Activity 1: Cuento poco a poco

Telling a story by categories

photo by flamingoo

This idea came from a session at CSC on theater that was generally so awful that I left halfway through. Really, it was so bad it was painful. But, I came away with this activity that I thought I could make work in my classroom.

In "Cuento poco a poco," I use the fruit machine chooser to randomly choose a student to start. Then, the student has to begin a story with something from the first category. So, if it is 'things that are blue,' the student may say, 'En un planeta azul vivía un mónstruo' or something else according to his/her ability. Then the next student picks up the story by adding a detail from the next category. Make sense? These are the categories I started with:

• Cosas que son verdes

• Un sonido extraño
• Cosas que son cuadrados
• Cosas que son altos
• Una acción inesperada
• Un pariente
• Un hábito curioso
• Una persona en un show de televisión
• Un fin triste

The first time we did this, I found an unexpected benefit: the first time around, some students added a random detail that seemed disjointed and didn't actually further the story, like "the monkey had a grandfather who was a giraffe." So I explained that students should incorporate all the details together to make a coherent story. It made them listen to each other more and use other students' details to come up with a logical continuity. Sounds like subtle AP practice to me. :) We changed random words to whatever they wanted (green to red, tall to fat, sad to tragic, etc.) and began again, with a different student starting.

Thoughts?

(Trying to) Make learning fun

What happens when all the fun goes out of learning language?

The students disengage. Learning doesn't have to be entertainment for entertainment's sake, but I'm learning that if students aren't engaged in learning, they see it as hard and not just boring--the opposite of fun.

Hi, my name is Sra. Cottrell and I am not a fun teacher.

Whew, feels good to get that admission out there. I am not one of those teachers that relates so well to teenagers (I didn't relate well to teenagers when I was a teenager), that's super-approachable, that always makes the learning relevant and fun and feel effortless. I am boring, busy, distant, and sometimes burned out on creativity.

Never did I feel this more than in the past couple of months, particularly in a LangChat about games and at the Central States Conference in early March. I came away from both of those with my head spinning with ideas of what to do to up the engagement in the classroom in fun ways.

Now, some of these ideas were very bad. Particularly as I read through Brain Rules, it stuns me that in spite of continuing research that says that attaching meaning to information is what makes it stick in long-term memory, and the first few moments of learning are the most crucial for how the information will be remembered, and meaningful repetition is what cements information, we still break language learned for the first time into discrete parts and drill it incessantly separate from any meaning. Some of the most successful (in the eyes of the field) teachers I know, who would claim to be very communicative, still advocate 'games' that drill verb conjugations or drill vocabulary connected only to translation and to no meaning at all.

But... even good games based on bad theory can be tweaked, or so I've found. I took some of the ideas and tweaked them to try to keep them communicative. Keep me accountable and let me know if you can make them more so.

When I got back from CSC, I had a week without my AP class because they were on their senior trip. I took advantage of the time to put my ideas into a cohesive plan and make a poster listing all of the options for our new activity:

I've added two since I took this picture: Descríbemelo and Trabajos.

I told the students that we would do one of these for the first ten minutes of every class. This is one of the things I love about teaching without a textbook and with performance-based unit-end assessments. It gives the flexibility that we have been able to implement this for two weeks without hurting our progress in the curriculum. Also, it forces me to do something in every class that I think a majority will find engaging, without spending too much time on it beforehand.

As students are coming into the room, I copy/paste the options into this random option picker:

Click here for larger version

So the fruit machine picker chooses what activity we will do. If the activity requires a person to start, I copy/paste a roster and choose that person. If it requires a word or phrase, I copy/paste the options and choose that. Then I set the timer at 10 minutes and we begin.

Look for more posts in the next few days to explain the options. Maybe something will sound like a fun activity for your class.

It's time for them to use their time

There are a lot of problems with current world language teaching in the U.S. I think the biggest problem is that we're trying to teach it the way we teach everything else, when language used for communication is not learned or stored the way other subjects are, and the answer is to look back at the way this happened the first time. Don't agree? That's okay. But I'm looking back at 100 years of failed language teaching in the U.S. and at a profession full of teachers who don't believe in what they do - because if you ask a language teacher where to learn to speak a language, they won't tell you to take a class. They'll tell you to put yourself in an immersion situation. We know that immersion is the only thing that works, but we won't do it in class. Why? Lots of reasons. We're not trained. Students are conditioned to think school should happen a certain way and when it doesn't, they revolt. Our expectations are too high. Our assessments are completely invalid.

And the biggest complaint I hear is this: we don't have the time. Young children are flooded with massive amounts of input from the moment they're born, and we have them for mere minutes a day. What about that?

