More Than Just Talk: Interpersonal Tasks in the Classroom

Transcription

1 More Than Just Talk: Interpersonal Tasks in the Classroom SSV-39 8:00-9:00 Territorial 1 Lyanne Terada

2 Today s Agenda - Teachers as Leaders - Learning vs. Acquisition - Six Core Practices - Interpersonal Tasks vs. Presentational Tasks - Reflection Questions - T-A-L-K Rubric - Socratic Seminars

3 To be a great leader, you must: Gain knowledge Reach out to others Open your world Walk toward wisdom Anytime you influence the thinking, beliefs, or development of another person, you re engaged in leadership.

4 Language Learning Language Acquisition Language Learning occurs consciously It is what happens when we learn rules about how language works or purposefully study lists of vocabulary and grammar forms. Language Acquisition occurs subconsciously It is through exposure to the language and meaningful communication that a language is acquired.

5 Six Core Practices 90-minute Focus Session 2:30-4:00 Next Time: Head for the LILL WL Core Practices Piktochart 1. Use the target language as the vehicle and content of instruction. 2. Design and carry out interpersonal communication tasks for pair, small groups, and whole class instruction. 3. Design lessons with functional goals and objectives using the Backward Design model. 4. Teach grammar as a concept and use it in context. 5. Implement interactive reading and listening comprehension tasks using authentic cultural texts of various kinds while scaffolding to promote interpretation. 6. Provide appropriate feedback in speech and writing on various learning tasks.

6 Interpersonal vs. Presentational Tasks INTERPERSONAL 2-way Interactive Negotiation of Meaning/Clarification of Meaning Speaking, Listening, Reading and Writing Face-to-Face, Telephone Conversation, Written Messages, Correspondences PRESENTATIONAL one-way Scripted, memorized or with notes No negotiation of meaning Speaking and Writing Whole group, small group, pairs

7 Reflection Questions for Effectiveness of Interpersonal Tasks 1. Did you need to listen to your partner in order to complete the task? 2. Was the task engaging; that is, were you motivated to listen to your partner to complete the task? 3. Did the task promote the negotiation of meaning or conversational adjustments? If so, when? Please explain. 4. Did the task require the use of vocabulary and grammatical structures indicated? Any comments? 5. Did the task require cultural knowledge? 6. Do you have any suggestions that might increase the interactivity of the task? Used from an adaptation from a workshop series by Glisan and Adair-Hauck for Pittsburgh Public Schools World Language Faculty

8 Think - Pair - Share: Interpersonal or Presentational? Example 1: Spanish 1 (13 sec.) Example 2: German 3 & 4 (1:50 min.) Example 3: Spanish 1 (1:56 min.) Example 4: Spanish 4 (2:13 min.) Example 5: French 1 (1:39 min.) Example 6: Spanish 1 (2:36 min.) As you talk with someone near you, discuss whether it is INTERPERSONAL or PRESENTATIONAL and WHY. Then consider what factors would make it the OTHER task, if at all.

9 T-A-L-K Rubric TALK Rubric Criteria What: An uncomplicated way to assess student performance during small group activities When: As often as possible and as much as you can observe during a group activity Why: Often we have subjective impressions (often correct!!!) about a student s level of participation, cooperation, performance. The TALK SCORES allow you to compare your impressions with real classroom performance. How: Each letter of the word TALK represents one PERFORMANCE OBJECTIVE to be observed during small group activity. During an activity, the teacher should select only ONE objective to observe. The goal should be that at the end of one or two weeks, students have been observed for ALL FOUR performance objectives (a round ). T = TALKING IN THE TARGET LANGUAGE Is the student TALKING in the target language? Is the student TRYING to communicate? A = ACCURATE L = LISTENING K = KINDNESS Teacher s Handbook: Contextualized Language Instruction, Shrum & Glisan, 2010, pp

10 Ideas for More Variety of Interpersonal Tasks SPEAKING WRITING Pair-Share Dialogues Info Gap Activities Speed Dating Concentric Circles (inner-outer circles) Interactive Games Socratic Seminars Discourse Cafés Writing Around the Table Text Messaging (on paper) Role Playing Tom Mathews Scenarios Stand Up - Hand Up - Pair Up Share a favorite interpersonal activity (speaking or writing).

