alice’s posterous

I happened to stumble on an interesting video whilst re-watching this other interesting video embedded in the presentation The PDO's are coming in my earlier post about using personally owned devices in the classroom:

Do you think Joe is joking? I don't think so. I think he is serious: a book is a foreign tool for him!!!

This is the other very interesting video about students talking about their personally owned devices. It really is time we, teachers,  should start using them, don't you think?

This week, we have been learning members of the family in Spanish with my students and how to describe them. An activity that went well and is based from the excellent textbook Gente Joven is to ask questions about other families.

1. Students write the names of 3 members of their family on a card. They go around the class with their cards and ask each other for each name on the card "¿Es tu madre/ padre/ abuelo...?" (Is he/she your mum/ dad/ grandad...?).
2. Students then stay with a partner. The partner chooses one person from the other's card and ask different questions about this person:
   ¿Cuántos años tiene?
   ¿Cómo es?
   ¿Qué le gusta?
   Whilst asking those questions, they write the answers down.
3. Students write a paragraph using their answers about their partner's member of the family. They memorize their paragraph. They go around the class telling each other about their partner's member of the family "Ellen tiene una hermana. Tiene trece años. Es rubia, alta y delgada. Tiene los ojos azules. Le gusta mucho leer y chatear con sus amigas pero no le gusta nada estudiar."

Students enjoyed finding out about other's families and telling the class about each other. It was also a good way to use verbs and expressions in the 3rd person a not only in the first person.

What about you? Have you used an engaging activity to teach family members in another language?

Isabelle Jones sent this wonderful link on Twitter the other day about getting physical in the classroom by using movement and language.

Marc Helgesen from Miyagi Gakuin Women's College has listed numerous activities which can be used to introduce or reinforce a topic.I have already tried one of the activities listed called FonFs (Focus on forms). The good thing is that there is no preparation required and you can practice different structures and new vocabulary.

I used it in French with grade 4 students (8-9 years old). They have been learning items of clothing, so I explained to them I went on holidays and I wrote on the board:
Dans ma valise, j'ai emporté.... (in my suitcase, I had.......)
Students worked in pairs. They faced each other. One partner held his hands in front of him, palms up.The other partner said the target sentence (Dans ma valise, j'ai emporté un pull) and slapped the first partner’s hands. The first partner said the next sentence. That sentence included the first item from the previous sentence (un pull) and a new item (Dans ma valise, j'ai emporté un pull, un pantalon) and slapped the partners hands.
Students loved slapping each other's hand! and it was a good way to memorise the different items of clothes, plus they learnt a sentence in the past tense.

I used it in Spanish with grade 7 (12-13 years old). This time they practiced a mi me gusta bailar, navegar por internet....(I like....).They enjoyed it so much (there are all boys!) that we did it a second round with a mi no me gusta.....(I don't like...)

The version from Marc Helgesen includes saying a word starting with every letter of the alphabet, so that students play the game from A to Z. But I thought it would get too complicated for my students so we just did the activity randomly.

There are many more activities I want to try on this web page so I will be posting more to tell you how I adapted them and how they went.

What about you? what are your warm-up activities?

What do I remember from school? a song by Sting we learnt in my English class,  a trip to Verdun during my history class. This trip made me understand the word "war" as well as this book our enthusiastic History teacher made use read A l'Ouest rien de nouveau by Erich Maria Remarque. Apart from that, I don't remember much. Why? maybe because lessons were boring. We never took an active part in our learning, most of our lessons were about listening to the teacher's monotonous voice and to take notes. I have found that since I have a PLN, Google reader, Twitter and Friendfeed I have learnt so much more than I did during all the time I spent at school!
Maybe because now I can explore and discover new things, whereas before I was just a passive learner. And maybe that's why many students are not involved in lessons.

This video I found on Shelly Terrell's blog shows what learning should be about: FUN!

I have noticed there is a lot of talk at the moment about cell phones in schools: should they be banned or could they be used as a learning tool? Teachers I know from my PLN, twitter and from the blogs I read are mostly pro cell phones. However, the policy at my school is that cell phones have no place in the classroom and that students shouldn't be using them during lessons. I understand that if a student uses his or her cellphone to answer a call or a text message during a lesson, then obviously the teacher should stop it. But I have read an excellent post by Steve Dembo where he explains that " a teacher requires that the cell phone be out and ON the desk. In plain site. Not hidden in a pocket or backpack. So if the student is using it, the teacher KNOWS. And if the student is using it when they shouldn’t… Well, that’s when there are consequences. Phone is confiscated until the end of the week, or the parent can pay a $25 fine to get it back for their student. Sure, there were plenty of students who lost their phones, and plenty of fines paid. They used the money to pay for a field trip before the end of the year. But the point is, the students learned when it was ok to be using the phone as a learning device, and when it was inappropriate. Believe me, no student wants to go to his parents and let them know that they need $25 to get their phone back… and explain why."

