[ola] Re: Kahoot...
- From: P Cooke <pcooke2003@xxxxxxxxx>
- To: Heather Pineault <heather_pineault@xxxxxxxxxxxxxxxxx>, ola@xxxxxxxxxxxxx
- Date: Mon, 13 Jan 2014 06:25:32 -0800
Heather, THANKS!! I'll email you off-list.
Keep 'em coming, listeros -- very helpful!!
Best wishes,
Patti
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* patti*
On Mon, Jan 13, 2014 at 4:46 AM, Heather Pineault <
heather_pineault@xxxxxxxxxxxxxxxxx> wrote:
> Hi Patti --
> I, too, applaud your work in an urban school -- a place I hope to get to
> one day in my career. The complexity of the work there is so different
> than the suburban school in which I teach. I am part time and I am new to
> OWL as well. I have jumped in trying to use first TPRS (creating stories
> with the kids orally, then moving to the written version) and also now
> OWL. I am new to both, but am so frustrated with the grammar driven model
> that I am doing this.
>
> I am in MA, so we, too have to have District Determined Measures (DDMs) as
> well as our individual Smart Goals. I am struggling to figure out how to
> measure those as you mentioned. One thought I had for you (and me) - is to
> give the kids a pre-test orally --- depending on the level, what types of
> information should they be able to talk about by the end of the year? So
> while this is still driven by topic (rather than totally by students and
> function of language), there are things they need to be able to do. You
> could ask some of those questions both orally and written and even orally
> and they write the answer -- grade it, and that will be your starting point
> for measuring improvement.
>
> Engagement in L2 is another issue, so a measure I have -- though I haven't
> really actually started counting - is how often are my kids speaking L2?
> Volunteering to speak? And my hope / expectation is that over the course
> of the year that will increase. So you (we) could make a concerted effort
> to count (tally) voluntary participation in L2 at the beginning of the
> year, part way through (and talk to the kids about this, too) and end of
> year.
>
> Finally, I agree with the games -- the kids just get more involved. I
> also ask my kids what they would like to be able to talk about in order to
> get some starting points for themes, then I think about which language
> structures / vocab would work. My kids Fr2 had a great time with a little
> video called "iPad v Paper" -- it is French, but the only word is "Emma".
> With cool videos (music videos work, too), I take screen shots as it plays
> for my self and then dump the slides in a ppt. and have the kids describe
> what they see, creating the story (this is from TPRS). As they create the
> story, I ask the personal questions (PQA - Personalized Questions and
> Answers in the TPRS world -- and also a central part of OWL) --- they see
> something on the slide and I ask, who else eats breakfast? Who is an only
> child? Round and round with lots of questions...
>
> Another resource folks like is "Simon's Cat" for videos and for Spanish -
> google Senior Wooly, too. He has some fun stuff. There is another really
> well known Spanish teacher - spacing on his name at this moment, but he has
> a lot of stuff.
>
> Finally, this is from a Senior Wooly demonstration in Spanish -- but it is
> great for all. You put up a couple of sentences with comparisons (Red Sox
> play better than the Yankees, Miley Cyrus sings better than Lady Gaga,
> restaurant "x" is better than restaurant "y"; Boston is more interesting
> than Wayland; January is better than December; Monday is better than
> Friday. The beauty is EVERYONE can do this in L2 and the kids just get
> drawn in to it because you can personalize it for your kids' interests.
> So, you read a sentence, mime "better than" and have kids either do silent
> responses -- stand if agree, stay seated if disagree, wiggle hand back and
> forth if don't know. Sr. Wooly does it this way for his MS kids so that
> nobody gets ragged on for their opinion. I had kids do thumbs up / down.
> And then I've taught them how to say "me, too", "I like both", "oh no, not
> me" in French. THEN, after you've done a couple and the models are there,
> let the kids go to it creating their own sentences. I use this frequently
> as a warm up---- and basically they "learned" the comparative (adverbs and
> adjectives) just by using them.
>
> Hope this helps a bit! Sorry for the length!
> Heather
>
>
> On Sat, Jan 11, 2014 at 1:06 PM, P Cooke <pcooke2003@xxxxxxxxx> wrote:
>
>> THANKS, Calysta! I appreciate it!!!!
>>
>>
>> อย่างจริงใจ
>> * patti*
>>
>>
>> On Sat, Jan 11, 2014 at 9:38 AM, Calysta Phillips <
>> cphillips@xxxxxxxxxxxxxxxxxxx> wrote:
>>
>>> Hi Patti,
>>> Great questions! First of all, I acknowledge you for teaching the
>>> population you do.... that right there is an act of courage every day. I
>>> had the privilege of going to Medford Oregon and seeing 12 public school
>>> classes in action... not quite as extreme as yours, but in many cases,
>>> close...30-40 was the class size.... If you have a chance to go observe
>>> them there, they are MASTERS! Ask Darcy if she is still doing OLA days....
