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Contentid: 24315
Content Type: 1
Title: Using "Wheels of Aurelia" for Language Learning
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From https://games2teach.uoregon.edu

CASLS' Games 2 Teach blog is dedicated to developing game-mediated foreign language literacies. In our latest post, Zach Patrick-Riley reviews the game "Wheels of Aurelia." This road-trip game is good for increasing travel-related vocabulary, developing pragmatic competence through interactions with individuals from a variety of backgrounds, and as an opening experience for project-based learning. 

Read this review at https://games2teach.uoregon.edu/learn/whats-new/


Source: CASLS
Inputdate: 2017-12-13 14:21:55
Lastmodifieddate: 2017-12-18 03:54:58
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Publishdate: 2017-12-18 02:15:02
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Contentid: 24316
Content Type: 1
Title: 10 Tips for Differentiating Instruction for Gifted Students
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Watch a video to explore these ten tips for differentiating instruction for gifted learners:
 
• Start with clear learning goals, and keep those in mind as you design alternate activities.
• Use pre-assessments and formative assessments to determine which students need more challenging tasks.
• Be flexible – having students working on several different tasks in one room is a big paradigm shift for teachers.
• Focus on higher levels of Blooms – more apply, analyze, evaluate, and create, less understand and remember.
• Four areas to differentiate: First, content – what students are learning, or how deep they go into a theme.
• Second: product – how students demonstrate their learning.
• Third: process – how material is presented, what questions are asked, what activities students complete – gifted students need practice in making informed, logical, and appropriate uses of information rather than practice in simply acquiring it.
• Fourth: learning environment – gifted students thrive in a learner-centered classroom that is interactive, focused on student interests, and where the teacher is the coach, not the final authority.
• Vary grouping – sometimes heterogeneous, sometimes homogeneous.
• Promote independence – encourage self-reflection, learning from mistakes, and collaborative learning.
 

Source: Lugar para pensar
Inputdate: 2017-12-13 14:22:38
Lastmodifieddate: 2017-12-18 03:54:58
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Contentid: 24317
Content Type: 1
Title: Focusing on Community in the Elementary Classroom
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Community is one of the 5 C's that make up the world-readiness standards for learning languages (https://www.actfl.org/publications/all/world-readiness-standards-learning-languages). Get ideas for how to work on this standard in an elementary language classroom in this recent blog post: http://senoraspeedy.blogspot.com/2017/12/building-community-in-fles-classroom.html


Source: Señora Speedy
Inputdate: 2017-12-13 14:23:16
Lastmodifieddate: 2017-12-18 03:54:58
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Publishdate: 2017-12-18 02:15:02
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Contentid: 24318
Content Type: 1
Title: Getting Started with Metacognition
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Our December InterCom theme is learner reflection. Here is a nice article introducing metacognition and its importance for learners, including the importance of reflection in the process: https://cambridge-community.org.uk/professional-development/gswmeta/index.html


Source: Cambridge International Examinations
Inputdate: 2017-12-13 14:23:57
Lastmodifieddate: 2017-12-18 03:54:58
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Contentid: 24319
Content Type: 1
Title: Writing Strategies
Body:

From https://movingwriters.org

Here are three techniques for when students know what they want to say, but they're not happy with how they've said it, or they're not sure how to express it. These are most useful for students at intermediate proficiency or above.

Available at https://movingwriters.org/2017/11/27/3-techniques-for-students-who-know-what-they-want-to-say-but-not-how-to-say-it/


Source: Moving Writers
Inputdate: 2017-12-13 14:24:34
Lastmodifieddate: 2017-12-18 03:54:58
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Contentid: 24320
Content Type: 1
Title: Using Google Tour Builder in Language Class
Body:

From http://www.secondaryspanishspace.com/

Jen Shaw discusses several different reasons to try Google Tour Builder in your language classes and provides some tips in this recent blog post: http://www.secondaryspanishspace.com/2017/11/google-tour-builder-virtual-field-trips.html

Tour Builder is available at https://tourbuilder.withgoogle.com/


Source: Secondary Spanish Space
Inputdate: 2017-12-13 14:25:13
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Contentid: 24321
Content Type: 1
Title: Blog Post: Communicative Language Teaching Has Made Me Love My Job
Body:

