Hi Nancy et al. For Spanish 1, We spent the last week practicing what they have learned so far. The day before, I used Nanosh's Design a Final for further review and then I asked them to have a conversation with someone of their choice in front of the panel. If they were stumped or timid, Panels were instructed to prompt and ask questions and help if necessary so students would have ample air time and practice. In my panel I prompted the speakers with questions when necessary, and they took it from there. For Spanish 2 They created first a comic strip story (also a Nanosh production), I then had them embellish the story, add more verbs and more adjectives and then rewrite the story. Students will present the story 4 times to each panel. I will provide minimal feedback to help with errors, (they are very comfortable at this point with any error corrections because language production and comprehensibility is our focus and they know they aren't being docked but rather supported to continue to move forward. Quite frankly, students are welcoming the feedback as many recognize after the fact and they get that aha! look and smile on their face. (Paycheck of the heart). Oh, each student at this level has to make up their own questions and they get to hear each other's questions. If someone in the group has the same question as someone else, the group gets to brainstorm another question. In Span 1, this time I pre-created some questions to keep things moving along. Hope this gives you some ideas, Jody Foreign Languages Brookings Harbor High School >>> Nancy Parsons-Brown <nparsons@xxxxxxxxxxxxxxxxxxx> 10/31/2013 3:38 PM >>> 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 ( tel:503-916-5280%20ext.%2075231 ) 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 ( tel:503-916-5280%20ext.%2075231 ) 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 ( tel:503-916-5280%20ext.%2075231 ) 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 ( tel:503-916-5280%20ext.%2075231 ) 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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