11 Socratic Seminars: Protocol for Participation Socratic Seminar is an activity in which everyone in class participates in a discussion of a particular topic. Discussion is a good way to share what we know about a topic we have studied as well as to listen to and learn from other students to fill in the gaps of our knowledge. ****It is VERY important that we follow these norms in order to maintain an open and respectful environment during the discussion. 1. Listen to what others say with an open mind. 2. Respect the opinions of everyone even if you disagree. 3. Include all of the students during the discussion. 4. Connect all points that are made throughout the discussion before changing the topic. 5. Speak about the topic without detours. 6. Make connection with the information/topics we have studied throughout the unit.

12 Level 2 Example Spanish 2 Socratic Seminar Topics: How does the school a student attends reflect the culture that they live in? What do your hobbies / past times / extracurricular activities say about your culture? What types of extracurricular activities should / shouldn t a school sponsor? By making comparisons, what aspects of school in a Spanishspeaking country would you like to implement in our school system? How have you changed your thinking about your own culture after learning about school in other countries? You will be assessed on thoughtful participation and positive contribution to the discussion. Relevant Information we have done in class: Mi propio auto reader Comparison of school schedules Internet activity: Un colegio privado de España Information gained from completing relevant checkboxes Video: CasiCasi (Comparisons and Differences with Puerto Rican school)

13 Socratic Seminars - Preparation (Proof within the text or content) - Advancing the Conversation (connecting the previous contribution to your current contribution; passing the ball ) - Quality of Discourse - Comprehensibility Observation (10% of grade) French 3 (start 2:25 min. - 3:56) Spanish 3 (2:19 min.) Positive Contributions Negative Contributions 1. Make a relevant comment A. Not paying attention 2. Draw another person into the conversation B. Behaving in a distracting manner 3. Take a position on a question C. Interrupting 4. Corroborate opinion with supportive evidence D. Monopolizing conversation 5. Recognize inconsistencies and address them E. Personal attack

14 Level 3 Example Spanish 3 Socratic Seminar Movies / Television programs that you can talk about How would you summarize the plot? (preterite, imperfect, present perfect, imperfect progressive, gustar verbs, por & para) Can you talk about the characters and their actions? (present, pronouns, gustar verbs, preterite, imperfect, por & para) Can you describe the direction and talk about what the director (might) have been trying to achieve? (preterite, imperfect, present, subjunctive) Can you talk about critic reviews of the movie / program? (present perfect, gustar verbs, present, subjunctive) Can you discuss viewing the movie / program where, when, with who? (future, conditional, present perfect)

15 Level 4 Example Spanish 4 Socratic Seminar Spanish 4 Video 1. Cómo se desarrolla la identidad de César Chávez a lo largo del tiempo? (How does César Chávez s identity develop over time?) 2. Cómo influye el ambiente (físico paisaje, clima; personal familia y relaciones; cultural - lengua y normas de comportamiento) en la vida de César Chávez? [How does the environment (physical landscape, weather; personal family, relationship; cultural language, norms of behavior) shape César Chávez s life?] 3. Quiénes son las personas históricas que han influido su activismo politico? (Who are some historical figures that have influenced his political activism?) 4. Cuáles son los desafíos que enfrentan a César Chávez? Cómo lo hizo y qué impacto tenía? (What are some of the challenges that César Chávez needed to confront? How did he do so and what impact did it have?) 5. Cómo ves tú su influencia en la cultura americana hoy en día? Cómo te afecta? (How do you still see his influence on American culture today? How does it affect you?)

16 Gambits: Devices that help the speaker maintain the smooth flow of conversation * Emm - Umm... Interesante. Interesting. (No) Estoy de acuerdo. (does not change to feminine form) I (don t) agree. Tienes razón. You re right. Pienso que sí/creo que sí. I think/believe so. Por lo tanto/por eso - Therefore Al contrario On the contrary No obstante/sin embargo However Por otra parte On the other hand Pues/Bueno - Well Para mí/en mi opinión In my opinion Yo también. Me too. Yo tampoco. Me neither. No todavía. Not yet. Qué te parece? What do you think? En serio? Seriously? No entiendo. Puedes explicar un poco más? I don t understand. Would you explain a little more? Y? And? Algo más? Anything else? De veras? Really? No me digas. You don t say. No te creo. I don t believe you. Un momento, por favor. One moment, please. *Teacher s Handbook: Contextualized Language Instruction, Shrum & Glisan, 2005, p.228.

17 Q & A Time Thanks for coming to this session!