children

Mixed-ability dialogue cards (2.0)

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Last time, I shared an idea about how to create dialogues that allowed learners of mixed abilities to talk together in a meaningful way. After that, I practiced using the dialogue cards, and soon discovered that while I had hit upon a great idea, I still needed to refine the process of creating these cards.  I went back – twice – until I finally figured out a better way to create interchangeable dialogue cards.  Here’s how to make your own differentiated dialogue cards:

  1. Create or find a basic dialogue you want your learners to practice.  Many textbooks have a ready-made dialogue for each unit, in which the new grammar and vocabulary is practiced.  Below is an example I plucked from a textbook from a Dutch Publisher.

    Sample-dialogue

    A sample conversation from the English textbook “The Team” (Noordhoff Uitgevers)

  2. The next step is very important: change each line in the conversation into a function.  Here is an example:

    Dialogue-functions

    Dialogue made of functions

  3. In the next step, you work back toward the original conversation.  Change the functions into sentences with a number of choices.

    Dialogue-var-notions

    Dialogue with some variable notions.  There is some space for choice, but not always.

  4. Check if your dialogue with “variable notions” matches up with the Original dialogue.  You may need to make a few changes here. 

    Dialogue-fix-notions

    Moving backwards from “variable notions” to “fixed notions”, this dialogue is slightly different from the original.

  5. With some luck (and a few tries), you now have dialogues with various levels of difficulty.  Now you can print these out for your class.

Please note:  it’s important to check that the dialogues actually match up before making copies for your learners.  (I didn’t, and found out the hard way during a class)

Last step: have fun!

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Mixing and matching in the mixed ability group

mix-and-match-puzzle-setOne of those things every language teacher has to learn to deal with is the broad ability range in any given class.  No matter how homogeneously (single-leveled) the class has been put together, there are always students who are far ahead of the group, and a number of learners who are far behind.  That’s just the way of things, it seems.  The trick is to keep every learner actively involved at his own level.

There are a number of things a teacher can do to help each learner unlock his own potential.  The first step, of course, is to create an overview of where the learners currently are, and where you’d like them to go next.  I described this process in an earlier blog (ESL and the long-term plan).

In this blog entry, I will continue along this path and work out an idea to allow children of different ability levels to work together in a meaningful way.  But first, a side trip along Inspiration Lane…

Years ago, I came across a site called raz-kids.com.  I’ve written a blog about that as well (Raz-kids review) in the past, in which my enthusiasm for this site is clear enough.  However, what I didn’t mention about this site was that it also allows for children of different ability levels to work together, using plays from their Readers Theater.

In this script, children are assigned roles based on their ability level.  The levels differ in vocabulary use, length of sentences, and how often that character has to speak.

I began to wonder if it was possible to achieve the same result, but with a bit more freedom.  I came up with a simple solution.  What would happen, I wondered, if we took the concept of different ability roles and mixed it with what we know about functions and notions?

We already know that functions are descriptions of things one can do with a language.  For instance, describe your pet, talk about your hobby, or list ten things you like about your job are all examples of functions.

We also know that notions are examples of how to fulfil those functions.  For instance, “My dog is big and brown,” is a notion that fulfils the function “describe your pet.”

Not only that, but there are fixed notions and variable notions.  In the example below, the words “This is a ….” is the fixed notion, because it doesn’t change.  The words chair, table, pencil, book, and teacher can vary, so they are variable notions.

But enough review.  Time to make the step from theory to practice: differentiating the dialogues.

In practice, Beginning learners need more support, so it’s generally a good idea to let them work with dialogues using fixed notions.

Intermediate learners still need some support, but they’re also able to make some choices.  It’s a good idea to let them work with dialogues using variable notions.

Advanced learners don’t need much support, but in order to have them work together with other learners, they can use dialogue cards with functions on them.

Working out this idea a bit further, I designed dialogue cards that reflect these three levels.  The blue card is for the beginning learner, and contains a fixed notion dialogue.  The yellow card is for the intermediate learner and has space for variable notions.  The advanced learners get the red card, and these dialogues are built of functions that are parallel to the fixed notions on the blue card.  The roles, A and B, remain the same for each card, so that roles are interchangeable.

