Become a more confident language teacher.
December 1 is Tuesday, which means that it’s time to start thinking about midterms and finals! I’ve shared most of the exams that I have used in the past on this blog, but I found one today in my files that I never posted. This was the first midterm that I gave after my switch…
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Here in Alaska, we just wrapped up an incredible conference. Bill VanPatten of MSU and Scott Benedict of Teach for June were our Keynote speakers, and they joined with World Language teachers from across the state to inspire and challenge my ideas on language teaching and acquisition. I tweeted like a maniac, so check out #afla15…
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So #langchat tonight was crazy. We celebrated “Throwback Thursday” by using the old “free-for-all” format in which a topic is given at the beginning, but the conversation is not moderated. #langchat has grown significantly, and while I prefer the free-for-all format to the moderator Q – participant A format, it was clear tonight that there…
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Thanks to Samantha Uebel, who sent me French translations for my QAR materials, all of you French teachers out there can rest easy knowing that you can pop into class tomorrow and try out QAR without having to do the grunt work of translating everything for yourselves!! Yippee! Click here to download the materials in French,…
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If you attended my workshop on QAR Strategies for Differentiating Questions at iFLT this past summer or its condensed counterpart at AFLA just a few weekends ago, you will be happy to see this post! If you didn’t, I hope that you will be happy to have found it once you’ve read through it. QAR (Question-Answer Relationships)…
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In a Comprehensible Input classroom that uses Standards Based Assessment, we must format our question-based activities differently based on whether our goal is to provide further repetitions of the text and the structures that it contains (a ‘reading activity’) or to assess whether or not a student comprehended the text. If the goal is to provide…
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One common question that I was asked in my sessions at iFLT ’14 was, “I thought that our goal is to provide students with comprehensible input…so why do so many of these activities contain output?” Great question! Is output bad? No comprehension based teacher thinks that output is bad. Output is a good thing and one of the end…
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About two months ago, I wrote a post explaining how second language teachers can use the Common Core Anchor Standards for Reading to give depth to their reading assessments and challenge students to think critically in the target language. Read it here. Understandably, some readers were left wondering what an assessment composed of CCSS Aligned questions…
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It is important for all teachers to informally assess students’ comprehension throughout any lesson in any content area. When we ask a comprehension question, we use students’ response to determine whether it’s time to move on to the next topic, or if we must spend more time on whatever we are studying at the moment.…
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Scott Benedict is the king of assessment, so if you have never before pondered accurate assessment, standards-based assessment, etc., you should probably hop on over to his site, Teach for June, and spend the next few weeks there before you come back and finish reading this post. If you have already reached the conclusion that it…
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