Quiz or Checklist?

Quiz or Checklist?

It is important to take into account that when someone is asked to solve a quiz, they should already have the ability to write and read the instructions. Read is not only have a knowledge of the words but also the ability to comprehend and understand what is recquired to do.

I consider that a quiz is not the best option to use at the end of the course, however, students can be asked to give some responses by using a checklist. They can orally give responses and at the same time they can evaluated how they have learnt in this process; this course have permitted learners acquire the language in an inductive process. In fact, during this time all the teachers have applied this technique by using different activities, such as: Memory games, spinning wheel, secret boxes among others.

By the way, I have observed that the time taken during this course, we as part of the class and children have enjoyed each task that have been performed; not only the tasks but also the environment in which they have grown. 

Every detail in the classes has been observed, that has been hepful for all of us. We have grown as they have, every single comment, that our partners have written and said, has been part of our growth. I have actually improved my weekness and my strength should be stronger every day in each time I teach.

Week 16_November 15th

Topic: Food and Drink

Teachers: Ingrid & Mercy

Vocabulary: Donut, vegetables, candy, soda, water, fruit, cereal, hamburger, pizza.

Grammar: Is it good for you? Is it bad for you? Yes, it is. No, it isn't.

As part of the review: Numbers, colors, alphabet.


Warm Up Stage and Presentation of the topic by Ingrid.

The class started with the same song but with different movements. It was great to see how students have learned this song. The implementation of movements made them be active during this performance.

The next activity was pretty interesting. They got engaged in the activity with the activity. This was based on taking out some that cards that were numbered; then, they had to open it in order to see either actions or days of the week to spell them. Although the instructions were extended, most of them could performed; however, Nicole could not answer. I think it was because, how I have mentioned before, she is shy and she is not good at performing a task in participatory class.

After this interesting warm-up; teacher presented the topic which was the food & drinks by introducing a new friend, whose name is Totty, and showing some pictures. I really liked the technique that teacher used; the repetition of the vocabulary by a new member into the group permited them to reach the objective of this task in an inductive way. I could observe they were encountered with the topic. Some words they already knew, such as: soda, and pizza among others. It was curious how the teacher activated the recognition of other words in order to be included in their lexicon by repeting the words and asking them.

Let's see the following video to relive that moment:

To encounter the target language, T showed two charts in which they had to identify the surprise food/drink to say either the food or drink is good or bad for our health. Let's see how students enjoy this task:

In this opportunity, Nicole could perform the activity even she did not give any response. Let's see:

Practice of the topic by Aby.

T asked them to make a circle in order to solve the puzzle.

After they solved the puzzle, they got in circle again to say either the food T showed was good or bad. I would have liked instead of making another circle; why did not stand in lines, every child could take the hand that showed likes and dislikes, or do different movements at the time T presented the images. However, they  could perform the next task which was "select the good and bad food". Students remembered and could recognize the good and bad food; consequently, they could paste them in the correct side in the disposable plate.

At this moment, Nicole was required to give a response but she did not say neither the food nor good or bad food.

In the middle of this activity I could observe the use of Spanish in the class, when the T said, "guarden esto". It would had been better to mimic and act out the action that say the instruction without using any body language. That is what I perceived.

By the way, when they finish of doing this task, they continued with the last activity. They were distributed to be in groups in order to write the missing letter. This was hardly performed by them because not all of them knew perfectly the missing letters, not even the spelling of the words; although the older students could solve them. Not all the students participated in this activity because there was just one card and one pencil; however, they could at least recognize the word.

Something that I like the most was that the final activity was going to reuse the same material. Students had to take this sheet of paper to do the next activity. They were going to go to the supermarket stage and took the food or drinks that were in the list and said by the leader of each group. Finally they checked together the food that they had selected before.

Week 15_November 8th

Topic: Actions

Teachers: Raúl & Juan José

Vocabulary: Swim, run, jump, fly, climb, eat, drink, and drive.

Grammar: I can / can't , She can / can't , He can / can't , it can / can't.

As part of the review: Animals, family members, alphabet.


Warm Up Stage and Presentation of the topic by Raúl.

Although the voice was not enough projected at the very beginning of the class, the initial song was well-directed. 

After having this short warm-up, there was other activity in which they had the opportunity to review what they have learnt during this eight classes. Every single student could recognize their names in the sheet of paper pasted on the board. I really love the moment when the teacher stopped the class in order to reward students after finishing every activity. Also, I could observe that the instructions were well-managed by modeling them. That was cool! 

