In the world language classroom, it is critical to get students talking and listening to one another. Here are twenty grouping strategies to encourage teamwork, team building, a positive class culture, and communication. I'll be sure to do another post on group work structures, which help to make many of these grouping strategies more effective.
1. Permanent seats: Groups of 4. Choose groups carefully; each group should have a student leader and be diversified for skill level and student characteristics. I found it best to have a high-performing student with two typically middle-level students and one lower-skill student. The higher and lower should not be next to each other. Place students strategically so that best friends are separate or across the room facing in opposite directions. A group of four allows for interactions with three different people, easier management, and creates an environment focused on student-centered learning. I never liked groups of three, and would rather have a group of five. I occasionally used groups of six, but found groups of four to be the most productive.
2. Group by learning preference or learning style. Give students a learning styles survey; for certain activities, put students in groups based on how they learn, and give them an activity that suits this learning style.
3. Skill level. Based on a pre-test, group students for activities designed to match their mastery of objectives. These groups are flexible and will vary each time.
4. Interest. What do students want to learn about and/or what is their focus for a project? For example, group the students who love skateboarding to create an advertisement for their favorite skateboard park.
Random groupings
These can be tailored to fit the unit of study and can be more complex for each level. Students get into one line by communicating solely in the target language. These groupings can last three minutes to an entire class period, depending upon the activity. You can then break students into smaller groups to suit the needs of the activity, maybe groups of two or groups of four, or even larger. Ideas for random groupings:
5. Hair color. A way to review appearance vocabulary.
6. Deck of cards. You can sort students by card grouping or by suit.
7. Number of siblings. Review of family.
8. Rating scale. Ask students - how they feel about certain topics, and rate from highest to lowest. In level 1, it could be "pizza." In a higher level, it could be a question about which cultural practice is preferred. You could do a number of questions like this in a row, and ask students to make comments in the target language throughout the activity.
9. Number of buttons on an article of clothing. A fun way to review clothing and create conversation.
10. Mood for the day - happy to grumpy. This would be a great way to connect with students on a personal level.
Get them moving!
These are groups that allow students to get out of their seats and having conversations with each other.
11. Inside/outside circle. Line students up facing each other; I usually ask that they "high five" so they are certain who their partner is. Give them a prompt or a survey to complete. Rotate to communicate with different partners.
12. Four corners. Ask students to choose one of the four corners in the room, where you have placed different labels. Again, this can vary by unit of study. Favorite season in level 1; weekend rating scale in level 2; favorite character from a story in level 3; most important environmental issue in the target country in level four. You could then give students a task or conversation questions.
13. What's your favorite....? Place a different picture on each group of four. As students walk in, have them select their "favorite" of the series. Then, give them a series of questions to discuss or answer within that group.
14. Stations. Make each table of four desks a different activity. Require students to complete, for example, any five of those activities. They can move on as they finish. Ideas for stations: Listening station, game review, reading activity, practice quiz, computer task, etc. Or you could have stations to learn about a time in history, such as music, literature, or historical figures.
15. Gallery walk. You can use this for students to produce work or to review and discuss each other's work. To create work, put a number of large posters around the room, either on each table of four or on the wall. Ask students to fill in vocabulary about a topic, or give a one-word answer to a question. Groups can rotate as they finish or based on a timer. To review work, ask students to place their work in visible places, and then discuss with a number of classmates. A worksheet is helpful for students to write their feedback.
Ideas for groups of four
16. Student-chosen groups. I would rarely let students choose their own groups (except for interest-based activities), but would do it on occasion. I found this a helpful "carrot" for getting students to finish certain activities.
17. Conversation tables. Put a tented paper on each group of four with questions for students to ask and answer of each other. You can ask students to record a partner's answers or assign a recorder the task of summarizing group responses.
18. Dice. I loved to give prompts with dice. On the board, 1-6 would each have a different task, and occasionally, a second die would have different characters. Students complete the random prompt based on chance.
When all else fails...
19. Who's your favorite____(team? singer?)? Create teams based on student responses to preferences, such as "Yankees or Red Sox?"
20. Ask the students for ideas! Give them an exit slip to create different groups. You will get many ideas from them.
I hope these grouping ideas can improve your class culture, energize your students, aid learning, enable teacher facilitation, and increase communication. What grouping strategies have you used in your classroom?
