2013 workshop powerpoint

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2013 workshop powerpoint

  1. 1. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  2. 2. Slideshare.net/BlaineraySlideshare.net/Blaineray
  3. 3. Make everyminuteCOUNT!!!
  4. 4. We focusonFLUENCYFluency andTPRS®Fluency andTPRS®
  5. 5. In order to successfullyIn order to successfullyteachteach fluencyfluencythe teacher must:the teacher must: Focus on the details of a storyFocus on the details of a story NotNot focus on the languagefocus on the language
  6. 6. TPRS® is a method of second-language teaching that useshighly-interactive stories toprovide comprehensible inputand create an atmosphere ofimmersion in the classroom.What is TPRS®?
  7. 7. Use words students knowSpeak slowlyKey 1: ComprehensibleKey 1: Comprehensible
  8. 8. Repetitive questionsContinually start overAdd detailsMultiple locationsMultiple charactersVerify details withactors and with the classKey 2: RepetitionKey 2: Repetition
  9. 9. Recycle the Story✓ at any point, stop, go back,and review the story✓ re-circle the recycled parts✓ continue story when you getback to where you left off
  10. 10. Surprise details“Playing the game”PersonalizationPositive exaggerationKey 3: InterestKey 3: Interest
  11. 11. Teach to the Eyes!✓teach STUDENTS notcurriculum✓look in individual student’s eyeswhen teaching✓hold students accountable✓always check for understanding
  12. 12. Story RetellsHave students frequently retell the story totheir partners✓after the story ends✓have superstar retell story to class✓Limit the time to two or three minutes
  13. 13. Shelter VocabularyLimit vocabulary to a fewhundred words per year
  14. 14. Don’t shelter grammarUse whatever grammaris necessary to expressmeaning.
  15. 15. Use lessons each dayUse lessons each dayto practice structure.to practice structure.Structure is the keyStructure is the keyto fluency.to fluency.Teaching fluency…Teaching fluency…
  16. 16. Data -TeacherData -Teacher
  17. 17. Data -TeacherData -Teacher
  18. 18. Brain Rules
  19. 19. SHORTTERMMEMORYBrain Processing ModelBrain Processing ModelENVIRONMENTENVIRONMENTHEARINGLONG-TERMSTORAGESMELLSIGHTTOUCHTASTEPERCEPTUALREGISTEROUT OUT OUTWORKINGMEMORYSousa, David A.. How the Brain Learns.Thousand Oaks: Corwin Press, 2006.
  20. 20. Rule #1:We don’t pay attention toWe don’t pay attention toboring thingsboring things..
  21. 21. Rule #2:We have 30 seconds to repeatWe have 30 seconds to repeatsomething before it is forgotten.something before it is forgotten.
  22. 22. Rule #3:Students must pay attentionStudents must pay attentionin order to learn.in order to learn.Medina, John. Brain Rules. Seattle: Pear Press, 2008. pp. 76, 79.
  23. 23. How do we get them to pay attention?•“The novel stimuli – theunusual, the unpredictable,or distinctive are powerfulways to harness attention.”
  24. 24. Emotions get ourattention.
  25. 25. People usually forget 90% of whatthey learn in a class within 30 days.
  26. 26. Rule #4Most of what we learn is visual.Most of what we learn is visual.• Dramatize the story• Props
  27. 27. dramatize the story
  28. 28. ✓ wigs & hats✓ cardboard cutouts✓ funny noses✓ funny glasses✓ stuffed animals✓ toysuse props
  29. 29. Rule 5:The initial learning is important.
  30. 30. One could increase the life span of amemory simply by repeating theinformation in timed intervals.
  31. 31. Rule 6:There are two types ofmemories
  32. 32. 1. Non-declarative1. Non-declarativeThese are things learned by feel such as riding a bike,These are things learned by feel such as riding a bike,playing the piano, or jumping rope. Theseplaying the piano, or jumping rope. Thesememories are not in our conscious awareness.memories are not in our conscious awareness.2. Declarative memories“The shirt is blue”“Jupiter is a planet.”
