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Mining for (Elementary) Gold #csctfl17

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Central States Conference on the Teaching of Foreign Languages presentation for teachers on leveraging authentic video for real language and culture in the world language (Spanish, French, German, Chinese, Russian, Japanese) class.

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Mining for (Elementary) Gold #csctfl17

  1. 1. MINING FOR (elementary) GOLD leveraging language and culture in authentic #earlylang video CSCTFL 2017 a project of musicuentos.com
  2. 2. Sara-Elizabeth Cottrell musicuentos.com @secottrell facebook.com/musicuentos ¡Hola! 2
  3. 3. What can you do? Let’s lay out some goals 3
  4. 4. “Do not confuse comprehensible input with total comprehension. -Donna Clementi & Laura Terrill, The Keys to Planning for Learning 4
  5. 5. Let’s get mining You’ve selected a video clip. Now what? 5
  6. 6. 6
  7. 7. STEP ONE: Identify 7 language: vocab/structure perspectiveproduct / practice
  8. 8. NEXT: Design your CI. Build targets into a comprehensible introduction strategy, like a story or game or PQA. 8
  9. 9. BRAIN BREAK! 9
  10. 10. THEN: Watch x1 ▪ What I heard and understood: ______________________ ▪ What I think is going on: ______________________ 10
  11. 11. Intro the clip with “fist-to-five” show of comprehension AND NOW... 11
  12. 12. The cookie tells the prince, “You’re a monster!”
  13. 13. 13 The prince tells the cookie, “I’m not a monster! You are!”
  14. 14. 14 The prince wants to know where the others are.
  15. 15. 15 Gingy will tell because he doesn’t want to lose his buttons.
  16. 16. 16 Gingy says, “Do you know the muffin man?” The woman hiding his friends is married to the muffin man.
  17. 17. THEN: Watch x2 ▪ What I heard and understood: ______________________ ▪ What I think is going on: ______________________ 17
  18. 18. NEXT: Follow up with scene comprehension. 18 Complete the story. The (cookie, sandwich) tells the (prince, grandma) that he is a (lawyer, monster).
  19. 19. Don’t leave yet... ▪ cloze: “____ not a monster! You ____!” ▪ comprehension: “What does the prince want to know?” ▪ questions outside the story: Who has more friends, the cookie or the prince? 19
  20. 20. FINAL INTERACTION: Create your own story on the model. 20 Complete the story. The ______ (thing) tells the ______ (person) that (he/she) is a ________ (thing).
  21. 21. Just one more thing... ▪ How will students interact with cultural products, practices, and perspectives? ▪ In the TL? 21 mastersimage.com
  22. 22. Products / practices What is the nursery rhyme? Why are nursery rhymes popular? And what about the culture? Perspectives Why does DreamWorks use a nursery rhyme here? 22
  23. 23. What does the “muffin man” mean in other cultures? Place your screenshot here 23 Elsewhere...
  24. 24. Great. Where’s the gold? ▪ Commercials http://bit.ly/1LzKxQ8 ▪ Cortometrajes https://www.pinterest.com/salegarec/español-cortometrajes/ ▪ Channels https://www.youtube.com/plazasesamo https://www.youtube.com/canalpakapaka https://www.youtube.com/elreinoinfantil https://www.youtube.com/dokihome ▪ Film/TV Pocoyó, Peppa Pig, El Chavo animado, Dino el dinosaurio, Spid el coche, Doctora Juguetes, Tom la Grúa 24
  25. 25. 25 Mining in practice: “Lola Aventuras” Ministerio TIC Colombia
  26. 26. Tips from Bryan Kandel http://bit.ly/2cghkQ9 Elena López http://aprendemosjuntos.weebly.com/ Kara Jacobs http://reflecciones-kj.blogspot.com/ 26 Spanish Playground: 26 Tips for Video http://www.spanishplayground.net/video- activities-language-class/
  27. 27. 27 ANY QUESTIONS? You can find me at @secottrell & musicuentos.com Thanks!
  28. 28. Credits Special thanks to all the people who made and released these awesome resources for free: ▪ Presentation template by SlidesCarnival ▪ Photographs by Unsplash 28

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