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Putting theory into practice

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.

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Putting theory into practice

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  1. Putting theory into practice How my participation in the FLAP grant has influenced my teaching

  2. About Me • Straight from college into the FLAP grant program • 3rd year teaching French at Mahwah High School

  3. Today’s Presentation • What I learnedfrom 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

  4. The Interpretive Mode • 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

  5. Let’s Talk Resources What resources do you use for your interpretive activities? What criteria do you use in selecting these resources?

  6. Selecting Appropriate Resources New Jersey Core Curriculum Content Standards for World Languages http://www.state.nj.us/education/cccs/standards/7/7.pdf

  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

  8. Blogs

  9. Poems/ Cartoons

  10. Infographics

  11. Weather and News Reports

  12. Songs and Movie Trailers

  13. 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.

  14. Okapi, Astrapi Magazines(www.bayard-jeunesse.com)

  15. Pinterest and Twitter

  16. University of Texas(videosand exercises) Françaisinteractif Spanish Proficiency Exercises

  17. www.audio-lingua.eu(podcasts for all levels)

  18. www.7billionothers.org/fr

  19. enseigner.tv5monde.com(French only)

  20. www.youtube.com

  21. Making the Most of Our Resources Think about the most recent interpretive activity you did in class. • What did you ask your students to do with this resource? • 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.

  22. Structuring Interpretive Activities New Jersey Core Curriculum Content Standards for World Languages http://www.state.nj.us/education/cccs/standards/7/7.pdf

  23. What Do Effective Interpretive Questions Require Students to Do? • 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

  24. 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

  25. Technology Example

  26. Use of L1 v L2 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.

  27. What does that mean, “lifting information”? • 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.

  28. Can you lift? A krinklejupwas parling a tristlebin. A barjamstipped. The barjamgrupped, “Minto” to the krinklejup. The krinklejupziskedzoely. 1. What was the krinklejup doing? 2. What stipped? 3. What did the barjamgrup? 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.

  29. 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.

  30. Modifying Key Words • Scan Sonic

  31. Modifying Key Words • Scan Sonic

  32. Modifying Supporting Details • Scan Sonic

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