From http://workingtowardproficiency.blogspot.com/

Timothy Chavez, a relatively new language teacher, talks about his movement from teaching grammar to teaching thematic units with a communicative approach and the new joy he has in his job. He writes, "With thematic units, I feel like the students are acquiring the language as we discuss a painting, an artist, a product, a practice, a different perspective, a similar perspective, a musician, etc. as opposed to just learning grammar. The students and I are learning so much more, and class is fun! Another reason to be happy! We just have so much to talk about! I look around my class, and I watch all my students speaking with each other in Spanish, and I can't even keep up with all of the conversations. How can I not love my job when I am surrounded by that?!"

Read the full blog post at http://workingtowardproficiency.blogspot.com/2017/12/communicative-language-teaching-has.html


Source: Working Toward Proficiency
Inputdate: 2017-12-13 14:25:56
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Contentid: 24322
Content Type: 1
Title: Nat Geo Mapmaker Kits
Body:

Download these free maps from National Geographic to decorate your classroom. Sizes vary from one-page outline maps to mega maps that can fill an entire wall or floor, but they all print on regular-sized paper to be assembled in your classroom

Browse the mapmaker kits ta https://www.nationalgeographic.org/education/programs/nat-geo-mapmaker-kits/


Source: National Geographic
Inputdate: 2017-12-13 14:26:25
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Contentid: 24323
Content Type: 4
Title: Why Study a Second Language?
Body:

In this weeks Topic of the Week article, Linda Forrest discusses factors that promote success in dual language immersion programs and in immersion programs in general. This survey of the importance of some of these factors to individual students can guide them in reflecting on and better articulating their own reasons for learning a second or heritage language, possibly leading to increased motivation and stronger retention in language programs. 

Objective: Students will be able to articulate their reasons for learning a second language that are most important to them.

Materials needed: Reasons to Study Another Language survey, My Language Learning Intentions worksheet

Procedure:

  1. Model the beginning of the reflective process by telling students some of the reasons you chose to study a second language. Write one or two key reasons on the board.
  2. Solicit 3-8 additional reasons from volunteers in the class.
  3. Distribute the Reasons to Study Another Language survey to students and have them complete it.
  4. Ask volunteers for any other reasons that they wrote at the bottom of the survey or have thought of.
  5. Distribute the My Language Learning Intentions worksheet and have students complete the first three sections.
  6. Put students into small groups and have them discuss their responses on the worksheet. Encourage students to add more reasons, barriers, and strategies that arise from the small-group discussion to their worksheet.
  7. Have students, on their own, complete the final question on the worksheet. There are several ways to use these final statements:
    1. If you wish to display or share students' statements, tell them of your intentions ahead of time. Students' statements could be written on cards to display in the classroom or on a school bulletin board.
    2. If students keep a language learning journal (one example is described here), they can include their statement near the front of it. If students use Linguafolio Online, they can include this statement in the Biography section of their Profile. 
    3. You can have volunteers read their statements to the class and point out the diversity of reasons to learn another language.
    4. You can use this reflective activity and students' statements as a lead-in to more formal goal-setting with your students; here are some suggestions for formulating SMART(ER) goals: http://caslsintercom.uoregon.edu/content/20775

Source: CASLS Activity of the Week
Inputdate: 2017-12-19 17:34:05
Lastmodifieddate: 2018-01-01 03:55:37
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Publishdate: 2018-01-01 02:15:01
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Contentid: 24324
Content Type: 1
Title: New Issue of Perspectives, from the National Association for Bilingual Education
Body:

Volume 40, Issue 2 of Perspectives, a publication of the National Association for Bilingual Education, is available online at http://www.xcdsystem.com/nabe/files/NP_Vol40_Issue2_2017_R3.pdf. The focus of this issue is "Promise and Challenge in Dual Language Programs."


Source: NABE
Inputdate: 2017-12-20 15:04:02
Lastmodifieddate: 2017-12-25 03:49:52
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Publishdate: 2017-12-25 02:15:01
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