[ola] Re: Progressions
- From: JoAnna Coleman <joannac@xxxxxxx>
- To: "ola@xxxxxxxxxxxxx" <ola@xxxxxxxxxxxxx>
- Date: Tue, 17 Dec 2013 23:18:25 +0000
I am also doing a semi- unit driven circle - I come to the circle with
functions and some basic vocab (ie. describe daily routine, reflexive verbs)
based on their ACTFL level, but then a lot of the rest of the vocab and
structures come from what they say (or try to say via gestures and acting it
out) and just what comes up in class -
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 Calysta
Phillips <cphillips@xxxxxxxxxxxxxxxxxxx>
Sent: Tuesday, December 17, 2013 1:07 PM
To: ola@xxxxxxxxxxxxx
Subject: [ola] Re: Progressions
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<mailto: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>
[mailto:ola-bounce@xxxxxxxxxxxxx<mailto:ola-bounce@xxxxxxxxxxxxx>] On Behalf Of
Ricardo Linnell
Sent: Saturday, December 14, 2013 11:46 AM
To: ola@xxxxxxxxxxxxx<mailto: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
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