Recent Activities of the Week

This activity was designed for learners of all levels to help them recognize and use non-verbal communication strategies that are typical of presentational speech in the target language. 

Learning outcomes:
Learners will be able to:

• Identify three types non-verbal communication strategies in the target language
• Use these non-verbal strategies when using presentational speech

Mode(s): Presentational, Interpretive

Materials: Non-Verbal Communication in Presentational Speaking video, presentational speech recording (Novice example in Spanish (weather report), Intermediate example in English (cooking video) , Advanced example in Portuguese (TED Talk))

Procedure:

1. Show learners the Non-verbal Communication in Presentational Speaking video. 
2. Provide a short example of presentational speaking to learners (Novice example in Spanish (weather report), Intermediate example in English (cooking video), Advanced example in Portuguese (TED Talk)). Ask them to note a few non-verbal communication strategies that they noticed the speaker(s) using within the speech. Specifically, direct them to pay attention to eye cues, pauses, and hand movements.
3. Lead a larger group discussion of non-verbal strategies that learners noticed. Specifically discuss:
   1. Where did the speaker look? How often did their focus change? Did changes in focus impact you as the listener in any way? What is the relationship between eye contact and the speaker-listener relationship?
   2. When did the speaker pause? Did it seem to provide emphasis? Add to a sense of urgency? How does pacing and pausing create importance or draw focus?
   3. What did you notice about hand movements? Were there more or fewer than you expected? What impact did they have? Can gesture draw listeners’ attention to ideas?
   4. What about what the speaker did might be genre-specific? For example, would you expect a similar use of pauses in a weather report as you would a speech made at an award show?
4. Ask learners to prepare their own presentation that aligns with curricular needs and learner goals. For example, Novice learners might present photos of their families, Intermediate learners might create their own instructional speeches related to cooking or crafting, and Advanced learners might prepare a persuasive speech before legislatures about a critical social issue. This preparation may have to take place over multiple days.
5. In groups of two, ask learners to present to one another. Ask learners to provide feedback regarding the non-verbal communication strategies (eye movements, hand movements, and pauses) they see in practice.
6. Debrief as a group. What non-verbal communication strategies from the target langauge are learners successfully incorporating? Which are still difficult?

Notes:

• In Step 5, it would be helpful for learners to record themselves so that they can decide whether they agree with their peer’s evaluation.
• After Step 6, you may wish for learners to present their presentations for the entire class. 

by Madi Collins, CASLS Student Worker

This activity engages learners in a 3-2-1 reflection protocol and is appropriate for all levels of language learners. In this activity, learners will provide one another with peer review of a prepared presentation and will self-evaluate their own recorded presentations. They will then use this feedback to inform improvements before ultimately presenting to the group or educator.

Learning outcomes:
Learners will be able to:

• Give and apply peer feedback to a spoken presentation utilizing a 3-2-1 protocol
• Engage in self-evaluation of a spoken presentation utilizing a 3-2-1 protocol

Mode(s): Presentational and Interpretive

Materials: Practicing Presentational Speaking video, Peer Feedback and Reflection on Presentational Speaking Handout, prepared presentation

Procedure:

1. Direct learners to prepare a presentational speech before meeting as a group. This presentation could be part of a major summative assessment such as an Integrated Performance Assessment, or it could be something smaller depending on the needs of your learners. For example, Novice learners might create a presentation about a survey related to the group’s likes and dislikes, Intermediate learners might create their own news reports, and Advanced learners might create a public service announcement. 
2. Show the Practicing Presentational Speaking video to learners. Discuss the following questions and document learners’ answers on a shared, accessible space (e.g., the whiteboard or a Google Doc):
   1. How comfortable do you feel identifying three strengths in your work or in a peer’s work? What are some strengths that you could look for (some ideas may include having a clear purpose, using effective transitions, having clearly supporting ideas, organization, the use of non-verbal cues, use of tone and register, meeting genre-specific expectations, and using varied and engaging vocabulary)?
   2. How comfortable do you feel identifying weaknesses in your work or in a peer’s work? What might weaknesses “look” like?
3. Inform learners that they will be practicing self-evaluating and giving feedback. They should use their answers from Step 2 to inform this process. 
4. In pairs, learners will present to one another and record their presentations. They will complete the 3-2-1 protocol on the Peer Feedback and Reflection on Presentational Speaking Handout after observing their peer. Then, they will watch  the recording of their video to see if they agree with their peer’s evaluation and will document their ideas.
5. Next, as a group, ask learners to share their questions from the final step of the handout. Provide input and feedback.
6. Provide time for learners to revise their presentations based on their self-evaluations and the feedback they received. This step may have to be completed outside of instructional time.
7. Finally, learners will present!

Notes:

• An optional and beneficial extension for this activity is the inclusion of additional reflection as an exit ticket after Step 7. Some questions that you may wish to utilize are listed here.
  • Was it helpful practicing with a peer? How so?
  • Was it helpful to watch a recording of your presentation? How so?
  • What review strategies will you continue using going forward?

by Madi Collins, CASLS Student Worker

This activity was designed for learners of all levels, though it is particularly suited to the needs of beginning language learners. It helps learners to experiment with presentational speaking and asks them to identify and compare differences between interpersonal and presentational modes. 

