Central states giving kids a can do attitude

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Central states giving kids a can do attitude

  1. 2. Giving Kids a Can-do Attitude! September 17, 2010 Nadine Jacobsen KY NELL Representative Spanish Teacher Dunn Elementary Louisville, KY
  2. 3. Background <ul><li>Spanish Teacher, Louisville, KY </li></ul><ul><li>Second language learning started in the university. </li></ul><ul><li>No language exposure in elementary school. </li></ul><ul><li>Elementary School with 600+ students </li></ul><ul><li>With k-2 twice a week 30 minutes = 60 min./wk </li></ul><ul><li>With 3-5 once a week 40 minutes / wk </li></ul>
  3. 4. Motivation for the Action Research <ul><li>Personal experience learning a second language. </li></ul><ul><li>Job search with a B.A. in Spanish </li></ul><ul><li>Grading 600+ students every 6 weeks (with no assistance) </li></ul><ul><li>Providing students with genuine & motivating feedback. </li></ul>
  4. 5. “I can’t do it”
  5. 6. “ I can do it!”
  6. 7. <ul><li>or... </li></ul><ul><li>Do it with fun: </li></ul><ul><li>confidence building, </li></ul><ul><li>assessment integrated, </li></ul><ul><li>real-life, </li></ul><ul><li>performance based tasks! </li></ul>Assessment You could...bribe them to do it with prizes and candy!
  7. 8. Linguafolio Inspired <ul><li>I can </li></ul><ul><li>statements </li></ul>
  8. 9. <ul><li>I CAN tell you what I like! </li></ul><ul><ul><li>“ I like </li></ul></ul><ul><ul><li>to write.” </li></ul></ul>
  9. 10. I CAN tell you what I would like to be when I grow up! <ul><li>“ I would like to be an artist.” </li></ul>
  10. 11. “ I can...” Statements: <ul><li>Answer that inevitable question: </li></ul><ul><li>“ What did you learn at school today?” </li></ul>
  11. 12. <ul><li>Build confidence </li></ul><ul><li>by saying, </li></ul><ul><li>“ I can!” </li></ul>
  12. 13. <ul><li>Give purpose </li></ul><ul><li>to lessons. </li></ul>
  13. 14. <ul><li>Match assessment to curriculum </li></ul><ul><li>using real-life </li></ul><ul><li>performance-based tasks. </li></ul>
  14. 15. <ul><li>Support </li></ul><ul><li>student-centered learning experiences. </li></ul>
  15. 16. <ul><li>Provide an </li></ul><ul><li>opportunity </li></ul><ul><li>for parents to </li></ul><ul><li>get involved. </li></ul><ul><li>https:// maestranadine.wikispaces.com </li></ul>
  16. 17. Unit 4: What do I enjoy from celebrations?
  17. 19. <ul><li>Classroom </li></ul><ul><li>Action </li></ul><ul><li>Research </li></ul>
  18. 20. My Wonderings <ul><li>How does what students believe they can do with Spanish compare with what they really can do with it? </li></ul><ul><li>How do learners feel about what they can do in Spanish? </li></ul><ul><li>How effective are “I can” statements? </li></ul><ul><li>Given a topic, to what extent can learners talk about it in Spanish? </li></ul>
  19. 21. My Plan <ul><li>1. Survey all five classes in 3 rd grade. </li></ul><ul><li>2. Choose 30 learners by randomly drawing their names out of a bag after they completed the survey. </li></ul><ul><li>3. Orally Interview the 30 learners assessing what they can do using Spanish. </li></ul><ul><li>4. Compare what learners felt they could do using the language to what they could do in an oral interview with me in Spanish. </li></ul>
  20. 22. Total Student Enrollment : 619
  21. 24. 3 rd Grade Enrollment: 120
  22. 25. 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!
  23. 26. <ul><li>Unit 4) Cuando es tu cumpleaños? Cuantos anos tienes? Que te gusta </li></ul><ul><li>hacer en la fiesta? Can you sing a Birthday song? Able to answers </li></ul><ul><li>questions: </li></ul><ul><li>0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1) </li></ul><ul><li>Unit 5) Que tiempo hace? Able to describe the weather given pictures </li></ul><ul><li>and gestures learned in class: </li></ul><ul><li>0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1) </li></ul><ul><li>Unit 6) Que te gusta hacer? Que no te gusta hacer? Able to answer given </li></ul><ul><li>pictures and gestures acting out activities learned in class: </li></ul><ul><li>0 (3) 1 (Need to work =3) 2 (some help = 2) 3+ (Can do=1) </li></ul>The Oral Interview Rubric Examples