In this opportunity, I could observe that Nicole could not say the simple letter "D" by herself. When I asked her why she did not say the letter, she answered that she did not remember what letter was. I started being worried, because all what she had improved till now, was failed. I started looking for the reason, but my lookup also failed. The only reason that I found behind interviewing other coworkers was, "learning a second language is a process that has been taught constantly, if not, the process will fail, all what have been achieved could also failed." True or not, the fact is that she has not been engaged in most of the activities although I have talked with her in a different environment out of the classroom and she shows being intimidating by the rest of her classmates without any reason. I would like to have other deep reasons for this specific case, I will continue looking for.

After counting the 17 pictures, the topic was spelled in order to encounter them with the topic. Then, the actions were presented to the class in a flipchart when the students were in a closed circle. This was great, because students had the opportunity to do the actions, the ones that were act out by the teacher. One technique that I like the most was, when the teacher recalled the previous ones. Following with the next task, I could observe that this previous one had a positive effect on children, although they were not in a controlled semi-circle. Most of them could successfully respond to teacher's mimics. They should have guessed the actions that T did, and finally they did a great job.

I could observe that Nicole did the actions although her voice was not enough projected. Let's see the following video:

The next activity permitted students to put in practice their recent knowledge and ability to see quickly a picture and say the action, let's see the video:

Consequently, the attitud and interest on learning by students were increasing while they were engaged in the game. The next activity permitted students to be motivated; this went further than playing, they were learning.

Something that I could observe during this task, the lines were not properly aligned. One group was in disadvantage because was far of the place where the cones were.

Nearly to the last participation of the teacher; it was interesting to see how they were performing the activities, their attitud was under an active scheme all the time. 

Practice of the topic by Juan.

Something that catched the attention on students was the voice, the voice was so projected that the students did not get lost. They were interested in knowing what would be the next activity. Fortunately, what was expected for them, came true. They were asked to remember the topic. Furthermore, the arrangement and the space were well-controled. 

The actions were clarified and internalized under a TPR approach, let's see what happened at this time:

After this activity, they could take a deep breath because the previous activity was with a high rythm. The actions were spelled and represented by movements slowly.

Therefore, it was time to inductively make them produce the language by following the structure "can" followed by the action verb.

Let's see this video to see how students reinforced the actions and the colors:

Nearly the last activity, they were invited to play a kind of "Hot Hat" whose goal probably was to reinforced the vocabulary and to activate the spelling process, let's see the video:

Finally, a sticky song was sung by almost all of them: 

What can you do?

How about you?
What can you do?
Fly, I can fly
Fly, I can fly
Fly, fly, fly, fly, fly
I can fly.

Week 14_November 1st

Topic: Clothes

Teachers: Luis & Gloria

Vocabulary: Jeans, shorts, dress, blouse, skirts, t-shirt, socks, shoes, glasses, hat, cup, sweater.

Grammar: I am wearing, she is wearing, and he is wearing

Whose ______ is this? Whose _______ are these?

As part of the review: Numbers (1-20), alphabet, colors, family members.

Warm Up Stage and Presentation of the topic by Glory

Teacher started with some happy's questions to break the ice and started talking about feelings. Then, students were invited to come to the front of teh class to make a circle and sing the "how are you today?" song by using some cards. At the time the word "happy, sad, and hungry" were in the lyric, they had to show the faces.

Although they already knew the song, it helped students a lot; teacher could encourage them to be focus on the words they heard. 

After having this warm-up activity, she presented some pictures of clothes inside. This activity aimed at pronouncing the first word of each clothes correctly. Something that is pretty important to take into account is the rewards. They perceived a simple word like "good". Let's see the following video:

Later, teachers used authentic materials to have them internalize the vocabulary with the real world by mentioning the color of each of them. Let's see the video:

Even Nicole participated in this task:

This coming activity was pretty enjoyed by all of the students, let's see what happened during this moment:

At that time, students have internalized the vocabulary, so now, it was time to put in practice what they have got. Teacher presented two pictures, she called them by real names, Ricardo and Fabiola. They helped them to keep the contact with reality. Students had to paste the clothes one by one. This activity was well-controled, monitored, and modeled by the teacher, and thereby it worked successfully; as a result, students could performed the next activity.

