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Bringing the World into the Spanish Elementary Classroom

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Information about Bringing the World into the Spanish Elementary Classroom
Education

Published on March 7, 2014

Author: lewisgi

Source: slideshare.net

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Bringing the World into the Spanish Elementary Classroom
FLAG 2014
Atlanta, Georgia
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Bringing the World into the Elementary Spanish Classroom By Marta Goodson & Mr. Gilbert Lewis, Lake Forest Hills IB Elementary School

“With the realization of one’s own potential and self- confidence in one’s ability, one can build a better world.” Dalai Lama How do I bring the world into my classroom? Why should I do it?

What are some traditional Foreign Language Methods or Approaches? The Natural Approach The Audio-Lingual Method Suggestopedia The Grammar Translation Total Physical Response The Communicative Language Method Cooperative Language Instruction Content Based Learning Narrative

What is an Inquiry Based Learning Model? It is a non-traditional model in the foreign classroom. Nevertheless, this learning model promotes students to make connection to current issues in their communities and to develop a need for solving them

Aligning the Spanish Curriculum Vertical Alignment  Aligning the Spanish Curriculum with other subjects help students to connect previous experiences.  To activate prior knowledge in the Spanish classroom.  To validate one’s own knowledge. Horizontal Alignment  To develop an intrinsic motivation for learning.  To observe and reflect on your individual and intellectual growth.  To understand better your strengths and weaknesses.  To monitor the school’s curriculum on a large scale.

Whole School Aligned Curriculum

Spanish Connections with the Flat Stanley Project 1st Grade Objectives: • Types of Weather • How Weather Works • Impact of Weather Thematic Unit: How the World Works Spanish Connections: • How weather and climates affect the articles of clothing Flat Stanley will wear as he travels from one place to another.

Stanley and Stella Travels All Over the World How We Organize Ourselves  An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

How do I implement the Inquiry Based Learning Model in the 1st grade Spanish Class and also be connected to the regular class? ¿Cómo?  Incorporating some projects and themes from the general education classes only when the content is applicable to foreign language class.  Simplify the vocabulary.  Introduce concepts after students have been exposed to them in their regular classes.  Examples: Purpose of a map. Time Math skills ( addition, subtraction etc.) Memorized information Recognition of phonetic sounds The 3R’s Recycle, Reduce , Reuse etc… Natural Disasters

Escenario 1: Flat Stanley Project  Centeral idea:  Maps help us to organize ourselves.  Lines of Inquiry:  Purpose of a map  Characteristics of maps  Interpreting maps

The Lesson in Action  Preliminary Suggestion  Simplify your essential question to allow students language acquisition  Stage 1: Ask  Essential Question:  Ex: ¿Qué ropa usa Stanely…?  Concept: When Stanley travels to another part of the World, the weather will change.

Artifact

The Lesson in Action  Stage 2: Investigate  Ex: Compare/Contrast the weather in the month of December in the U.S. and Panama.

Artifact

The Lesson in Action  Stage 3: Create  Student projects must be appropriate to age and cognitive level.  Take your cue from the regular classroom projects.  Manipulate when necessary to align the content to the foreign language curriculum.

The Lesson in Action  Stage 4: Discuss  Students demonstrate what they know and have learned up until this point.  Ex: Oral class discussion

The Lesson in Action  Stage 5: Reflect  Review what has been learned and investigated.  Ex: Winter and Summer Clothes Recognition Activity  Manipulative Maps: Circle appropriate clothes according to the weather.

The Lesson in Action  Stage 6: Ask Again  Teacher promotes inquiry and reflection.  Expansion: Teacher prompts students to think about other related topics and questions.  Recycle: As the seasons change, language is revisited as it becomes experientially important.

Vertical Alignment 2nd – 3rd Grades 4th – 5th Grades Art and Fashion Design  In Stage 3 (Create), students sketch /color a set number of different articles of clothing to present.  Students reflect on different concepts related to seasonal changes during the year. Fashion Show  In Stage 3 (Create), students design a set number of different articles of clothing to present to the class.  Students reflect on different concepts related to natural ecosystems while recycling language relating to weather and seasons.

Artifacts (3rd Grade)

Artifacts (5th Grade)

Resources        GBP Salsa Series www.abc.ya www.musicalibre.com.co www.duolingo.com www.123teachme.com www.storybird.com www.goanimate.com  For additional resources such as rubrics and to view this presentation again, please visit --www.pasitosacademy.com

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