  33. 33. What we remember after 24 hours…HEAR 5%READ 10%AUDIO-VISUAL 20%DEMONSTRATE 30%DISCUSS 50%DO 75%EXPLAIN / APPLY 90%Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.
  34. 34. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  35. 35. Es (it) gab (gave) einMädchenThere was a girlSie warShe was• Was? What• Wer? Who• Wo? Where
  36. 36. Es gab ein MädchenThere was a girlSie warShe waskeinnot oneoderorundandnichtnot• Was?• What?•• Wer?• Who?•Wo?• Where?
  37. 37. Es gab ein MädchenThere was a girlSie warShe wasSie hatteShe hadkeinnot oneoderorundandnichtnot• Was?• What?•• Wer?• Who?•Wo?• Where?•• Warum?• Why• Wie?• How
  38. 38. • Es gab ein MädchenThere was a girlSie warShe was• Sie wollte zwei Nasen habenShe wanted to have two nosesSie ist (is) nach (to) …… gegangenShe went to (gone)• Sie hatteShe had•keinnot onemitwithoderorundand• Was?• What?•• Wer?• Who?•Wo?• Where?•• Warum?• Why• Wohin?• Where to?
  39. 39. Circling:the heartofTPRS®
  40. 40. Circling1. Positive statement2. ? with a yes answer3. Either/or questions4. ? with a no answer5. Restate the negative and restate the positive6. Who?7. What? Where? When? How? Why?How much?, etc…8. Positive statement
  41. 41. Teach a sentence• Past tense to the class.• Present tense to the student actor.• Verify with both the class and the studentactor.• Student actor either says the answer or readsit.
  42. 42. Step oneAdd a sentenceElena was a girl.Talk to the class in the past tense.Ask Elena:Are you are girl?Yes, I am a girl.Yes, you are a girl.Class, Elena was a girl.
  43. 43. Step twoAdd a locationYou now have two sentencesElena was a girl.She was in Arizona.Talk to the class in the past.Talk to your student actor in thepresent.Verify what she says and then talkto the class.
  44. 44. Step 3Add a more specific location.Now you have 3 sentences.Elena was a girl.She was in Arizona.She was in Happy Valley, Arizona.
  45. 45. Step 4Add another location.Elena was a girl.She was in Arizona.She was in Happy Valley.She was in Panda Express.
  46. 46. Step 5Add a parallel character. Compareand contrast both characters.Elena was a girl in Happy Valley,Arizona at Panda Express.Susie was a girl in Blaine,Minnesota, at Starbucks.Compare and contrast the twocharacters.Verify the details with your studentactors.
  47. 47. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  48. 48. Create a TPRS® Lesson Plan
  49. 49. A Story has two partsBackground information
  50. 50. Background informationOften will set up a story andgive information to be used inthe story.
  51. 51. Background information (Monday)1. Names, and places2. Multiple characters3. Doesn’t need to pertain to story4. Practice any word or structure5. Use for compare and contrast6. Verify details with actors
  52. 52. Parallel characters are usedto compare and contrast.They also make the storylast much longer.
  53. 53. Tuesday- day 2Every storyhas a problem!
  54. 54. Problem has 3 parts• Introduce the problem by statingsomeone wants something.• Make an unsuccessful attempt toresolve the problem.• Resolve the problem.
  55. 55. VariablesEvery story hasvariables. Use yourvariables to createsurprise details.Surprise details arewhat make the storiesinteresting.
  56. 56. Specificitygo from thegeneralto the specificgeneralspecific
  57. 57. Problem: A boy wanted a cat.Sentences:__________________________________________________________________________________In the first line, list a fact of the story, circle thevariable or variables, and list the alternative variables.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lesson PlanLesson Plan
  58. 58. Start with 2 or 3 structuresStart with 2 or 3 structures These are the structures you want topractice. Should be basic, high frequencywords. Always translate the words of thesestructures.
