“survivor: improved simulated immersion strategies for keeping students in the target language”
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“Survivor: Improved Simulated Immersion Strategies for Keeping Students in the Target Language” Presented by Tammy and Kevin Lyons. Contact Information: Kevin Lyons: [email protected] Tammy Lyons: [email protected] losleones.webs.com. What exactly is “Survivor”?. - PowerPoint PPT PresentationTRANSCRIPT
“Survivor: Improved Simulated Immersion
Strategies for Keeping Students in the Target
Language” Presented by Tammy and Kevin Lyons
““Survivor” is a Survivor” is a methodology that is methodology that is
used to assist in used to assist in facilitating a facilitating a
simulated immersion simulated immersion atmosphere.atmosphere.
““Simulated Simulated Immersion” is a Immersion” is a second language second language
methodology based on methodology based on Terrell’s “Natural Terrell’s “Natural
Approach” and Approach” and Krashen’s “Input Krashen’s “Input
Hypothesis”.Hypothesis”.
““Simulated Simulated Immersion” is used to Immersion” is used to
facilitate a target facilitate a target language only language only
atmosphere in the atmosphere in the classroom.classroom.
““Simulated Simulated Immersion” avoids Immersion” avoids
translation at all translation at all costs, but rather uses costs, but rather uses
“Negotiation of “Negotiation of Meaning” between Meaning” between
teacher and student teacher and student (and student to (and student to
student) to foster student) to foster communicational communicational
proficiency.proficiency.
““Survivor” for the Survivor” for the students, is an students, is an incentive based incentive based “game” in which “game” in which students receive students receive
classroom perks for classroom perks for speaking in the target speaking in the target
language.language.
Using “Survivor” you (the Using “Survivor” you (the teacher) will…teacher) will…
-Maximize time students spend negotiating meaning!
-Make students comfortable hearing and using L2!
-Spend more time using higher level thinking and problem solving skills!
-Increase rigor and student achievement!-Create a fun and enjoyable classroom
atmosphere!
First…First…-Set up a reward system for “paying”
students to speak in the target language during classroom activities and during certain “Survivor” like competitions and/or games.
-You can use the “pesos” provided in this packet and/or on our website.
Example of my “pesos” Example of my “pesos” reward system…reward system…
Students accumulate these Students accumulate these “pesos” for participating and “pesos” for participating and winning “tribal” games and winning “tribal” games and
trade them for higher trade them for higher denominations as the game denominations as the game
progresses. progresses.
Second…Second…-Set up a “Survivor” store in which the
students can purchase classroom perks that they obtain with the incentive reward system.
-You can use our “store” or create your own for which the students use their “pesos” to
buy classroom perks.
Example of my “Survivor” Example of my “Survivor” store…store…
The rules…The rules…-Make the rule in your classroom that English
is not permitted. Only on certain “teacher allowed” occasions can the students speak
English. Students may purchase the opportunity to speak English with “pesos” or
equivalent incentive techniques.
The rules…The rules…-When a student does speak English he or
she is given a warning for a determined amount of time. During that time the student is not permitted to use the “Survivor” store.
The warning will be “wiped clean” after a determined amount of time.
(I use a week)
The rules…The rules…-When a student speaks English while he or she is warned they are officially eliminated
from the “Survivor” game.
-When a student is eliminated from the game they are no longer permitted to use the
“Survivor” store.
The rules…The rules…-If a student becomes “warned” or “officially eliminated” they can purchase the right to rejoin the game, but I suggest making that
“price” in the store high enough to justify not wanting to be eliminated in the first place.
The rules…The rules…-If a student continually speaks English after
being eliminated; they receive “checks”. These checks also cost the student “pesos”
therefore creating the atmosphere that speaking English will further cost them the
ability to purchase the perks within the store.
The rules…The rules…-Any student that is not eliminated is
therefore eligible to “buy” any of the perks within the “Survivor” store at any given time.
-Remember, you can set the amounts for any perk that you are willing to “sell” to your
students.
-Keep in mind, that the more that they can obtain; the more willing they are to earn the
pesos.
The benefits of using an The benefits of using an incentive based system such incentive based system such
a “Survivor”…a “Survivor”…
-Students are constantly negotiating meaning and forming connections to
further enhance their communicational proficiency
The benefits of using an The benefits of using an incentive based system such incentive based system such
a “Survivor”…a “Survivor”…
-“Pesos” can be used as an error correction device
-Students can get 10 pesos for just participating; 20 pesos for just being
correct; and receive 30 pesos for using an advanced grammar function in the
response
The benefits of using an The benefits of using an incentive based system such incentive based system such
a “Survivor”…a “Survivor”…
-Normal classroom games can become tribal competitions which create a more
“game-like” atmosphere.
The benefits of using an The benefits of using an incentive based system such incentive based system such
a “Survivor”…a “Survivor”…
-Tribal games never have to have a distinguished “loser”. You can set it up so that everyone wins something; or so that the teams that scores the most win
the most pesos.