One answer is that the minutes we have them add up over years to a whole lot of time, so one solution is to figure out how to motivate students to continue into advanced levels of language learning. Another solution is to impress upon students that if they're really going to succeed, they can't rely on language class to keep this up. At some point, they have to take ownership of this language journey in their own lives and not let it be just something a teacher is making them do, because if that's all it is, they won't keep learning after they leave us, and it will be a waste of time. One way I've tried to do this is to assign my students to do a "fluency activity." Once a week, my fourth-year students have to do something outside of class to show me that they can find ways to interact in the language. They have to tell me on a card 1) what they did 2) one thing they learned and 3) what they need to improve on. @SraSpanglish asked me to publish the options I give them, so here they are. Keep in mind that I teach in a private faith-based school, so several of these options are faith-related. One premise there is that the vocabulary used will be very familiar to my students, which primes their brains for higher comprehension. You might have other ideas for how to do that also - please share them in comments!

1. Listen to Spanish-language radio for one hour (music) or 30 minutes (talk).
2. Watch television in Spanish for 30 minutes.
3. Change your facebook language to Spanish and play on Facebook for an hour.
4. Read a Spanish-language newspaper for 30 minutes (may be online).
5. Play on one or more corporate Spanish-language websites for 45 minutes.
6. Read a book in Spanish for 30 minutes (may get one from Sra. Cottrell, may not be Ciudad de las bestias)
7. Read 3 familiar chapters of the Bible in Spanish.
8. Change your cell phone or mp3 player’s language to Spanish for an entire week.
9. Read the directions in Spanish of four items in your house (e.g. detergent).
10. Read the last 50 tweets using a Twitter hashtag for a Latin-American country or city.
11. Read the last 30 Spanish-language tweets by one or more Spanish-speaking artists or politicians on Twitter
12. Read an article about a famous Latino musician or politician in Spanish on Wikipedia.
13. Watch 3 videoclips on sports and 3 videoclips on current news on Univision.com.
14. Compile a list of 30 words involving the profession you hope to have, on 3x5 cards for your review.
15. Explore the Spanish-language section of a bookstore (music, kids’ books, and/or adult books) for 30 minutes and find two things you would like to own.
16. Listen to a sermon (at least 20 minutes) in Spanish (see oneplace.com).
17. Conversar (o ‘chatear’) en español con alguien por 30 minutos
18. Asistir a un Spanish Group
19. Asistir el servicio de una iglesia
    

Added recently:

1. Find a recipe on a site like Mi Cocina Latina or Qué Rica Vida and prepare it.
2. Listen to at least 5 clips at least B1 or higher on Audio Lingua.
3. Watch at least 5 clips Intermediate B or higher from UT proficiency site.
4. Play around on the iTunes Latino store and find 2 albums or 5 songs you would like to own.

Bob Esponja on Mundonick

I'm not sure why, but in my students' flurry of Spanish-language corporate sites they used for this project, we didn't run across Nickelodeon's Mundonick.com, probably because I was looking on Nickelodeon's US page and not finding a language change, so I figured they oddly didn't have one. But then recently I googled 'nickelodeon español' and what a cool site! Games! Fun! It surprised me how much my teenagers knew, all the characters' names and such, and instead of thinking it was a goofy kid thing, they really enjoyed the throwback and clamored to be the one to choose where we should go. Enjoy some Bob Esponja or Los Pingüinos de Madagascar.

I am in technology heaven

Kids motivated by technology?
Want to get them creating AND listening to their own Spanish?
This could be the most revolutionary tool I have seen for my classroom in a long time.

I made this video in about twenty minutes.

A project based on motivation

Here in Kentucky we're still digging out from last week's ice storm. Yesterday I was able to get online for the first time in a week, so today, it's back to blogging!

If you've taught from a textbook for very long, you've found that they're just not motivating to students who aren't already self-motivated, and motivation is absolutely the key to success. Anyone without a brain defect that inhibits language can acquire another language if motivated enough. I'm convinced that our biggest task is finding ways for our students to interact with the language in ways that are 1) meaningful to them and 2) meaningful in light of the world around them, because that's motivating.

A project I came across seems to be especially good for this, because they get to pick the topic of their interaction, in the highly visual and auditory format of the internet (and isn't this generation visual!). I talked about my Spanish 2 students completing last years' best internet worksheets in this post. You can read the entire project description and requirements in this document.

It amazes me the sites they come up with for this--usually something they're really in to that I wouldn't even think of. Some of the best ones I've seen are Coke Costa Rica and McDonald's Mexico. I also had students do Nestle's cooking site and Louis Vuitton handbags. Disney and Nike are always favorites. There are a million choices out there, anything from the Dominican Republic's official baseball league to Warner Bros to Pantene, the White House, the art museum El Prado (careful with that one, some of the art is, well, nude), and Nintendo Wii. The limit is only their imagination!