This 11th grade Spanish class in McLean, VA has been studying the topic of vacations. Today's lesson focuses on an exchange of information as the class prepares to read a letter from students in Chile and advise them of key attractions in the United States. Ms. Pettigrew's larger goal is to strengthen her students ability to work with authentic materials and communicate about topics relevant to their lives.
In the lesson presented in this video level four students, level two students, and level three students will have a class together on the topic of directions. Since the level two students are learning about directions, where "what is, " and what you find at "what place." And the level three students, they are writing about a restaurant. They will recommend a restaurant. Where is this restaurant? And the level four students, work on the topic of what is the new direction of literature.
This level three class in McLean, Virginia, has been working throughout the year on developing more complex language skills. In today's lesson, Ms. Tulou introduces the conditional tense, using carefully organized activities, she guides them through how to create this new structure, to better express their ideas about community life - near and abroad.
Meghan Zingle teaches tenth grade, Level Two Spanish, at Glastonbury High School, in Glastonbury, Connecticut. Today's lesson focuses on 'Guernica', a painting by Pablo Picasso. Through examination of symbols, accompanying text, and each other's interpretations, students are able to put the painting into both, a personal and historical perspective.
At the start of this tri-level class, the level four students work independently, translating a passage from Virgil. Simultaneously, the level two and three students are guided through an activity to distinguish between translation and interpretation using works from Cicero and Mozart. The whole class then comes together to create their own versions of Latin manuscripts, and to make historical connections.
Yvette Heno teaches level four and five French to a combined class of sophomores, juniors, and seniors at Westside High School in Houston, Texas and for this performance class, Ms. Heno designs her curriculum with a range of activities that will further develop the students' language proficiency and cultural competence while alsopreparing them for the AP exam.
In today's lesson, these Level Five Spanish students assume the roles of various Latin American artists and form opinions on whether or not to exhibit their works in Spain. Ms. Langer de Ramirez encourages a blend of communication skills in her classroom as students interpret an authentic letter and use their interpersonal skills and eventually take sides in a formal presentational debate.
This level three and four class is in the middle of a multi-tiered project on the regions of Japan. The students are learning to readily identify and discuss famous Japanese landmarks and locations. To help the students build proficiency in the language, Mr. Azama guides them through a variety of animated activities. The culminating assignment will be to create Japanese travel brochures and a promotional video commercial of Japan.
This focuses on a Spanish Two level class of mostly Freshmen. The goals for today's lesson were for students to reflect on some cultural aspect from the African presence, to reflect and to continue practicing and gaining more confidence with their oral skills.
The purpose of the class today was to give the students a chance to create something that another Russian speaker would understand tying in with our theme of Russian cities and Russian geography and also to begin to realize what some of the things are that you can see in these various cities. This class is a mix of Russian 1 and Russian 4 students. Russian 4 has all heritage learners, all students who were born in some part of the former Soviet Union. Two of them actually have a first language of Ukrainian and then Russian. I design it so that most of the time they're working on separate units, separate projects.
Engaging with communities, the final session of the Teaching foreign languages Workshop, explores the topic of community. Researcher Patsy Lightbown, Professor Emeritus of Concordia University in Montreal, joins University of Pittsburgh Professor Richard Donato, Milwaukee, Wisconsin teacher Pablo Muirhead, and Newark, Delaware teacher Davita Alston to discuss the meaning of community, how to access community within and beyond the classroom, and the role of heritage speakers in the classroom.
In this first session of Teaching foreign languages workshop, Vanderbilt professor, Virginia Scott will discuss the interpretive mode of communication and how it can play out in the classroom. Professor Scott will join University of Pittsburgh professor Richard Donato, New Hyde Park, New York teacher Michel Pasquier and McLean, Virginia teacher Lauri Dabbieri to discuss: What is text? What is interpretation? At what level can interpretation begin? Can there be multiple interpretations? And how is the interpretive mode assessed?
In the second session of the Teaching foreign languages workshop Person to person, Professor Joanne Kelly Hall from Pennsylvania State University will discuss the interpersonal mode of communication. Professor Hall also joins University of Pittsburg Professor Richard Donato, Brookline Massachusetts teacher John Pedini, and McLean, Virginia teacher Fran Pettigrew to explore the importance of classroom interaction, how different patterns of classroom talk encourage or discourage meaningful student communication, and how teachers can enhance the level of talk in their classrooms.
Session five of the Teaching foreign languages workshop Rooted in Culture, explores how both language and culture are an integral part of the foreign language classroom. Professor Alvino Fantini from the School for International Training, in Brattleboro, Vermont, discusses the importance of being sensitive to native cultures, perspectives and behaviors. Alvino Fantini is joined by University of Pittsburgh professor, Richard Donato, and teachers Lori Langer de Ramirez of New Hyde Park, New York and Leslie Birkland from Seattle, Washington. Together they examine: How culture can be integrated into instruction? The challenge of discussing cultural perspectives; and how teachers can develop a greater sense of Intercultural competence in their students?
The fourth session of the Teaching foreign languages workshop Subjects matter, focuses on the Connections Standard. Researcher Patsy Lightbown, Professor Emerita of Concord University, in Montreal, discusses the balance between language and meaning, in a content-based instruction classroom. Patsy Lightbown is joined by University of Pittsburgh Professor Richard Donato, and teachers Jai Scott, of Columbus, Ohio, and Yo Azama, of Salinas, California.
Session six of the Teaching Foreign Languages workshop, Valuing Diversity in Learners, addresses how teachers can better understand the diversity of students in their classrooms. Researcher Marjorie Hall Haley, associate professor at George Mason University in Virginia, will discuss characteristics of diverse learners in a standard spaced foreign language classroom. Marjorie Hall Haley is joined by University of Pittsburgh professor Richard Donato and teachers Debra Terry from Springfield, Massachusetts and Barbara Pope Bennett from Washington DC. Together they examine the wide range of diverse learners in their classrooms, explore what kinds of instructional strategies work best to accommodate diversity, and discuss how understanding research can help teachers meet the needs of diverse learners.
To help further the understanding of current issues in assessment, this program will address the rationale for re-thinking assessment. Examine an integrated performance assessment, or IPA, in Springfield, Massachusetts, view a case study of a level four French and Spanish performance task in Nanuet, New York, and see an example of backwards design in a California middle school French class.
These level one grade five students are working under the theme of the family and the home. The lesson begins as Miss Terry guides a small group of students through a family tree project using authentic materials and making cultural comparisons. A few weeks later, in class, Miss Terry calls on the student's prior knowledge of family members to build new learning about various rooms and activities in the home.
The students in this Level Three Spanish class are part of an international baccalaureate program. Today's lesson explores the idea of morality through authentic Latin American literature. The objective for the lesson today is to give the students an opportunity to analyze a piece of authentic literature and relate it to their own individual and personal experiences.
This video looks at the standards for teaching and compares them to the five Cs, communication, cultures, connections, comparisons and communities. It includes a few examples from the classroom and talks to many teachers about why they made choices to put more emphasis on particular aspects.