[ola] Re: ola Digest V2 #192
- From: Nancy Parsons-Brown <nparsons@xxxxxxxxxxxxxxxxxxx>
- To: ola@xxxxxxxxxxxxx
- Date: Thu, 31 Oct 2013 16:38:17 -0600
Hi Jody,
What a great idea. A few questions.
Do you have a prompt for the conversation or are you expecting them to have
a conversation based on what they have learned?
What does the response sheet that the panel fills out contain? Is it a
rubric based on proficiency? Is it a check list of topics?
Do you make up the questions for the panel to ask?
Nancy Parsons-Brown
French Teacher
Community School
Sun Valley, ID
On Wed, Oct 30, 2013 at 11:05 PM, FreeLists Mailing List Manager <
ecartis@xxxxxxxxxxxxx> wrote:
> ola Digest Wed, 30 Oct 2013 Volume: 02 Issue: 192
>
> In This Issue:
> [ola] Re: Nanosh 1st year assessment and Oral panel
> question
> [ola] Re: Nanosh 1st year assessment and Oral panel
> [ola] Re: Nanosh 1st year assessment and Oral panel
> [ola] Re: Nanosh 1st year assessment and Oral panel
> [ola] great topic for discussion
>
> ----------------------------------------------------------------------
>
> Date: Wed, 30 Oct 2013 09:12:14 -0700
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel questionnaire
> I de
> From: Alisa Aguirre <alisa_aguirre@xxxxxxxxxxxxxxxxxx>
>
> Hi Jody. I love this idea. Being the visual learner I am though, could
> you give me some more details?
> 1. How many kids do you have in your classes? (My 1st years are all 40+)
> 2. Can you give me more info on the logistics? What exactly happens when
> I pair moves to a panel and what happens when they rotate to the next? How
> do they shift to being a panel member?
> 3. How, when and where does the teacher assess them?
>
> Thanks so much. I really want to try this. So hard to find ways to make
> things like this work with huge classes (of mostly freshmen boys :p )
>
> Alisa
>
>
> On Tue, Oct 29, 2013 at 4:29 PM, Jody Soberon <JodySo@xxxxxxxxxxxxxxxxxxx
> >wrote:
>
> >
> > Hi Nanosh et al,
> >
> > I liked the Design-a-Final so much, I tweaked it and added
> circumlocution
> > to the vocab area and tomorrow my Sp 1 kids are going to be set up 4
> groups
> > or "panels" in the room. 1 Panel in each corner, students divided into
> the
> > 4 Panels. We are going to do orals tomorrow and I want everyone busy,
> > practicing and involved, so I designed a quick response sheet for the
> > students of each Panel to fill out as students move from group to group.
> >
> > One pair of students in front of each Panel will carry on a conversation
> > using what we practiced today and what we have been practicing for weeks.
> > They will speak for a minute or 2 then answer questions from the panel,
> > then timer will ring and the pair will rotate to the next panel so they
> > will get plenty of practice speaking, listening, etc.
> >
> > I was going to leave an area for students to come up with their own
> > questions, but in the interest of time and having only 2 days to listen
> to
> > the whole class, I'll just let the panel decide what the students will
> > describe. I want them all busy, but I want there to be value as well. I
> > have done oral projects this way before and it works well to keep all
> > students busy and practicing. I will send along the ones I have used
> before
> > and the one I designed for Nanosh's Sheet.
> >
> > I intend to let students pick their own partner to keep there comfort
> > level up and the affective filter lowered. Fun, fun fun!
> >
> > Thank you Nanosh!
> >
> > Jody
> >
> >
> > Foreign Languages
> > Brookings Harbor High School
> >
>
>
>
> ------------------------------
>
> From: JoAnna Coleman <joannac@xxxxxxx>
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel
> Date: Wed, 30 Oct 2013 16:49:25 +0000
>
> I did something similar today with my Spanish 2 kids - one student was the
> teacher, one the student and the third was the evaluator with the scoring
> rubric in their hands - they scored as they listened to the interview and
> then gave feedback on each category - also a positive comment and any
> suggestions for improvement
> 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
> Alisa Aguirre <alisa_aguirre@xxxxxxxxxxxxxxxxxx>
> Sent: Wednesday, October 30, 2013 9:12 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel questionnaire
> I devised
>
> Hi Jody. I love this idea. Being the visual learner I am though, could
> you give me some more details?