  59. 59. Problem: A boy wanted a cat.Sentences:There was a boy.He was a boy. .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lesson PlanLesson Plan
  60. 60. Read the storyThere was a boy. He didn’t have a cat.He went to Green River, Wyoming.There was a girl. The girl didn’t have acat.The boy went to Brooklyn. There was acat in Brooklyn. The boy picked up thecat. He was happy because he had a cat.
  61. 61. Lesson PlanLesson PlanProblem: A boy wanted a cat.Sentences: The boy didn’t have a cat. He went to Wyoming.The boy - What don’t we know about him? Name? Where he lives? Howold is he? Favorite music? What is in his bedroom? Who are his friends?Why does he want a bird?Information: Where did he live? (Three levels of specificity) Did he have a cat?Did he have an elephant? What did he have? What did he want? Where didhe go?Surprise details: Add proper nouns as a surprise. Kmart or Dollar Tree forlocations. Add names and places that are a surprise.
  62. 62. Lesson PlanLesson PlanProblem: A boy wanted a cat.Sentences: The boy went to Wyoming. There was a girl but there wasn’ta cat.Green River, Wyoming - Our character always goes some place. There was agirl there but not a cat.Brooklyn - The boy went to Brooklyn. There was a cat. He picked up the cat.
  63. 63. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  64. 64. x. This person will be the most experienced TPRSperson in the group. Announce the threeprocedures.A. Make a statement and have students say,“Ohhhhhhh”.B. Ask a question where they know the answer andhave them answer in the target language.C. Ask them a question where they don’t know theanswer and have them answer
  65. 65. a. in target language (Spanish because it is a Spanishstoryb. Proper nounsc. surprise me(If you don’t surprise me, I will surprise you.)
  66. 66. Person number 1– MondayBackground information Background information: Introduce the firstcharacter—add details about him/her by askingquestions.Name, where s/he was (be as specific as possible –name of state, city, place (proper noun?).Choose a student actor.Verify the details with that actor and with the class.
  67. 67. Person number 2– MondayBackground informationReview information about the first character byasking questions and then add another character.Add more information about the character. Verifythe details with both characters and with the class.
  68. 68. TuesdayIntroduce a problemReview the background information by askingquestions.Your main focus is on character one. You can addmore information about him/her.Add a problem where the character needs or wantssomething.Verify the details with your student actor and theclass.
  69. 69. Tuesday - Unsuccessful attempt to solve theproblemHave the character go someplace to make anunsuccessful attempt to solve the problem.Use dialogue. Talk to the class and tell the classwhat each character says.Create a reason why the actor doesn’t get whathe/she wants.
  70. 70. Tuesday - Solve the problemHave the character go to another place and solve theproblem.Use dialogue. Talk to the class when addingdialogue. It is your story therefore the actors don’tknow what they are going to say.The story is over when the problem is solved.
  71. 71. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  72. 72. Wednesday Embedded ReadingStart with the first embedded reading.Translate the first embedded reading.Students write in the meaning of any new words.
  73. 73. Embedded reading oneStudents sit in pairs. These pairs are in groups of 6or 8. (They sit like in an airplane.)Student one reads the first sentence in the targetlanguage. Student two reads that same sentence inEnglish and then reads the second sentence in targetlanguage. (Volleyball translation)Students continue reading and translating for 2 or 3minutes.Students rotate. One side of the students all move upwhile the student in front goes to the back.Continue until all have read with another partner.
  74. 74. Embedded reading 2Repeat the same process for the second reading.Students will have a little more time to do thevolleyball translation. Continue until students haveread with either 3 or 4 partners.
  75. 75. Person number 1– WednesdayExtended reading - Background informationBackground information: Introduce the firstcharacter—add details about him/her. This person is playing the role of the main characterin the extended reading. Add information about thecharacter. Add his/her name, where s/he was (be asspecific as possible – name of state, city, place(proper noun?).Choose a student actor. Verify the details with thatactor and with the class.Verify the details with that actor and with the class.
  76. 76. Person number 2 WednesdayExtended reading - Background informationAdd a parallel character. (Usually a student playinghimself)Compare the new character to the other character.Add more information about both characters.Verify the details with both characters and with theclass.
  77. 77. Person 3 – Extended readingThursday Review the details established in the backgroundinformation. Read the first paragraph. Translatewith the class.Ask facts about the paragraph. Add any surprises tothe story.Dramatize the extended reading. Add surprises.Verify the details with your student actors.
  78. 78. Person 5 – Extended readingThursdayAfter you have acted out the extended reading,students are now ready for volleyball translation ofthe extended reading. Have them go through theentire story now in groups. Give them 3 minutes toread with each partner. If there is time, also dovolleyball translation with the extended reading inthe past tense.
  79. 79. Brain RulesBrain RulesCirclingCirclingPlanning a StoryPlanning a StoryReading and DiscussingReading and Discussinga Storya StoryTPRS and GradingTPRS and Grading
  80. 80. TPRSTPRS®andandSchoolSchool
  81. 81. A typicalTPRS®week
  82. 82. Monday✓talk about weekend/ PQApractice with newstructures✓Establish backgroundinformation and addparallel characters withsurprise details.
  83. 83. Tuesday✓ Start over and re-establish thebackground informationfrom yesterday.✓ Introduce the problem.✓ Make an unsuccessfulattempt to solve theproblem✓ Solve the problem✓ If there is time, solvethe problem with theparallel character✓ If there is time, do apartner retell
  84. 84. Wednesday✓Embedded readings 1and 2✓Add backgroundinformation to thestory✓Add a student as theparallel character✓Add backgroundinformation about thestudent
  85. 85. Thursday✓Review the details ofthe extended reading✓Add more surprisedetails to bothcharacters✓Dramatize the rest ofthe story✓Do the embeddedreading with theextended reading
  86. 86. Friday✓Timed writing✓Read a discuss a novel✓Add surprise details✓Add one or moreparallel character✓Read and translate tothe end of the chapter.✓If time, do partnerstudent retells.
  87. 87. TestsTests1. 50% of nine-weeks grade (40% withreading option)2. Surprise tests3. Translation – Target language to English4. Cumulative throughout the year5. Test words they know6. Most students get A’s or B’s on tests7. If 80% don’t get 80% or higher, retest
  88. 88. Reading Option1.Make your test grades worth 40% of their nineweeks grade.2.Earn 10% of the grade by reading.3.First and second year students read a novelevery nine weeks.4.Third year students read a novel a month.5.Fourth year students read 2000 words ofliterature a night.
  89. 89. Non-Test GradesNon-Test Grades(quizzes and homework)(quizzes and homework)1. 25% of nine-weeks grade2. About a grade or two a week3. Quizzes4. Timed writings5. Homeworka. Retell story to an adultb. Write out storyc. Draw the storyd. Write a new ending to the story
  90. 90. Timed writingsTimed writingsA homework grade.Speed writeSpeed writeStudents write for five minutes withoutstopping. They write as many words as possible.Relaxed writeRelaxed writeStudents write for ten minutes.They can stop, edit and ask questions.
  91. 91. Timed writingsTimed writingsBoth are graded at a point a word.Accuracy is usually not graded ontimed writings.
  92. 92. ParticipationParticipation1. 25% of nine-weeks grade2. Each student starts with 100 points.3. Students are required to look engaged.4. Looking engaged means: no sleeping,talking or writing.5. Each infraction costs the student 5 pts.6. When there is an infraction, teacher saysthe name of the student and “págame”.
  93. 93. Págame MakeupsPágame Makeups1. Student can make up two págames(10 pts.) by giving the teacher anice card.2. Student can make up two morepágames by shaking the teacher’shand.
  94. 94. Págame MakeupsPágame MakeupsThere is a maximum of one card and onehand shake per nine weeks.All other págames are made up with 100word essays in the target language:a. Essay can be copied but it must be inthe student’s own handwriting.b. Student can only write two 100-word

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