Here is a simple example to illustrate this:

 

Role-play-easy

A simple example

 

No matter what color card a learner has, he or she can participate in a meaningful conversation with any other person in the class.  It’s important to note that when a learner indicates that his card is too easy or too difficult, he should be allowed to trade colors.  It’s important to realize that no child wants to be bored, and to give them space to decide for themselves what level he or she feels comfortable with.  Also, when you start a new topic, they may all need to start at beginner’s level, as they are dealing with new vocabulary and grammar.  Once they catch on, they may move on to the more difficult levels in the dialogue cards.

Role-play-expanded

A dialogue with multiple steps

 

Hopefully, these examples will inspire you to experiment with the dialogues in your own lessons.  And – I hope to hear about your successful experiences!

We are under the tables!

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Thinking back to past lessons, there is one moment I will never forget.  One morning, the school principal showed up at my door, together with about ten prospective parents.  I sat in the quiet classroom, alone in my circle of chairs.

“Miss Amy, what are you doing?” she asked.

“Teaching English,” I answered.  A few muffled giggles escaped from unseen corners.

In answer to her puzzled expression, I asked, “Boys and girls, are you under the tables?”

The giggles erupted into joyous shouts, “We are under the tables!”

“Are you ready, boys and girls?” I asked.  Silence ensued.  “Then quietly sit on your chairs.”

“Sit on the chairs!  Sit on the chairs!” the children whispered as they made their way back into the circle.  I counted back from five, and soon everyone was seated.  The parents, nodding their approval, continued their tour, and we carried on with our lesson: under the chairs, on the floor, behind the chairs, on the tables, no space was safe for these adventurous children led by their only slightly mischevious teacher.

One of the most important things we as teachers can do, is to have fun while teaching our children.  As I often tell my student teachers, if we have fun, they will have fun, and if they have fun, they will learn more than we could hope for.  When children play, they develop in so many ways: socially, emotionally, physically, and cognitively.  They are exploring and experimenting, noting the responses they get, re-fitting their thinking before sallying out again, to try new things or repeat their sucesses.  We teachers need to remember this, and make use of this in our own teaching, but how?

Total Physical Response (TPR) lends itself really well for play.  There are, of course,  different views on what TPR is, and how it can be used.  But at the base of it all, anytime one combines language with movement in order to learn a language, one is using TPR.  In the story above, I was combining a game of hide-and-seek with commands combining prepositions and classroom furniture.  The children were free to repeat what I said, and those who spoke up in Dutch were occasionally corrected by their peers, leaving me with the happy task of keeping a semblance of order in between commands.

A happy classroom is a learning classroom.  Happy teaching!

 

A new school year – getting started

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In many countries, a new school year is getting started, and it’s important for teachers to take the time to give shape to their class, together with their children.  One important piece to begin with, is the class rules.  I’ve written about this earlier, in the blog “The happy classroom“.   Children feel safer in a classroom with simple, consistent boundaries, so it’s important that teachers have a simple set of rules they can easily explain and live by.

It’s also important that these rules be easily explained.  A visual aid, such as a poster, can be really useful for this.  This is where Sparklebox comes in.  This site has all sorts of free, downloadable materials for all sorts of classroom needs, it also has a page full of clearly-illustrated posters for classroom management.

Myself, I used my own cards to clarify my rules.  I had three simple flashcards illustrating expected behavior: “listening”, “raise your hand”, and “sit on your chair”.   I had these in a visible area – on the carpet during circle time, for instance – and when I needed to correct a child, all I needed to do was say “uh-oh, listening!” and point to the picture of “listening”.  For older children, I would write the word on the board, next to the flashcard, so they could learn to read the word as I used them in class.

Another thing I did was to visibly to structure the lessons.  I created cards that illustrated what would happen in the course of the lesson, such as a book (story time), a pawn (game), two children talking (speaking practice), and so on.  I put magnetic tape on the backs of the cards so they could stick to the white board.  At the start of the lesson, I would hang the cards in their proper order and name them, and as we proceeded through the lesson, the corresponding card would be highlighted by hanging it a bit higher on the board.  The autistic children appreciated having the structure of the lesson made visible, and others could see just where we were and what they could expect next.  As an aside, I was a “traveling” teacher, often teaching six to eight lessons a day in as many classrooms, and so this tactic also helped me keep track of where I was in each lesson.