  24. 27. My Data Analysis Plan <ul><li>1. Code survey results. </li></ul><ul><li>2. Create pie graphs measuring the responses for </li></ul><ul><li>each unit. </li></ul><ul><li>3. Create a pie graph for a total of all the </li></ul><ul><li>responses. </li></ul><ul><li>4. Create graphs to compare the survey to the </li></ul><ul><li>interview for each unit. </li></ul><ul><li>5. Look for patterns. </li></ul>
  25. 28. <ul><li>What do learners </li></ul><ul><li>believe they can do </li></ul><ul><li>in Spanish? </li></ul>
  26. 29. Total Survey Results
  27. 30. Each Question / Unit (1-4)
  28. 31. Units 5 & 6 <ul><li>1) First unit identifying classroom objects and people. </li></ul><ul><li>2) Less time was spent on directions and more time was spent on learning the classrooms in the school and Unit 1. </li></ul><ul><li>3) This unit combined the home and family. </li></ul><ul><li>4) The most fun of all the units; however, learners have a higher self-efficacy with these language goals. </li></ul><ul><li>5) We just finished this unit, lots of fun talking about the weather. </li></ul><ul><li>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. </li></ul>
  29. 32. How does what learners believe they can do compare to what they can do? <ul><li>Below are the results of thirty learner’s surveys based on question 1-6. </li></ul><ul><li>Over fifty percent of their responses reflect they were confident they could demonstrate the “I can” statements without help. </li></ul><ul><li>The interview demonstrates learners thought they could do better than they really could do. </li></ul><ul><li>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. </li></ul>
  30. 33. #7: Fill In “I can ...” Survey Entry <ul><li>119 learners were asked to fill in what they thought they could do in the language. 114 responded. </li></ul><ul><li>89% responded with something they could do orally. </li></ul><ul><li>4% claimed they could read in Spanish. </li></ul><ul><li>4% claimed they could listen and follow directions in Spanish. </li></ul><ul><li>3% claimed they could write in Spanish. </li></ul>
  31. 34. <ul><li>I can talk about myself. </li></ul><ul><li>I can talk about school supplies and books. </li></ul><ul><li>I can talk about school. </li></ul><ul><li>I can talk about seasons. </li></ul><ul><li>I can talk about the weather. </li></ul><ul><li>I can talk about what I like to do. </li></ul><ul><li>I can talk in Spanish!! </li></ul><ul><li>I can tell what I do in the classroom. </li></ul><ul><li>I can tell what sports I like to play. </li></ul><ul><li>I can tell when my birthday is. </li></ul><ul><li>I can sing a birthday song in Spanish (Espanol). </li></ul><ul><li>I can sing a pinata song. </li></ul><ul><li>I can sing happy birthday to you. </li></ul><ul><li>I can sing some of the songs. </li></ul><ul><li>I can sing Spanish songs. </li></ul><ul><li>I can sing the &quot;Meses del ano&quot; song. </li></ul><ul><li>I can write in Spanish. </li></ul><ul><li>I can write Spanish books. </li></ul><ul><li>I can stay on task. </li></ul><ul><li>I can ask basic questions and respond to them. </li></ul><ul><li>I can count in espanol. </li></ul><ul><li>I can count to triente (30). </li></ul><ul><li>I can name the people in my family. </li></ul><ul><li>I can say my name and how I feel in Spanish. </li></ul><ul><li>I can say my name and my family's name. </li></ul><ul><li>I can say what I like to do outside and inside. </li></ul><ul><li>I can say what my room is like. </li></ul><ul><li>I can talk about animals. </li></ul><ul><li>I can talk about colors. </li></ul><ul><li>I can talk about days, months and seasons. </li></ul><ul><li>I can talk about englasa (church). </li></ul><ul><li>I can talk about food. </li></ul><ul><li>I can talk about math. </li></ul><ul><li>I can talk about me. </li></ul><ul><li>I can talk about my cat. </li></ul><ul><li>I can talk about my sport. I can read in Spanish. </li></ul><ul><li>I can read some Spanish. </li></ul><ul><li>I can follow directions </li></ul><ul><li>I can read a book in Spanish. </li></ul>Examples Of Learner’s I Can Statements

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