[ola] Re: Moving on...
- From: JoAnna Coleman <joannac@xxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Thu, 9 Jan 2014 18:22:12 +0000
Heidi, January is a difficult month, I have always felt like this. I am right
there with you.
I am seriously considering finishing the semester in December and doing a
group-project for team building during the 2 weeks in January before the end of
the semester next year.
How have you progressed this year? - I feel like my kids are speaking and
understanding more than in years past, but we have "covered" WAY less material
(ie. grammar and vocabulary)
Like many of you have said, this is the give and take of OWL.
What are your students working on? Right now my second years are working on
asking/answering questions, describing, extending sentences and using
connectors and fillers to keep the conversation going
Topics we are discussing currently are what they did over the break and daily
routine activities
How have you brought in new topics and created interesting progressions?
I have a really hard time not having a plan and just using the students as the
curriculum. As things come up in class, we learn that new vocabulary, but I
have a difficult time coming up with progressions based off of those moments.
Can people weigh in about using units versus being against using units?
Again, something else that is hard for me to let go of - kids like the
structure (and so do I!) of a study guide with a list of objectives for the
unit - this is what you are going to learn and be asked to do - this is where
we are going - so I have tried to maintain that with the OWL goals and the
ACTFL profiency levels - this is where you are and this is what we are working
towards.
For semester finals - students will be doing an oral interview next week with
me and then on the day of the final, there will be a multiple choice exam with
listening/reading based on topics and functions we've learned and a writing
portion where they will answer questions
JoAnna Coleman
Spanish Teacher
Wilson High School
503-916-5280 ext. 75231
joannac@xxxxxxx
http://profecoleman.wordpress.com/
________________________________
From: ola-bounce@xxxxxxxxxxxxx <ola-bounce@xxxxxxxxxxxxx> on behalf of Heather
Pineault <heather_pineault@xxxxxxxxxxxxxxxxx>
Sent: Thursday, January 9, 2014 8:13 AM
To: ola@xxxxxxxxxxxxx
Subject: [ola] Re: Moving on...
Hi Folks,
Along with the previous question, what do you do for midyears? I am the only
person in my department using this approach. We have a very traditional,
grammar driven program in one of those "highly successful" high schools. So
while everyone else is working on multiple choice and verb conjugation chart
tests, I'm trying to figure out what to do. How do you approach midyears?
Would love any suggestions!
Thanks.
Heather
On Thu, Jan 9, 2014 at 9:19 AM, Heidi Hewitt
<heidihewitt13@xxxxxxxxx<mailto:heidihewitt13@xxxxxxxxx>> wrote:
Hi all,
I am in one of those ruts Tom and others in the group have talked about...
With midterms coming up, I feel like my students have barely progressed from
quarter 1 topics including body parts, colors, animals, and descriptions. Where
do I go from here? I've seen documents (thanks, Nanosh, for the most recent
one) with standard Spanish I questions - where do you live, when's your
birthday, etc. I have avoided that route because of my mission to make
everything "organic." Now it seems like I've come to a dead end and I need more
structure with what I'm bringing to class. I've had more than enough of talking
about animals, colors, and body parts all the time, and I'm SURE my students
are too.
How have you progressed this year?
What are your students working on?
How have you brought in new topics and created interesting progressions?
Can people weigh in about using units versus being against using units?
Thanks so much for any input!
Heidi
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