bringing the world into the spanish elementary classroom
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Bringing the World into the Spanish Elementary Classroom FLAG 2014 Atlanta, GeorgiaTRANSCRIPT
Bringing the World into the Elementary Spanish Classroom
By Marta Goodson & Mr. Gilbert Lewis,
Lake Forest Hills
IB Elementary School
“With the realization of one’s ownpotential and self- confidence in one’s ability, one
can build a better world.” Dalai Lama
How do I bring the world into my classroom? Why should I do it?
What are some traditional Foreign Language Methods or Approaches?
The Natural ApproachThe Audio-Lingual MethodSuggestopediaThe Grammar TranslationTotal Physical ResponseThe Communicative Language MethodCooperative Language InstructionContent Based LearningNarrative
What is an Inquiry Based Learning Model?
It is a non-traditional model in the foreign classroom. Nevertheless,
this learning model promotes students to make connection to current issues in their communities and to develop a need for solving them
Aligning the Spanish Curriculum
Vertical Alignment Horizontal Alignment
Aligning the Spanish Curriculum with other subjects help students to connect previous experiences.
To activate prior knowledge in the Spanish classroom.
To validate one’s own knowledge.
To develop an intrinsic motivation for learning.
To observe and reflect on your individual and intellectual growth.
To understand better your strengths and weaknesses.
To monitor the school’s curriculum on a large scale.
Whole School Aligned Curriculum
Spanish Connections with the Flat Stanley Project
1st Grade Objectives:• Types of Weather• How Weather Works• Impact of Weather
Thematic Unit: How the World Works
Spanish Connections:• How weather and climates
affect the articles of clothing Flat Stanley will wear as he travels from one place to another.
Stanley and Stella Travels All Over the World
How We Organize Ourselves
An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment
Incorporating some projects and themes from the general education classes only when the content is applicable to foreign language class.
Simplify the vocabulary.
Introduce concepts after students have been exposed to them in their regular classes.
Examples: Purpose of a map.Time Math skills ( addition, subtraction etc.)Memorized information Recognition of phonetic sounds The 3R’s Recycle, Reduce , Reuse etc…Natural Disasters
How do I implement the Inquiry Based Learning Model in the 1st grade Spanish Class and also be
connected to the regular class?¿Cómo?
Centeral idea:
Maps help us to organize ourselves.
Escenario 1: Flat Stanley Project
Lines of Inquiry: Purpose of a map
Characteristics of maps
Interpreting maps
The Lesson in Action
Preliminary Suggestion
Simplify your essential question to allow students language acquisition
Stage 1: Ask
Essential Question:
Ex: ¿Qué ropa usaStanely…?
Concept: When Stanley travels to another part of the World, the weather will change.
Artifact
The Lesson in Action
Stage 2: Investigate
Ex: Compare/Contrast the weather in the month of December in the U.S. and Panama.
Artifact
The Lesson in Action
Stage 3: Create
Student projects must be appropriate to age and cognitive level.
Take your cue from the regular classroom projects.
Manipulate when necessary to align the content to the foreign language curriculum.
The Lesson in Action
Stage 4: Discuss
Students demonstrate what they know and have learned up until this point.
Ex: Oral class discussion
The Lesson in Action
Stage 5: Reflect
Review what has been learned and investigated.
Ex: Winter and Summer Clothes Recognition Activity
Manipulative Maps: Circle appropriate clothes according to the weather.
The Lesson in Action
Stage 6: Ask Again Teacher promotes inquiry
and reflection.
Expansion: Teacher prompts students to think about other related topics and questions.
Recycle: As the seasons change, language is re-visited as it becomes experientially important.
Vertical Alignment
2nd – 3rd Grades
Art and Fashion Design
In Stage 3 (Create), students sketch /color a set number of different articles of clothing to present.
Students reflect on different concepts related to seasonal changes during the year.
4th – 5th Grades
Fashion Show
In Stage 3 (Create), students design a set number of different articles of clothing to present to the class.
Students reflect on different concepts related to natural ecosystems while recycling language relating to weather and seasons.
Artifacts (3rd Grade)
Artifacts (5th Grade)
Resources
GBP Salsa Series
www.abc.ya
www.musicalibre.com.co
www.duolingo.com
www.123teachme.com
www.storybird.com
www.goanimate.com
For additional resources such as rubrics and to view this presentation again, please visit ---
www.pasitosacademy.com