Learning Outcomes
Learners will be able to:

• Identify differences between interpersonal and presentational speaking
• Identify contexts where presentational speaking happens
• Demonstrate understanding of how context impacts language choice

Mode(s): Interpersonal, Presentational

Materials:
What is Presentational Speaking? video, butcher paper, Working with Presentational Speaking Handout

Procedure:

1. Show learners the What is Presentational Speaking? video. 
2. Have learners debrief in small discussion groups of 3-4 people. They will discuss the contexts in which interpersonal speech happens and contexts in which presentational speech happens. Prompt learners to discuss the differences between these contexts. Once group discussion has finished, direct students to write their ideas on butcher paper around the room in response to the following prompts in Carousel/Gallery Walk format. Discuss these ideas as a class and highlight any similarities in responses. Use these questions:
   1. Is there a difference among contexts in speaker-listener relationships? Explain. 
   2. Is there a difference among contexts in formality? Explain. 
   3. Are there different expectations for speakers and listeners between these contexts? What are they?
3. Give learners Working With Presentational Speaking Handout. Instruct learners to work on situations 1 and 2. One situation is a situation that calls for interpersonal speech, while the other calls for presentational speech.
4. Think: Have learners compare and contrast the language and choices they made for each type of speech.
5. Pair: With a partner, learners discuss their answers to Step 4 on the handout.
6. Share: Discuss as a larger group. Use these questions:
   1. How did language choice compare across the two modes?
   2. Is some language acceptable in one mode but not the other? Or, is the context more critical in determining language choice?
   3.  Are there changes in tone/register across the two situations?
7. Instruct learners to work on Situation 3. This situation asks learners to change an interpersonal conversation to presentational speech. 
8. Lead a group discussion about language choices. Use these questions:
   1. Did the language choices stay the same or did they change? How so?
   2. How did tone and register change?

Notes:

• Learners at lower proficiency levels may need to use the L1 to compare and unpack interpersonal and presentational modes. Educators are encouraged to allow this practice to the extent that it facilitates deep thinking and higher levels of understanding of this foundational concept.

This activity was designed to support learners in the creation of their own games for language learning. It is appropriate for all levels.

Learning Outcomes:
Learners will be able to:

• Define gameplay goals for a game that they create
• Create and iterate a game based on goals

Mode(s): Any

Materials: Game Design Template, Design Your Own Game video, and any other materials the learners need to create physical components of the game

Procedure:

1. Watch the Design Your Own Game video.
2. As a group, debrief favorite games by brainstorming them either on a board, on butcher paper, or on a digital, collaborative space like Google Jamboard. Organize them by what competences they promote. For example, vocabulary games like Boggle and Heads Up promote vocabulary acquisition and the use of language learning strategies like circumlocution. Traditional board games like Life and Monopoly promote the development of decision-making skills. Other games like Apples to Apples involve collaboration and situational awareness (the ability to tailor language to the given context).  
3. Learners will pick their focus for their games.
4. Using the Game Design Template and keeping the competence in mind, learners will think about the general premise of their game (50,000-ft View) and the outcomes associated with gameplay. These outcomes will include target terminology, grammatical structures, strategic skills, and cultural skills.
5. Next, learners will craft their narratives on the template. To do this, they will consider storyline, gameplay goals (e.g., win the battle), and write the rules of gameplay. 
6. Learners will fill out Interaction/Activity Design on the template to plan the game materials they need to create.
7. Learners will create the materials!
8. Learners will test their games with another group.

Notes:

• Before completing Step 3, it may be beneficial to model using a game that most of the class is familiar with.
• In Step 4, it may be beneficial to provide learners with the 50,000-ft View so that they can work together planning the rest of the template. For example, if the class is working on using commands in a healthcare scenario, the game objective could be to pull cards that require players to advance or regress based on symptoms and recommendations from the doctor.
• Steps 4 and 5 may have to be revisited as learners continue developing their games.

This activity was created for learners of all proficiency levels. It is designed to support their engagement  in the target language via the use of general interest mobile apps. It is a wonderful activity for increasing their conidence and practice in non-classroom contexts.

Learning outcome(s):
Learners will be able to: 

• Find an app that aligns with their interests and lets them explore the target language
• Set a goal related to using the app
• Reflect on their experience in the app

Mode(s): Any

Material(s): General Interest Apps for Language Learning video, Illustrated Journal Template, app in the target language

Procedure:

1. Show learners the General Interest Apps for Language Learning video.
2. Ask learners to think about something they want to explore via mobile app in the target language. For example, singers may wish to practice karaoke in the target language, and athletes may wish to complete physical training in the target language.
3. Provide time for research (roughly 15-30 minutes). Direct learners to the Google Play and/or App Store to see what apps align with their interest and are available in the target language.
4. Ask learners to set a goal for using the app. It may be that they want to use it in the target language for 10 minutes a day, or that they want to complete one task twice a week.
5. Provide a set amount of time for learners to keep an illustrated journal of their progress (two weeks will likely be a sufficient amount of time). Ask learners to create the journal (see the Illustrated Journal Template for additional support) with screenshots of their experience within the app, drawings about their experience on the app, and/or photos and videos of themselves completing experiences within the app. They will use the space surrounding the images to reflect on their specific goals, their strategies for achieving success with the app, their sense of success, and anything they noticed (e.g., target cultural knowledge or vocabulary) and learned while using the app.
6. At the close of the two weeks, debrief as a group. Ask learners about their experience and the extent to which they found it fruitful. Help them use their experiences to keep working towards their goals and/or target new goals for using general interest apps.