Showing posts with label student learning. Show all posts
Showing posts with label student learning. Show all posts
Sunday, April 27, 2014
Saturday, February 15, 2014
Connecting the World Language Class with Authentic Speakers
Connecting with authentic speakers is the ideal way for students to communicate meaningfully in the target language. Much of this post was inspired by the recent #langchat on Twitter. I have credited the ideas to the teachers on Twitter; their handles on Twitter are listed below with the "@" sign. I highly recommend you follow them if you are not already!
To begin: How do you find authentic speakers? Contact with your local French resource center or your chamber of commerce to find local native speakers, like @profecochran did for a recent project. @CatherineKU72 recommends "cold emails" to principals of schools from the target countries. Use Twitter. A number of the sites listed below also have ways for teachers to connect to the target culture.
Here eleven ideas for connecting to authentic speakers:
1. SKYPE or Google hangouts. Classrooms can SKYPE or do Google hangouts with other classrooms, teachers, or professionals in the target culture (the Google idea isfrom @CatherineKU72). With schools, students can swap languages in each or every other chat. With guest speakers, ask students to prepare questions in the target language or create a listening sheet for students to record their learning. Choose the topic in advance (idea from @cecilelaine). @Cforchini created a SKYPE exchange using @SKYPEclassroom.
2. E-pals/video exchanges. This type of asynchronous exchange would enable students to communicate with other classrooms when it is convenient for the class. Many sites allow teachers to monitor the communication or to act as intermediaries. Two favorites: Pikifriends or E-Pals are for written communication. Or find a school in the target country and do a "video" exchange where students prepare videos for each other.
3. Quadblogging. What is it? Four classes around the world take turn hosting a blog that the other classes comment on. When you sign in, the site makes it easy to connect to other schools in desired areas and languages. Follow the founder on Twitter: @DeputyMitchell.
4. Local brochures. Contact your local chamber of commerce, and ask to create brochures or websites in the target language for visitors from other countries, as recommended by @AHSblaz.
5. Connect to native speakers on Twitter. Ask questions of celebrities, academics, athletes, or students from other countries. Share questions and responses with students, or ask them to do the writing and sharing. This idea from @AHSblaz and @frenchteacher11.
6. Community service component. Connect with local native speakers and require students to do a service project. Thank you @BPort_Modlangs for this idea! Is there a local society dedicated to the language you teach? Contact them to create ideas to connect students to the target-language-speakers in your community.
7. Edmodo/wikis. Create a closed and safe place for students from the target culture and your classroom to interact online. @crwmsteach requested a native classroom through Edmodo. You could also create a wiki (my favorite is from PBworks). I created wikis for student exchanges, and was able to share the materials with all of my classes (including those who did not participate in the experience).
8. Collaborate on publications or projects. @AHSblaz recommends finding a class with which to create an online magazine. The common creation of content would be powerful, especially with the expanded audience of the public forum. Online magazine sites: Joomag, Issuu, Yudu. Or, as @nico1e shared, schools could complete a film project shared across a theme.
9. Connect with students who are studying abroad. After about five years of teaching, I was lucky to have a few students who were studying in France and were still in touch with me, and thus my students were able to share in the experience. With one class, we wrote questions to that the college student who responded in French. Stay in touch with former students, or contact a local college to find a student who is studying in a target country.
10. Voicethread. When you have class connection in the target culture, ask them to contribute to a voicethread created by you or your students.
11. Student exchange. Create an exchange where students from the target culture stay in your community, then you and your students travel to visit them. This experience is very rewarding (I participated in and helped to organizes five cycles), and worth the effort.
These are some ideas for classrooms to connect with authentic speakers of the target language. How many have you used in your own classrooms? Which ideas are your favorite? What are other ideas do you have to share?
To begin: How do you find authentic speakers? Contact with your local French resource center or your chamber of commerce to find local native speakers, like @profecochran did for a recent project. @CatherineKU72 recommends "cold emails" to principals of schools from the target countries. Use Twitter. A number of the sites listed below also have ways for teachers to connect to the target culture.