>
> 1. How many kids do you have in your classes? (My 1st years are all 40+)
> 2. Can you give me more info on the logistics? What exactly happens when
> I pair moves to a panel and what happens when they rotate to the next? How
> do they shift to being a panel member?
> 3. How, when and where does the teacher assess them?
>
> Thanks so much. I really want to try this. So hard to find ways to make
> things like this work with huge classes (of mostly freshmen boys :p )
>
> Alisa
>
>
> On Tue, Oct 29, 2013 at 4:29 PM, Jody Soberon <JodySo@xxxxxxxxxxxxxxxxxxx
> <mailto:JodySo@xxxxxxxxxxxxxxxxxxx>> wrote:
>
> Hi Nanosh et al,
>
> I liked the Design-a-Final so much, I tweaked it and added circumlocution
> to the vocab area and tomorrow my Sp 1 kids are going to be set up 4 groups
> or "panels" in the room. 1 Panel in each corner, students divided into the
> 4 Panels. We are going to do orals tomorrow and I want everyone busy,
> practicing and involved, so I designed a quick response sheet for the
> students of each Panel to fill out as students move from group to group.
>
> One pair of students in front of each Panel will carry on a conversation
> using what we practiced today and what we have been practicing for weeks.
> They will speak for a minute or 2 then answer questions from the panel,
> then timer will ring and the pair will rotate to the next panel so they
> will get plenty of practice speaking, listening, etc.
>
> I was going to leave an area for students to come up with their own
> questions, but in the interest of time and having only 2 days to listen to
> the whole class, I'll just let the panel decide what the students will
> describe. I want them all busy, but I want there to be value as well. I
> have done oral projects this way before and it works well to keep all
> students busy and practicing. I will send along the ones I have used before
> and the one I designed for Nanosh's Sheet.
>
> I intend to let students pick their own partner to keep there comfort
> level up and the affective filter lowered. Fun, fun fun!
>
> Thank you Nanosh!
>
> Jody
>
>
> Foreign Languages
> Brookings Harbor High School
>
>
>
> ------------------------------
>
> Date: Wed, 30 Oct 2013 10:48:04 -0700
> From: "Jody Soberon" <JodySo@xxxxxxxxxxxxxxxxxxx>
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel
>
> Hi JoAnna,
>
> Oh I like this a lot, would you care to share your rubric that the
> students used?
>
> Thanks,
> Jody
>
> Foreign Languages
> Brookings Harbor High School
> >>> JoAnna Coleman <joannac@xxxxxxx> 10/30/2013 9:49 AM >>>
> I did something similar today with my Spanish 2 kids - one student was the
> teacher, one the student and the third was the evaluator with the scoring
> rubric in their hands - they scored as they listened to the interview and
> then gave feedback on each category - also a positive comment and any
> suggestions for improvement
>
> 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
> Alisa Aguirre <alisa_aguirre@xxxxxxxxxxxxxxxxxx>
> Sent: Wednesday, October 30, 2013 9:12 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel questionnaire
> I devised
>
> Hi Jody. I love this idea. Being the visual learner I am though, could
> you give me some more details?
>
> 1. How many kids do you have in your classes? (My 1st years are all 40+)
> 2. Can you give me more info on the logistics? What exactly happens when
> I pair moves to a panel and what happens when they rotate to the next? How
> do they shift to being a panel member?
> 3. How, when and where does the teacher assess them?
>
> Thanks so much. I really want to try this. So hard to find ways to make
> things like this work with huge classes (of mostly freshmen boys :p )
>
> Alisa
>
>
> On Tue, Oct 29, 2013 at 4:29 PM, Jody Soberon <JodySo@xxxxxxxxxxxxxxxxxxx>
> wrote:
>
>
>
> Hi Nanosh et al,
>
> I liked the Design-a-Final so much, I tweaked it and added circumlocution
> to the vocab area and tomorrow my Sp 1 kids are going to be set up 4 groups
> or "panels" in the room. 1 Panel in each corner, students divided into the
> 4 Panels. We are going to do orals tomorrow and I want everyone busy,
> practicing and involved, so I designed a quick response sheet for the
> students of each Panel to fill out as students move from group to group.
>
> One pair of students in front of each Panel will carry on a conversation
> using what we practiced today and what we have been practicing for weeks.
> They will speak for a minute or 2 then answer questions from the panel,
> then timer will ring and the pair will rotate to the next panel so they
> will get plenty of practice speaking, listening, etc.