The purpose of this activity is to prepare learners to engage in extramural (see: outside of the classroom) language learning via social gameplay. It is especially appropriate for Intermediate Mid learners and up.

Learning Objectives:
Learners will be able to:

• Identify a massively multiplayer online game (MMOG) that they want to play
• Keep a log of gameplay
• Reflect on what they have learned during gameplay

Mode(s): Interpretive, Interpersonal, Presentational

Material(s): Using MMOGs for Language Learning video, Gemeplay Log

Procedure:

1. As a group, watch the Using MMOGs for Language Learning video.
2. Direct learners to research how to play a MMOG in the target language. They may have to find out what servers to connect to or find tutorials online.
3. Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to understanding the targeted gameplay community (e.g., understanding when/how players “grief” on another, resolve conflict, or join groups).
4. Group learners by the goal that they articulated. Ask that learners consider their goal in the Gameplay Log by documenting what target vocabulary they should look out for, what grammatical structures they expect to see, and any other cultural input (e.g., how to mitigate) that they want to pay attention to.
5. Debrief Step 4 as a large group. Brainstorm additional details for the answers learners shared.
6. Ask learners to keep a log of their gameplay experience as it relates to their goals for a week. For most learners 15-30 minutes a day of gameplay should be more than enough time, but they should be aware that different games will require different types of time commitment.
7. After the week is up, either as a group or individually, ask that learners answer the reflection questions on the Gameplay Log.

by Madi Collins, CASLS Student Worker

The purpose of this activity is to give learners the opportunity to experiment with finding their own puzzles and puzzle-based games to play in the target language and to reflect on the extent to which those games help them develop critical langauge learning skills.

Learning outcomes:
Learners will be able to:

• Direct their own learning
• Find puzzles and games to practice with
• Reflect on the effectiveness of puzzles and games

Mode(s): Interpretive

Materials: Language is a Puzzle video, Language is a Puzzle Handout

Procedure:

1. Show learners the Language is a Puzzle video. Then, lead a group discussion of the potential benefits of using puzzles to learn language. Some questions might include:

   • What strategies have you used to learn language in the past?

   • What kinds of puzzles and games have you done in past classes?

   • How do you use your memory when solving puzzles? Is it similar in any way to how you understand language?

2. Prompt learners to do a few basic searches for puzzle and escape room-type games as homework. After finding their puzzles at home, they will bring them back to class the next day. Some search terms include: puzzle games in (target language), games in (target language), puzzles (target language), and solve puzzles/games in (target language). Learners will document their search on the Language is a Puzzle Handout.
3. As a group, learners will share any puzzles or games they found in the target language. In small groups, they should choose one or two to solve together. 
4. Learners will then discuss and reflect upon the experience of gameplay. Did they learn something new about the target language? Did they learn a new strategy to help them to retain language? Ask them to discuss with peers and reflect. They will document their ideas on the Language is a Puzzle Handout.
5. After this, discuss as a group what learners felt was helpful, and what might not have been helpful. 
6. Discuss strategies that learners found useful, and help learners make goals to implement these strategies. For example, ask students to come up with specific goals to document on the Language is a Puzzle Handout that they can measure over a period of time. For example, they may indentify a target number of domain-specific vocabulary words to learn in a week via gameplay. 

Notes:
Instructors may want to find a few games or make their own before instruction in case students have difficulty finding puzzles online.

The purpose of this activity is to prepare learners to engage in extramural (outside of the classroom) language learning via individual gameplay. It is appropriate for all proficiency levels.

Learning Objectives:
Learners will be able to:

• Identify a digital game that can be played in the target language that they want to explore
• Keep a log of gameplay
• Reflect on what they have learned during gameplay

Mode(s): Interpretive

Material(s): In-game Discourse video, Gameplay Log

Procedure:

1. As a group, watch the In-game Discourse video.
2. Either as homework or in class, provide time for learners to research games that are available in the target language that align with their interests. Try games2teach.uoregon.edu, gamesforchange.org, and even the App Store or the Play Store to explore games. Note that it may take some clicking to find all of the languages in which a specific game is available.
3. Provide learners with the Gameplay Log. Ask them to articulate one goal that they have over the next week related to gameplay (e.g., improve knowledge and use of domain-specific vocabulary or a particular grammatical structure that is likely in the game).
4. Either in or outside of class, provide time for learners to explore their game to determine whether it will support their goal. It is suggested that learners play and explore for about one hour. They may want to document their experience on the Gameplay Log.
5. Debrief as a group. Ask that each learner share their goal and game so that others may change games if they find their games to not be useful for their goals in Step 4.
6. Ask learners to finalize their goals and game and to continue (or begin) their Gameplay Log and document gameplay for a week. For most learners 15-30 minutes a day of gameplay should be more than enough time, but they should be aware that different games will require different types of time commitment.
7. After the week is up, either as a group or individually, ask that learners answer the reflection questions on the Gameplay Log.

