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vPQA6 – sleeps/carries/makes noise – Julie/Spanish
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9 thoughts on “vPQA6 – sleeps/carries/makes noise – Julie/Spanish”
Thanks so much, Julie! As a semi-beginner in Spanish, I feel pretty comfortable reading those slides and thinking about how much fun it would be to answer the questions.
So glad that this project is getting going. More examples will help us all. I have just the smallest feeling that it might be harder to read the Russian ones than the Spanish ones, though!
Michele I am glad that you like this example of a vPQA slide presentation from Julie. My higher mind on this is Ruth, who reminds me of the importance of using the term vPQA in its pure sense as described in numerous articles in that category here, and not to call a slide show vPQA unless it meets those criteria specified in the post linked below. Ruth just stopped me from posting a bunch of examples I have gotten over the year until we can discuss how to move forward, keeping the vision pure, as it were, because at least in my view a casual PP PQA slide show that is made without the kind of scaffolding we see in Julie’s model is not something that we want to share with the kids. I may be a little too dogmatic on this but it is still something I want to do, because I believe so much in scaffolding and not ever putting material in front of the kids that they can’t handle, haven’t seen before, etc. I hope Ruth is at iFLT but if not we can know that we do have a plan to sketch out on this topic before the year starts, so that the examples we collect, and those posted on the Haiku Deck webpage (see category) for our use only here in coming years, do in fact correspond to Julie’s vision:
https://benslavic.com/blog/36835/
Ben, what are we doing about photos on the ones we share here. Is everyone either giving credit or making sure to use free or public images? The presentation I made (vPQA for La chaise spéciale) that I asked you to take off had images I got online that may or may not be public. I wasn’t sure what we had decided and what others were doing. What did we decide?
I know that is the beauty of Haiku Deck. Sometimes it’s hard to find images that really work well there, though.
I know I just asked you another question, but don’t forget what you wrote:
“…and with summer in full sail, let’s really take a full break….”
Otherwise, how are you going to get ready for Paris and India and get in a few extra bike rides? 😉
On the HD, I’m good with it. The quality of the image is not what counts to me, the freedom from a lawsuit is what counts to me. However, I don’t want to drive the group in any one direction and I know that there are a lot of PP people out there. Maybe they can continue using that all they want. If even ten or fifteen per cent of the group uses HD, it will be enough for all of us for a year. We’ll meet up in MN, those in the group who are going, and report back here in early August on the pulse of vPQA. Whatever happens, I’m good with it. I’m with Craig West on this deal, committed to HD. I hope some of the group would agree to that plan.
I have prepared a couple of Haiku Decks, one on “Le gusta” and another on basic TPR commands. I bought a laptop PC and converted the decks into PowerPoints. But my question is, how can you write down new words, bringing them into bounds, when all you’re projecting is a PP presentation on the screen? Would you just put the new vocab on a white board? For example, if I want to teach them, “¿Qué le gusta hacer?”, and “hacer” is a new word for them, then do you bring “hacer” into bounds by writing it on the whiteboard? I know that’s a simplistic question, but I really need to know since I’m new to HD.
Also, where does HD fit into “asking a story?” Are they two distinct strategies? If your slides are already up there, and you’ve given them the different options for answers they can give, then you can’t really ask a story, can you? Or would you do the HD, for example on “le gusta”, and then begin a story about a boy who likes to do so and so?
… how can you write down new words, bringing them into bounds, when all you’re projecting is a PP presentation on the screen?…
Julie has done a lot of teaching new words before she starts vPQA. She does lots of TPR in August. Another example would be that in the vPQA “debate” phase at the end of the sequence she will just talk to them in a PQA format using “Do you agree?” or “Do you not agree?” for a long time until she senses acquisition. I heard her explain this more than once last week in MN. She is very careful to frontload information so that her decks/slide shows are not out of bounds. Hope that sufficiently answers your question, Larry. The big message here is that in ANY form of CI instruction, we try to ONLY USE WORDS THAT THEY ALREADY KNOW, whether it be a story or a vPQA lesson or whatever.
…where does HD fit into “asking a story?”….
So PQA using HD or Google images (pas pour moi) or whatever is Step 1 and Step 1 has the job of setting up Step 2, the story. So everything you do with the slides in PQA is to set up instant recognition of the targets when you then do the story. Then you do the reading of the story. We never leave the Three Steps. They are the gold standard for this work, its marrow. The various activities – stories, vPQA, and the 25 other strategies found in The Big CI Book – are the bones, and the Three Steps are the marrow.
Thanks, Ben. After I posted those questions, I went to the category and studied up some more on vPQA. I understand now that the PPT is the setup that leads into a story. I will also prepare a reading later based on the PPT and the new structures I just taught. I can also see how you can do a good bit of circling just with the different slides themselves. I’ll also use the debate questions. Thanks for the answer.
Yeah and Larry please know that vPQA was tested in four separate instances last week by groups of teachers in sessions. Two experienced teachers wondered as you did about the effect of too many written words on the circled images, so I asked Krashen.
He said that as long as the material being presented is comprehensible, any words in the captions can be glossed (that teaches reading), and if the image is compelling it will boost things along as well. In other words, I am fine with the captions since we got the go-ahead on them from SK.
Other than that, Julie’s presentations should, in my view, be included in all future national conferences. She was clear, precise and at the end of two of the sessions when I asked how many of the novice teachers would rather use old style PQA or vPQA to start out their years next year, they all pointed right at the screen and the vPQA images that Julie was using in her presentation.