Here eleven ideas for connecting to authentic speakers:
1. SKYPE or Google hangouts. Classrooms can SKYPE or do Google hangouts with other classrooms, teachers, or professionals in the target culture (the Google idea isfrom @CatherineKU72). With schools, students can swap languages in each or every other chat. With guest speakers, ask students to prepare questions in the target language or create a listening sheet for students to record their learning. Choose the topic in advance (idea from @cecilelaine). @Cforchini created a SKYPE exchange using @SKYPEclassroom.
2. E-pals/video exchanges. This type of asynchronous exchange would enable students to communicate with other classrooms when it is convenient for the class. Many sites allow teachers to monitor the communication or to act as intermediaries. Two favorites: Pikifriends or E-Pals are for written communication. Or find a school in the target country and do a "video" exchange where students prepare videos for each other.
3. Quadblogging. What is it? Four classes around the world take turn hosting a blog that the other classes comment on. When you sign in, the site makes it easy to connect to other schools in desired areas and languages. Follow the founder on Twitter: @DeputyMitchell.
4. Local brochures. Contact your local chamber of commerce, and ask to create brochures or websites in the target language for visitors from other countries, as recommended by @AHSblaz.
5. Connect to native speakers on Twitter. Ask questions of celebrities, academics, athletes, or students from other countries. Share questions and responses with students, or ask them to do the writing and sharing. This idea from @AHSblaz and @frenchteacher11.
6. Community service component. Connect with local native speakers and require students to do a service project. Thank you @BPort_Modlangs for this idea! Is there a local society dedicated to the language you teach? Contact them to create ideas to connect students to the target-language-speakers in your community.
7. Edmodo/wikis. Create a closed and safe place for students from the target culture and your classroom to interact online. @crwmsteach requested a native classroom through Edmodo. You could also create a wiki (my favorite is from PBworks). I created wikis for student exchanges, and was able to share the materials with all of my classes (including those who did not participate in the experience).
8. Collaborate on publications or projects. @AHSblaz recommends finding a class with which to create an online magazine. The common creation of content would be powerful, especially with the expanded audience of the public forum. Online magazine sites: Joomag, Issuu, Yudu. Or, as @nico1e shared, schools could complete a film project shared across a theme.
9. Connect with students who are studying abroad. After about five years of teaching, I was lucky to have a few students who were studying in France and were still in touch with me, and thus my students were able to share in the experience. With one class, we wrote questions to that the college student who responded in French. Stay in touch with former students, or contact a local college to find a student who is studying in a target country.
10. Voicethread. When you have class connection in the target culture, ask them to contribute to a voicethread created by you or your students.
11. Student exchange. Create an exchange where students from the target culture stay in your community, then you and your students travel to visit them. This experience is very rewarding (I participated in and helped to organizes five cycles), and worth the effort.
These are some ideas for classrooms to connect with authentic speakers of the target language. How many have you used in your own classrooms? Which ideas are your favorite? What are other ideas do you have to share?
Monday, January 27, 2014
Two Truths and One Lie for French 1
Students in my school began learning second languages at age fourteen.
The first day of French 1 was seriously a hoot FOR ME. Me: Verbal and physical gymnastics. Students: Bewilderment and occasional joy. It took me a few years to register how overwhelming this new subject and new type of learning could be.
I then settled on teaching students these three ideas (in French, with pantomiming), from the beginning. The first days got better and better after this change. Here are the three most important things for students to realize from day 1 of level 1:
TRUTH #1: Confusion is normal when learning a new language.
When I started expressing this idea to students, I saw immediate relief and the release of anxiety. I tell students to try to get "the gist" and tell them that, at the beginning, understanding even 10% is a victory.
TRUTH #2: You will never understand everything that is said in this world language class (AKA - the confusion never ends). This is connected, of course, to truth #1. However, this becomes more important over time. Students need to know that the learning process in a second language requires that their language skills be constantly stretched. The classic i + 1.
LIE #1: This is not my lie - but...I reveal that the student who seems to understand everything is...FAKING IT. That student who nods and smiles and seems confident is...also lost.
What do you do to help your beginning language learners?
The first day of French 1 was seriously a hoot FOR ME. Me: Verbal and physical gymnastics. Students: Bewilderment and occasional joy. It took me a few years to register how overwhelming this new subject and new type of learning could be.