This activity was designed for learners of all levels. It helps learners personalize and integrate the language learning process with their own needs to participate in and gain access to relevant online communities..
 

Learning outcome(s):
Learners will be able to:

• Identify and refine personalized language learning interests and goals
• Discover personally relevant opportunities to participate in the target language & culture
• Practice strategies for cultivating digital presence and community in online and hybrid spaces 

Mode(s): Presentational

Materials:
Developing Digital Presence & Community video, Digital Presence & Community Worksheet
Procedure:

1. Inventory: Have students complete the graphic organizer on the front of the Digital Presence & Community Worksheet to clarify the various communities they currently participate in. They will also explore ways of integrating their participation in online communities with the development of their L2 digital presence.
2. Inform: Watch the Developing Digital Presence & Community video. In the space provided on the worksheet, have learners record the 3 steps for developing digital presence and community. 
3. Experiment: Based on the information in the graphic organizer in Section 1, learners will draft a low-stakes experiment using Section 2 of the worksheet. It is key that students find their experiments to be personally relevant and engaging in order to integrate their individuality, the resources they have access to, and the process of developing community and digital presence. 
4. Extend: Once the experiments are conducted, learners can make predictions then reflect and repeat the process, refining and iterating and continue escalating their target language community participation and digital presence. The worksheet directs learners to do an in-depth reflection in six months, but teachers are encouraged to schedule checkpoints along the way.

This activity was designed for learners of all proficiency levels. It helps learners gain a critical understanding of texting and messaging conventions related to emoji. 

Learning outcomes:
Learners will be able to:

• Demonstrate understanding of how emoji are used in the target language
• Exchange information using texts that incorporate emoji

Mode(s): Interpretive, Interpersonal 

Materials: Texting and Connecting video, Emoji Notes Worksheet, emoji dictionary, SwiftKey Emoji Report summary

Procedure:

1. Observe & Describe:  Using the Emoji Notes Worksheet, ask learners to work in the target language with an emoji dictionary[i] to draw and describe three emoji they commonly use (or are familiar with).
2. Watch: Watch the Texting and Connecting video. Debrief as a class regarding the “folded hands” emoji. Discuss how they see this emoji being used and if they can imagine how other cultures might understand it differently.
3. Search & Describe: In pairs, learners will work together to find 4-5 target language texts (social media is a good place to start) in which emoji are used. They will note whether the emoji seemed to be used to imply consistent meaning across cultures on the Emoji Notes Worksheet.
4. Share & Compare: Each pair formed in Step 3 will join with another pair to discuss their findings..
5. Analyzing, Choosing, & Applying: Learners will use their phones or an online messaging platform (e.g., the chat feature in Zoom) to practice messaging each other in the target language. They should aim to incorporate at least 3 emoji they discussed in Steps 3 and 5.
6. Debrief/Wrap-Around: Learners will read this summary of the findings of a SwiftKey Emoji Report summary and will write a reflection on the Emoji Notes Worksheet in either the L1 (Novice-Intermediate Low learners) or the target language (Intermediate Mid and higher).

Notes:

• At Novice levels, it may even be helpful to constrain the possibilities to only one type of emoji (e.g., only emoji of people or those connected to nature).

This activity was created to support learners of all proficiency levels analyze artifacts in a culture they know well and  a culture where the target language is spoken. This activity supports the development of learners’ intercultural communicative competence.

Learning Outcome(s):
Learners will be able to:

• Compare and contrast an artifact from a target language culture(s) with a similar artifact from their own culture(s)

Mode(s): Interpretive

Materials: Compare and Contrast Artifacts to Improve ICC video, two artifacts (one from a  target language culture and one from one's own culture), Analysis Handout 

Procedure:

1. Watch the Compare and Contrast Artifacts to Improve ICC video.
2. Provide learners with an artifact from a culture that speaks the target language and a similar artifact from their own culture. Some potential artifacts include the following:
   1. Novice: Pick two print ads (one designed for students' own culture and one designed for a target-language culture) from the same multinational corporation. 
   2. Intermediate: Pick an excerpt from a graphic novel about a common theme from both a target-language culture and students' own culture.
   3. Advanced: Examine the same news story and how it is reported in an article or news report in a target-language culture and in students' own culture.
3. In groups of 2-4, ask learners to fill in the Analysis Handout. On this handout, learners will compare and contrast overt manifestations of culture (e.g., flags) in both texts as well as more subtle manifestations of culture (e.g., perspectives related to family).
4.  In Carousel/Gallery Walk format, learners will respond to each of the following questions (one per piece of paper on the wall (analog) or slide (digital)):
   1. What did you notice that was similar about both texts?
   2. What did you notice that was different of both texts?
   3. What cultural understanding did you gain from this activity?
   4. What understandings are you beginning to develop of the target-language culture we examined today?
5. As a group, debrief the Carousel/Gallery Walk responses. Ask learners to explain their thinking for the group.