Whatever we do, however, let’s remember three things: keep it simple, keep it clear, and keep it positive!

happy-new-school-year.jpeg

 

scaffolding the online task: step by step

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One of the joys of the digital age is allowing children to work on the computer, playing games and doing web quests to further their language development.  Computer games allow children to work at their own level, and computers never tire of the endless repetition of drilling certain grammar patterns, something I cannot say of myself.  We often boast about how children are “so much more at home” with computer usage and how they just “pick it up so easily”.  Just as often, however, we teachers are faced with children who do not just “pick it up” and need step-by-step instruction on how to use a certain computer game or navigate a web quest successfully.  In our well-filled classrooms and even better-filled time, it would seem quite impossible to give these children the guidance they need.

During a course I once followed in order to become a Dalton-certified teacher, I learned about a wonderful solution to this conundrum: the how-to sheet.  A how-to sheet is, simply put, a means of scaffolding children’s work.  It provides a step-by-step guide of how to complete a task, complete with simple instructions and illustrations.  The goal of using these how-to sheets is to allow children to work independently on multi-step tasks or games with a minimum of extra effort from the teacher.

how-to-backpack

A sample of a step-by-step guide of how to navigate the cd-rom for Backpack 3, the textbook I once used for teaching.

The first few sheets took the most time, as I figured out what format was the most useful, and what illustrations the most helpful.  Eventually, I started making how-to sheets for all sorts of things, from computer games to language tasks, so that children could work independently on a range of activities during the lessons.  The first couple of times, the children needed some instruction: how did these how-to sheets work?  Once they figured that part out, they happily worked on their own, and all I had to do was make sure they did their work well and give them feedback once in a while.

how-to-game-4

A sample step-by-step of how to play a language game

The initial work of making these guides paid off: children could work independently, and my hands were kept free for the work of interacting with the children through the new language.

Here is a step-by-step instruction on how to make one of these sheets:

  1. Look at the activity through the eyes of the child.  What is his starting point?  That is step 1.
  2. Go through each step of the activity.  Every time the screen changes, or every new step in the game, take a picture or make a screen shot.  Crop the picture as needed.
  3. Number the steps, and give a short explanation for each one.  Use language the children can easily understand.
  4. Insert the pictures next to the directions.  I have found that using a table is an easy way to accomplish this.  Anchor the picture as a character, and it will stay in the table where you put it.
  5. Where needed, add an arrow to point out exactly where the child needs to click.  Or, insert thought and speech bubbles to illustrate thinking or speaking.
  6. Show children how the step-by-step plan works, so they can refer to it themselves, and refer back to it should they have questions.

Scaffolding towards independence takes on many forms, and this is only one of them.

But for now, the summer holiday calls, and so I shall take a short time off before resuming this blog.  Happy summer holidays, everyone!

 

Rubrics: a basis for qualitative feedback

Rubric-1

This is one of those things I wished I’d learned about years ago, because it would have made my own life as a teacher so much easier.  I’ve learned about them now, however, so I’m shouting my joy from the rooftops.  Hurray for rubrics!

What is a rubric, one might ask.  A rubric is a means of giving detailed, qualitative feedback to students regarding a given product.  It contains concrete descriptions of the criteria for a well-completed product.

There are different sorts of rubrics.  I’ll explain two sorts of rubrics, using generic sample rubrics I wrote for this purpose.  The first one is a criterion-referenced rubric, and the second one lists success critera for different levels of ability.  I wrote these rubrics for a group project in which the children had to create posters demontrating what they’d learned during the last unit of learning.  They were to use the new words they’d learned in correct sentences.  For the sake of simplicity, I’ve omitted criteria for layout and presentation.  I’ve only included the very basic criteria of content, language, and process.

The first example here shows a criterion-referenced rubric of the sort most people might use.   For teachers, this is an easy form of marking, since the standard for the work remains the same, no matter the ability level of the child.  Also, the criteria for success are clearly described, so all children can know ahead of time what he needs to do in order to pass the assignment.  Another positive aspect is that children get differentiated feedback per criteria heading.  On the downside, it’s perfectly possible for a child to fail the given assignment, as the criteria for success are of the one-size-fits-all variety.  There is no way to allow for differences of ability when using this sort of rubric.Rubric01

That problem can be solved by using a different setup.  The example shown below demonstrates a way to differentiate feedback per ability level.  For instance, if you work in a classroom with a broad difference in language ability, then it might be nice to set up the assessment so everyone has the chance to succeed.  At the same time, this rubric also allows you to set up minimum success criteria per ability group that are just above the actual level of the children so that each child is pushed towards a higher level of ability.  This is called differentiating in output.

