[ola] Re: Progressions
- From: Calysta Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Tue, 17 Dec 2013 14:07:22 -0700
Yes! I know I am NOT ALONE in doing a traditional UNIT driven class in the
CIRCLE. How do I know my circle is Unit driven? In Spanish and French 2 we
are wrapping up a "Doctor/reflexive verb/body parts" unit. In Spanish and
French 1, we are wrapping up "Classroom/Emotions/Prepositions of
Location/estar/ir" Unit (Avancemos 1, Unidad 2 anyone?)...While I left room
for a lot of "extra" stuff to come up, we were hanging ornaments on the
very tips of my predetermined branches...
The good news???? I FINALLY GOT RID OF MY DESKS!!!! :) I did it, Darcy!
The bad news???? Still not letting it go, letting the Question Hook
Sequence happen... feeling "obliged" to my department that they arrive at
levels 3 and up with a knowledge of the grammar....
Who else is teaching traditional "UNITS" in the circle... bringing the
agenda to the table? I have several things stopping me:
Fear
Department Alignment
Lack of knowledge/comfort with ACTFL levels and progressions to really be
able to monitor my students that way.
Would love to know who else is in my boat. Thanks! Calysta
On Sat, Dec 14, 2013 at 4:21 PM, Call Daniel <dcall@xxxxxxxxxxxxx> wrote:
> Very helpful, Ricardo. I still feel that I could use a lot of practice
> and mentoring with this, but every little bit helps.
>
>
>
> Dan
>
>
>
> *From:* ola-bounce@xxxxxxxxxxxxx [mailto:ola-bounce@xxxxxxxxxxxxx] *On
> Behalf Of *Ricardo Linnell
> *Sent:* Saturday, December 14, 2013 11:46 AM
> *To:* ola@xxxxxxxxxxxxx
> *Subject:* [ola] Progressions
>
>
>
> Hey Everybody,
>
>
>
> I wanted to take a moment to talk about progressions. I am sure that quite
> a few of you understand how to use them in your classes, but there are
> probably as many or more teachers who are unsure of exactly what it is,
> much less have the confidence to unleash it in your classes. I felt like
> that for a long time, until I was able to visualize it and draw it. A
> progression as a visual, looks a lot like this (see photo). You have the
> central topic, either dictated by vocabulary from that day, the previous
> day or such. For many of you who have been through one of Darcy's
> workshops, you probably remember the types of questions that we used in one
> part of the workshop. Creating relevant questions around the topic is a
> great way to generate interest and motivation to speak. IE: we are wrapping
> up a Canned Food Drive at my school and so we counted our cans and it was
> just an instant, built-in topic for the class. I asked them to discuss in
> groups the reasons for giving food during the holiday season. I gave them a
> couple of minutes to speak and then asked 2 or 3 of them to tell the class
> their reasoning. We got time, money, resources, things...etc out of the
> students as far as vocabulary were concerned. I asked the students to
> discuss the different types of resources that they felt they could offer to
> those in need. Again, more discussion. Finally, the last question was if
> they had a friend, family or if they themselves ever had a need to rely on
> the Oregon Food Bank or another organization for food and resources. If so,
> to explain what that experience was like. This all happened within the
> course of no more than 15 minutes. It can go longer or shorter, depending
> on the amount of questions, activities or depth to which the class goes. I
> hope that everyone has a wonderful holiday and vacation. I hope this helps.
>
>
>
> Ricardo
>
Other related posts:
