World Language Classroom | Teaching Ideas, Activities and Strategies

#94

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording HERE.  I hope to include you in episode 100.

How do we choose the input that we use when engaging students in comprehensible input activities?  In this episode, we are talking about the idea of targeted comprehensible input.  Angie Torre, a Spanish teacher in California, joins me to talk about the pros and cons of using targeted and non-targeted comprehensible input.  There are likely diverse opinions on this out there, so here is our chance to find the common ground.

Topics in this Episode:

• what “targeted” and “non-targeted” Comprehensible Input are and their objectives
• the varying opinions on both approaches
• Angie's personal reasoning behind using targeted Comprehensible Input
•  the benefits of considering age and developmental levels in the language acquisition process
• planning of a lesson or unit that using targeted Comprehensible Input
• sheltered videos, how do you use them, and the effectiveness 

Connect with  Angie Torre:

• Website
• Instagram
• Facebook
• YouTube
• Twitter

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• Twitter:  @wlclassroom
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• WLClassroom Facebook Group

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#93

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording HERE.  I hope to include you in episode 100.

How do you approach assessment in your language classroom?  Is it about quizzes and tests on particular vocabulary and language structures, or do you focus on students demonstrating what they can do with the Target Language?  In this episode I am going to focus on Integrated Performance Assessments (or IPA’s).  This type of assessment provides a chance to determine what students are able to do with the target language, rather than just what they know about the language. 

Topics in this Episode:

• Henshaw and Hawkins' recommendations around assessments in Common Ground
• aligning instruction with assessment
• Success Criteria
• what an Integrated Performance Assessment (IPA) is 
• the 3 sections of an IPA: interpretive, interpersonal, presentational
• creating and IPA
• assessing and IPA
• Pros and cons of IPAs
• tips for creating and implementing an IPA

Episodes Mentioned in this Episode:

• Episode 62: Assessment in Common Ground
• Episode 21: Catherine Ritz (Retrofit the 5 C's)
• Episode 60: Tim Eagan (Success Criteria)

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Teachers want to hear from you and what you are proud of in your classroom.
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Send me a text and let me know your thoughts on this episode or the podcast.

#92

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording HERE.  I hope to include you in episode 100.

What classes do you think of when you hear about Critical Thinking Skills? Is this for science, social studies and literature, or is there a place for it in our World Language Classes.  My guest today, Lisa Shepard, a French teacher in Ohio, is here to show that our language classrooms are the ideal place to highlight and hone critical thinking skills.  Lisa shares her reasoning along with many suggestions for building these skills in the target language at every proficiency level.

Topics in this Episode:

• what we mean by “critical thinking skills”  
• why critical thinking skills are essential in our classrooms and as part of our curriculum
• concern about addressing critical thinking skills in the target language, particularly at the novice level
• strategies (activities and procedure) that focus on and hone critical thinking skills in the language classroom
  • – Analyze Authentic Resources
  • – Solve Problems Collaboratively
  • – Create informational and persuasive messages for cross-cultural audiences

Connect with Lisa Shepard:

• Blog: madameshepard.com
• Website: shepardwlconsultant.com
• Twitter: @mmeshep
• Email: [email protected]

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• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

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Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#91
Have you heard about, or maybe even used, Story-Listening in your classroom?  I wanted to learn more about this interpretive listening procedure and how it can be used along with interpretive reading.  Margarita Perez Garcia, a Spanish and French teacher and author in Australia, joins me to talk through all the details of Story-Listening. Maybe you have the flexibility and autonomy to go all in with this methodology in your classroom.  If not, Margarita shares how we can use Story Listening along with other procedures.

Topics in this Episode:

• what Story-Listening is
• the benefits of Story-Listening
• what does Story-Listening looks like
• what you need to do if I want to use Story-Listening tomorrow
• what happens after Story-Listening
• Story-Listening.net
• Stories First Foundation

Connect with Margarita Pérez Garcia:

• Website: margaritaperezgarcia.com
• Instagram:@mrsperezgarcia
• Facebook:/mrsperezgarcia
• Twitter: @mrsperezgarcia

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• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#90
Have you used a parallel text in your language classroom? Maybe this is a new concept to you, like it was for me, or maybe you could use some new ways of going about it.  Either way, stick around because in this episode, we are talking about using parallel texts. I’m joined by Kaitin Leppert, a Spanish teacher in Wisconsin, who has lots of experience to share around this effective teaching procedure.

Topics in this Episode:

• what a Parallel Text is and why teachers should consider using them
• engaging students in a parallel text
  – creating an original text
  – whole Class parallel texts
  – individual/small group parallel texts
• specific examples of a parallel text activity that you Kaitlin has done with students
• Kaitlin's pro tips for those just starting out
• Episode 79: How to do a Write and Discuss with Ben Fisher-Rodriguez

Connect with Kaitlin Leppert:

• Instagram:@preachingtoacquire
• Facebook: preachingtoacquire
• Twitter: @KaitlinLeppert
• Blog: preachingtoacquire.blogspot.com
• Podcast: Preaching to Acquire

______________________________
Work with Joshua either in person or remotely.
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• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#89
Have you heard about Stephen Krashen’s Comprehensible Input Hypothesis?  If you’ve heard about CI, or use it in your classroom, then you know exactly what it is. Today, I want to take this a step further and look at making that input compelling or of particular interest to students.  Not only that, but what about making the output, or how students use the language, equally compelling or of specific interest to them? We’re essentially talking about ways to motivate students and we can always use some suggestions for that.

