Why PBLL in the World Language Classroom
I remember taking a PBL workshop and having so many questions about how to use it in a foreign language class. That same year I was taking my first PBLL (yes, there is an extra “L” for “language”) workshop with Don Doehla at the Berkeley World Language Project (yes, it my first because I keep going back; I really enjoy learning and trying new things), I started adding elements of Project Based Language Learning (PBLL) to my teaching practice during my first year. At the end of the year, I implemented the strategy with nearly the entire unit. To me, it made sense to use authentic and current materials with students. It was also a way of adding cultural aspects and other meaningful components to my lessons. Today, I have a PBLL as part of three thematic units, and I have to say that my students enjoy it so much that sometimes they forget they're in a foreign language classroom. The workshops/lessons are filled with comprehensible input and are very engaging. Students enjoy having a voice in expressing what is important to them, and being able to guide their own learning while having me as facilitator. Students are naturally drawn to the real world and its problems, and they are very curious. My students want to learn about other people's lives and social issues. I don't need to mention that feedback comes naturally and I that enjoy helping them build the healthy habit of reflection. I also use PBLL units as performance assessments, and each unit has a spontaneous assessment as well as a polished piece. The designs of these units are time-consuming, especially when it comes to gathering resources and curating materials to guide student research. Implementing the plan is enjoyable and the results are extremely rewarding. Also, planning PBLL units allows me to infuse my anthropology/sociology background into my teaching. Furthermore, I am constantly updating the resources and topics within the units to help them remain current and make sure students have access to the latest information. "Language is too abstract and complex to teach and learn explicitly." Bill Van Patten
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My Planning Mantras
I remember being hired and given a teacher's edition textbook and a curriculum that was I fact a photocopy of the book's pacing guide that precisely defined all of the grammar I was supposed to teach during each week of the school year. I also remember how difficult it was to cover all of that material in the suggested time frame. Lucky for me and my students, I did not learn Spanish in that way, so I started to research best practices on teaching a foreign language. And yes, the first year was difficult for me, and being a first year teacher was not easy. Based on my own experience, what I found to be important for planning is now I call my "mantras". They are as follows: Begin with a goal in mind I usually ask myself what I want my students to do by the end of the year, and my goals for students are aligned with the standards and the department curriculum map. I create a map of how these units are going to help my students get there, what they need to know and be able to do spontaneously at each stage of the year, and how I can get them starting with Day 1. To establish end goals for your students, you need to align your goals to the standards and to your department curriculum, and everything should be in harmony. Be strategic about your language Every language has high frequency vocabulary that can be strategically developed by thinking about which words are used most often in daily interactions with people and the outside world. Keep in mind that students are learning, so they need to experience lots of repetition and a natural output speed. Create productive struggle experiences for students Once you establish a language baseline and the students clearly understand 70-80% of what you say, keep challenging them and keep language in context for the remaining 20-30%. Make it engaging Learning a language has an emotional component and it is important that students connect and relate to the material. If you are not invested or enjoying the experience, you are not likely to retain the information. Be aware of what is going on in the community you teach and in the media, and stay current on the interests and perspectives of the age group you're teaching, so you can connect the material to the students and create an opportunity for them to own their learning. Maintain structure Structure is good for learning and classroom management. I am a strong believer of structure and procedures in the classroom. From the moment they enter the room, I am at the door, greeting them in the target language. I enter the room and boldly greet the entire group, and I expect the students to respond chorally to me. From the daily objective and Do Now to the end of the class, students know what to expect and what to do from Monday to Friday. I divide the week and students know the routines. My classroom is divided into groups in a very strategic way, and there are procedures within these groups. Use time wisely Timing is important, as it helps to maintain structure within lessons and units, and it helps to create balance among all interactions(T s, S t, and S S). It also allows me to slowly convey information, to create a healthy sense of urgency, and to pace myself during the lesson. Know your audience You've probably heard this a lot; knowing your students is key for many reasons. First, it helps you build the sense of community in the classroom. Also, if you know their interests, you can add engaging material to class which they will relate to. I try to stay current with what is going on in the Spanish-speaking world, and I am also a parent, so I screen the material for my students. Furthermore, teaching is not limited to the subject we teach; we also help guide new generations through society. Show your personality and plan for you Be yourself and inject that into your planning and your classroom! There are wonderful things I have seen other teachers do, very cool things that work well for them, but which I know will not work for me. Try new things, be creative in a safe way and do not overshare- keep the mystery going. Find your tribe Teaching can be lonely profession, so being around teachers with a similar teaching philosophy is beneficial for you to develop your craft, share resources, ideas and strategies. Personally, I find that collaborating with teachers from other disciplines is very helpful if you are interested in building a cross-curricular approach to teaching. |
AuthorI am a Spanish teacher in the San Francisco Bay Area. I love teaching my subject using authentic resources to help my students build their cultural awareness in our highly interconnected global society. ArchivesCategories |