SpinTX: Bringing Authentic Spanish Videos into the Classroom
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Presentation at the Texas Foreign Language Association 2013 Fall Conference Abstract: Spanish teachers demonstrate their uses of the Spin TX Video Archive—a free and open collection of video interviews with bilingual Spanish speakers in Texas. Teachers discuss how they use the Spin TX videos to create standards-based lessons that focus on authentic, conversational Spanish. In particular, the teachers will show that the SpinTX videos capture language in context and demonstrate the linguistic and cultural diversity of the Spanish-speaking world. Lesson plans based on the SpinTX videos include elements that lead to deeper language learning: thinking critically about language/culture problems, working collaboratively, and learning how to learn.
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SpinTX: Bringing Authentic Spanish Videos into the Classroom
- 1. Bringing Authentic Spanish Videos into the Classroom November 9, 2013 | TFLA 2013 | Frisco, TX
- 2. 2 Presenters Rachael Gilg Project Manager & Web Developer COERLL, The University of Texas at Austin Tina Dong Instructional Coordinator, World Languages Austin ISD Jared Abels Secondary Spanish Instructor Round Rock Christian Academy
- 3. 3 Agenda 1. Introduction to the SpinTX Video Archive and website demonstration (Rachael) 2. Using SpinTX to meet LOTE Standards (Tina) 3. Bringing SpinTX into the Classroom (Jared) 4. Discussion and Activity
- 4. 4 WiFi Logon information Connect to “New Embassy Meeting” Open internet on any site Username: tfla400 Password: tfal400 4
- 6. 6 The Spanish in Texas Project Goal: Make publically available authentic data about variation in Spanish as spoken in Texas • for research (sociolinguistics) • for education Encourage teachers/students/public to view local varieties as a resource
- 7. 7 Spanish in Texas Videos • Participants: Undergraduate students at UT Austin and their Spanish-speaking family, friends, or acquaintances in communities around Texas • Format: 30-40 minute interviews, using sampling of a large set of questions (~75) from NPR Storycorps (Historias) • Language: Spanish and mixed
- 9. 9 A free and open video archive for teachers & learners • 550+ video clips from 60 speakers living in Texas • Clip length between 1-4 minutes • Fully transcribed, captioned, and annotated • Videos can be downloaded and shared • Teacher-friendly search and tools for activity development
- 10. 10 Video Introduction to SpinTX Watch intro video.
- 12. 12 Top 3 Reasons to use Spin TX Students learned about the language Students learn to use the language Teacher-centered Learner-centered Focus on isolated skills Focus on integrated skills Textbook as the curriculum Thematic units and authentic resources Products, practices and perspectives Differentiating instruction to meet individual needs Assessing to find out what students can do Cultural factoids Same instruction for all students Testing to see what students don’t know
- 13. 13 Top 3 Reasons to use Spin TX Our students must… demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics.
