Discover%20What%20Works%20in%20the%20Classroom%20of%20the%20National

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Discover What Works in the Classroom of the
National Language Teacher of the Year Ray
Clifford, ACTFL President  Marty Abbott, Director
of Education, ACTFL Mara Sukholutskaya, SWCOLT
Representative to ACTFL Janet Glass, ACTFL
National Language Teacher of the Year
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THE GOAL Sustaining conversation

THE THEME A visit from Don Quixote
THE MEANS
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scaffolding
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and motivation
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VYGOTSKY - Scaffoldingthe expert
takes control of those portions of a task that
are beyond the learners current level of
competence, and allows the learner to focus on
the elements within her/his range of ability
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Scaffolding Scarcella and Oxford, 1992
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Motivation Stephen Krashen

• . . . acquisition can only occur in the presence
  of certain affective conditions i.e., the
  learner is motivated, self-confident, and has a
  low level of anxiety.

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Talk with Don Quixote!
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Don Quixote walks off the page and into our
lives. After reading about this world-renown
Knight, we have some questions. Ask him about
his triumphs among the kings and queens and
castles of La Mancha. Find out why he launched
the attacks. Always curious about people, he
wants to hear about our lives. Well be
ready! Of course, he only speaks Spanish.
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• How the world has changed since the 1600s!
• The Great Knight will be amazed by what we tell
  him about ourselves and our classmates.
• Wait, how well do we really know our classmates?
  Lets get to know them
• better.
• Youre going to talk with three different
  classmates and try to get to know a lot about
  what they like to do.
• Find out where they like to do it and when.
• Alone or with someone else? With whom?
• Is there a special reason they enjoy it? What
  else do they like?

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Practice Grammar Through Games
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and through stories
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The Task

• Each person will pick a name out of the basket.
  Announce the name to the class. ( No reactions,
  please!) Now that person is taken.
• When everyone has a partner and you hear the
  signal, walk over and start a conversation about
  what each other likes to do.
• You will get another signal in 3 minutes. Stop.
  Sit down.
• Share with the class something new you just
  learned about your conversation partner.

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Before we begin

• Well see a few clips of last years
  conversations.
• Well also look at the rubric so youll know how
  to do your best.

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Think about Can you say everything you need to
say? If not, what can help you get prepared?
What will you say if you dont understand your
partner? What will you do if your partner
misunderstands you? How can you fill a gap in
the conversation? Is there something we could go
over in class, in groups, for homework that
might help you?
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The Rubric - Interpersonal
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• For more examples of rubrics based on
  performance, please go to
• http//flenj.org/CAPS/?page149

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The Video Clip
Isabel David Videoclip.WMV
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Information-exchange tasks

• Which of these language functions did you see in
  the video?
• Ask about preferences
• Express likes and dislikes
• Express interest in the speakers statement
• Comment on statements
• Express surprise or approval
• Follow-up questioning
• Ask for repetition or clarification
• Express lack of understanding

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Para comunicarse
Look at this sample from a high school text
book. What language functions do you see in this
exercise? Is it possible to complete it
without regard to meaning? Draw a conclusion
about student investment in the activity.
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Lets compare

• In which activity do students see the long term
  goal?
• Are learners invested in the results?
• Do students have a say in planning the
  scaffolding they need?
• While in pairs, do learners have opportunities to
  take on a variety of roles such as teacher or
  resource ?
• Which activity has more of a social component?
• Is the exercise mechanical or meaningful?
• Does the exchange build towards proficiency?
• Which could accommodate a native speaker? A
  student with learning disabilities?

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Motivating tasks

• Lets look at some other motivating tasks

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Webquest El Dia de los muertos
              

• Read an introduction to the celebration.
  Underline in red all the words that relate to
  negative feeling. In blue, underline the positive
  feelings.
• http//www.acabtu.com.mx/diademuertos/panteon.html
  
• http//www.acabtu.com.mx/diademuertos/altar.html
• http//www.quia.com/jg/536069.html
• Choose a page that describes a holiday in the
  U.S. and another in Mexico. Use a T chart to
  compare the two holidays.
• www.azcentral.com/ent/dead/video
• http//www.mexicanmuseum.org/membership/article_ne
  ws.asp?articlekey205languagespanish
• http//www.plaoar.edu/library/displays/Octpber2001
  /default.htm
• http//travellady.com/articles/articles-diamuertos
  .html
• For more resources by the author of this
  webquest, Lori Langer de Ramírez, go to
• www.miscositas.com

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• Look at some prints of the artist Jose Guadalupe
  Posada. Choose your favorite and describe it
  using five adjectives
• www.hawaii.edu/artgallery/posada/Calaveras/Index.h
  tml
• www.mexconnect.com/mex_/feature/muertos/ph146posad
  a.html
• http//ashleysherry.tripod.com/halloween/posada.ht
  ml
• Choose a site for e-cards about Dia de los
  Muertos. Send your teacher a greeting.
• www.azcentral.com/postcards/ViewPostcards.php?cate
  gorylD9

• www.deepestfeelings.com/holidays/day_ofthe_dead/in
  dex.shtml
• http//browse.postcards.org/postcards/cards/1136
• http//acapulco2000.com/cgi-bin/pc.cgi?halloween
• Follow a recipe and bring in the results to share
  or make a craft project and bring it to class
• http//pbskids.org/mayaandmiguel/espanol/parentste
  achers/lessonplans/celeb.html
• www.univision.com/content/content.jhtml?cid4437
• www.geocities.com/Athens/Acropolis/1506/sugar.html
  

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Research the Monarch butterflys migrations from
Canada to Mexico. How is this migration
threatened? Create a public service video to
inform people. Send it to a Spanish language TV
station or post it on Youtube.

• Lee el artículo La migración de la mariposa
  monarca
• Consulta http//www.learner.org/jnorth/monarch/
  index.html.
• Dibuja el camino de la migración de la monarca
  en el mapa.
• Cuáles son los estados de los Estados Unidos
  donde vuelan las mariposas?

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• For units based on integrated performance
  assessments on the Monarch butterfly and urban
  parks, please go to
• http//www.nj.gov/education/aps/cccs/wl/
• frameoworks/wlo/