Starting Over

Write your goals for the school year. Be as specific or abstract as you’d like to be!

I have been spending the past 3 days asking my students to think about their own goals, so it seems only fair that I should do the same!

Because I have redesigned my teaching around 6-week themes, rather than working chronologically through a textbook, my number one goal is to stay on track! I want the themes to allow students to take their learning in a more personal and useful direction, and I expect this to get messy at times. I have students with interests in music, Formula 1 race cars, arts & crafts and criminal justice. My upper level students are preparing for post-secondary studies in aerospace engineering, the military, and literature. So, for every learning experience I must ask myself, "Does this relate to the theme?" and, "Can I demonstrate that relationship to my students?"

Our first theme is "L'enquête de soi" (In search of self; Self-discovery; Personal identity). This first week of classes 2014-15 I have created opportunities for students to think about their own learning and explain to me how I can help them express their personal identities in French. They have done their I Can... inventories;  upper level classes have interviewed and written about their partners; in English (newer language learners) and in French, students have answered the questions, "Who are you?" and, "What do you want?" 

I purposely led off the year with these questions and activities. Each learning experience this first week can be connected back to the theme of self-discovery, and I am looking forward to watching my language learners blossom.

Pictured here: French III interviews

Blogging Challenge, Day 13 of 20

Wow! So much to do, so little time. As I submitted my last post, we were headed into the 4th of July holiday, followed by my trip to France on the 5th. 

 St Paul de Vence

Then, when I returned home the 13th, my wonderful husband had started one of his infamous DIY projects and we have been occupied with that ever since.

So, back to the challenge! 

Today's challenge: Tell about a favorite book to share or teach. Provide at least one example of an extension or cross-curricular lesson.

As a matter of fact, during my tour of France, I had an opportunity to talk with a student who will be in French III this year. During our conversation, she gave me the idea to introduce the textbook I normally reserve for the upper-level classes in the third year. Trésors du temps is quite readable for this level, providing a very condensed version of the history of France. Each chapter also contains literary excerpts, some examples of period art, and even grammar review. 

Each chapter/unit lends itself easily to additional research projects, inviting students to 'dig deeper' into the culture of France. 

I'm feeling very positive about the change!

 

Blogging Challenge, Day 12 of 20

Today's challenge: Talk about homework. Do you give it? Why or why not? What types of HW do you give? How do you balance it with other demands?

Désolée, but I have been away from home, wi-fi & civilization for several days! So, back to the challenge...

HOMEWORK, les devoirs. I do assign occasional homework to practice vocabulary or a grammar structure. Because my goal is COMMUNICATION, the HW I assign has the purpose of practicing, incorporating, correcting together in order to provide formative feedback, and THEN we are ready to communicate in more authentic dialogue.

I may assign a few points for students being prepared with HW. I DO NOT COLLECT AND GRADE. Homework is practice. We go over the correct answers together in class, often starting with a "Pair-Share-Compare", so students can help each other before expecting answers from me. While they are comparing answers, I can stroll around the room checking their papers, answering questions they may have, offering praise for work well-done & encouragement to keep improving.

 

As you look at this taxonomy, you can see that HW review is Remembering. As a class we discuss the usefulness: Understanding, Applying and Analyzing. Once students get the correct answers, they can Evaluate their own efforts. And finally, we are ready for Creating, for putting the lessons to work in authentic situations, and to assimilate the language and structure.

Blogging Challenge, Day 11 of 20

Today's challenge: What have you done to encourage your learners to use their language skills in the real world and in other areas of study? Tell about a time when you saw your students make meaningful connections beyond your classroom.

How about this recent communication from a second-year French student? Made my day!

Blogging Challenge, Day 10 of 20

Today's challenge: Share ideas that your class uses for brain breaks and/or indoor recess.

Wow! The halfway mark of this challenge! I teach students in grades 8-12, so we don't offer 'recess'.  That's unfortunate; I think they could all benefit by it!

I do try to keep in mind the research on adolescent brains and the necessity to allow movement and activity during class. (For information on this, see http://http://www.nea.org/tools/16653.htm.)

When designing learning experiences, I incorporate a variety of practice exercises. In one 50-minute class period, I will provide 4-5 activities, which may include direct instruction, paired speaking practice, written exercices, small group work, whole class discussion, listening, viewing, writing, games, puzzles, etc. 

Brain breaks happen by providing variety and student choice. Teens can stay engaged on task for about ten minutes before they lose interest, so plan accordingly! 

Blogging Challenge, Day 9 of 20

Today's challenge: Share a topic/idea from class [this week]. What is one thing you did with students [this week] that you will (or will not) do again? Why?

A favorite of my students is the CHANSON DE LA SEMAINE, the SONG OF THE WEEK. I check the top 40 song list in France to select one to share. I have to preview videos and lyrics, to keep it school appropriate, and often have to skim past 12-15 English-language songs that are at the top of the list! When I show the current list in class, it creates an interesting discussion topic.  I ask my students why our American 'top hits' lists don't include songs from other cultures. 

In levels I-III, I simply play the song as students are entering and getting settled for class. I show the clip officiel at the beginning of the week, and then try to find a version which includes the lyrics. When I can, and if the song has relevance to a current classroom topic, I point that out to students. In levels IV-V, we do a more in-depth study on Wednesdays. Those upper-level students really enjoy their MERCREDI MUSICAL! 

A couple of useful sites for French teachers are:

France Top 40 <http://top40-charts.com/chart.php?cid=11>

TV5 Monde <http://enseigner.tv5monde.com/collection/paroles-de-clips>

Try it! I guarantee your students will begin downloading the music to their personal electronic devices, singing along, and even researching and suggesting more music to share in class!

Blogging Challenge, Day 8 of 20

Today's challenge: Tell about a professional read (book, article, blog, post) that has had an impact on you. Why? How?

This one isn't too difficult, since one of the most helpful books I have read recently is on the topic of assessments (remember? The bane of my existence? See Challenge 5). 

You can see the cover edges are showing some wear & tear! 

Foreign language teachers, I recommend this to all of you! It provides research-based strategies & the rationale for using IPAs in the FL classroom, describes in detail how to construct an IPA, includes templates and examples in many different languages, and offers scoring rubrics.

I have a much better understanding of the value of IPAs after reading each chapter. Just weeks ago, I suggested to my FL coworkers that we should come to weekly department meetings ready to discuss one single chapter of the book, and share how we are implementing the strategies in our classes. We didn't have time in the 2013-2014 year, but I will strongly encourage the book study when we return to school in August.

All the tools you need to understand, develop, create, implement and assess communication in the FL classroom are right here!