In this case, the children should know ahead of time what group they belong to, and they understand that they each have a choice: to succeed at his own level, or to work towards success at a higher level.  The term minimum success criteria is critical here: children should reach the minimum level indicated, but may also choose to work towards a higher level.  Sometimes, if a child needs, he may choose to work at a lower level, but that is a pedagogical decision that you and that child can discuss.  In this rubric, the indicators for ‘process’ are the same for all children, since it would be reasonable to expect all children to work on their social development irregardless of their language development.

Rubric2

Rubric for differentiating in output.  Note that success criteria for the ‘process’ are the same for all children, regardless of ability level.

Of course, no matter what kind of assessment format you use, it’s important that children be aware of the criteria for success so they know what they need to work toward.  As a teacher, I post my rubrics on their electronic bulletin board at school, so students know what they can expect.  It helps them focus their work and gives them the space to make informed decisions when it comes to their own learning.  It also means they have no surprises when they get their grades back, which makes a big difference for everyone involved.

For more information on the use of minimum success criteria and rubrics, feel free to have a look at this site: http://www.assessmentforlearning.edu.au/professional_learning/modules/success_criteria_and_rubrics/success_criteria_landing_page.html

What other topics would you like to see covered on this blog?  Please let me know!

The ZPD, not just for kids

the-zone-of-proximal-development

How many of us have learned about the Zone of Proximal Developent (the ZPD) when learning how to teach our young learners?  I’ve written about this in earlier blog posts, in relation to how we teachers can best decide on what material to teach our young learners.  However, as a college teacher, I’m realizing more and more that the ZPD is just as applicable to our older learners.  For instance, I spend a good part of my lessons convincing my students that they don’t really have to follow the English textbook (in Dutch fittingly called the “method”) when they teach their classes. In fact, I often encourage them to write lessons of their own, based on the interests and language level of their classes.  The game of Minecraft, Disney’s Frozen, dinosaurs, it’s all fair play in the world of ESL as far as I’m concerned.

I’ve gotten used to the incredulous reactions of my students when I tell them to “try it, they’ll like it,” feeling every bit the Sam I Am in Dr. Seuss’ Green Eggs and Ham.  “Will you try this here or there?” I ask, and slowly but surely the students start to catch on to the excitement of trying out something they’ve never done before.  When needed, I scaffold their learning by giving ideas, working them out and providing search terms.  I encourage them to play, experiment, make mistakes, learn from them, and most importantly to try again.  I remind them of the rule of three: the first time one tries anything new, it’s a mess as the children struggle to learn the content and the new game at the same time.  The second time, the children have a better idea of how the game works, and the third time, the children know the way of the road and can concentrate on the content.

As stud3f26d2d4355d1d01edc2769a921a276dents start to navigate the roads of experimenting and teaching, they start to grow in confidence, and I follow along, ready to encourage them to move into the next zone of development, be that CLIL, using children’s literature in the lessons, or incorporating yet another new game into their teaching.

For myself, I realize that the ZPD is an ongoing development.  Not just for the young learners, and not just for my students, but also for me, an experienced ESL teacher.  New levels of development continue to reveal themselves to me a step at a time as I develop in my own teaching.  I keep that in mind while coaching my students, remembering that learning new things requires learners to let something else go.  They need to make a leap of faith, and I need to be there to catch them.  That’s what learning is all about: letting go, making that jump, trusting that one will be caught before the landing goes wrong.  It’s about making space for a certain amount of play: practicing something “for pretend,” before having to go out there and do it “for real.”   Sometimes, it’s a bit of a trick, getting students to understand the parallel between the lessons they follow and the lessons they teach, but on occassion I see one of them light up and I know they “get” it and how they can apply that learning in their own teaching.

It’s a humbling realization, I think, that we’re all learners, with our own ZPD to move into from time to time.  May we never stop growing and learning!