Embedded Files
Applies knowledge of research-based methods and strategies for teaching foreign languages and cultures to the design of developmentally appropriate learning activities for students with diverse learning styles, interests and linguistic backgrounds.
Applies knowledge of research-based methods and strategies for teaching foreign languages and cultures to the design of developmentally appropriate learning activities for students with diverse learning styles, interests and linguistic backgrounds.
EVIDENCE #1: Performative Assessment Tasks employing Communicative Language Teaching (CLT)
DESCRIPTION: This lesson, for a High School French I class at Middlebury High School, uses a Communicative Language Teaching strategy. The main principle of this approach is to have learners interact with the content, to encourage them, offer them avenues to connect with it. For this introductory lesson around the theme of Home, much CLT took place.
ANALYSIS/REFLECTION: As this was an introductory lesson for a French I class, high school level, I wanted to get students excited about the material and really interacting with it.
Before the writing and drawing formative assessment task, we reviewed together much new vocabulary. Again, in accordance with communicative language teaching (CLT), or the communicative approach, emphasizing interaction as both the means and the ultimate goal of, I provided only positive feedback and accepted students' errors. This encourages them to accept mistake making, as is encouraged in the novice and intermediate levels of the ACTFL Standards. These National Standards for Learning Languages, have recently been revived after 15 years of implementing them. The main reason for the update was to articulate what language learners would do to demonstrate progress on each Standard.
The learning objective was for them to be able to recognize and write the names of objects in a home.
This evidence meets this standard of utilizing a research-based method for teaching French and engaging students with diverse learning styles, interests and linguistic backgrounds. As I develop as a teacher, I would like to learn more about this methodology as the concept of accepting students' errors (or most of them,) is new to my teaching practice.
EVIDENCE #2: Task-Based project incorporating verbal, written and visual understanding.
DESCRIPTION: This task-based learning strategy, focused on the completion of a specific task using French: to produce an inspirational poster in French. This was for 8th grade French students I taught at Edmunds Middle School.
ANALYSIS/REFLECTION: Students worked in teams to complete this project, which is a principle of task-based learning. They used a variety of resources to create their posters including magazines I brought in, on-line research and hands-on art materials. They used vocabulary they knew and were encouraged to incorporate new vocabulary.
According to educational researcher Richard Frost in Task-based Approach, (British Council, Teaching Kids section, May 2008), "The lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it."
I introduced the topic and gave students clear instructions on what they will have to do at the task stage and helped students recall some language that may be useful for the task. (known as the pre-task phase). The task phase included completing the task groups using the language resources that they have while I circulated and supported the groups. Pictured are groups working together planning and then shown are their final products. They presented these to the class in French.
Little error correction was provided and if so, it was done as a "recast," a term I learned from Madame Steele. This is a technique used in language teaching to correct learners' errors in a non-obtrusive fashion so that communication is not interrupted. So, for example, I will repeat the error back to my student in the corrected form This was a one-week, 5 class project. While activities are related to a communicative strategy, they are always based around a specific theme and task.
This evidence demonstrates my mastery of applying knowledge of a foreign language teaching strategy as I designed a developmentally appropriate learning activity to engage diverse learners, get them moving around, interacting and using both written, drawing and verbal skills. The lesson provided several ways for learners to demonstrate their knowledge.
Google Sites
Report abuse