| Body | From http://www.creativelanguageclass.com
Kara Parker writes, “Several years ago, I realized the following about traditional interpretive activities like comprehension questions, cloze-listening, matching, fill-in-the-blanks, etc.:
• Students were copying off of each other
• Students were just skimming for the answers, not really reading/listening
• It took me a long time to create them – Not an efficient use of my time
• I was deciding what was important – I’m doing all the thinking
• They were boring
• They don’t promote language growth based on proficiency
• They rank low on rigor/relevance scales and Bloom’s Taxonomy
• In real life, there are few times that these happen naturally
“So that explains ‘why’ I wanted to change. Then I was struggling with the “how” when I talked with Paul Sandrock a few years ago. It was a big ah-ha moment when he said to think about what is done in real life. When you read a news article, what do you do next? Hmm… Well, I might send the link to a friend and include a point that connects to something we had discussed. Or tell my husband about what I read during our walk to get his thoughts. Or write my opinion in the comment section.”
We at CASLS agree! Tasks should look like things that students do outside of the classroom as well. Read the full blog post for some lesson ideas for interpretive tasks: http://www.creativelanguageclass.com/making-interpretive-tasks-more-authentic/
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