Notes:

• There are many varied perspectives within a given culture. Take care during this activity to ensure that learners do not view the cultures examined as if all individuals within the group were homogenous.
• To keep track of what each group documents in Step 4, it is helpful to assign each group a distinct color (marker or font color) with which they should document their responses.
• To encourage as much target language use as possible, allow learners to draw responses to the questions in Step 4 when they are unsure of how to communicate their ideas.
• If you are unsure of all learners' culture(s), you can provide the target language artifact and ask students to find something comparable from their own culture(s) or region.

This activity was created to introduce language learners to the idea of intercultural communicative competence. It involves a four-step approach for evaluating texts in the target language.

Learning Objective(s):
Learners will be able to:

• Interperet explicit and implicit manifestations of culture embedded in texts from the target language. a language function with an intercultural lens. 
• Demonstrate understanding of intercultural nuances in the Interpersonal mode.

Mode(s): Interpretive, Interpersonal

Material(s): What is Intercultural Communicative Competence? video, example text in the target language (English examples: print ad (Novice), commercial (Intermediate), article  (Advanced), text that aligns with a target language function, example observation template

Procedure:

Day 1

1. Show learners the What is Intercultural Communicative Competence? video. 
2. In small groups of 2-4 learners, ask that learners brainstorm explicit and implicit manifestations of culture. They should create a visual representation of their brainstorm to share with the class. 
3. Each group should present their visual aid to the class. Each presentation should be no longer than one minute.
4. At the end of the presentation, provide input as needed. Clarify any misunderstandings and allow learners to ask questions.
5. Next, provide learners with a target language text in their same small groups from Step 2. Ask that they dissect the explicit and implicit manifestations of culture represented by the text. For Novice learners, this text might be largely visual (click here for an example in English). For more advanced learners, this text could involve increasingly complex language (click here for an Intermediate example in English and here for an Advanced example in English).
6. Discuss learners' observations as a class.

Day 2

1. Provide a target interpersonal function to learners. This language function should align with curricular goals and could be either a function that learners have already begun learning or a new function.
2. Explain that learners will be engaging in an Observe, Analyze, Practice, Extend routine.
3. Observe: Ask that learners observe 1-3 texts in the target language. As they observe, they will take notes on the vocabulary and structures that seem to be most important in the language function (see Step 1 of this Interpersonal Observation Form for an example template).
4. Analyze: Next, ask learners to analyze the text(s). Use Step 2 and Step 3 of this Interpersonal Observation Form.
5. Practice: Provide learners with the opportunity to practice the language function at hand. Depending on the function, learners may write (e.g., texting) or speak/sign (e.g., having a conversation in speed-date format or completing a jigsaw). 
6.  Extend: After practice, return to the final question on the example template. Ask learners what questions they still have and work as a class to answer and/or research the answers to those questions.

Notes:

• This activity can be adapted to other modes of communication. Interpersonal was suggested for Day 2, Step 1 in order to provide an example in the mode that most L2 learners report to be the most daunting.

This activity is designed to aid world language educators in the recognition of their stress responses and to support educators in cultivating a plan to mitigate stress.

Learning outcome(s):
Teachers will be able to:

• Identify at least one stress response they exhibit
• Articulate a plan for dealing with stress

Mode(s): Not applicable

Material(s): Recognizing and Responding to Stress video

Procedure:

1. Ask to meet with a trusted colleague for roughly 30 minutes. Before, or during, the meeting watch the Recognizing and Responding to Stress video.
2. Have an open conversation about one stress response you have noticed in one another. The response you discuss might be emotional (e.g., being easily agitated, feeling overwhelmed, and having negative feelings about yourself), physical (e.g., fatigue, GI issues, and pain), cognitive (e.g., worry, pessimism, and a lack of focus), or behavioral (e.g., procrastination, changes in routine, and changes in nutrition). 
3. Take two minutes to write a brief reflection on the stress response your colleague mentioned. Consider whether you notice the same response in yourself and the stressors that most contribute to the identified stress response.
4.  Share your reflections with one another. If you disagree with your colleague’s evaluation or are curious as to why they offered a particular stress response, ask clarifying questions. Collect more information about what motivated the colleague to mention it.
5. Settle on the stress response you want to spend time addressing and unpacking. Feel free to offer a distinct stress response from what your colleague mentioned.
6. Together, make a plan to deal with each of your stress responses. Consider (1) a daily promise to yourself designed to mitigate stress; (2) a way to remind yourself of the promise; and (3) a way to hold one another accountable. 

