To begin, I have a series of four videos showing an example of scaffolding and documenting input. One of my biggest take-aways from the conference came from Mike Peto who suggested to end everything with the strategy Write and Discuss (credit to Tina Hargaden for this strategy - go buy her book for this and SO much more!). This allows us to do so many things (a more detailed post about each of these coming soon):
- Document the input that students received
- Provide closure and answer the question "What did I learn today?"
- Structured opportunities to discuss grammar without interrupting input
- Give students an opportunity for contextualized self/formative assessment
- Provide evidence of growth
- Create a highly comprehensible text for reading activities and the class library
- Create a highly comprehensible text that can be used as an assessment for other classes working with similar vocabulary
As I was discussing using Write and Discuss with Botond, a comprehensible input teacher in Hugary, he was intrigued by this Write and Discuss idea - and I was eager to try it out. He is also familiar with Story Listening (Dr. Beniko Mason), so he also wanted to see how I incorporate it as one strategy among many in my Comprehensible Input classroom. So this morning, we did a mini-unit and debriefed about the process. This unit started with introducing vocabulary with TPR and PQA, a One Word Image, Ask-A-Story, and my adaptation of Story Listening to my classroom. We recorded the entire experience in order to share our collaborative learning with all of you! I would love to hear your thoughts as well - I learn so much from others' feedback and processing of my teaching!
Before viewing the links, I need to add a few disclaimers:
- These are NOT intended to be exemplars of each strategy. Botond is already very familiar with the language we used and I was not focused on "best" practice but rather contextualizing each strategy within a scaffolded unit. For better examples of how to do each strategy, I recommended checking out Tina Hargaden's materials and demos.
- I do not claim to be doing Story Listening per Dr. Mason's method. Rather, I have adapted what she does to my own classroom and needs based on my own professional expertise and context.
- My Spanish is not perfect. I know this and occasionally discuss how I handle this in the videos. Essentially, I have enough confidence that my Spanish is good enough and that my mistakes in input will not result in fossilization of incorrect patterns for students. Even with the mistakes I make, I'm still capable of communicating at an advanced in an environment where only Spanish is spoken. In the classroom, I am transparent with my students use my own learning experiences (and deficiencies) as an opportunity to model lifelong learning. Acknowledging that you don't have all the answers and that's OK is such a liberating feeling! If my students just learned that from me, that would not be anything to scoff at.
Without further ado, here are the four videos - they can be watched individually in whichever order or all at once, although you'll get the full discussion if you watch all four in order:
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