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Skype Minutes

Page history last edited by cheerldrcoach@... 6 years, 7 months ago

Meeting 6/8: PBL & Organizing

Participants: Laura Sexton (@SraSpanglish) Jean Rueckert (@JeanRueckert) Bethanie Drew (@lovemysummer)

 

How do we reconcile Problem-Based Learning goals with proficiency goals?

Scaffold the problem by providing vocabulary and phrases that 1) are key to interpreting related texts and 2) useful to conveying answers.

 

  • Frontload key words that students can expect to encounter in what they read/hear in related texts.
  • Provide words related to the answers, like hobbies that they've expressed interest in.
  • Practice standard sentence starters like "I like/don't like," "I want/don't want," "We need/don't need."
  • Practice basic interrogatives for conversations related to the problem.
  • Keep a running list of commonly used words for instructions and collaboration throughout the course, such as "discuss," "partner," "evaluate," and "upload."

 

Establishing routine operating procedures for approaching research, organization and planning, and presentation should also help maintain target language usage.

 

Where do we start the unit planning?

Let's begin with establishing themes we want to focus on, filling in Driving Questions and summative assessments first for backward design, then resources and activities and strategies, including the level(s) that each is appropriate for. We have collected some basic units on one Google Doc, and we can start consolidating them into themes on our Unit Themes Google Doc (Food is a definite!)

*Multiple smaller units can be grouped under larger headings, e.g. introductions and family under a pen pals unit.

 

What restrictions must we consider as we plan?

We will need to allow for different calendars, like trimesters versus quarter, as well as district or school-level curriculum expectations and assessments.


Meeting 6/13: Portfolios

Participants: Laura Sexton (@SraSpanglish) Jennifer Kennedy (@Sra_Kennedy) Jordan Yeager (@yeager85) Mira Canion (@Mcanion) 

 

How do we adapt language learning goals for elementary levels that meet intermittently?

We want to use proficiency standards still. The goals are to reach Novice High over the course of the six years together.

"All about Me" books to demonstrate presentational proficiency

MiClaseEsSuClase.com Simply Spanish

Elementary teachers in Spanish-speaking countries post worksheets to Pinterest, or you can google for things in Spanish.

 

Polished and perfected or include things that "don't look good" to show growth?

Portfolios show mastery in a particular medium: students choose (based on modes of communication?)

Portfolios as advocacy ("Look what we're doing!")

What about heritage speakers?

 

We need circumlocution techniques and gambits to get point across during conversation. "Write down three things that you could say to keep the conversation going." Tweet/jot down a response to a situation.

 

Novices can ask memorized questions and give memorized responses.

 

Have question words up on the board, write down a question in response to given topics.

 

Oral Proficiency Interview: using familiar topics, proficiency means consistent performance--not just achieving once

 

Final: talk for 30 minutes--informal OPI?

 

Record conversations with classmates or native speakers (Skype or volunteers come in?), review, reflect, edit a recording to show proficiency level.

Involve community: parents, university students (international or teachers in training), community leaders.

 

Use Linguafolio Google Forms or online portfolios or stamp sheets to track progress.

 

Include Interpretive and Interpersonal along with Presentational in the portfolios.

 

Getting community volunteers involved can help with not only advocacy but also managing personal interviews and encouraging interactions with native speakers.


Meeting 6/23: Rubrics & Evaluation

Participants: Natalia DeLaat (@natadel76) Jean Rueckert (@jeanrueckert) Laura Sexton (@SraSpanglish) Mira Canion (@Mcanion) Marianelly Hughes (@nellyanhugs) Tamara (@Tamlinares)

 

 

How do we enter grades that reflect proficiency? There is the option of including a 4-point range on each level of achievement or holistic grading that means students cannot "grade grub" for points, but rather must demonstrate proficiency skills.

 

Roobrix.com lets you define how much each criterion will be worth based on what counts as passing/failing in your school/district. From these, you can develop sliding scales (like this one) if you tend to use the same values for assignments (say, usually 20 points) and same number of criteria.

 

It helps to use the same rubric for the same types of tasks (ie interpersonal/interpretive/presentational) throughout the course and adapt the proficiency level goals as you go (there's no way to achieve Intermediate Low at the beginning of the first month of Spanish I, for example).

 

Crystal Barragán rubrics?

 

Novices function with purely familiar topics; intermediate negotiate unfamiliar. Are there some key words to distinguish?

 

We can incorporate comments about subjects/verbs, but those will not register with students as much as "simple phrases," "I will make sentences complex" terms.

 

Novice interpretive rubrics are tricky, but here are some for reading and listening.

 

Make progression line visual, to show where Novice Low, Mid, High, Intermediate, etc. are so they can see where they are--see Proficiency tacos.

 

Have students identify main ideas/vocabulary in texts before meetings.

 

From kkissings - tried to join in but must have been too late.  For Listening and Reading, our rubrics are based on the understanding of the student.  We use a 4 level scale: Working Towards Proficiency, Nearing Proficiency, Proficient, Highly Proficient.  If they only get the Main idea, then that is Working Towards.  To become proficient, students have to have the main idea and supporting details (meaning idiomatic expressions, etc.)  The way that I do this, so I can see what exactly it is that they are comprehending is for listening, they have to translate what they hear Listening - Comprehensive - Teacher.pdf , and for reading, they take the piece of text that justifies their answers to the questions (T/F, M/C, etc) and why they answered the way they did.  Reading - Comprehensive - Teacher.pdf.  (Feel free to delete or move this to where you want this...  Not sure where you want this.)

 

Comments (1)

Rebecca Leid said

at 7:45 pm on Jun 13, 2013

For the portfolios, we discuss using recordings. Has anyone used google voice? I actually love it!

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