The end of February marks a different time of year for myself and my students. By this time, the traditional TPRS and overall "enchantment" of school has worn off. The kids are burnt out. I am burnt out. It is tough to continue our pace and enthusiasm. Thus, this time of year I find myself needing some reminding of the power of CI.
In my graduate class (LAST ONE!!!!) I have to facilitate a session to teach other teachers how to do what I do tonight. While looking for some videos of student retells (which, bummer, I couldn't find), I stumbled upon Carol Gabb teaching ESL to her baseball guys. I was instantly reminded of the power of what we do, and the possibilities to create real and lasting change in peoples' lives with CI and languages.
If you're needing a reminder of the possibilities and power of what we do, check it out. And, thanks Carol, you've really inspired me!
Showing posts with label Masters. Show all posts
Showing posts with label Masters. Show all posts
Thursday, February 23, 2012
Tuesday, January 24, 2012
Movitation and SLA
I'm in the middle of (or should currently be) conducting a literature review for my last (official!) grad course. I decided to add on to my current lit review on SLA in the secondary classroom. Initially I examined the research on best practices in promoting SLA. Guess what I found? TPRS/CI is the way to go. Duh! :)
But this time I wanted to see how student motivation played a factor in the classroom. I believe that students who do not succeed in others' classrooms, sometimes succeed in mine (and vice versa) due to motivation-related factors.
Why did I write this blog post? Well I wanted to share two things that I am finding:
1) Anxiety and motivation are very closely related. As anxiety increases in students, motivation decreases along with achievement.
2) Much of the research on the topic of motivation (and subsequently anxiety) in the SLA process is coming from Asia because of reforms in language teaching mandated by the government. Specifically, Japan has initiated several major reforms at the high school level which aims to replace the grammar-translation approach to teaching. Go Japan!
Japan's progress makes me salivate; and the correlation between anxiety, motivation and achievement seems so obvious, but if it were so obvious to others (eh hum, administrators?) then the research wouldn't be needed.
But this time I wanted to see how student motivation played a factor in the classroom. I believe that students who do not succeed in others' classrooms, sometimes succeed in mine (and vice versa) due to motivation-related factors.
Why did I write this blog post? Well I wanted to share two things that I am finding:
1) Anxiety and motivation are very closely related. As anxiety increases in students, motivation decreases along with achievement.
2) Much of the research on the topic of motivation (and subsequently anxiety) in the SLA process is coming from Asia because of reforms in language teaching mandated by the government. Specifically, Japan has initiated several major reforms at the high school level which aims to replace the grammar-translation approach to teaching. Go Japan!
Japan's progress makes me salivate; and the correlation between anxiety, motivation and achievement seems so obvious, but if it were so obvious to others (eh hum, administrators?) then the research wouldn't be needed.
Wednesday, December 7, 2011
Universal Design for Learning
Hi all! This still isn't the update I want to post (I do appreciate the words of encouragement and support everyone has been giving me this year!), but this provides some insight as to how I have been spending my semester outside my classroom... as a graduate student. The good news is I'll be done in July.
Anyway, here is a link to a website I created supporting TPRS/CI with the universal design for learning concept. If you're not familiar with UDL, that's what the site is supposed to familiarize you with.
I thought it might interest some of you, so here you go!
https://sites.google.com/site/udlbasics/
Anyway, here is a link to a website I created supporting TPRS/CI with the universal design for learning concept. If you're not familiar with UDL, that's what the site is supposed to familiarize you with.
I thought it might interest some of you, so here you go!
https://sites.google.com/site/udlbasics/
Tuesday, January 18, 2011
You're just what I needed...
We had a wonderful 3 day weekend this past weekend. It was just what I needed after making the realization that I was/am burnt out. I've made some big shifts and so far life is much better. Today felt like I was even closer to being back on track with my classes than I have yet this semester. The main ingredient to success (especially in a high school classroom): enthusiasm.
Since I've started putting myself first, I have more enthusiasm and energy to use in the classroom. It's been a welcome shift. I've moved away from using my lazer pointer to moving around the room. I think this increases my students' learning two fold. They watch me as I move, so I know who's paying attention; and I slow down, so they have time to process. Things are coming together. I just need to become more focused on teaching to the eyes.
On another note, I'm hoping that this class I'm taking currently will pay off. I'm using the ADDIE instructional design template to design a "unit" (I guess?) around teaching my third years affirmative and negative commands through reading and storytelling. I'm hoping it'll be useful. If not, I've already made a few connections with my instructional coach at school which reaped a lot of benefits with interesting graphic organizers (which I can use in third year as reading checks/evaluations) and valuable discussions with her about the intended use of common assessments in our PLC work.