•    Some daily promises:
  • Setting home/work boundaries (e.g., a point in the day at which you will stop looking at work email)
  • Setting time to disconnect from your phone or other digital devices
  • Scheduling a time to walk, run, or do something else to improve your physical health
  • Scheduling a time for journaling or meditation
  • Creating a plan to incorporate more fruits and vegetables into your diet
•    Some ways to remind yourself of your daily promises:
  • Scheduling reminders on your phone 
  • Scheduling reminders on your digital calendar
  • Writing your plan on sticky notes and putting them near to where you get ready in the morning, where you look while working through the day, and where you get ready for bed
  • Putting an image that reminds you of your plan next to your workspace 
  • Creating a vision board about your plan
•     Some ways to hold one another accountable:
  • Sending a quick text or email when you complete your daily promise
  • Scheduling a weekly coffee to discuss your progress toward your promise
  • Using five minutes of an existing structure in your school day (e.g., shared planning time or lunch) to share how you are progressing toward your daily promise
  • Meeting to do something you enjoy (e.g., explore new restaurants or wander farmer’s markets) to discuss your promise

 Notes:

• Make sure to follow up with one another after completing Step 6. Be honest about what is working and what is not working for you, and adjust your plan and daily promises accordingly.

This activity was created for teachers wishing to engage in professional peer observation with colleagues. Teachers may choose to observe colleagues from the same discipline, or they may wish to work with colleagues from other disciplines.

Learning Outcome(s):
Teachers will be able to:

• Articulate a plan for observing a colleague using the Collaborate, Observe, Connect, Repeat protocol. 
• Observe a colleague
• Debrief observations with the colleague

Materials: Professional Peer Observation video, observation template (optional)

Procedure:

1. Collaborate: Find a colleague with whom you would like to engage in peer observations and watch the Professional Peer Observation video together. Set a time to observe each other for at least 20 minutes. Also, set a purpose for the observation. This purpose could be very general (e.g., input to help you realize and undestand your strengths), something specific related to an activity you are trying out or refining, or focusing on characteristics listed in an observation template. 
2. Observe: At the scheduled time, observe one another’s classes. As a reminder, make sure to spend at least 20 minutes observing. You may always observe longer, but you do not need to stay for an entire class period, unless the purpose you arrived at during Step 1 dictates that need.
3. Connect: Set a time to debrief your observations. This time should be comfortable for both of you. For example, you may choose to use shared planning time. Alternatively, you may choose to have lunch or coffee together while you chat. No matter the venue, make sure to mention the strengths you see in one another’s teaching, one or two questions you have for each other, and one idea you have for growth or expansion.
4. Repeat: At the close of this meeting, make sure to return to Step 1. Decide on a new time to observe one another and articulate your purpose for the next observation.

Notes: 

• Colleages do not have to work in the same school in order to complete observations. Recorded lessons or lessons delivered via webcast are fine to observe.
• When engaging in Step 3, feel free to utilize your peer’s strengths as a jumping off point for your idea for growth or expansion. A proficiency-oriented focus is motivating and is, typically, quite effective.

This activity is designed for world language educators who wish to participate in professional learning communities. It utilizes Catalyst, a free, online, social portfolio for language teachers.

Learning outcome(s):
Teachers will be able to:

• Complete a self assessment using the Catalyst tool
• Identify one goal based on the continual cultivation of strengths
• Give and get feedback on goals

Mode(s): Not applicable

Materials: Identifying Strengths for Growth video, Catalyst account.

Procedure:

1. If you have not already created a Catalyst account, go to https://catalyst.uoregon.edu/ to sign up. Set up your account.
2. Watch the Identifying Strengths for Growth video. Then, if you are a new user, browse the video tutorials (under “About” on the left side of the dashboard). Alternatively, you may use this link: https://catalyst.uoregon.edu/tutorials. 
3. Once you are ready, complete the TELL Self-Assessment on Catalyst (it can be found by clicking “Quick Assess” under “My Progress” on the right side of the dashboard. Alternatively, you may use this link: https://catalyst.uoregon.edu/quick-assess/). It is recommended that you choose to complete this self-assessment only for the domains you find most interesting and/or relevant to your practice. No matter your approach, as you are assessing, think about which of the indicators is a strength of yours that you want to continue refining.
4. Identify at least one strength as a goal within the TELL Framework by clicking the star icon as you self-assess. This selection will trigger a pop-up window that allows you to articulate your goal associated with the strength and your plan for achieving that goal.
5. Next, find a peer to collaborate with. You may either work with someone you already know or search for people with the same goals and strengths by finding “My Community” in the center of the dashboard and clicking “Add Members”.
6. Once you have connected with your peer, set up a 15-minute meeting to discuss the strength you want to refine and the goal you articulated in Step 3. Use a SMART goal framework to guide the meeting. The associated questions are below.
   1. Specific: What is the specific TELL Indicator you want to refine?
   2. Measurable: How will you measure success with that goal?
   3. Achievable: Are you sure your goal is achievable?
   4. Relevant: Why is the goal relevant to your practice?
   5. Time-bound: What is your timeline for achieving the goal?
7. During the time period you defined in Step 6, Question 5, upload evidence of your practice toward your goal on Catalyst. Agree with your partner to provide feedback a set number of times during that timeframe.
8. Meet again and reflect on how well you have grown your strengths!

