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Putting theory into practice. How my participation in the FLAP grant has influenced my teaching . About Me. Straight from college into the FLAP grant program 3 rd year teaching French at Mahwah High School. Today’s Presentation. - PowerPoint PPT Presentation
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Putting theory into practice
How my participation in the FLAP grant has influenced my teaching
About Me
Straight from college into the FLAP grant program
3rd year teaching French at Mahwah High School
Today’s Presentation
What I learned from the program about selecting resources and structuring activities
Strategies for putting this knowledge to practice in the classroom
The effect such strategies have had on my teaching
In this mode, students demonstrate
understanding of spoken and written communication within appropriate cultural contexts.
Beyond the Novice level, “interpretation” differs from “comprehension” because it implies the ability to read “between the lines”
Definition provided from NJ CCCS www.state.nj.us/education/cccs/standards/7/7.pdf
The Interpretive Mode
Let’s Talk Resources
What resources do you use for your interpretive activities?
What criteria do you use in selecting these resources?
Selecting Appropriate Resources
New Jersey Core Curriculum Content Standards for World Languages
http://www.state.nj.us/education/cccs/standards/7/7.
Selecting Appropriate
Resources Should all be authentic- created by
native speakers and intended for native speakers
At the novice level, resources should be
- Short - Supported by visual cues - Contain repetition
Blogs
Poems/ Cartoons
Infographics
Weather and News
Reports
Songs and Movie
Trailers
Where can I find these authentic
materials?Here is a collection of the 8
resources that I have found most useful in generating interpretive
activities.
Okapi, Astrapi Magazines
(www.bayard-jeunesse.com)
Pinterest and Twitter
University of Texas
(videos and exercises)
Français interactif Spanish Proficiency Exercises
www.audio-lingua.eu
(podcasts for all levels)
www.7billionothers.org/fr
enseigner.tv5monde.com
(French only)
www.youtube.com
Making the Most of
Our ResourcesThink about the most recent interpretive activity
you did in class.1. What did you ask your students to do with
this resource?2. What do you stress and/or avoid when
generating interpretive activities?Take a minute and discuss your latest
interpretive activity with some one from another district.
Structuring Interpretive Activities
New Jersey Core Curriculum Content Standards for World Languages
http://www.state.nj.us/education/cccs/standards/7/7.
Read between the lines Identify where in the text/audio they
found their responses Use specific information from the
text/audio in support of their own reasoning/opinions
What Do Effective Interpretive Questions
Require Students to Do?
Types of questions Key word recognition Main idea Supporting details Deducing the meaning of new words Inference questions and cultural
connections
Identifying organizational features Determining the author/speaker’s
intent
Technology Example
For the lower levels, it is preferable to
generate interpretive activities in L1 since we are focusing on comprehension of the
text, not the questions.
This will also prevent students from lifting information from the text that they do not
understand.
Use of L1 v L2
Lifting information refers to one’s ability to
correctly isolate a desired response within a text without understanding the meaning of the question and/or response.
Confusing? Just read the following paragraph and see if you can answer my questions.
What does that mean, “lifting information”?
A krinklejup was parling a tristlebin. A barjam stipped.The barjam grupped, “Minto” to the krinklejup. The krinklejup zisked zoely.
1. What was the krinklejup doing?2. What stipped?3. What did the barjam grup?
Source: Teaching in Multilingual classrooms
If you answered these questions correctly, you successfully “lifted information” from the text.
To prevent students from “lifting information” we need to be careful how we word our questions.
Can you lift?
Modify the Task, Not
the Text Because our resources are authentic, they will
contain language and structures unfamiliar students
For challenging resources, we don’t need to edit the text or “dumb down” the language for students.
Instead, try to modify the task. Give them support in what you ask them to do.
By adjusting what you ask students to do, you can use one resource across multiple proficiency levels.
Modifying Key Words
Scan Sonic Novice: blue accused slow fast nice rebel consoles
Modifying Key Words
Scan Sonic Intermediate: launched to compete with hedgehog speed while confrontation with the end of no longer had
Modifying Supporting
Details Scan Sonic Novice:
A. Nintendo consoles were considered too slow.B. Sonic was released by Sega.C. Sega stopped making video games in 1990.Intermediate:
A. Why Sonic was created by Sega: B. Why Sega no longer makes consoles:C. What happened to Sonic once Sega stopped producing consoles:
