Central states giving kids a can do attitude
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Central states giving kids a can do attitude

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Central states giving kids a can do attitude Central states giving kids a can do attitude Presentation Transcript

  •  
  • Giving Kids a Can-do Attitude! September 17, 2010 Nadine Jacobsen KY NELL Representative Spanish Teacher Dunn Elementary Louisville, KY
  • Background
    • Spanish Teacher, Louisville, KY
    • Second language learning started in the university.
    • No language exposure in elementary school.
    • Elementary School with 600+ students
    • With k-2 twice a week 30 minutes = 60 min./wk
    • With 3-5 once a week 40 minutes / wk
    View slide
  • Motivation for the Action Research
    • Personal experience learning a second language.
    • Job search with a B.A. in Spanish
    • Grading 600+ students every 6 weeks (with no assistance)
    • Providing students with genuine & motivating feedback.
    View slide
  • “I can’t do it”
  • “ I can do it!”
    • or...
    • Do it with fun:
    • confidence building,
    • assessment integrated,
    • real-life,
    • performance based tasks!
    Assessment You could...bribe them to do it with prizes and candy!
  • Linguafolio Inspired
    • I can
    • statements
    • I CAN tell you what I like!
      • “ I like
      • to write.”
  • I CAN tell you what I would like to be when I grow up!
    • “ I would like to be an artist.”
  • “ I can...” Statements:
    • Answer that inevitable question:
    • “ What did you learn at school today?”
    • Build confidence
    • by saying,
    • “ I can!”
    • Give purpose
    • to lessons.
    • Match assessment to curriculum
    • using real-life
    • performance-based tasks.
    • Support
    • student-centered learning experiences.
    • Provide an
    • opportunity
    • for parents to
    • get involved.
    • https:// maestranadine.wikispaces.com
  • Unit 4: What do I enjoy from celebrations?
  •  
    • Classroom
    • Action
    • Research
  • My Wonderings
    • How does what students believe they can do with Spanish compare with what they really can do with it?
    • How do learners feel about what they can do in Spanish?
    • How effective are “I can” statements?
    • Given a topic, to what extent can learners talk about it in Spanish?
  • My Plan
    • 1. Survey all five classes in 3 rd grade.
    • 2. Choose 30 learners by randomly drawing their names out of a bag after they completed the survey.
    • 3. Orally Interview the 30 learners assessing what they can do using Spanish.
    • 4. Compare what learners felt they could do using the language to what they could do in an oral interview with me in Spanish.
  • Total Student Enrollment : 619
  •  
  • 3 rd Grade Enrollment: 120
  • The Survey 7. (Fill in what else you can do!) I can : 6. I can talk about what I like and don’t like to do! 5. I can talk about the weather! 4. I can talk about birthdays! 3. I can talk about my home! 2. I can give directions! 1. I can talk about things in my classroom! I need to work on this. I can with some help. I can with no help! ¡Si Se Puede!
    • Unit 4) Cuando es tu cumpleaños? Cuantos anos tienes? Que te gusta
    • hacer en la fiesta? Can you sing a Birthday song? Able to answers
    • questions:
    • 0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1)
    • Unit 5) Que tiempo hace? Able to describe the weather given pictures
    • and gestures learned in class:
    • 0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1)
    • Unit 6) Que te gusta hacer? Que no te gusta hacer? Able to answer given
    • pictures and gestures acting out activities learned in class:
    • 0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1)
    The Oral Interview Rubric Examples
  • My Data Analysis Plan
    • 1. Code survey results.
    • 2. Create pie graphs measuring the responses for
    • each unit.
    • 3. Create a pie graph for a total of all the
    • responses.
    • 4. Create graphs to compare the survey to the
    • interview for each unit.
    • 5. Look for patterns.
    • What do learners
    • believe they can do
    • in Spanish?
  • Total Survey Results
  • Each Question / Unit (1-4)
  • Units 5 & 6
    • 1) First unit identifying classroom objects and people.
    • 2) Less time was spent on directions and more time was spent on learning the classrooms in the school and Unit 1.
    • 3) This unit combined the home and family.
    • 4) The most fun of all the units; however, learners have a higher self-efficacy with these language goals.
    • 5) We just finished this unit, lots of fun talking about the weather.
    • 6) One of the 3 rd grade classes had not been introduced to Unit 6; however, throughout the year we talked about what we liked to do in class.
  • How does what learners believe they can do compare to what they can do?
    • Below are the results of thirty learner’s surveys based on question 1-6.
    • Over fifty percent of their responses reflect they were confident they could demonstrate the “I can” statements without help.
    • The interview demonstrates learners thought they could do better than they really could do.
    • It also demonstrates the contrary showing they could do more than what they thought they could do in regards to their answers about needing to work on certain statements.
  • #7: Fill In “I can ...” Survey Entry
    • 119 learners were asked to fill in what they thought they could do in the language. 114 responded.
    • 89% responded with something they could do orally.
    • 4% claimed they could read in Spanish.
    • 4% claimed they could listen and follow directions in Spanish.
    • 3% claimed they could write in Spanish.
    • I can talk about myself.
    • I can talk about school supplies and books.
    • I can talk about school.
    • I can talk about seasons.
    • I can talk about the weather.
    • I can talk about what I like to do.
    • I can talk in Spanish!!
    • I can tell what I do in the classroom.
    • I can tell what sports I like to play.
    • I can tell when my birthday is.
    • I can sing a birthday song in Spanish (Espanol).
    • I can sing a pinata song.
    • I can sing happy birthday to you.
    • I can sing some of the songs.
    • I can sing Spanish songs.
    • I can sing the "Meses del ano" song.
    • I can write in Spanish.
    • I can write Spanish books.
    • I can stay on task.
    • I can ask basic questions and respond to them.
    • I can count in espanol.
    • I can count to triente (30).
    • I can name the people in my family.
    • I can say my name and how I feel in Spanish.
    • I can say my name and my family's name.
    • I can say what I like to do outside and inside.
    • I can say what my room is like.
    • I can talk about animals.
    • I can talk about colors.
    • I can talk about days, months and seasons.
    • I can talk about englasa (church).
    • I can talk about food.
    • I can talk about math.
    • I can talk about me.
    • I can talk about my cat.
    • I can talk about my sport. I can read in Spanish.
    • I can read some Spanish.
    • I can follow directions
    • I can read a book in Spanish.
    Examples Of Learner’s I Can Statements