I then settled on teaching students these three ideas (in French, with pantomiming), from the beginning. The first days got better and better after this change. Here are the three most important things for students to realize from day 1 of level 1:
TRUTH #1: Confusion is normal when learning a new language.
When I started expressing this idea to students, I saw immediate relief and the release of anxiety. I tell students to try to get "the gist" and tell them that, at the beginning, understanding even 10% is a victory.
TRUTH #2: You will never understand everything that is said in this world language class (AKA - the confusion never ends). This is connected, of course, to truth #1. However, this becomes more important over time. Students need to know that the learning process in a second language requires that their language skills be constantly stretched. The classic i + 1.
LIE #1: This is not my lie - but...I reveal that the student who seems to understand everything is...FAKING IT. That student who nods and smiles and seems confident is...also lost.
What do you do to help your beginning language learners?
Wednesday, January 22, 2014
Energizers
Teaching an 84-minute class to teenagers can be, well...boring. 84 minutes in one place can make anyone antsy, especially teens.
In order to combat fatigue, encourage team building, provide consistent review, and support brain-based learning, I used a number of "energizers." These were similar to "SPONGE" activities that were popular in the nineties. I also used the well-known texts, "Reaching All By Creating a Tribes Learning Community" and "Kagan Cooperative Learning" as inspirations. Each activity lasted one to five minutes, always involved movement, and resulted in beautiful, energetic chaos for a short time. Sometimes the energizers connected directly to the current unit; at times they were from prior activities or topics.
I used these activities:
Keep in mind that these activities were used in a French class, but could be modified for any classroom.
My favorite energizers with ideas for modifications in other subjects and levels:
In order to combat fatigue, encourage team building, provide consistent review, and support brain-based learning, I used a number of "energizers." These were similar to "SPONGE" activities that were popular in the nineties. I also used the well-known texts, "Reaching All By Creating a Tribes Learning Community" and "Kagan Cooperative Learning" as inspirations. Each activity lasted one to five minutes, always involved movement, and resulted in beautiful, energetic chaos for a short time. Sometimes the energizers connected directly to the current unit; at times they were from prior activities or topics.
I used these activities:
- When eyes were glazing over
- When I needed to answer the phone or talk to an administrator
- Before teaching something that would require intense concentration
- When students requested them
- For transitions between activities
Keep in mind that these activities were used in a French class, but could be modified for any classroom.
My favorite energizers with ideas for modifications in other subjects and levels:
- Touch. List objects and colors; partners instruct their peers to touch items around the room, and commend them for correct responses. Modifications: Students touch various posters around the room, ask trivia questions and touch posted answers, practice giving commands, etc.
- Q & A. List questions and an answer word bank. Students stand in either a line or a circle with a partner across from them. Students ask and answer questions, and switch partners after a few minutes. Can be used for quiz review, getting to know partners, warm-ups, etc.
- Fake sports. When facing a partner, students pretend to be playing a sport, with an invisible ball. This seems strange, but it really helps the classroom to "gel," add unexpected fun, and leads to better learning AFTER the activity.
- Toy toss. Each group of four gets a stuffed animal, tossing the animal back and forth. When the music stops, the student with the toy has to answer a question. These can be fun questions, warm-up questions, or review questions.
- Mirror. In pairs, students mirror the actions of a partner. Dancing, miming, charades, etc. Switch roles.
- Who's the boss? Students give commands to a partner, who must follow the command. In lower levels of French, I would use items like, "Dance the Macarena." They switch roles. Modification: Students require a partner to review certain facts, "Name three planets in the solar system while jumping on one foot."
Thursday, January 2, 2014
How Students Use Their Own Devices
I recently visited my old high school. I am on my second year of a leave of absence to raise my son, Owen, who is one and a half.
The past year and a half, the school's policy regarding the use of cell phones has evolved. Although I have researched BYOD (Bring Your Own Device) in schools, I haven't had the opportunity to put my findings into action in my own classroom. During a quick visit, I asked my former colleagues and friends, "How are students using their cell phones in your classrooms?" The majority of their responses detailed student-driven usage of mobile devices. I was very surprised by their answers. I had not thought of these tools as ways for students to improve their own executive functioning. Here are some of the uses they described:
1. Homework. Students use their phones to take pictures of homework assignments (either the description of blank worksheets), then share them on Twitter. They are providing a safety net for those who lose their assignments.