>>> it was incredible!!! I cried I was so inspired.
>>> As for advice, your questions are many... I think concrete assessments
>>> are the hardest.... You can hold them to account for vocabulary that comes
>>> up if you need a "right/wrong" assessment....
>>>
>>> As for engagement, I find the key is FUN! If there's laughter, there's
>>> usually bonding or learning. From the laughter always come words. Start
>>> with pan tostado.... there must be an explanation somewhere.... I started
>>> with 3 themes and my class invented a 4th... They have to make
>>> shapes/things in groups of three--- In a circle, you point to person in
>>> middle. Then name the thing... ie, pan tostado. Person in middle crouches a
>>> little, person on each side makes a toaster by joining arms around them.
>>> The two people then lower arms and say "ding" as the pan tostado jumps. I
>>> did "Surfeador"-= person in middle is surfer, people on sides are hula
>>> dancers. I did rabbit-- middle person holds up ears, outside two people
>>> stomp outside foot on ground quickly. Then my kids made up "hippie"--
>>> person in middle holds out peace sign, side peope make rainbow over him....
>>> possibiliities are endless.
>>> How to play: one person in middle, points to a person in circle and says
>>> one of the words "Hippie" and counts to 5 in Spanish as fast as they can.
>>> If the group of three hasn't made the hippie by 5, the center person (the
>>> hippy, or if you want, whoever messed up in the group of three) goes to the
>>> outside.... Laughter, hysterics if you sell it to them and they start
>>> playing because they really get into the actions....
>>>
>>> From that, vocabulary always comes... from that, you have somewhere, if
>>> only somewhere small, to go....
>>> That's all for now. But my advice: Start with a game.
>>>
>>> Good luck!!! Calysta
>>>
>>>
>>> On Thu, Jan 9, 2014 at 10:00 PM, P Cooke <pcooke2003@xxxxxxxxx> wrote:
>>>
>>>> Hola a todos --
>>>>
>>>> I am a beginner with OWL.
>>>>
>>>> My big questions have to do with class size & diversity, class level
>>>> (as in very beginning), maturity level, accommodation of diverse learning
>>>> styles, motivation as well as the difficulty of preparing kids for the next
>>>> level, where a very traditional approach is used. The first challenge for
>>>> me is involving everyone and keeping them involved in an inner city setting
>>>> where kids are all over the spectrum on any criteria you can think of
>>>> except age. Some are definite introverts, some have general trust issues or
>>>> conflicts with certain classmates, some learn best deductively &
>>>> systematically, some have suffered trauma as kids and have mistaken ideas
>>>> about how to 'belong' in the group [aka "they misbehave"], some are just
>>>> plain hungry and tired, and since electives at my school, including
>>>> language classes, can sometimes be a 'dumping ground', there are kids who
>>>> never wanted to learn a second language to begin with.
>>>> The second challenge is that we are DATA-obsessed so I need to have
>>>> specific goals with specific ways of measuring them at the end of the
>>>> year...
>>>> My questions concern:
>>>> How to begin discussing things in a meaningful and apparently (to the
>>>> kids) spontaneous way without much at all in the way of vocab.
>>>> How to hold kids accountable for their learning and have a (measurable)
>>>> record of this for the administration.
>>>> How to prepare kids for a traditional program with this type of
>>>> spontaneous ('hit & miss'?) approach to vocab and grammar.
>>>> How to involve 30+ kids many of whom would rather be sitting (perhaps
>>>> with heads down) or speaking only English or who don't have a clue what's
>>>> happening or who want to goof off... and keep them involved and speaking
>>>> the target language.
>>>> BTW, I want to thank all of you for your ideas, activities, etc --- I
>>>> very much appreciate all the sharing. I am only using the OWL approach
>>>> about 20% of the time, but I find your ideas very helpful both on OWL and
>>>> non-OWL days. GRACIAS :-)
>>>>
>>>> Small questions: How would you say 'creepy' in Spanish?? How do you
>>>> come up with different gestures for each vocab word?? (Wish I knew and
>>>> could incorporate ASL!)
>>>>
>>>> Thanks again. Happy 2014, everybody!
>>>>
>>>> อย่างจริงใจ
>>>> * patti*
>>>>
>>>>
>>>>
>>>
>>
>
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