class agenda - thursday, 9/18 meet-n-greet class business lab debrief overview of next lab...
TRANSCRIPT
Class agenda - Thursday, Class agenda - Thursday, 9/189/18
Class agenda - Thursday, Class agenda - Thursday, 9/189/18
Meet-n-greetClass businessLab debriefOverview of next lab activityIntroduction to the SLA – FL
Methods portion of course
Meet-n-greetClass businessLab debriefOverview of next lab activityIntroduction to the SLA – FL
Methods portion of course
Meet-n-greetMeet-n-greet
Array yourself by birthdayPartner up
What got you hooked on your language?
Most memorable part of first labFavorite comfort food
Listen well, because you will report your partner’s response to a second pair
Array yourself by birthdayPartner up
What got you hooked on your language?
Most memorable part of first labFavorite comfort food
Listen well, because you will report your partner’s response to a second pair
Class businessClass business
Do you have any?Labs for next week: groups should
swap roomsConferences
MiWLF - October 24-25 in Lansing ($30)
Ed Tech conference - Sept 27 ($0)
Do you have any?Labs for next week: groups should
swap roomsConferences
MiWLF - October 24-25 in Lansing ($30)
Ed Tech conference - Sept 27 ($0)
Lab debriefLab debrief
Who is your audience for these labs?
How do you decide what the content objective should be?StandardsStudent assessmentsBut for one activity, there really
should just be one content objective
Who is your audience for these labs?
How do you decide what the content objective should be?StandardsStudent assessmentsBut for one activity, there really
should just be one content objective
Content ObjectivesContent Objectives
Culture as COCulture as launching pad for
language-related COSeparate the wheat from the chaff:
Culture as COCulture as launching pad for
language-related COSeparate the wheat from the chaff:
What language is critical in order for ss to participate accurately?
What language is nebenbei, not necessary for ss to know?
If CO is vocab…If CO is vocab…
…then understanding grammar of gustaría is not important
But…do you give vocab items that required gustaría and gustarían?
Un/una & un/une & ein/eine/einIf CO is not vocab, then all this
changes
…then understanding grammar of gustaría is not important
But…do you give vocab items that required gustaría and gustarían?
Un/una & un/une & ein/eine/einIf CO is not vocab, then all this
changes
Editing…Editing…
Die HöchstgeschwindigkeitsbegrenzungT performance, not S learning/interacting
Key questions:Why is this slide / handout / activity here?How does it connect to what came before?How does it connect to what comes next?How does it connect to my COs / LOs?
Die HöchstgeschwindigkeitsbegrenzungT performance, not S learning/interacting
Key questions:Why is this slide / handout / activity here?How does it connect to what came before?How does it connect to what comes next?How does it connect to my COs / LOs?
Pre – During – Post Pre – During – Post ActivitiesActivities
Pre – During – Post Pre – During – Post ActivitiesActivities
Think – pair – share:What does a student need to know in
order to participate in and understand a text / viewing / listening activity?
Stumped?
Think – pair – share:What does a student need to know in
order to participate in and understand a text / viewing / listening activity?
Stumped?
Comprehension depends Comprehension depends on…on…
Comprehension depends Comprehension depends on…on…
Building backgroundConnecting learning opportunities to
students’ experiences and background
Connecting learning opportunities to previous instruction
Vocabulary development
Building backgroundConnecting learning opportunities to
students’ experiences and background
Connecting learning opportunities to previous instruction
Vocabulary development
Your turnYour turnYour turnYour turnTurn to the cloze activity – complete Once upon a time, long ago and far away, there lived a
gentle queen. It was the deepest and darkest (1) of winters, and every day the gentle queen would spend (2) her afternoons sitting with her needlework at the only window in the (3) sunlight. The castle window itself was framed in blackest ebony, (4) and anyone passing below could gaze upon the beautiful queen, (5) pretty as a picture, as she quietly worked at her (6) embroidery. One day, as she sat sewing, she pricked her finger (7) with her needle, and three rich, red drops of blood (8) fell upon the glistening snow below. At the sight of the red blood upon the (9) white snow, the gentle queen whispered: “Oh, how I wish (10) for a baby daughter with hair as black as ebony, (11) lips as red as blood, and skin as white as snow.” And so it came (12) to pass that the queen gave birth to such a (13) child, whom she called Snow White.