- 14. 14 Top 3 Reasons to use Spin TX State Standards The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for LOTE. The use of culturally authentic resources in world language study, enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities. (Draft form) National Standards Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics. Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Focus of changes: add higher order thinking skills (e.g., “analyze”) expand notion of “text” to include “viewing”
- 15. 15 Communication-Based Application Unit: Families and Communities – Family Life Lesson Title: The DOCTOR is in his PLACE Lesson Objective: Students will be able to talk and provide information about families. Language Objectives: View videos from SpinTX of native speakers talking about their families. (interpretive) Work with a partner to obtain and provide information about each other’s families. (interpersonal) Write a blog about their family. (presentational)
- 16. 16 Communication-Based Application Mis hijos: todos son bien diferentes http://www.coerll.utexas.edu/spintx/video/392 Alex ya nadaba http://www.coerll.utexas.edu/spintx/video/1592 Mi hermana es mayor que yo http://www.coerll.utexas.edu/spintx/video/659 Estamos más o menos http://www.coerll.utexas.edu/spintx/video/640
- 17. 17 Culture-Based Application Unit: Contemporary Life - Celebrations Lesson Title: ¡Que no pare la fiesta! Lesson Objective: Students will be able to discuss celebrations, customs, and traditions in the Spanishspeaking world and compare these to their own traditions. Language Objectives: View videos from SpinTX of native speakers talking about celebrations. (interpretive) Work with a partner to create an interview. (interpersonal) Work with a partner to create a Spanish party invitation and present it to the class. (presentational)
- 18. 18 Culture-Based Application Tradiciones son varias http://www.coerll.utexas.edu/spintx/video/362 Celebrando una boda mexicana http://www.coerll.utexas.edu/spintx/video/1395 A mi mamá http://www.coerll.utexas.edu/spintx/video/1386 Celebrando el día de la Virgen de Guadalupe http://www.coerll.utexas.edu/spintx/video/1476 Cuando celebro la Navidad…en Matamoros http://www.coerll.utexas.edu/spintx/video/417 Hacemos fiestas http://www.coerll.utexas.edu/spintx/video/565 La tradición de Navidad http://www.coerll.utexas.edu/spintx/video/509
- 19. 19 Polls • Text your answers to the following questions. 19
- 20. 20 Possible ways to use a video... Retelling Predicting Mood-setting Extending Quizzing Modeling Engaging Inspiring Describing Elaborating 20
- 21. 21 Using SpinTX videos 1. as a connection, 2. as the entire focus of the class, & 3. as a springboard to class production. 21
- 22. 22 Connections… • Warm-ups and introductions to units • Presenting topics, grammar or pronunciation • Seque to next activity • Both beginning and cap activity 22
- 23. 23 Introduction to a topic Topic of cultural differences, • Pre-video questions – What are your favorite “Mexican foods" ? – How often do you have them? … – Which of these foods are actually Mexican and which are American? • Video & follow up questions: – Which foods were listed? – Did you know that? – Do you agree with him? • Contrastive essay … 23
- 24. 24 Segue between activities Moving between vocabulary & irreg preterit • Just finished section on camping and being outdoors (Realidades Ch2) • What would you bring with you on a trip? • Video 0:00 1:05 • What did he bring? What did he forget? • What is this word here - dijeron? It's a different conjugation – its missing an “i”… 24
- 25. 25 Both beginning and cap activity • Creates unity, helps to tie the unit together • More exposure to authentic language • Reinforcing pronunciation and form Repetition Repetition Repetition Example: • Video as a hook, • focus on a topic, grammar, pronunciation, • Students watch for homework and activity • Then have a closure activity after learning the new concept 25
- 26. 26 Targeting the text • CLEP test – Predict correct item – Give infinitives to conjugate – Listen and fill in • • • • • "correct" with prescriptive grammar Summarize & restate the gist of the video Translate into English Focus on pronunciation Lexical variation 26
- 27. 27 Springboard • Write a possible dialogue / story / scene before or after • Rewrite the video, recall or adapt • Retell the main facts of the story, but with different level of vocabulary, in a different tense, or in a different way. • Watch the video taking notes & then retell from notes 27
- 28. 28 Springboarding from speakers • • • • Class into group, each pick a speaker Listen to all stories of a speaker Order the stories to find the whole dialogue Redo the interview • The gist of the actual interview • Their own personal answers & opinions • Compare two speakers talking about the same topic 28
- 29. 29 Springboarding from stories • • • • • Chart the events What happens next Reenact the story, but with dialogue Draw a picture - cartoon sequence Debate what the speaker should do next (or should have done) 29
- 30. No puedes respirar, hasta que uno así se muere Alma R. 30
- 31. 31 Using other technology • Embed within hosting sites • Build flashcards with vocabulary • Student creation & reference 31
- 32. 32 Edmodo • Using Edmodo currently in my Spanish 2 & 4 class with SpinTX videos – Extra credit: How many DO pronouns? “I watched that video 10 times to get the right answer, and I even had to check the book to see if I was looking at the right thing” 32
- 33. 33 Communities & Contexts SpinTX is an Open Educational Resource (OER). • OER = “a universal educational resource available for the whole of humanity” (UNESCO, 2002) • Unlike traditional learning materials, OER enable teachers to practice the “4 R’s” – Reuse, Revise, Remix, Redistribute • OER can be used in many different contexts and learning environments. • It’s good to share!