Week 13_October 25th

Topic: Days of the Week and Numbers from 11-20

Teachers: Gisselt, Cristela and Mónica

Vocabulary: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Numbers from 11-20

Grammar: What day is today? What is your favorite day?

As part of the Review: The numbers, the alphabet (How do you spell Sunday?), the colors (red, blue, yellow, green, pink, orange, brown, white, black), prepositions (Monday is between Sunday and Tuesday).

Lesson Plan:

https://commons.wikimedia.org/wiki/File:Second_Lesson_Cris,_monik,_Gisselt..pdf

Arrangement of the Classroom:

Monik's (Stage: Warm Up and Presentation)

Gisselt's (Stage: Practice [Part I])

Cristela's (Stage: Practice [Part II])

Warm-Up and Presentation:

First, I started with the "How are you today?" song with a different dynamic: 

There were three vertical stripes pasted on windows side. Ss were in line and followed me. Let's see the following video:

Although this performing activity could work a third time, I stopped in here because I just had 5 minutes for this activity. I had to perform a warm-up activity whose purpose was reviewing vocabulary from the previous classes: Family members, numbers, colors, and spelling. 

Every one had the opportunity to participate. That was great!!!

After this, I continued with the presentation of the topic: "Days of the week". I took Ss to the other part of the stage where the weekly planner was.

I started presenting the numbers from 11-17 whose purpose was just they had a little knowledge, thereby they had the chance to call them at the time we were completing the chart. Later they would have the opportunity to reforce them with more practice.

 Once they have recognized how to call the numbers whereby they had to call them and I discovered each day of the week in order to be pasted in the correct position of the week. I was focused on the pronunciation of the first letter of the days not in all of them.

Then, I said the days of the weeks with rythm by singing a song: 

"Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, What day is today? What day is today? Friday, Friday."

Class Observation and My Case of Study:

I could observed that Nicole could participate in the warm-up stage because there was one opportunity for each of the class; by the contrary, she did not participate in the participatory task because she is not willing as the rest of her classmates are.
It is true that Children learn by their own experiences, as Piagets claimed, however, Vygotsky claimed that children learn by the influence of their environment. To create a suitable environment is needed to analyze the implication of the cognitive process in education (schooling).
It was difficult to start with this lesson because the construction of an attuned context depends on prior knowledge of the students. In this specific clase, there was not any prior knowledge about days of the weeks; there was not any representation (picture-cued) to teach them. On the other hand, there was just a prior knowledge about the alphabet. As Vygostky suggested, teachers need to create a social base (scaffolding) in order to help to the cognitive development. For this reason, what I did was to construct an internal representation of external reality when I tried to connect days of the week with the sounds and thereby this finally worked because students could socialize sounds with the fisrt letter of the words.
I could observe this effect in Nicole, she produced the sounds as well as her classmates. 

Finally, I introduced the participation of Gisselt. 

Practice (Part I):

Gisselt started her presentation with a meningful task. She presented two uniques faces that got Ss involved in showing their feelings. Then, she continued by presenting the calendar.

As Vygotsky suggested, she used the calendar as sign of having interaction between the students and their physical world. Although they did not know the meaning of "calendar" exactly, they could associate the latin american word "calendar" by "calendario". This was certainly a physical object in which the days of the week appear. Students could take place within a social relation and thereby they produced this approach in the following activity.

She handed out seven cards and whereby they had to represent the days of the weeks. 

It was interesting to see how they were linked the color represented on the board with the color of the card that they had. Of course, it was not the way in which they had to do it, but I could see how they were looking for a key or cue to solve their problems. They are congnitively connected with the physical environment in which they are.

After this activity, they had to perform another task with the boxes.
Let's see how this worked:

Nicole had connected the sound, the word and the calendar at this moment. She could do the task. That was great!


Practice (Part II):

Finally, Cristela presented a missing word game by skiping some days of the week in order to have Ss complete the missing days of the week.

It was interesting to see how students were curious in knowing what was happening around them when they were asked to closed their eyes.

Finally, they had a great moment to play with clay in order to set the spelling of the words.

Although the time was not enough to finish this task they were so excited about doing it. They did not want to finish doing it!!!!!

Resources:

http://psych.colorado.edu/~colunga/P4684/piaget.pdf

http://blogs.maryville.edu/shausfather/vita/vygotsky/