[ola] Re: Kahoot...
- From: Ashley Uyaguari <auyaguari@xxxxxxxxxxxxxxxxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Thu, 9 Jan 2014 07:58:17 -0500
They do not need to "master" the preterite until the advanced level
(Intermediate-High would need to be able to narrate in the past most of the
time).
On Wed, Jan 8, 2014 at 2:37 PM, Martin Kathryn <kmartin@xxxxxxxxxxxxx>wrote:
> There is a Zen saying: “If you have one eye on the goal, you only have
> one eye on the path.”
>
>
>
> Focus on the path, and you will reach your goal!
>
>
>
> *From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
> Behalf Of *Nanosh Lucas
> *Sent:* Wednesday, January 08, 2014 9:49 AM
>
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] Re: Kahoot...
>
>
>
> I think that the goal in both cases is to do something relevant to the
> students. The 2nd conversation starter is authentic in the sense that I’m
> telling my own story, and I’m also looking at ways to keep the conversation
> going should students be uninterested in the question. I guess I’m focusing
> less on the past or present than to see how long I can get students to
> practice the art of uttering speech, so that they can move from novice mid
> to high, then to intermediate. My understanding is that this will happen
> less with a focus on what verbs students can conjugate in isolated
> situations but on their overall ability to communicate an idea. At the
> Spanish 2 level, I am not expecting students to master the preterite at
> all. I’m going to watch the ACTFL webinar on that same subject (leveling
> from novice to intermediate) that Arnold Bleicher gave, which will probably
> give me some more insight, and I’d be glad to share what I’ve gleaned from
> it and applied in the context of my own classroom.
>
>
>
> Meanwhile, I attached a PDF of a Powerpoint I made for my Spanish I class.
> I used a mini roulette table and gave out candy to students whose numbers
> were called, and then I had students switch places in the circle and talk
> to different people using those questions, all the while trying to push
> them to extend their length of speech (Example: ¿Cuál es tu comida favorita
> y DÓNDE te gusta comerla? (What’s your favorite food and where do you like
> to eat it? - then perhaps compare pizza @ Abby’s with pizza @ Pizza Hut). I
> had a Spanish 2 give me new questions to replace the old, which was VERY
> awesome - I got a lot of repeats, but one person said, “Would you rather
> have a cat with no tail or a dog with no hair? Another student, who prides
> himself on being the guy who blurts out, “AMERICA!” in class to establish
> his distaste for learning anything about another culture, contributed what
> I thought was the most valuable question: “Do you like hanging out with
> your guy friends or girl friends?” We expanded that to, “Can guys and girls
> be friends?”
>
>
>
> I thought the roulette table was awesome because instead of having
> students bet money, I had them put a little card with their name on it on a
> number of their choosing. This made it easy to see who was absent in the
> class very quickly, and I could also quickly make groups by grabbing the
> little cards in order from 1-36 (usually class sizes don’t exceed this
> number).
>
>
>
> Additionally, Kahoot is really awesome - y’all should check it out. You
> can make fun competitions with not very much technology.
>
>
>
> Lastly, here is an article on the pitfalls of goal setting. I read this
> and it has been changing my life on an hourly scale. I am not advocating
> against setting goals, but it talks about how if we focus on daily habits,
> the goals will reach themselves. I made it a goal to make class somewhere I
> want to be every day. It has been almost two days, and I feel a huge
> difference in my enjoyment of teaching.
> http://www.entrepreneur.com/article/230333
>
>
>
> Have a great day.
>
>
>
> Nanosh
>
>
>
--
Ashley Uyaguari
Spanish Teacher 6/7/8
Team Curriculum Coordinator
Innovation Academy Charter School
Tyngsboro, MA 01879
978-649-0432 x3301
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