- 34. 34 It’s Your Turn! Find a video that inspires you to develop a lesson around it. Go to http://padlet.com/wall/COERLLSpinTX_TFLA and post the following: your name and district the URL link of the video you selected (paste link directly) a brief description for how students can interact with the video using the interpretive mode of communication Sign up on the email list so we can keep you informed of Spin TX updates!
- 35. 35 Contact Information Tina Dong tina.dong@austinisd.org Rachael Gilg rgilg@austin.utexas.edu Jared Abels Jaredabels@rrca-tx.org THANK YOU FOR ATTENDING!
Editor's Notes
- Tina will talk about state and national standards and how SpinTX can be used to support themJared will talk about how he is using SpinTX in his classroom and give you some ideas for how you can use it in your classrooms.
- Part of a network of 15 National Foreign Language Resources Centers across the country, funded by the Department of Education. Our Center was started in 2010 and we are the only LRC in Texas.
- Sociolinguistics = study of language variation and dialectsAs the project directors say “Spanish is not a foreign language in Texas”. Many Texans speak Spanish on a daily basis. This is the “real” language that Spanish learners will encounter in their everyday lives. We have a great resource here in Texas.
- The content of the videos and how they were produced.
- This is an online polling app – will need to download the app - http://www.polleverywhere.com/app for the slide to run correctly.Poll Title: How often do you use videos or authentic resources in the classroom?<?xml version="1.0" encoding="ISO-8859-1" ?><poll url="http://www.polleverywhere.com/free_text_polls/wUs5G1DjWPzTK9x"> <!-- This snippet was inserted via the PollEv Presenter app --> <!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow --> <!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. --> <!-- The PollEv Presenter app must also be running and logged in for this to work. --> <!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. --> <title>How do you use videos in a classroom?</title></poll>
- David Deubelbeis has some great resources on using video in the classroom, and these are just a few of them.
- I want to show you a few ways that you can use SpinTX videos, and hopefully incorporate some of your ideas along the way.
- Need to insert video of http://www.coerll.utexas.edu/spintx/video/1551
- http://www.coerll.utexas.edu/spintx/video/1523
- http://www.coerll.utexas.edu/spintx/video/1523
- After watching the video a couple of times, allow the students to create new texts. Using what they have learned, or continuing the dialogue to the next logical step.
- There are some great gems inside ofSpinTX and the stories the speakers tell are rich and engaging. Getting the students to reenact one of the stories, or illustrate the main events are fun ways to bring the stories to life.This is a great area to bring diversification according to learner type. Allowing the artistic and hands on to cartoon or storyboard the story, the dramatic to create a short skit, and the linguistic to rewrite the tale from a reporter’s perspective.
- http://www.coerll.utexas.edu/spintx/video/1576
- EdmodoEmbed videos as assignments, quizzes or pollsCan track to see who “turned in”Allows for discreet feedback.QuizletCreate ongoing vocabulary lists of speakers or topicsPadletAs students are watching the video, others can build around the video targeting grammar, vocabulary, or even
- I can talk about my actual Edmodo page and how I use the videos… Can take to my page of edmodohttps://www.edmodo.com/home#/
- Rachael: segue to activity.Definition of OER, part of the open education movement to lower costs and barriers to educationNow you can legally do the things that you aren’t supposed to do with copyrighted materials.This makes OER flexible – you have the ability to adapt these materials to your classroom.We all learn to share when we are young. Many educators share with other in their school or close by. But the internet lets us share more widely. So, along with the SpinTX site we have set up a blog and Facebook site where we will feature examples of how SpinTX is being used. You can become part of the community! We can all learn and be inspired by sharing our materials openly. Let’s create a culture of sharing.