2. Studying. In addition to taking paper notes, students will take pictures of teacher notes and/or diagrams. This provides an easy reference for assignments and requires less (sometimes tedious) work of students. Students are using phones to become more efficient and effective learners.
3. Calendar. Almost all students are using their cell calendars. Instead of agendas, students will add upcoming assignments, tests, or activities to their phones. They are using their handhelds to increase their organization and performance.
4. Research. Students are eager to Google topics in class and share their findings. Students are agents of their own learning.
This conversation with teachers has changed my perspective. Now I'm wondering: What else can students teach me (and their peers) about using their own devices in the classroom?
The past year and a half, the school's policy regarding the use of cell phones has evolved. Although I have researched BYOD (Bring Your Own Device) in schools, I haven't had the opportunity to put my findings into action in my own classroom. During a quick visit, I asked my former colleagues and friends, "How are students using their cell phones in your classrooms?" The majority of their responses detailed student-driven usage of mobile devices. I was very surprised by their answers. I had not thought of these tools as ways for students to improve their own executive functioning. Here are some of the uses they described:
1. Homework. Students use their phones to take pictures of homework assignments (either the description of blank worksheets), then share them on Twitter. They are providing a safety net for those who lose their assignments.
2. Studying. In addition to taking paper notes, students will take pictures of teacher notes and/or diagrams. This provides an easy reference for assignments and requires less (sometimes tedious) work of students. Students are using phones to become more efficient and effective learners.
3. Calendar. Almost all students are using their cell calendars. Instead of agendas, students will add upcoming assignments, tests, or activities to their phones. They are using their handhelds to increase their organization and performance.
4. Research. Students are eager to Google topics in class and share their findings. Students are agents of their own learning.
This conversation with teachers has changed my perspective. Now I'm wondering: What else can students teach me (and their peers) about using their own devices in the classroom?
Sunday, June 16, 2013
Padlet: Online Wall for Collaboration
What it is: http://padlet.com/ is a website that allows users to build a wall that can be written on with “sticky notes.” Users can post to the wall, adding words, links, pictures, or documents. Each wall has a unique URL that can be customized to be easier to find or to remember.
Some questions and options to consider when building your wall:
- Backgrounds: Which fun background will you choose?
- Positioning of posts: Do you want them random or ordered? (I personally like them haphazard.)
- Access: Which visitors can access your wall? Email invites only, password protected, public, or public and hidden?
- Power Can visitors view, add to, or edit the wall? Will posts be moderated?
- Location: Will you embed your wall into your webpage or blog or share the link?
What I like:
- Padlet is great for brainstorming or collaboration in real-time
- Users can create walls without accounts (but it is easier to track walls with an account)
- Walls can be password protected and moderated
What I dislike:
- Documents added to the wall are turned into pictures, so Padlet is not for document storage
- As each wall is only one page, they are best used for just one assignment
- In the past, I found that walls or “Wallwisher” would occasionally be unavailable, though I have not found that to be the case since this site became “Padlet”
Ideas for the World Language Classroom:
- Brainstorming session. Give students a theme, like “vacations,” and ask them to add words, expressions, sentences, or paragraphs related to the topic. This can be done in class while all in the computer lab, or at home for a homework assignment
- Project presentation. Instead of a typical poster, student groups can use this wall to create a visual accompaniment to their project. .
- Class opener/closer. Begin or end a class (perhaps in the computer lab) by surveying students on their learning or interests
- Question(s) about reading. Post questions about a homework assignment, and require students to answer the question and also respond or comment on the posts of classmates
- Advertising campaign. Students create an infographic to convince users in the target culture to use a product
Review in a nutshell: Padlet is an easy-to-use, visual tool that is a great jumping-off point for online collaboration
Sample walls (from the Padlet website):
Thursday, June 13, 2013
Flipping the WL Classroom: My Experience
The Flipped Classroom
In the flipped classroom, students do the easy part at home - view the material - and use class time for the more difficult task of learning the material through small-group discussions and guided application. The teacher is present to facilitate success with new learning. This classroom is “flipped” from the traditional model, where students often do the lower-level learning in class and the more complex parts at home.