Now my school has a tight budget and clearly lacks new technology and as Steve Dembo mentions "here we are with millions of dollars in technology that’s being paid for by the parents VOLUNTARILY… and most schools refuse to leverage it because of outdated policies and teachers that don’t want to modify their own classroom management strategies."

I must admit I love my computer but I am not really good with cell phones or other personally owned devices, I have the most basic one just in case of emergency. Most of my contacts are by emails or skype calls. However after watching this wonderful presentation from this other excellent post by Lisa Nielsen, I am tempted to have no fear and give cell phones or ipods a go, especially because we don't have many computers in my school. If in any doubt about whether or not you should allow your students to use their cell phones in your lesson, watch this, it's great!

The POD's are Coming

I teach Spanish and French in an IB (International Baccaulaureate) school. This is the first time in my teaching career that I experience the IB programme. Previous to that, I was teaching the British curriculum.

So, what is the IB? According to the IB website:
The International Baccalaureate chooses to define "international education" according to the following criteria.

• Developing citizens of the world in relation to culture, language and learning to live together
• Building and reinforcing students’ sense of identity and cultural awareness
• Fostering students’ recognition and development of universal human values
• Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning
• Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broad range of areas
• Providing international content while responding to local requirements and interests
• Encouraging diversity and flexibility in teaching methods
• Providing appropriate forms of assessment and international benchmarking.

• ask challenging questions
• learn how to learn
• develop a strong sense of their own identity and culture
• develop the ability to communicate with and understand people from other countries and cultures.

This is illustrated by a hexagon with the three parts of the core at its centre.

Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

The three core requirements are:

1. Extended essay: The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.
2. Theory of knowledge (TOK): The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.
3. Creativity, action, service (CAS): Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

What about you? Have you experienced the IB programme?

I am not a big fan of textbooks and was thinking of creating my own exercises this year since my new school has very few resources but I found a brillant textbook called Gente Joven in the school library.

Good points about this textbook:

• Everything is in Spanish, there is no English explanation or translation. For me, it is very important to immerse pupils in the target language. This is how toddlers learn how to speak.
  
• The exercises are fun, engaging and challenging. For example, we were describing how people look like and there was an exercise about a casting for a TV serie. Pupils had to say why they would choose this boy or this girl. So not only, they had to say basic sentences describing people, thay also had to give their opinions using "creo que el chico puede ser ... porque...".
  
• The teacher's book is full of great ideas to get students involved with group and independent work. The collaborative listening activity which I posted earlier on this week is based on the teacher's book.
  
• There are also tasks to assess students such as creating the school website in Spanish or recording a radio show for a speaking assignment, along with sheets to mark pupils and to let them reflect on how they performed (again all in Spanish).
  

I also went on the publishing website "Difusión" and found a list of useful resources for free. So only, you have to register to access them.

What about you? do you use a very good textbook or create your own resources?

Yesterday, I showed the short animation Flatlife to my grade 12 students (17-18 years old)

Click here to download:

grade6.informal.doc (35 KB)

I was observed last week with a group of 15 grade 6 pupils (around 11 years old) learning Spanish. I planned a lesson mostly based on collaborative and group work. The main part of the lesson was to listen to different people talking about themselves: their name, age, nationality, if they have pets... This listening activity was quite challenging as the people on the CD are talking at normal speed (but "too fast" according to my students) and with different accents from Spain and Argentina. So I decided to make the students work in groups and help each other. First, each group had a different question about the listening, then they had to take notes, share them and collect as many details as they could.
I found they really enjoyed working as a team trying to answer a question together and then collecting all the details from the different people. It helped them coping with a challenging activity and also they had the opportunity to help each other out.
You can see details of my lesson above.

What about you? what do you do with challenging listening activities?

Click here to download:

1_phonics.ppt (901 KB)

When Suzi Bewell talked to me about phonics, I didn't know what she was on about! She explained to me what it was and did a explanatory presentation on strategies for teaching French phonics (also Suzi Bewell set up a blog for her school which is amazing! http://www.allsaintslanguagesblog.typepad.co.uk/):>

I thought it was a brilliant idea to improve students' pronunciation. Most of the time, we teachers assume that our students know how to pronounce words in the target language, but in fact they don't. They are very confused when we correct them and then their motivation to learn another language starts to decrease! That is why I am thinking of planning strategies to teach my students Spanish phonics next year, although I do think Spanish is very easy to pronounce (compared to French!). For most of the words, you just pronounce them as you read them apart from some letters like "jota" for example. Rachel Hawkes did a lot of work on how to teach Spanish phonics and her blog is full of excellent ideas. I found one of her Powerpoints on ideas to teach phonics (just see above).

What are you thoughts? Have you tried teaching phonics to improve your students' pronunciation?