On day 3, I chose to start my day by observing Grant Boulanger’s language lab. As promised in day 2, I am going to write up my language lab observations in a different post. (I ended up watching a THIRD language lab on Friday because they are just so fun and informative to watch.) So we’ll start with my second session.
Session 2 – Embedded Reading Part 2 – Michele Whaley/Laurie Clarcq
I originally was going to go embedded reading part 1 the day before, but I ended up trading it in for La Maestra Loca’s language lab which turned out to be a fine decision. I have a good grasp on the basics of embedded readings and how they work. This presentation, like many parts of iFLT, was mostly a target-language demo of what it looks and feels like (this time, in Russian!) but some salient points the presenters made are these:
- Remember to leave thinking time!!! As teachers (of any sort) we frequently want students to answer the question before we’re done even asking, when that’s not how questioning and answering happens in normal conversation.
- We have to remind students to tell us if things aren’t clear – that’s a normal part of communication. (True story: I was talking to native speakers yesterday and getting into unknown vocabulary, and they were starting to talk very quickly, so I had to ask the woman to repeat herself. Lo and behold, she wasn’t offended or angry, she slowed down, repeated herself, and changed her language slightly so I could get it and we could solve her problem! That’s how language works in reality!!!)
- Big important note: why did students read before comprehensible input? To get ready for the test. What are they doing? Trying to find the bits they understand. How much do they understand? About 30%.
- In a CI classroom, why do students read? To get information. What are they doing? Focusing on the message. How much do they understand? Depends on purpose and who’s doing the leading. 85% gets you comprehension, 90-95% with teacher support leads to acquisition, 95-100% alone leads to acquisition. That being said, we were shown examples of gibberish plus English to show the different percentage levels and anything under 95 is really unpleasant. (Later, in the BVP/Krashen talk, Dr. Krashen hypothesized that higher interest would lead to higher tolerance of ‘noise’.)
Then we went into a typical embedded reading scenario reading about a penguin who swims from Argentina to Brazil every year to visit a man who washed him off when he was a baby penguin. We did a short TPRS story to introduce the vocabulary, then about a 5-line version one of the story while Michele read. (Yes, she put the actual Russian up there while she read aloud.) For the next version, she had a few of us go up and act it out. Another way to possibly do this is to have the kids do a read-and-draw type activity, but leave a few extra boxes at the bottom. That’s where the NEW information they find out from the subsequent readings goes.
Another idea they suggested is to quickly smash kids into small groups (a director + actors) and have them act out the story SILENTLY while the director films on their phone. Then they submit their silent movies to you, and you can use their movies as a potential MovieTalk. I love this idea because 1) less work that I have to do, 2) kids love seeing themselves, 3) moooooorrreeee input!
Even though I consider myself a pretty okay embedded reading user (two of my favorite stories to teach are authres stories embedded-reading-ified down for students), this session helped me realize that the reason that these SUPER AMAZING STORIES unfortunately tend to fall flat with my kids is because we just read the stories, check for comprehension, and that’s it. I don’t put in other activities with them, which is a note for this year.
On Thursday, there was an hour Q&A with Bill VanPatten and Dr. Krashen, which I have zero notes on because I was enraptured with their presence. (Seriously. I sat 4th row, dead center, and it was the only thing I was EARLY to this entire week.) They were knowledgeable and hilarious and I really wish they had time for more questions. But I’ve always got my Tea with BVP!
Session 3 – Reader’s Theatre – Karen Rowan
I chose this session for two reasons. One, because I sort of do reader’s theatre but I’m not great at it. Two, because I coach drama at my school but I’m not great at it. The basics of reader’s theatre aren’t terribly difficult: find an entertaining passage in what you’re reading, usually a novel, and act it out. However, after watching Karen’s session, I realized why I’m not so great at it. To have a good reader’s theatre, you have to be adequately prepared with the right kinds of props. #1, I said last year “Oh, I’m going to start a prop box” (I even have a 3-drawer rolling cart with 2 empty drawers for props!) but I never got around to it and #2, I never went through and specifically said THIS WILL BE THE DRAMATIC SECTION (even though we do, for example, Casi Se Muere and we absolutely should act out the part where Pepe is choking and Ana saves his life and then Jaime stomps over). I usually just decided that morning if the kids had enough energy. As a side note, I also think that even if you’re thinking, eeeeh I don’t think my kids would really be into this, having the right kind of ridiculous props will help. In my case, my problem is small numbers due to our enrollment so I usually don’t have enough bodies after Spanish 1.
We acted out a scene from Don Quijote (the version written by Karen Rowan herself so it was exceptionally fun and entertaining) and here are my notes during our experience and on her post-experience talk:
- We are not teaching students to decode words, we are teaching them to make pictures in their head.
- The students technically have their books but they’re not really looking at them. (This made me felt better because I always had an internal conflict between, we’re supposed to be reading, but how can they watch the acting and read at the same time.) Some teachers might type out scripts instead and some novel teacher guides even include reader’s theatre scripts that are easier to hold than the book.
- Karen had written out the dialogue on big pieces of cardboard on BOTH sides so the actor could hold it up and read it and the audience could also see and read it. She later suggested using markerboards too.
- It’s important for the class to keep the energy up or you, the teacher, have to provide all the energy and that is exhausting.
- You can redo chunks of the story in rewind, fast forward, slow-mo – just don’t overdo it.
- Designate a photographer to take pictures as you go, then use those pictures in a retell.
- Project a photo as a backdrop!
- Use chairs and tables as staging, just make good decisions.
- Stop at the moment of maximum interest to get those language reps in. (Should he yell at the bully? Will she ask the cute boy on a date? etc.)
- Then, once you get to the actual reading of the chapter, just read it. You’ve already acted it out; the kids know what happens.
Session 4 – AP through a CI Lens – Darcy Pippins
The final session of the day on a very long Thursday was focused on preparing students for the AP exam and how CI can do that just as effectively as traditional programs. AP scores just came in for the last school year, and well. I’ve got 2 years of AP under my belt and I am 0-for-9 of students receiving passing scores. Let me be clear: this is a me-problem and not a student-problem but I will address this more in my wrap-up/changes for 2017-2018 post. Darcy had a great presentation but I didn’t take a whole ton of notes because I felt her target audience wasn’t necessarily current AP teachers, but rather teachers who were part of programs that feed into AP and how to get those students prepared from the bottom up. A lot of the information was on the six themes of the AP exam and stuff I was already familiar with due to my AP training a few years ago. One thing I did NOT know that will certainly be useful is that apparently you can ask for your students’ materials back? It costs something or other, but if I can see what my students did on the test, that would be very helpful in saying “Oh. Yeeeeeah this is what I need to fix.” (Right now, that answer is: all the things.)
One thing that it did trigger in my brain is that I can do a much better job aligning my lower level Spanish units to the 6 AP themes. Which is good, because I really dislike my Spanish 3 units and I want to trash a lot of them this year and do something completely different.
Notes to self aside, Arianne Dowd did a much better job actually writing up what Darcy talked about over on the CI Peek blog so if you are interested in that, head over and check it out.
My last session gets a whole post all to itself because it was probably the most enlightening of all the sessions I went to (and again, I went to it on a whim. Best decision ever.) But it will probably be a lot shorter. Yay!