The benefits of using an The benefits of using an incentive based system such incentive based system such
a “Survivor”…a “Survivor”…
-There is no concrete “punishment” for speaking English, just constant rewards
for speaking the TL. Students are therefore never really excluded from
the game permanently and always feel as if they can get “more” if they use the
target language.
Activity #1 for content Activity #1 for content focused communication…focused communication…
-THE SURVEY-THE SURVEY
-The survey asks 2-6 -The survey asks 2-6 questions that students questions that students
must ask other students in must ask other students in order to fill out a table of order to fill out a table of
answers on which they will answers on which they will later report to the class…later report to the class…
Example of a “Survey”:Example of a “Survey”:
-Let’s take two easy questions for a level one survey:
-How old are you?-How are you today?
Example of a “Survey”:Example of a “Survey”:
-The students create a table which has one more column
than the amount of questions.
Example of a “Survey”:Example of a “Survey”:
-Students then fill in the answers for the teacher; as an
example.NameName Age Age Emotional Emotional
statestate
Mr. Lyons 33 Fine
Example of a “Survey”:Example of a “Survey”:
-Students then fill in the answers for themselves.
NameName Age Age Emotional Emotional statestate
Mr. Lyons 33 Fine
I 15 Sick
Example of a “Survey”:Example of a “Survey”:
-Students then go around the room asking other students the same
questions, adding more and more information into their columns.
PersonPerson NameName Emotional Emotional statestate
Teacher Mr. Lyons Fine
I “name” “emotion”
Example of a “Survey”:Example of a “Survey”:
-When the entire table is filled; students then return to their
seats and the teacher begins to ask third person questions requiring the students to
respond with the name and emotional state of other
students.
Example of a “Survey”:Example of a “Survey”:
-Example:Teacher: “Jake, what is this
students name, how old is he and how is he today?”
Jake: “His name is John, he’s 15 and he is not feeling well
today.”
Example of a “Survey”:Example of a “Survey”:
-Students that respond in the target language receive the
incentive based reward that can be saved to be used within the
“Survivor” store.
Activity #2 and #3 for Activity #2 and #3 for content focused content focused communication…communication…
-Picture Paragraphs-Picture Paragraphs-Picture Panels-Picture Panels
Adaptations:Adaptations:
-Teachers can adapt any portion of the game to fit their needs.
Adaptations: Examples…Adaptations: Examples…
-Teachers can adjust the overall length of the game.
-Teachers can adjust how much students are paid and/or how much
things cost.-Teachers can avoid the elimination part
of the game and just give “fines” for unpermitted English.
-The possibilities are endless….
Extras or additional items used in the planning and/or running
of the game
-Rules for the students-Contract for students
-Explanation for parents
Recent Survey Results:Recent Survey Results: over 1000 Greensburg Salem students surveyed over a five year span.
1. Was 1. Was your overall experience in playing “Survivor” in your language class positive, neutral your overall experience in playing “Survivor” in your language class positive, neutral or negative?or negative?
95.6% positive95.6% positive4% neutral4% neutral.4% negative.4% negative
2. What percentage of your class was conducted in L2?2. What percentage of your class was conducted in L2?81% of students responded “99% or more”81% of students responded “99% or more”18% of students responded “between 95% and 98%”18% of students responded “between 95% and 98%”1% of students responded below 95%1% of students responded below 95%
3. Comment on the rigor of the class and the amount of material you think you learned. 3. Comment on the rigor of the class and the amount of material you think you learned. (open ended question)(open ended question)67% of students said in similar terms “I learned a lot more than other classes”67% of students said in similar terms “I learned a lot more than other classes”
4. What did your teacher do to help you understand the material? (open ended question)4. What did your teacher do to help you understand the material? (open ended question)41% of students said “illustrated/ acted out”41% of students said “illustrated/ acted out”47% of students said “explained in multiple ways using the target language”47% of students said “explained in multiple ways using the target language”29% of students said “used a context and examples”29% of students said “used a context and examples”0% of students said “reverted to English”0% of students said “reverted to English”
5. How did “Survivor” affect your learning? (open ended question)5. How did “Survivor” affect your learning? (open ended question)63% of students said in similar terms “it made me want to learn the target language more” 63% of students said in similar terms “it made me want to learn the target language more” 33% of students said in similar terms “it forced me to think in L2”33% of students said in similar terms “it forced me to think in L2”
Questions or comments?
Contact Information:Contact Information:What we can present in 60 minutes cannot do “Survivor”
justice….
We have an open door policy at Greensburg Salem. Our administration is extremely willing to allow visitors to come and
see “Survivor” for themselves.
We offer district in-servicing as well. We have trained several districts to efficiently use “Survivor” and the research that backs
“Simulated Immersion”.
Please don’t hesitate to contact us if your are interested in visiting Greensburg Salem to see “Survivor” in action or to organize an in-
service training for your department.
Contact Information:Contact Information:Website:
LosLeones.webs.com
Email:[email protected] – Tammy [email protected] – Kevin Lyons
District:Greensburg Salem School District
1 Academy Hill PlaceGreensburg, PA 15601
724-832-2960