Canvas
QR Codes to Quickly Share a Resource from Canvas, Other Sites
I used to get frustrated when students took a "long time" finding resources on Canvas. In addition to using Text Headers and shorter modules, I installed a QR Code extension in Google Chrome. All I do is go to the resource and click on the extension icon. It makes the QR Code instantly. What a game changer!
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Jargon-Free Essential Questions & Learning Goals
Simplified Instructions
I've been using more tools on Canvas as well as email to communicate with students. My motto is: "Work smarter, not harder". I pared down the number of tools that I'm using but will vary the activities by using those tools "with a twist". Sometimes less is more. Communicating with students and parents doesn't have to be hard or cumbersome. Why was I making it harder than it needed to be?
It has often troubled me that we, teachers, write Essential Questions and Learning Goals that are completely teacher-centered. I'm glad that we are taking the opportunity to use these as a means of communication to our customers. It's essential that they be very clear and as user-friendly as possible. This helps everyone to stay focused, to be able to track progress easily and to increase transparency. Having a consistent and clear form of communication was a life saver when we switched to remote learning. The biggest difference now is that I'm using Announcements more - especially as a reminder of Zoom sessions. |
Circling
2019-20
Experts suggest HOW we circle new structures should include the same elements that we used in the past, but the order of the questions should not be as predictable as was previously done. As we become more comfortable with questioning, we encourage teachers (a.k.a. Language Acquisition Facilitators) to be flexible with questioning.
Circling is used to introduce new vocabulary and structures - and ones that need additional repetitions. I have posted question words as well as other high frequency words (yes, no, either, nor, and, or, with, without, but, et. al.). This constant repetition, both orally and visually, aids in the second language acquisition process. This can be done in the context of a story, but many times I use it with real-life topics of high-interest.
Experts suggest HOW we circle new structures should include the same elements that we used in the past, but the order of the questions should not be as predictable as was previously done. As we become more comfortable with questioning, we encourage teachers (a.k.a. Language Acquisition Facilitators) to be flexible with questioning.
Circling is used to introduce new vocabulary and structures - and ones that need additional repetitions. I have posted question words as well as other high frequency words (yes, no, either, nor, and, or, with, without, but, et. al.). This constant repetition, both orally and visually, aids in the second language acquisition process. This can be done in the context of a story, but many times I use it with real-life topics of high-interest.
Higher Level Questions
End of novel Bingo
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Fact Finding Find the 5 incorrect statements from the reading, and make them true. (Can't just add "no" to the sentence.) |
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High Interest Topics & Activities
VSCO Girls Quiz & Story
All things VSCO Girl were the rage this year. I found an online quiz to see how VSCO you are, and I adapted it to make it more comprehensible. This worked PERFECTLY after a test when it didn't make sense to start something new. We had an informal contest in each class and proclaimed who was the most VSCO. |
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Questioning in many different ways is at the heart of what a CI teacher does. The trick is to ask questions in a way that they are repetitive without "feeling" repetitive to the students. It allows me to differentiate on the fly - to ask deeper questions to those who need it and more literal questions for others. Students' responses to questions help me to decide how much more input and the type(s) of input to provide. Paying attention to students' interests allows me to use highly compelling topics.
Charades to Reinforce Important Vocabulary/ Events in a Story (Reading Action Chain)
1. Groups all get the same 7 sentences in their pack.
2. Read the sentences and make sure they understand them completely. 3. Choose one sentence to act out. 4. Give 5-7 minutes to prepare. 5. When it's time to act, the other groups guess which sentence is being dramatized. |
Providing Novelty & Variety While Providing Repetition
PART 1
I created the reading several years ago, but I thought it was boring as is. I decided to tweak the part leading up to the reading to: Provide more input and to increase students' anticipation. I use dictations in many different ways to provide Comprehensible Input across multiple modalities. I decided to create a drawing dictation as a preview to a reading activity. I showed one step at a time, they drew and had to use their imaginations. At the end, they had to show at least 3 other people the drawing.
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The brain craves novelty, and the body craves movement. As a PLC, we've been focusing on increasing student engagement and providing Comprehensible Input using developmentally appropriate strategies with repetition but with variety. This involves a delicate balance of repackaging the same vocabulary and grammatical structures in many different ways. Many times, it means calling something a "game" - even if it's not. It might be finding a variation for vocabulary practice, such as with Quizlet Live or a twist of a dictation.
Quizizz as an Assessment Tool
I like using Quizizz for formative assessments for several reasons. First, I get a very quick visual picture of students' progress even as they're taking the assessment. Next, I get a report with an item analysis. The results from the formative above tell me that: 1. Students are not spending much time on any of the questions; 2. Students need more time with the "you" words; 3. Students are pretty solid with "they" words.
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Numbers Pre-test in New Entrant (October)
Numbers Formative Assessment (December)
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Seeing the results of the pre-test helped me to gauge my practice activities. To practice the "teens" numbers, I had them play Mano Nerviosa and made sure that the groups were mixed ability.
Next, I was able to direct the students to practice activities that were geared toward their needs. I created a tiered practice for the numbers. There were three new students that didn't take the assessment in October. The highlighted scores were students who improved up to a 90% or better.
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SLO Baseline Information (Spanish 2)
I am constantly assessing students in one way or another. These assessments (formative, summative, formal, and observational) allow me to make decisions about my instruction. There are times when I need to adjust mid-lesson based on assessment results. Maybe students need more practice. One day I did a pre-test on telling time, and my 7th graders all mastered this vocabulary. Why? Because we tell the time every day at the start of class. There are times when the assessment data tell me that further instruction is needed - something that requires more planning and differentiation on my part.
Plan B (and then some)
Teaching in a 1:1 school affords more advantages than disadvantages. However at any given moment, we have to be ready for the potential of equipment failure, sites being down or Wifi issues. I've learned to expect the unexpected. One day when I planned to do a sorting activity, we lost access to Wifi. I pulled out Post-it notes and hula hoops to make a life-sized Venn Diagram.
I've created my Plan B activities. Since March, we've ALL been demonstrating flexibility - everything from changing how and what we're grading, focusing even more narrowly on the most essential learning, dealing with the challenges of technology, coping with the shift in the type and amount of "paperwork", and trying to maintain sanity. I feel like a first year teacher all over again.
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Brainbreak Menu
A Deliberate, Powerful Pause
I noticed that my New Entrant class needed some variety and additional input, especially before starting the Universidad unit that I'm piloting. I decided to pause and taught TPR vocabulary. Because of prior knowledge, I was able to combine two lists into one story. I used TPR to teach the vocabulary, asked them A LOT of questions, and we created a story with actors, I wrote the story, we read it. I asked them many questions to follow up the story. Finally, we took a short assessment on the vocabulary. I feel that this was time well spent at the right time for this group.
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Too Much Energy? Change the Game!
We had just finished a dice game in 7 New Entrant, and I sensed that they had way too much energy to play Bingo. I anticipated them throwing chips and just being out of control. We pulled out the dry erase boards, markers and erasers and played a low tech version of Quick Draw instead. I thought of some vocabulary they could illustrate. I said the phrase and gave them 20 seconds to draw. At the end of the time, they showed the class their drawings. It is a fun, fast-paced game that I will be adding to my Plan B list (and it's a sanity saver).
I've been focusing on getting students moving and more engaged. I have been more intentional about using Brain Breaks, variations of games, and novelty. In addition, I have been very purposeful when we use technology. Providing variety seems to help to increase students' engagement.