Topics in this Episode:

• Krashen's Comprehensible Input Hypothesis: Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence, but that can still be understood with the help of contextual clues.
• Stephen Krashen's Compelling Input Hypothesis: Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
• Five suggestions for providing compelling input
• What about making the way students use the language compelling and of personal interest to them as well?
• Five suggestions for providing opportunities for compelling output
• Blog post about compelling input and output

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• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#88
How do we bring the diversity of cultures of the target language into our classrooms?  In this episode, we are talking about how to do just that.  Kia D. London, a Spanish teacher in Chicago, speaks with me about how she brings the afro-latino diaspora to her students in the classroom. Kia has lots to share from how she came to understand and appreciate the diversity of cultures to how she provides this experience to her students.

Topics in this Episode:

• Kia's personal connection to the Spanish Language and Afro-Latino Culture
• Kia's Cuba trip and what she learned from that experience
• why representation of racial and ethnically diverse content is vital in the language classroom
• why “one-off” lessons around representation of racial and ethnically diverse content are less effective and why should consistency should be the goal
• examples of centering representation and diverse racial and ethnic content from Kia's classroom and curriculum
• how to do this consistently while also engaging students authentically
• what Kia has personally seen as a result of centering diversity and representation in her classroom and curriculum
  
  

Connect with Kia D. London:

• Facebook: Trailblaze Into Language Learning
• Instagram: @clases_de_london, @trailblaze_language
• Twitter:@MaestraLondon, @trailblaze_lang
• Website: trailblazeintolanguagelearning.com, bit.ly/klondon

______________________________
Work with Joshua either in person or remotely.
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Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#87
How can we bring authentic cultural experiences to our students? In this episode, I’m joined by teacher and podcast host Jenniffer Whyte, who speaks with me about her experience as a self-described “Afro-Latina teacher in the Rural South.” She also has a podcast aptly titled Afro-Latina teacher in the Rural South. Jenniffer Whyte tells us about her teaching journey through Florida, Georgia and Alabama and how she got more comfortable bringing her authentic self into the classroom, and then decided to start a podcast to connect with other teachers.

Topics in this Episode:

•  Jenniffer's journey from the Dominican Republic to the Rural South
• what Jenniffer has learned about yourself while navigating life in the Dominican Republic, NYC, Miami, Atlanta and now Anniston, Alabama
•  how Jenniffer brings her Afro-Latina identity and lived experience into her classroom and how this benefits her students and representation overall
• what led Jenniffer to start a podcast specifically focused on the Afro-Latina experience, and particularly that experience in the rural south
• what Jenniffer hopes that listeners get out of her podcast episodes

Connect with Jenniffer Whyte:

• Podcast: Afro-Latina Teacher in the Rural South
• Facebook: Afro-Latina Teacher
• Facebook Group: Incorporating Afro-Latino Culture in Spanish Classrooms
• Twitter: @JennifferWhyte1
• Website: jennifferwhyte.com

 ______________________________
Work with Joshua either in person or remotely.
______________________________
Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#86
Do you use reading as a source of comprehensible input in your language classroom? In this episode, we dive into the topic of reading with Ashley Mikkelsen, a Spanish teacher in North Dakota, who shares suggestions and ideas for engaging reading activities that you can do right away in your classroom. Ashley has a true passion for making reading fun and interactive for students. So, grab your notebook and pen, and get ready to add lots of pre, during, and post reading activities to your next lesson.

Topics in this Episode:

• Ashley's journey with literacy
• the benefits of reading in the language acquisition process
• simply reading or truly engaging with a text
• activities for any reading:
  • pre-reading
  • during reading
  • after reading and leveraging the content

Connect with Ashley Mikkelsen:

• Instagram: @srta_spanish
• TikTok: @srta_spanish
• Twitter:@afulks2013
• Website: srtaspanish.com

______________________________
Work with Joshua either in person or remotely.
______________________________
Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.

#85
This is the fourth teacher toolbox episode.  I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep.  That’s what I bring you on these Teacher Toolbox episodes.  I have another 4 activities to share with you...plus a bonus.

Activities and Blog Posts in this Episode:

• The Die Decides
• Logic Puzzles
• Learn ,Practice ,Apply
• Time Capsules
• theteachertoolkit.com
• ChatGPT

______________________________
Work with Joshua either in person or remotely.
______________________________
Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

• wlclassrom.com
• Twitter:  @wlclassroom
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• Facebook:  /wlclassroom
• WLClassroom Facebook Group

______________________________
Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.  
We record conversations remotely, so you can be anywhere.

Send me a text and let me know your thoughts on this episode or the podcast.