If you read my last blog entry, I am super stoked about a conference I just went to, called CI in the Mitten. It’s all about Comprehensible Input and strategies, tips, tricks, etc. on how to get your students talking. The goal is to teach completely in the Target Language (TL) and have students understand 80% of what they are hearing. There is no direct grammar instruction, simply having students figure out on their own how the language works. It’s supported by Stephen Krashen’s theory of CI.
So after getting super psyched about all the possibilities and even trying it myself as both a student and a teacher, I’m all in for next year! If any of you out there are reading this and are already doing this, I’d be grateful for any and all suggestions/strategies/tips/tricks you could offer me!
Phew! So I know it’s been a while since I’ve last written. Things are getting super crazy and hectic, but what else is new? Since I last wrote, my 2s have turned in their first Choice Boards, and here is what I’ve learned so far:
When using Kaizena, if you set it up linked through Google Classroom, anything students upload in Google Classroom will automatically show in Kaizena. This made for very tedious work basically looking at duplicates of anything the students submitted. Very frustrating and time-consuming.
Have one location for students to turn things in digitally. I find it best to have students either share it with me via Google Docs (which will send you an email notification) or upload directly to Google Classroom. Make sure your students give you access to the docs, otherwise you won’t be able to see anything!
For the speaking activities, I use a rubric to evaluate them. I ended up printing out hard copies of the rubrics and attaching the speaking rubric to the overall Choice Board rubric. I initially thought I could do everything digitally, but the old-school teacher in me needed to see and physically write on the hard copies. It’s still reducing my paper trail overall, but I feel like giving students a hard copy of the rubrics gives them more concrete feedback.
I had to adjust the pacing overall (see my previous post here about how that went), and I think together we have finally found our groove. It was a bumpy start, but I think things are starting to smooth out overall.
We are now on our second chapter and the students are starting to figure out how things are going to go. (“Wait. We’re going to have a Choice Board for every chapter?” Um, yes. How else am I going to see if you’re proficient in the material?) I think they like the overall structure of the class, but I’m not totally sure. I’ll probably give them a survey right around midterms to see how they feel about stuff. Maybe at the semester I can make some changes. I’ve already started to tweak things based on their feedback.
So we are now in the thick of it, and I am already learning a lot about the needs of the students in regard to pacing and instruction with this new format. After one week of introducing the new concepts back to back, it came to my attention that there needed to be some processing time between introduction of concepts. Based on student feedback, I have decided to space out the introduction of new grammar concepts with group guided practice. This will help them get a better idea of how well they are understanding the material and receive effective feedback from me about what they may be doing wrong.
While students are working on their Choice Boards (see my previous post about that here), I am meeting with them to have individual conferences. I ask them four basic questions: What do you feel your strengths are for this chapter? What do you feel like you need work on? How much progress have you made with your Choice Boards? and Do you have any questions for me? As I talk with the students, I’m making a Google Doc recording their answers. I expect to have 2 meetings with them per chapter to monitor their progress and see how they have progressed in their understanding of the concepts.
When students hand in their Choice Boards, it will be a combination of handing it in digitally via Google Classroom or sharing it with me in Google Docs or doing various speaking activities with me in person. They will check in their workbook pages with me in person during their second Individual Conference. I am still not sure how I will evaluate the speaking activities done in person. I included a rubric with the Choice Board in Google Docs, but I’m not sure if it would be more effective to print out a hard copy or make notes to myself on paper and later fill in their rubrics digitally when they turn them in via Google Classroom.
In meeting with the students individually, one thing has stood out to me: The higher students often do well and don’t need a lot of one-on-one attention help, but it’s the lower students that need more structure and less independent work. This was one thing I did not consider when I originally made this plan. I know it seems fairly obvious now, but the details and logistics seem to escape you when you’re planning a general overall schedule. This became apparent when I went to meet with one of my students in my homeroom, who expressed a lot of concern with this less-structured setup. I told him that after I finished the initial round of Individual Conferences I would be able to work with him one-on-one and answer any questions he had or re-explain anything he needed me to. He seemed relieved and determined to be successful, which I appreciate. I like that I can get individual time with each student and they can give me some very good constructive criticism that will ultimately become a better teacher.
I think overall this will be a good plan. But, like any good plan, there needs to be tweaks and changes to make it as successful as possible. I think together my students and I are finally finding our groove that works for everyone.
So I know it’s been a while since I’ve posted anything. School is in full swing and things have gotten pretty hectic on my end. My students are slowly getting used to the routines I implement in my classes, and we’re falling into a nice rhythm. So I guess this is as good a time as any to reflect on how things have gone so far.
My 1s are in the middle of Etapa 1A, which is the first “real” chapter that lets them get a better idea of what to expect for the rest of the year. They have their first vocabulary quiz today. Some of them have been asking me if spelling counts. (Um, hello. Yes. What did you expect taking a language class?) So I think they’re freaking out a bit about how that’s going to work.
My 2s are at the beginning of the Project-Based Learning adventure. I just put my Etapa 6A Choice Board live on my Google Classroom, so now the fun begins and the real work happens. I’ve already realized how I may have to tweak things and give them reminders about stuff that I (stupidly) assumed they would be able to figure out. For example, how to make a copy of a Google Doc for certain assignments attached to their Choice Boards. They initially complained when I announced that there was homework, but when I explained it more, the groans seemed to subside. A little.
The grammar flipbooks turned out pretty good. We shall see if/how much the kids actually use them as we continue on. I’m considering doing a Grammar Flipbook for Midterm Review (when we eventually get there). If they find the ones we did at the beginning of the year were useful, then I might do another version.
To wrap this up, I’ll put a question out there for those of you reading this. I encourage you to comment and put in your metaphorical two cents. My question is: What has been your biggest teaching triumph so far this year?
I can’t put my finger on one moment that’s stood out to me yet, but I guess if I had to say one thing, it’s that I really like my homeroom group. They’re one of my classes of 2s and I would like to think that part of the reason they are such a personable, amazing group of kids who work well as a team is because of the ice-breakers we did at the beginning of the year. Granted, they had already been in class with each other for one year prior to having me as a teacher, so they somewhat knew each other. But still, I would like to think that part of their amazing teamwork and overall jovial nature as a group would be because of how I talk to them on their level and I’m straight with them about how they’re my guinea pigs with this whole crazy adventure. And I would like to think they appreciate the honesty from me.
My students just got their Chromebooks yesterday. It looks like most of them have chosen to get a district-issued Chromebook, so today during Homeroom, I decided to have them bookmark and get set up a few key websites that we will be using in class. The main ones t Continue reading “New School Year, New Technology”→