Turn to the cloze activity – complete Once upon a time, long ago and far away, there lived a
gentle queen. It was the deepest and darkest (1) of winters, and every day the gentle queen would spend (2) her afternoons sitting with her needlework at the only window in the (3) sunlight. The castle window itself was framed in blackest ebony, (4) and anyone passing below could gaze upon the beautiful queen, (5) pretty as a picture, as she quietly worked at her (6) embroidery. One day, as she sat sewing, she pricked her finger (7) with her needle, and three rich, red drops of blood (8) fell upon the glistening snow below. At the sight of the red blood upon the (9) white snow, the gentle queen whispered: “Oh, how I wish (10) for a baby daughter with hair as black as ebony, (11) lips as red as blood, and skin as white as snow.” And so it came (12) to pass that the queen gave birth to such a (13) child, whom she called Snow White.
Your turn, stillYour turn, stillYour turn, stillYour turn, stillNow turn to the activity plan template.
With a partner, consider the following questions and complete the template:What does a student need to know in order
to make sense of the paragraph on your handout?
Which aspects of that paragraph would you need to pre-teach in order for students to understand?
Now turn to the activity plan template. With a partner, consider the following questions and complete the template:What does a student need to know in order
to make sense of the paragraph on your handout?
Which aspects of that paragraph would you need to pre-teach in order for students to understand?
Reading – Viewing - Reading – Viewing - ListeningListening
Reading – Viewing - Reading – Viewing - ListeningListening
We can’t just give texts* to students and say “go!”
Instead, we need to….Build backgroundDevelop vocabularyCheck for comprehensionAllow for student extension and expression
*by “text,” I mean written, visual or aural
We can’t just give texts* to students and say “go!”
Instead, we need to….Build backgroundDevelop vocabularyCheck for comprehensionAllow for student extension and expression
*by “text,” I mean written, visual or aural
P - D - P P - D - P
Scan through example activities for pre, during, and post work
Questions / ideas?Let’s look at the lab for the next
two weeks
Scan through example activities for pre, during, and post work
Questions / ideas?Let’s look at the lab for the next
two weeks
SLA - FL MethodsSLA - FL Methods
Teaching English to ELsTeaching English to ELs
Developmental Bilingual Education
Using L1 to drive instruction
Transfer of skillsDeveloping English
skills while…Teaching content
in L1
Developmental Bilingual Education
Using L1 to drive instruction
Transfer of skillsDeveloping English
skills while…Teaching content
in L1
SEI English Immersion (AZ-style)
4 hours of ELD for all Els
Grammar, oral, reading, writing
No L1 No content
instruction
SEI English Immersion (AZ-style)
4 hours of ELD for all Els
Grammar, oral, reading, writing
No L1 No content
instruction
Theory <-> PracticeTheory <-> Practice
Point is not to resolve this debatePoint is to recognize that the most
concrete actions we take in the classroom are indeed informed by theory…
…whether or not we’re aware of it
Point is not to resolve this debatePoint is to recognize that the most
concrete actions we take in the classroom are indeed informed by theory…
…whether or not we’re aware of it
SLA - FL MethodsSLA - FL Methods
How one informs the otherSomewhat artificial divisionsChronological
How one informs the otherSomewhat artificial divisionsChronological
Your work…Your work…
Questions or concerns?Questions or concerns?
Pre-WWIIPre-WWII
What do you remember from the readings we did 2 weeks ago?
State - university - science nexus
What do you remember from the readings we did 2 weeks ago?
State - university - science nexus
Pre WWII methodsPre WWII methods
Grammar translation Analytical Grammar-based Translation of “high
literature” Classics (Latin,
Greek) Lg not for
communication, but for intellectual development
Grammar translation Analytical Grammar-based Translation of “high
literature” Classics (Latin,
Greek) Lg not for
communication, but for intellectual development
Direct MethodResponse to G-TMeant to mimic
L1 acquisitionTeacher-centeredMimicry,
pantomime, question-answer structures
Direct MethodResponse to G-TMeant to mimic
L1 acquisitionTeacher-centeredMimicry,
pantomime, question-answer structures