>
> I was going to leave an area for students to come up with their own
> questions, but in the interest of time and having only 2 days to listen to
> the whole class, I'll just let the panel decide what the students will
> describe. I want them all busy, but I want there to be value as well. I
> have done oral projects this way before and it works well to keep all
> students busy and practicing. I will send along the ones I have used before
> and the one I designed for Nanosh's Sheet.
>
> I intend to let students pick their own partner to keep there comfort
> level up and the affective filter lowered. Fun, fun fun!
>
> Thank you Nanosh!
>
> Jody
>
>
> Foreign Languages
> Brookings Harbor High School
>
>
>
>
> ------------------------------
>
> From: JoAnna Coleman <joannac@xxxxxxx>
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel
> Date: Wed, 30 Oct 2013 19:17:03 +0000
>
>
> 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
> Jody Soberon <JodySo@xxxxxxxxxxxxxxxxxxx>
> Sent: Wednesday, October 30, 2013 10:48 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel questionnaire
> I devised
>
> Hi JoAnna,
>
> Oh I like this a lot, would you care to share your rubric that the
> students used?
>
> Thanks,
> Jody
>
>
> Foreign Languages
> Brookings Harbor High School
> >>> JoAnna Coleman <joannac@xxxxxxx> 10/30/2013 9:49 AM >>>
> I did something similar today with my Spanish 2 kids - one student was the
> teacher, one the student and the third was the evaluator with the scoring
> rubric in their hands - they scored as they listened to the interview and
> then gave feedback on each category - also a positive comment and any
> suggestions for improvement
>
> 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
> Alisa Aguirre <alisa_aguirre@xxxxxxxxxxxxxxxxxx>
> Sent: Wednesday, October 30, 2013 9:12 AM
> To: ola@xxxxxxxxxxxxx
> Subject: [ola] Re: Nanosh 1st year assessment and Oral panel questionnaire
> I devised
>
> Hi Jody. I love this idea. Being the visual learner I am though, could
> you give me some more details?
>
> 1. How many kids do you have in your classes? (My 1st years are all 40+)
> 2. Can you give me more info on the logistics? What exactly happens when
> I pair moves to a panel and what happens when they rotate to the next? How
> do they shift to being a panel member?
> 3. How, when and where does the teacher assess them?
>
> Thanks so much. I really want to try this. So hard to find ways to make
> things like this work with huge classes (of mostly freshmen boys :p )
>
> Alisa
>
>
> On Tue, Oct 29, 2013 at 4:29 PM, Jody Soberon <JodySo@xxxxxxxxxxxxxxxxxxx
> <mailto:JodySo@xxxxxxxxxxxxxxxxxxx>> wrote:
>
> Hi Nanosh et al,
>
> I liked the Design-a-Final so much, I tweaked it and added circumlocution
> to the vocab area and tomorrow my Sp 1 kids are going to be set up 4 groups
> or "panels" in the room. 1 Panel in each corner, students divided into the
> 4 Panels. We are going to do orals tomorrow and I want everyone busy,
> practicing and involved, so I designed a quick response sheet for the
> students of each Panel to fill out as students move from group to group.
>
> One pair of students in front of each Panel will carry on a conversation
> using what we practiced today and what we have been practicing for weeks.
> They will speak for a minute or 2 then answer questions from the panel,
> then timer will ring and the pair will rotate to the next panel so they
> will get plenty of practice speaking, listening, etc.
>
> I was going to leave an area for students to come up with their own
> questions, but in the interest of time and having only 2 days to listen to
> the whole class, I'll just let the panel decide what the students will
> describe. I want them all busy, but I want there to be value as well. I
> have done oral projects this way before and it works well to keep all
> students busy and practicing. I will send along the ones I have used before
> and the one I designed for Nanosh's Sheet.
>
> I intend to let students pick their own partner to keep there comfort
> level up and the affective filter lowered. Fun, fun fun!
>
> Thank you Nanosh!
>
> Jody
>
>
> Foreign Languages
> Brookings Harbor High School
>
>
>
>
> ------------------------------
>
> From: Nanosh Lucas <nanosh.lucas@xxxxxxxxxxxxxxxxx>
> Subject: [ola] great topic for discussion
> Date: Wed, 30 Oct 2013 15:26:22 -0700
>
> Should teachers be able to cut in line in front of students in the
> cafeteria?
>
> This is a good one.
>
> Nanosh
>
> ------------------------------
>
> End of ola Digest V2 #192
> *************************
>
>
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