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Teaching Standard 3.2
Teaching Standard 3.2
The teacher manages the learning environment to engage learners actively.
The teacher manages the learning environment to engage learners actively.
EVIDENCE #1: French I High School Geography Lesson/ Engaging Learning Task. Please see: Slide show presentation used in the class, world map and short video of the interactive learning segment of the class.
DESCRIPTION: In the Winter of 2019, during my teaching internship with Madame Michelle Steele, French teacher at Middlebury High School, I created and taught this lesson. This was an 80 minute class of approximately 20 students. This lesson involved Geography and Francophone cultures/countries worldwide. I first opened up the lesson with a brief discussion of, "What is Geography?" Next we went through the slide show, which you can click on and enlarge to view. Slide 2 outlines the lesson's objectives. The essential question is, What is La francophonie? The students' learning objectives included: being able to define what is" la francophonie," to identify and describe different types of geography, to represent visually different types of geography, to utilize the phrase, "Que'est-ce que c'est." The final part of class involved an interactive written and verbal learning game, aligning with the instructional objectives.
ANALYSIS/REFLECTION:
While interning with Michelle Steele I observed many classes, planned and taught several lessons within classes and then planned and led classes for French 1, French 2 and AP French. She observed this class and provided helpful feedback at the end. When going over different types of land categories and creating a vocabulary list together, she suggested I start out with giving them an example or two. She also noted that it was helpful in terms of pronunciation to have them repeat me as I did for the phrase, "Qu'est-ce que c'est."
This was a successful class and the instructional game had much participation and laughter in guessing what their classmates drawings were-in French, the target language. Students were to choose one or two geographical terms they had come up with as a class and that I had written on the board for them to copy, for example, "un lac," or "une montagne." They were provided colored paper and pencils to select those of their choosing to illustrate their term. Then taking turns, one learner stood up with their drawing, asking the class, "Qu'est-ce que c'est?" The student who replied, then went next. Thus, this lesson and activity as evidence meets this teaching standard of managing the learning environment to engage learners actively. As I grow as a teacher, I plan to develop more instructional activities using a participatory approach.
EVIDENCE #2: Elementary French Class T-shirt project and "chanson".
DESCRIPTION: This was a project based learning activity at Champlain Elementary School in Burlington, Vermont in the spring of 2018 for my French After School Class. The theme of the class was greetings and the t-shirts were comprised of an inspirational phrase on the front with the learner's name and the phrase "je m'appelle" on the back. The song is a version of a good bye song we did at the end of each class.
Chanson_ChamplainElemstudents.MOVANALYSIS/REFLECTION: The evidence used here is from an elementary level French class I taught for 2nd-5th grade students. The classes were 90 minutes long, with a 20 minute snack break we took together and did much food focused language practice.
The class ran from February 6 - April 18, 2018. It started out with 20 students and as spring arrived and other activities started, became smaller. Here is the course description:
French on Wednesdays at 2:00-3:30 in the Art Room with Maggie StandleyGet your flying gear and imagination caps on as we soar into the world of The Little Prince, “Le Petit Prince.” Our French classes are fun and creative, infused with art, music, and dance. Ms. Standley, an experienced French instructor and owner of Wingspan Studio, has led BSD after-school and summer programs for many years. She looks forward to working with students on a simple french language curriculum.
This was a project that occurred over two classes. During the first class, the outline and instructional purpose of the lesson was outlined on the dry erase board and verbally. I linked it to the greetings we had been working on at the beginning of each class. For these elementary level French classes, we began each class in a circle standing up. I taught the eager French learners a welcome song accompanied by body movements. We then would proceed with tossing a ball around the circle while practicing the numbers and alphabet in French. The next part of our opening class routine consisted of movement exercises and greetings practice with a partner. Movement played an integral part of this French class for 2nd-5th graders. Included here in the evidence is a clip of our goodbye song, embedding the "je m'appelle" language learning at the beginning of the song.
Toward the end of the class session, I planned a special custom t-shirt project. I purchased white t-shirts and fabric markers to work with. The learners participated enthusiastically and during the first class brain-stormed inspirational words and/or phrases to write on the front of the t-shirts and created designs on paper. These were to be accompanied with drawings and designs as well.
In terms of instructional resources, each student was given a pocket folder at the beginning of the course to decorate and keep track of handouts as they were used. While students did not have access to computers during our class, they had multiple resources in their folders to reference. I also circulated and provided input and support. According to The Danielson Framework for Teaching Domain #3c, Engaging Students in Learning, it is important in designing coherent instruction to provide appropriate instructional resources and materials and provide dynamic learning activities as reflected with this project. Additionally, learner's took pride in their work, used oral and written language skills, actively participated and were engaged. (Cluster #4 Focus: Student Intellectual Engagement (1e/2b, 3a, 3b, 3c). Upon reflection, I find it optimizes learning outcomes when hands on projects bring the content together in an engaging fashion for learners of any age group.
In sum, this evidence reflects my competency in this teaching standard because the learners are actively participating with a hands-on project referencing a number of important teaching principles according to The Danielson Framework for Teaching. In the future, I would like to pursue training opportunities regarding dual language education and have been in contact with the Burlington School District regarding a French immersion language program they are launching with the French General Consulate in Boston for which I attended an exploratory meeting in 2016. I have been part of a grassroots movement to promote French language learning for several years in my community. This meeting was led by the Director of Education for New England and they are eager to support school districts interested in promoting dual-language education opportunities in English and French.
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