Notes: 

• Throughout this activity, and particularly in Step 3, it is okay if you realize that you are not implementing all of the TELL Criteria in practice. Remember, TELL describes the multitude of skills and characteristics embodied by model world language teachers. Every teacher brings a different skill set to the table.
• Catalyst is a collaborative project developed by CASLS and Professionals in Education Advancing Research and Language Learning (PEARLL). Additional funds provided by the National Foreign Language Center have contributed to the improvement of Catalyst for STARTALK programs.

This activity was created to guide meetings related to the creation of a collaborative resource repository. These repositories are particularly useful in supporting vertical planning, horizontal planning, and planning among educators that teach less commonly taught languages. 

Learning Outcomes:
Teachers will be able to:

• Create a system for organizing resources
• Share resources within the system

Materials: Resource Repositories Video

Procedure:

Before Meeting

1. Form a professional learning community. This community can be departmental, by language learning level, and/or interdisciplinary.

First One-Hour Meeting

1. As a team, watch the Resource Repositories video. 
2. Begin by deciding what resources you want to share. Brainstorm together in a shared space (e.g., on a whiteboard or in a digital space like a Google Jamboard). List as many as possible and then circle those resources that everyone agrees upon. In world language departments, these resources might include syllabi, lesson plans, assessments, or unit plans. In interdisciplinary teams, these resources might include cross-curricular projects, program-wide initiatives, and any critical programmatic documentation.
3. As a team, decide how to organize the resources. Most teams will likely emplpy a two-tiered system (e.g., organized by unit first, and then by associated type of documentation). 
4. Select a digital platform to use to create the repository. This job can either be given to one person on the team or shared among multiple people working together. Some great organizational resources to check out include Google suite, Asana, and Trello.
5. Create the structure of the repository as a group. Use your organizing principles (First One-hour Meeting, Step 3) to develop file folders or planning boards.  

Second One-Hour Meeting

1. Begin uploading materials to the platform. While this step is likely to take around an hour the first time the team engages with it, future meetings devoted to uploading should be much shorter (15-30 minutes should be expected if the team revisits this step regularly).

Ongoing

1. Set aside one large (at least one hour) planning meeting a year to review what exists in the repository and to identify team goals for improving and or updating documents.
2. Maintain regular meetings for uploading the materials to the repository.

Notes:

• Some professional learning communities may wish to focus on one resource at a time. For example, instead of brainstorming all possible resources (First One-Hour Meeting, Step 2), the members of the team may instead decide to collect only the most critical resources at that juncture. 
• Try to incorporate repository planning and uploading efforts into regularly scheduled meetings. Department and other team meetings are a perfect venue to engage in this work while avoiding significant extra work for educators.

This activity was created to guide interdisciplinary planning meetings. It was designed to provide additional support for world language teachers lacking robust professional networks (e.g., a local world language department), but is appropriate for all world language teachers.

Learning Outcomes:
Teachers will be able to:

• Set a goal for an interdisciplinary team meeting
• Create a plan for instruction involving educators from other disciplines

Materials: Tips for Interdisciplinary Collaboration video

1.  Watch the Tips for Interdisciplinary Collaboration video. Identify three colleagues from other disciplines with whom you would like to collaborate towards augmenting the real-worldeness and applicability of your instruction.
2. Invite your colleagues to meet for 30 minutes. Identify a goal for the meeting (e.g., writing unit questions together, crafting interdisciplinary projects, or improving the real-world relevance of assessments) and share the Tips for Interdisciplinary Collaboration video so that everyone has some awareness of the protocol you will be using.
3. Begin the meeting by sharing your content with one another. Be sure to explain the overarching relevance of the content in terms of the ultimate success of your curriculum. Here, consider the relevance of the language content in terms of function, overall communicative competence, and/or central concepts related to communication. For example, if you are teaching a unit with adjectives, consider how the use of adjectives are used functionally (e.g., the creation of compelling descriptions in advertisements).
4. After everyone has shared, make sure to summarize the importance and relevance of the content they shared in your own words to verify understanding.  Provide clarification as needed.
5. Finally, begin work related to the goal selected in Step 2. Work together to discuss how your descriptions in Step 3 relate to one another as you refine and repurpose the project, unit questions, or assessments you are considering.

This activity was created for language learners of all proficiency levels. It invites learners to consider idiomatic expressions and to select one or two to include in their writing in an effort to improve their output.

Learning Outcomes:
Learners will be able to:

• Demonstrate understanding of what an idiomatic expression is
• Incorporate at least one idiomatic expression in their writing

Mode(s): Presentational

Materials: Using Idiomatic Expressions to Improve Writing video, a list of five to ten idiomatic expressions in the target language

Procedure:

1. As a group, watch the Using Idiomatic Expressions to Improve Writing video. 
2. Ask learners to brainstorm idiomatic expressions they already know. For Novice learners, allow them to offer examples in the L1. More advanced learners will likely be able to offer L1 and L2 examples. Document the brainstorming session on a shared digital space (e.g., Google Doc) or a shared analog space (e.g., butcher paper). 
3. Next, provide learners with five to ten idiomatic expressions in the target language (these can come from the brainstorming session or can be newly introduced). Allow learners to predict the meaning of each expression before providing the meaning yourself.
4. Form small groups of learners (three or four group members is ideal). In face-to-face contexts, ask learners to write each idiomatic phrase on a small slip of paper (one phrase per slip). In digital contexts, ask that learners use the chat function within video conferencing to make sure that they all have the list. 
5. Next, one learner in each group will select an idiomatic expression (by drawing a slip in face-to-face contexts or picking from the list in online contexts). The learner will have one minute to draw an image of the idiomatic expression. The other group members must try to guess it.
6. Rotate learners acting as drawers and repeat Step 5 until all idiomatic expressions have been reviewed. Next, ask learners to identify one idiomatic expression they would like to use in their writing. Remind them about the video from Step 1 and that the use of idiomatic expressions is one strategy for making their writing more expert-like.