How I used it: I employed it for teaching about culture or reinforcing grammatical concepts through videos. For each assignment, I created a page on my school website and a worksheet. In class, I demonstrated how to access the materials and reviewed the process for completing the assignment.
Activity structure: Students would often have the choice of which videos to watch, selecting two of the three videos on my school webpage. I structured worksheets so that students shared opinions and made connections with the material. Sample assignment below.
What I liked: These activities were time savers; in class, we would discuss the ideas and concepts in the videos instead of wasting class time while watching them. I found that the cultural videos were most successful (the highest completion rate) of all of my flipped activities.
What I disliked: I had a low success rate with reinforcing grammatical concepts through “flipping.” While initially excited about the homework to watch clips, students ultimately were bored, frustrated, or uninterested in watching anything related to verb conjugations or grammar. This could be due to my choice of videos. I had more success with “relevant” material.
Review: A very useful structure that is most successful when meaningful and personalized. I will definitely continue to employ this technique in my future teaching.
______________________________________________________________________________
Online “Viewing:” French Kissing
For homework, you must go to my school website and watch any three videos listed on the French 1 page under “French Kissing.” You may (as an option) complete some of the online practice that is linked on the page. Please fill out the worksheet below so that we can track your learning. Be prepared to share your experiences in class. http://www.bristol.k12.ct.us/page.cfm?p=1166
Video 1
|
Video 2
|
Video 3
| |
Video Topic
| |||
Before you watch the video:
What do you already know about this topic?
| |||
While you watch the video:
Write down 3 things that are interesting to you during the video. Write down information about the content.
| |||
After you watch the video:
What did you find surprising about the video?
|
How you will be graded:
Task
|
10 points
|
8 points
|
6 points
|
Completion
|
100%
|
Mostly complete
|
Somewhat complete
|
Task completion
|
“Above & beyond”
Thoughtful, relevant, & personal answers
Evidence of watching the video
|
“Appropriate”
Thoughtful answers
Evidence of watching the video
|
·Sloppy”
Completed without thought
No evidence of viewing the resources
|
Timeliness
|
On time
|
1 class late
|
2 classes (or more) late
|
Your Grade
|
BONUS +1: What was your favorite online practice game and why? __________________________________________________________________________
Videos used:
- “The Etiquette of Social Kissing” - http://www.youtube.com/watch?v=wXIAHhbdeQw&feature=related
- “La Bise en France” - http://www.youtube.com/watch?v=QAREHu3tW7E
- “How To Kiss Hello - Berlitz French 2.0 “ http://www.youtube.com/watch?v=ZOsekGkoVwU
Wednesday, May 22, 2013
Infographics: 5 Ideas for the WL Classroom
Infographics are a great way for students to create and present with the target language using twenty-first century skills. To ramp up those skills (www.p21.org), ask students to collaborate in groups. These ideas also support the ACTFL 5 C’s (www.actfl.org) and the Common Core (www.corestandards.org).
1. Class poll/results. Students create a poll or survey for the class in order to solve a class problem (www.polleverywhere.com, www.surveymonkey.com, www.pollthemob.com, www.mentimeter.com), give the survey, collect the results, then report them to the class, in the target language, using an infographic.
2. Autobiography. Students create an infographic describing themselves in numbers. The infographics are presented in the target language in small groups or in front of the entire class. In the autobiography, students explore an issue of interest in the target culture that they are researching on their own.
3. Global warming: Statistics and solutions. Students investigate an environmental issue in the target culture and create a solution. Both the problem and the solution can be displayed using an infographic.
4. Class trip. Students plan a class trip two places in the target culture. The budget is prepared and explained for each place, and they are compared in the infographic. The class evaluates the benefits of each trip and votes on a selection.
5. Story explore. Students create an infographic to summarize and evaluate a story read individually in class. Characters or locales in the story can be explained. In small groups, students share their infographics, and then students choose two additional stories to read based on the infographics of their peers.
Sample infographic, courtesy of @nerdgraph
Some Infographic websites:
Helpful links:
ACTFL 5 C’s Executive Summary:
Common Core:
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