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Engage and Explore

June 11, 2017 1 Comment

Photo credit: flickr user UrbanPromise Creative Commons License

From the editor: We asked master Spanish teacher and teacher trainer Rose Potter to create some activities that use COERLL’s resources to engage students and satisfy state and national standards for language learning. She created these five simple but effective activities, and describes her approach below.

As a young teacher in the 80’s, I often called upon images of Sra. Hartley, my high school Spanish teacher, to guide me through lesson planning. Upbeat, funny and highly energetic, we laughed and sang our way through the ALM drill and kill methodology of the 1960’s. Today, when training pre-service teachers, I understand that their default approach to teaching is the model they experienced. Because their teachers were also learners in the 60’s, 70’s, and 80’s their methodology may reflect that era – or, that of their teachers, products of the 30’s, 40’s and 50’s teacher training. Over time, Madeline Hunter’s “anticipatory set” became “priming activity”, “warm-ups”, “bell-ringer review” and more. However, the methodology did not always keep pace. Instead, students often receive a mini-worksheet at the start of class. They are expected to sit quietly and respond to discrete point items while the teacher takes roll and prepares to teach. This century’s students have trouble doing exactly that. The expected quiet time may become a class management challenge.

Today’s LOTE (languages other than English) educators recognize that “warm-up” means preparing the eyes, ears and, most importantly, the mouth. Get them talking! Today’s term “engagement” goes beyond a writing or viewing task, it requires active participation on the part of the students. The steps are not complex: grab their attention, pose a simple task that requires interpersonal communication, use the task to build skills for more complex tasks. That’s it. You will see these steps incorporated into the five engagement activities I designed using COERLL’s materials. As you review then consider the simplicity of each step.

  • Engagement: this can be through an image or video projected on the screen that students see as they enter.
  • Interpersonal task: Pose a question to get them thinking before class begins. Ask your partner/another student: “Have you ever…? Do you like… Do you think… Compare what you see to…”
  • Build skills: The questions may contain unfamiliar cognates or verb constructs that make sense in context but are new to students. Keep it simple, but allow them the opportunity to discover the new learning through practice. Learning vocabulary and grammar as a function of communication makes it real for students.

The engagement is the first step of an inquiry-based, constructivist approach to learning, the 5E’s lesson plan model. Engage, explore, explain, elaborate and evaluate. For my students, I’ve added a 6th E, Exit Plan, to assure that they close the lesson. Since using this plan with my LOTE students, I’ve seen an enormous increase in the potential for engagement.

To see more examples of the 5Es in action, take a look at the following resources:

  • 5 culture lessons, applicable in any language, from the University of Texas at Austin’s Hemispheres program
  • template for 5Es lesson plan design
  • a recording of a workshop on the 5E’s

—

Rose Potter is an Assistant Clinical Professor of LOTE Education for the UTeach-Liberal Arts Program at the University of Texas, as well as a teacher, writer, consultant, and mentor.

Filed Under: Instructional Materials, Methods/Open educational practices (OEP), Spanish, Teacher Development Tagged With: 5Es, drills, elaborate, engage, engagement, evaluate, explain, explore, foreign language education, LOTE

Make Professional Connections With Digital Badges

From the editor

November 18, 2013 Leave a Comment

Today, we’ll hear from Abby Dings, Associate Professor and Coordinator of the Spanish Language Program at Southwestern University, about digital badges for growing your professional network.

Dings“Digital badges are poised to play a central role in Continuing Professional Education for language educators. Digital badges allow educators to explore areas that interest them, and to join peer communities focused on similar topics. The opportunities for networking and sharing expertise and ideas are valuable aspects of many badge challenges.”

See COERLL’s Fall 2013 newsletter for the full text. Abby is co-developer of a badge system to work in conjunction with the Spanish Corpus Proficiency Level Training website.

ACTFL-digital-badge

Earn a Digital Badge at ACTFL 2013

The ACFTL 2013 Convention Networker badge is a great example of how digital badges increase your professional exposure and create interest-specific connections.

Connect with Abby Dings and other language professionals who have joined the Convention Network so far. Search for members with common professional interests or languages. Then click Become a Convention Networker to begin making meaningful and lasting connections with your ACTFL colleagues!

 

Filed Under: Open education philosophy, Teacher Development Tagged With: digital badges, foreign language education, networking, professional development

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