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9 thoughts on “When It Ain’t Workin’”
Do you think this would be a useful prereading tool? If there is a particularly difficult section, I was thinking I could condense it down to a brief paragraph around the difficult structures. Then, go through the process you described above followed by the read and discuss routine of the difficult section. Do you think it would be as effective as just writing the unknown words and translations on the board while we are reading?
With highly motivated students it might work but the only way to find out if to try it and pls. report back to us. We need to be willing to try shit more often.
I tried it today with Chapter 3 of Pobre Ana. The first 2 pages were full of words they didn’t know so I broke it down into 2 shortened versions of about 6 sentences each. I wrote out the English translation on a piece of paper in kind of a list format (1 sentence per line). Then told them what to write. I threw it under the doc camera and then dictated the Spanish and wrote on the white board. Next, I turned off the doc camera, did some gesturing around the difficult to comprehend structures, and finally did some circling to get some reps. Finally, we chorally translated and discussed our way through the chapter like any other r & d day. The kids really responded well. I was getting confident answers to my circling questions. I asked some barometer kids after class if they feel like it worked for them and every single kid said yes with a sense of relief in their voice and more importantly in their eyes. I don’t really know if this approach was effective in terms of acquisition because I’m a newb to TPRS and this is the first time I’ve done anything like this, But, I had a class full of relaxed, focused Spanish 1 students for an hour and a half on a Friday.
If they were involved and focused it was effective in terms of acquisition. We can’t define the term too narrowly. I think what you did was awesome. 90 min. of that. Nice!
Let me say back to you what I think you did, and correct me if it’s off. I think others would like to use this.
Problem: Needing the kids to become familiar with two pages of unfamiliar vocabulary in Pobre Ana.
Steps to a solution:
1. teacher breaks down text into two shorter versions of the two pages – each version consists of 6 sentences.
ok this is where I get confused –
what are steps 2 and 3 and 4 and 5 exactly?
I started the process, at least the way I understood it, that you explained above. I told them what to write in L1. Then, I put it up on the projector screen and wrote the translation in L2 right above the L1. I wrote slowly and read the words trying to get them to focus on what the L2 phrases sounded like and looked like. Next we made gestures for gets on, takes out, and gets off. After the six sentences were written in L2 on the board, I shut off the projector which was projecting the L1 sentences, so all that was left were the sentences in L2. Then, I went through and circled the new vocabulary, asked for quick L1 translations and gestures. Finally, we opened our books and started r & d. I’m not sure how I feel about them getting the L1 first. I feel like it goes against what we are trying to do but, then again, I feel like it made the input was comprehensible to the kids while we were reading and discussing. I was kind of dreading Pobre Ana Friday before I read your post and decided to give this a try. It ended up being pretty fun. Let me know if my explanation still didn’t make sense.
OK I think I get it. Here it is written in steps:
Problem: Needing the kids to become familiar with two pages of unfamiliar vocabulary in Pobre Ana.
Steps to a solution:
1. teacher breaks down text into two shorter versions of the two pages – each version consists of 6 sentences.
2. teacher says in L1 “Write this sentence (the first one in the set of sentences in step 1 above) in L2”. The kids write it out as best they can. So what if it sucks? They are trying to write.
3. Then the teacher writes the correct translation of the sentence in L2 above the L1 on the projector screen, writing slowly and reading the words out loud, trying to get them to focus on what the L2 phrases sound like and look like.
4. Then this backwards planning activity moves from visual work to auditory work in the form of PQA, with certain key structures being gestured in much the same way that we do that with story scripts. (This really is very creative – it represents a brilliant melding of the process of doing stories with a new process for doing novels.)
5. After that, the teacher shuts off the projector which was projecting the L1 sentences, so all that was left were the sentences in L2. (I am unclear about how this works physically – weren’t the sentences on the document camera on the same page?)
6. Then the teacher goes through and circles the new vocabulary, asking for quick L1 translations and gestures.
7. The final step is opening the book and doing R and D. It works this time because of all the backward planning done in steps 1 through 6.
Any concern that the first step is output – asking the kids to translate directly into L2 from L1 to start the exercise – is something we will have to address by doing this.
I would like to keep this thread going. This might be a bust but I don’t think so – I think it may be a missing piece for us in teaching writing and novels at the same time.
My personal feeling – without having tested this – is that the kids who are interested – half of them – will do this work (step 1 translation work into L2 above) well, because this step 1 translating work functions as a kind of anticipatory set. It makes them curious.
Their curiosity is satisfied when they see the correct version of the original sentence on the overhead. And the kids who don’t care – I don’t care either. When it comes to output, the entire game of teaching a language changes – the kid has to want to do the work. (With input, as per Krashen, especially auditory input, they can’t help but learn – their brain is wired for it.)
All we have had as a community so far to teach writing, as far as I know, are freewrites until I brought in dictee against strong opposition from Susan Gross early on (about eight years ago) have been those two things – free writes and dictees. But I really like this plan. It sets up novels nicely while giving the kids practice in writing. What’s not to love?
We’ll know in a week or two. I think Andrew has unleashed a beast. And if if it’s not, we have the person who really should have been – and chill will attest to this – ACTFL Teacher of the Year – Jody.
Jody has a kind of vision on ideas like this that none other in the TPRS/CI community has. And she is not afraid to call bullshit on stuff. She is the ultimate interpretor of Krashen bc she has studied his work so exhaustively since the early ’90’s.
I’m not being sollicitous here – I mean it. Having Jody in our group is like having our own PLC version of Krashen to advise us on new ideas such as this one above. This group is talented – there ain’t a bout adout that in my mind.
Ben,
This kind of writing activity really interests me, and reminds me of something that I did today in class.
I had less to do today, and was missing nearly half of my class due to trips, so I decided to wing it a bit. After 7 minutes of FVR, I told them that we were going to end the class with the word chunk game (which they LOVE) but that first we were going to look at the written story we read together in class yesterday. We looked at it on a site called textivate (here is the link to my story in Spanish http://www.textivate.com/rsdjn1 ). We did an activity to put the sentence chunks in the right order, and then also a gap-fill activity.
However, the most amazing thing happened when I asked them what version of “Fill in the Letter” they wanted to do. They told me they wanted to do the hardest level, which simply shows blanks for each letter of each word (so you know how many letters it has) and punctuation. I told them that I thought it was too hard for them, and they took it as a challenge.
The next 10-15 minutes were without a doubt the best, most enthusiastic, focused writing exercise that I have ever done. I typed, but they called out the words to write, and I made them come to a consensus (or vote) if there was a dispute. I asked them to spell out words for me, I paused at the endings of verbs to ask if it was -a the present ending or ó the past ending. They absolutely lapped it up. Of course it was a story that they had already seen, but they were making connections that they didn’t even know about in terms of grammar, all the while completely focused on the meaning of the text. I helped them, or glided past some parts that were tricky, but they made it through over half the text without making a single mistake (if I do it again, I would choose a couple of paragraphs, as this was too long).
In any case, I don’t want to sound like a shill for textivate, but I am sooo happy with this activity, and the kids were jumping up and down high-fiving one another as they got the words right. It´s good to share some success stories here as well as all the other crap.
Thanks for sharing this, David. I’d heard of Textivate, but hadn’t checked it out till looking at your story. Very cool! I’ll definitely use this activity.
Badass. Verily badass.