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Similaire à CCFLT 2011 Loveland elem. program presentation
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CCFLT 2011 Loveland elem. program presentation
- 2. Origin of the Elementary Spanish Distance Learning Program Mill levy Pilot program Leveled program
- 3. Objectives Based on World Language Standards Range level expectation‐ Novice Low To reach all students at the elementary level
- 4. Goals Exposure to Spanish language and culture Basic Spanish communication skills Students will develop insight into their own language and culture
- 5. Why Spanish? Cognitive advantages Used in business and education ‐ global market Improves employment opportunities in the US Change attitudes and beliefs
- 7. Use of videos Once a week, 20 minutes each for three weeks of each month. Input is facilitated through immersion Sections include: Songs, interaction (guessing), themed skits, geography, culture, food and numbers Videos cover themes that students are familiar with (e.g., family, community, animals, feelings and weather).
- 8. Classroom visits Each classroom once a month We visit 45+ classrooms = 1000+ students Focus is on oral delivery and interaction Four different dynamics; whole and small group instruction, pair work, and individual work. Ongoing assessment: We talk to teachers, check how students are doing on activities.
- 10. Outlines States the lesson objective language structure. Acts as a lesson plan for teachers. Lesson evaluation.
- 13. Word bank given for extra support. Used to reinforce material from video. On each activity there is a section where the students practice writing. Example of language structure students are expected to practice.
- 16. Three Standards of Communication Interpretive‐ Language users listen, view, and read using knowledge of cultural products, practices, and perspectives. Interpersonal‐ Culturally appropriate listening, reading, viewing, speaking, and writing occurs as a shared activity among language users. Presentational‐ speaking and writing occur in culturally appropriate ways. Colorado academic standards for world languages.
- 17. Interpretive •Receive input from video •SpeciYic language structures Interpersonal •Activity acts as reinforcement/informal •In class lessons assessment •Provide feedback •Repeat and guess during video •Student to student interaction •Teacher to student interaction Presentational •Lessons built around content from videos Reading, writing, listening and speaking
- 21. Based on the communicative method Language as a medium of communication. Communicative ability from early stage. Use of target language: immersion. Meaningful, functional and spontaneous communication: active versus static. Authentic resources and inspiration. Diverse learning dynamics. Student‐centered: adapts to students needs. Emphasis on oral skill but not limited to it. Errors as part of learning a language. Use of visual stimuli.
- 22. Content-based language instruction The content is based on student interests, is cognitively engaging, and teaches across the curriculum. Familiar topics and authentic materials motivate students and lead to more active participation. Students learn science, math, geography, art, literature, grammar and history through themes such as Star Wars, Pirates, Cowboys, etc.
- 23. Learnerfocused instruction Promoting interaction to make students take an active role and be receptive. Choosing appealing themes in order to motivate students. Creating a good rapport with students. Using continuous assessment to adapt instruction to students needs: hearing their voices.
- 24. Immersion To reflect naturalistic language acquisition. To expose students to as much input as possible given our limited contact time. To encourage students to be proactive and use learning strategies such as induction and prediction.
- 25. Scaffolding to Support Immersion 1.Visual stimuli • Gestures • Staging • Characterization: animated and familiar characters and puppets • Images: reused in multiple videos and constantly associated with the same concepts • A minimal use of subtitles in Spanish/English
- 26. 2. Familiar themes 3. Music and sound 4. Humor 5. Narrative 6. Contextualization, sequencing and repetition.
- 27. Culture To change attitudes and beliefs so students will be motivated to learn Spanish. To promote positive attitudes towards multiculturalism and multilingualism. To promote learning across the curriculum by teaching geography, history, science, etc. To emotionally benefit multicultural students.
- 28. Continuous assessment To improve pedagogical strategies. To hear student voices so we can work towards toward fulfilling their needs and interests as language learners.
- 30. Challenges To change attitudes and beliefs of students, teachers and the community: towards learning Spanish and towards the teaching approach. To give as much opportunity for learning as possible through a distance learning program with such limited contact time. To keep students engaged in lessons that are delivered through a virtual medium.
- 31. Achievements Through continuous assessment we have realized that students are learning Spanish and becoming more aware of Spanish speaking cultures. Some teachers are better understanding our teaching approach and becoming more involved. With experience we are becoming more proficient in the use of the technology and are able to take advantage of it to meet our instructional goals.
- 32. Future goals More assessment to hear student voices and measure their progress. Incorporate computer and Web based activities. Make instruction even more learner-centered.