EN ACCION
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Identify targets & group up!What will you teach?
Whom will you collaborate with?
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Let me tell you a story.
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7 Tips for a Good Story
ò Goals
ò Student involvement
ò Questions
ò Strange characters
ò Simplicity
ò Repetition
ò An unexpected ending
FOTO: IMAGEN EN ACCION
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Tailor Tip: “I’m not creative enough.”
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ò Use reality.
ò Think about how you might tweak it.
ò Ask.
ò #langchat
ò students
ò Creativity is a muscle.
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Selecting input:noticing patterns
camina
limpia
llama
mira
pasa
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Personalizing Input
ò Include student interests, talents, and experiences in input.
ò Use characters they know.
ò Use famous people they love or hate.
ò Shift unit focus to student interests.
ò Allow more choice in formats, assignments, vocabulary, etc.
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Comprehensible input must not be
confused with total
comprehension.TERRILL & CLEMENTI
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Progressive Interaction:POST-IT VOTES
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Progressive Interaction:POST-IT VOTES
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Progressive Interaction:class polling
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Tailor Tip: “My learners don’t like crazy.”
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ò Pinpoint what they do like (drama?).
ò Ask.
ò #langchat
ò students
ò Use interesting people and events instead.
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What’s your intermediate step(s)?How will you move students along the continuum with a
low-response interactive activity?
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Progressive Interaction:Linguacafé
это хорошо!
О, это плохо!
это хорошо !или ili !это плохо?
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What’s your intermediate step(s)?How will you move students along the continuum with a
low-response interactive activity?
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Tailor Tip: “I can’t get into storytelling.”
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ò That was not a story; it was a game.
ò Start a file of inspiration.
ò Investigate / bookmark ideas and sources for other strategies. Such as…
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descriptive
sudden
cortometrajes! commercials! film!
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infographics!
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social media!
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!!
TRENDING
TOPICS
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!!
SEARCH
KEYWORDS
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!!
(e.g. country)
HASHTAGS
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FacebookCelebrity Pages
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FacebookFan Groups
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music!
“Voyareír,voyabailar.”
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TL websites!
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In the focus on whether they can,
don’t forget to focus on whether
they care.
MUSICUENTOS.COM
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Now what?
ò Trained storytelling teachers willing to be observed: http://bit.ly/2cbQRP6 (thanks martinabex.com!)
ò Story scripts: https://bryankandeltprs.com/category/story-scripts/ ; https://martinabex.com/category/story-scripts/ (thanks Martina & Bryan!)
ò Encouragement from Terry Waltz: http://bit.ly/2cbR2K8
ò My Linguacafé set: http://bit.ly/2cPABWK
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