This activity was created to support langauge learners of all proficiency levels in understanding how to use dictionaries to support their writing and communication. The activity begins with a consideration of what to pay attention to within a given entry or set of entries and ends with circumlocution practice to lessen learners' dependence on outside resources.

Learning outcomes:
Learners will be able to:

• Identify clues within a dictionary that given insight into appropriate word choice
• Demonstrate development of circumlocution skills 

Mode(s): Presentational

Materials: Using Dictionaries in Presentational Writing video, a dictionary entry or page of entries

Procedure:

1. Think of a word in the L1 that has multiple meanings. Ask learners to brainstorm all of the possible meanings of the word (e.g., the English word fly is both a noun and a verb). 
2. Ask learners to explain how they know the intended meaning of the word when it is written or spoken. Possible answers could include imagery (e.g., from advertisements, memes, or the like), contextual clues within an utterance, or an understanding of the general topic being written about or discussed. 
3. Show learners the Using Dictionaries in Presentational Writing video. Have them look at an entry in a dictionary (of the word discussed in Step 1) and identify the various clues that exist that help them understand the most accurate word to select when using the source. Mark the entry (In online contexts, use a tool such as a Google Drawings or a PDF editor. In face-to-face contexts, learners may mark a paper copy of the entry) to indicate important clues mentioned in the video including part of speech, example sentences, and the variety of possible definitions at play.
4. Provide an example sentence in the target language with a blank for each use of the word discussed in Step 1. Ask learners to identify the most appropriate use of the term for each blank.
5. Next, ask learners whether they needed a dictionary at all to communicate the meaning of the word. Brainstorm possible synonyms or ways to circumlocute the word for each possible meaning.
6. If time allows, give learners the opportunity to play circumlocution games. Explain that the purpose of the games is to support learners in communicating using only the words that they know and to lessen their dependence on outside resources such as dictionaries.

Notes:

• In Step 2, it may be necessary to use a dictionary in the L1 and the L2, or it may be appropriate for your learners to use a dictionary that is completely in the L2. For example, if the word is difficult for learners because one word in the L1 has multiple L2 translations, a dictionary in both languages might be the most appropriate source. However, if the the word is difficult because it has multiple construals in the L2, a dictionary in the L2 might be the most appropriate source.
• Improve the learner-centeredness of Step 3 by having learners look at a page of entries and identify the categories themselves.

by Tigre Lusardi, CASLS Graduate Intern

This activity was created to help learners use what they know about language patterns to predict what unknown words might be while writing in the target language. It is suitable for learners of all levels.

Learning outcome(s):
Learners will be able to:

• Identify morphemes or radicals, root words, and/or prefixes and suffixes of target words.
• Brainstorm possible related words given a set of root words, prefixes and suffixes. 

Mode(s): Presentational

Material(s): Predict Words as You Write video, list of 8-10 sample words in the target language that are related to current curricular themes or units, blackboard or shared Google suite space (e.g., Google Doc, Jamboard, or Google Drawing)

Procedure:

1. Ask learners to think about what they usually do when they are writing in the target language and realize that they don’t know a word that they want to write. Elicit the strategies they typically use (e.g., look the word up, think about words that might be similar, or ask someone else what word to use). Write the strategies on the board (or on Google Jamboard for online classes), and then read strategies one by one and ask learners to raise their hands for the strategies they use the most.
2. Next, show learners the Predict Words as You Write video. Have learners write down the three steps mentioned in the video. After watching the video, ask learners to name the three steps .
3. Write a list of 8-10 sample words on the board. Ask learners to explain what a morpheme or radical is (as stated in the video). For each word on the list, have the class break the word into parts (e.g., morphemes). Mark parts by putting a slash in between each in the words written on the board.
4. Ask learners to explain what root words or radicals and, if relevant to the target language, what prefixes and suffixes are. Have learners brainstorm at least 6-8 root words or radicals and as many prefixes and suffixes as they can name. Write these on the board and have learners write them down.
5. Next, have learners work in small groups to assemble possible words by working with the brainstormed list.
6. As a whole group, review the list of words groups have made. Circle any words that multiple groups listed.
7. Ask learners to verify their predicted words by looking them up, and lead the group in a discussion regarding their perceived utility of the strategy of predicting words when writing.

Notes:

• For step 4, if preferred, provide pre-selected root words, prefixes, and suffixes on cards or slips of paper and hand one batch to each group. Learners will use the cards like puzzle pieces to assemble longer words.