Bl storytelling tailor
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This document discusses using an experiential approach to develop language proficiency through storytelling. It presents a continuum of language learning from passive comprehension to active output. Tips are provided for using storytelling strategies like involving students, asking questions, including unusual characters, and having an unexpected ending. Suggestions are made for selecting comprehensible input by noticing patterns and personalizing input to student interests. The document also discusses using interactive low-response activities like polls, surveys, and games to progressively move students along the continuum. Overall resources for story scripts and training are shared.
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Bl storytelling tailor
- 1. be a BRAVE LITTLE (STORYTELLING) TAILOR Kentucky World Language Association Fall Conference 2016 #bravelittletailor #kwla16
- 3. CAN DO ò I can identify and incorporate the non-negotiable elements of comprehensible input. ò I can develop an interaction that engages students with comprehensible learning targets. ò I can adapt storytelling strategies to fit my students’ learning situation.
- 4. An experiential approach to proficiency (the last stage of backward design) “ ” I can do what the sum of my experiences have prepared me to do.
- 5. An experiential approach to proficiency (the last stage of backward design) “ ” Interaction with comprehensible input along a continuum naturally encourages language use.
- 6. EXPERIENTIAL APPROACH TO PROFICIENCY DEVELOPMENT A continuum from passive input to TL performance SPONTANEOUS ACTIVE OUTPUT scaffolded x/y response ☑ passive CI scaffolded open response
- 7. 2/7 Tips for a Good Story òGoals òSimplicity FOTO: IMAGEN EN ACCION
- 8. Identify targets & group up! What will you teach? Whom will you collaborate with? 8
- 9. Let me tell you a story.
- 10. 7 Tips for a Good Story ò Goals ò Student involvement ò Questions ò Strange characters ò Simplicity ò Repetition ò An unexpected ending FOTO: IMAGEN EN ACCION
- 11. Tailor Tip: “I’m not creative enough.” 11 ò Use reality. ò Think about how you might tweak it. ò Ask. ò #langchat ò students ò Creativity is a muscle.
- 14. Personalizing Input ò Include student interests, talents, and experiences in input. ò Use characters they know. ò Use famous people they love or hate. ò Shift unit focus to student interests. ò Allow more choice in formats, assignments, vocabulary, etc.
- 15. Comprehensible input must not be confused with total comprehension. TERRILL & CLEMENTI
- 19. Tailor Tip: “My learners don’t like crazy.” 19 ò Pinpoint what they do like (drama?). ò Ask. ò #langchat ò students ò Use interesting people and events instead.
- 20. What’s your intermediate step(s)? How will you move students along the continuum with a low-response interactive activity? 20
- 21. Progressive Interaction: Linguacafé это хорошо! О, это плохо! это хорошо ! или ili ! это плохо?
- 22. What’s your intermediate step(s)? How will you move students along the continuum with a low-response interactive activity? 22
- 23. Tailor Tip: “I can’t get into storytelling.” 23 ò That was not a story; it was a game. ò Start a file of inspiration. ò Investigate / bookmark ideas and sources for other strategies. Such as…
- 25. infographics!
- 26. social media!
- 33. TL websites!
- 34. In the focus on whether they can, don’t forget to focus on whether they care. MUSICUENTOS.COM
- 35. Now what? ò Trained storytelling teachers willing to be observed: http://bit.ly/2cbQRP6 (thanks martinabex.com!) ò Story scripts: https://bryankandeltprs.com/category/ story-scripts/ ; https://martinabex.com/category/story- scripts/ (thanks Martina & Bryan!) ò Encouragement from Terry Waltz: http://bit.ly/ 2cbR2K8 ò My Linguacafé set: http://bit.ly/2cPABWK 35