This week will go by quickly, but I feel like once I hit my stride with my first extended reading in each class, that's when I start to get comfortable again. I wonder why? Is it because I've gone through all the "steps" or is it because when we do the readings I feel like I have more of a crutch? Either way, I feel like my strength is incorporating reading. Which works out wonderfully since that's how we acquire language! :) What is your strength? How is this semester panning out for you?
Since I've started putting myself first, I have more enthusiasm and energy to use in the classroom. It's been a welcome shift. I've moved away from using my lazer pointer to moving around the room. I think this increases my students' learning two fold. They watch me as I move, so I know who's paying attention; and I slow down, so they have time to process. Things are coming together. I just need to become more focused on teaching to the eyes.
On another note, I'm hoping that this class I'm taking currently will pay off. I'm using the ADDIE instructional design template to design a "unit" (I guess?) around teaching my third years affirmative and negative commands through reading and storytelling. I'm hoping it'll be useful. If not, I've already made a few connections with my instructional coach at school which reaped a lot of benefits with interesting graphic organizers (which I can use in third year as reading checks/evaluations) and valuable discussions with her about the intended use of common assessments in our PLC work.
This week will go by quickly, but I feel like once I hit my stride with my first extended reading in each class, that's when I start to get comfortable again. I wonder why? Is it because I've gone through all the "steps" or is it because when we do the readings I feel like I have more of a crutch? Either way, I feel like my strength is incorporating reading. Which works out wonderfully since that's how we acquire language! :) What is your strength? How is this semester panning out for you?
Thursday, June 24, 2010
The next step...
Recently I've been thinking about taking the next step with my own education. I've played with the idea of getting my masters in Spanish, Educational Technology or Curriculum, Instruction and Assessment. Early on, I threw out the idea of Educational Technology because 1) I can keep up with technology if I make an effort, 2) by the time I graduate with the degree, all my knowledge will be obsolete.
I narrowed it down to Spanish and CIA. I'd love to get my masters in Spanish because I had a professor in college that I really enjoyed who taught Spanish majors how to be Spanish teachers. I've entertained the idea of doing the same myself. However, I've recently (ie only yesterday it dawned on me...) realized that I LOVE PLANNING! I really am interested in finding out today's best practices and how to make these even better. I'd like to be in the classroom for awhile longer, perhaps much longer. So my indecision here, doesn't help me decide which one is a better choice.
Therefore, I look at the structure of the programs available to me for these masters. The trouble with these two options are that they are only offered at certain schools. In order to get my masters in Spanish, I will have to go to UNC for three summers in a row leaving behind my life. However, I will not have to work on my masters during the school year and I will get to travel abroad. For my CIA masters, I will have to attend Regis for two full years in a cohort program completing a course every 8 weeks. For this option, I have to work and go to school; but I will complete my program quicker without having to leave my life.
I'm currently leaning toward the CIA program. I feel like it fits my passion for planning and being in the classroom more closely than the Spanish program does. It also isn't dragging out the process of getting the masters degree either. I always prefer long-distance endurance to sprints.
Thus, the last problem: if I am to get my CIA degree in a convenient setting, I'd have to start it August 30. I'm not sure if it's a good idea during my second year of teaching to take on such a project along with planning my wedding and possibly moving. But I do enjoy a challenge and being busy. So I think I might just do it.
I narrowed it down to Spanish and CIA. I'd love to get my masters in Spanish because I had a professor in college that I really enjoyed who taught Spanish majors how to be Spanish teachers. I've entertained the idea of doing the same myself. However, I've recently (ie only yesterday it dawned on me...) realized that I LOVE PLANNING! I really am interested in finding out today's best practices and how to make these even better. I'd like to be in the classroom for awhile longer, perhaps much longer. So my indecision here, doesn't help me decide which one is a better choice.
Therefore, I look at the structure of the programs available to me for these masters. The trouble with these two options are that they are only offered at certain schools. In order to get my masters in Spanish, I will have to go to UNC for three summers in a row leaving behind my life. However, I will not have to work on my masters during the school year and I will get to travel abroad. For my CIA masters, I will have to attend Regis for two full years in a cohort program completing a course every 8 weeks. For this option, I have to work and go to school; but I will complete my program quicker without having to leave my life.
I'm currently leaning toward the CIA program. I feel like it fits my passion for planning and being in the classroom more closely than the Spanish program does. It also isn't dragging out the process of getting the masters degree either. I always prefer long-distance endurance to sprints.
Thus, the last problem: if I am to get my CIA degree in a convenient setting, I'd have to start it August 30. I'm not sure if it's a good idea during my second year of teaching to take on such a project along with planning my wedding and possibly moving. But I do enjoy a challenge and being busy. So I think I might just do it.
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