Inquiry Based Learning Model in the Spanish Classroom

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Published on March 6, 2014

Author: lewisgi

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Inquiry Based Learning Model in the Spanish Classroom

Inquiry Based Learning in the Spanish Classroom By Marta Goodson & Gilbert Lewis Lake Forest Hills IB Elementary School

Which of these methods are included in your curriculum planning?          The Natural Approach The Audio-Lingual Method The Grammar Translation Total Physical Response The Communicative Language Method Cooperative Language Instruction Content Based Learning Suggestopedia Narrative Note: Using your check chart, mark an X on the methods you use in your instruction.

Yearly AP Spanish Language Challenges

Challenges       AP Spanish classes are offered after Spanish III Students’ language barriers. Students learn a basic/intermediate command of the second language in three years. They are not considered proficient in the target language after the third class, unless some extended learning experience had taken after school or at home. The inconsistency in the continuity of teachers in the department. Students enroll in the Spanish level I class without any exploratory class experience received at the middle schools

A. Einstein  Insanity: is doing the same thing over and over again and expecting different results.

3 Attainable Goals  Increase academic achievement in AP Spanish students.  Use Spanish to acquire new knowledge.  Reinforce students’ interest in Spanish and to promote the importance of using the language in their lives, especially in their future careers.

What is the Inquiry Based Learning Model (IBL)?  It is a process which has become an option for supporting student learning.  Inquiry implies:  to ask  to investigate  to create  to discuss  to reflect  and then to ask again.

Lluvia de ideas ¿Qué observas?

Addressing the Skills: Writing/Escritura/Vocabulario  In addition to the brainstorm of ideas, a vocabulary is also introduced. • • • • • • • • • • • • • el adelgazamiento de la capa de ozono - hole in the ozone layer el agua potable - drinkable water el aerosol - spray la basura nuclear - nuclear waste el calentamiento global - global warning el crecimiento de la población - population growth el derrame de petroleo - oil spill desechable - disposable desperdiciar - to waste el efecto invernadero - greenhouse effect la tala - logging el vertedero - dump la sobrepoblación - overpopulation

Vocabulary, cont. • • • • • • • • • • • envenenar - to poison el incendio - fire la inversión termal - thermal inversion la lluvia acida - acid rain el medio ambiente - environment el monóxido de carbon - carbon monoxide el país en vías de desarrollo - developing country el plomo - lead recuperar - to recover el recurso natural - natural resource la sequía - drought

Unidad 5: El Medio Ambiente: Problemas y Soluciones There are 8 steps in this model.  Step 1 The implementation is introduced by the essential question:  ¿Cuáles son algunos de los problemas del medio ambiente (locales, regionales y nacionales) y el impacto de estos problemas en nuestro habitat? Adopted by Jake, Knodel & Pennington  What are some of the local, regional, and national environmental issues and the impact of these problems on our habitat? What is the economic price to be paid for environmental solutions?

Unidad 5: El Medio Ambiente: Problemas y Soluciones Step 2   Framing the objective, by developing six to ten foundation questions. Examples: • • • • • ¿Cuales son algunos problemas ecológicos? ¿Qué cosas puedes hacer para disminuir la contaminación del aire? ¿Cuáles son las consecuencias del desarrollo económico para la ecología? ¿Cómo puede controlarse en el estado de Georgia o en el condado de Jefferson, la tala de áboles indiscriminada? ¿Cuál es la importancia de la Capa de Ozono? Step 3  Develop a search strategy:  Local media  Online sources  Textbooks  Videos  Labs (experiments or classroom experiences)

More Brainstorming… Students brainstorm together about causes and solutions to different environmental problems. Causas de los problemas Sugerencias para mejorar la situación

Unidad 5: El Medio Ambiente Problemas y Soluciones Step 4  To locate the information. Assign different topics on which to conduct a research.  This is the step for preliminary selection of readings. Readings can be assigned by the instructor. Readings and articles can be chosen from students’ contributions based on group interest.  

Addressing the Skills: Reading/Lectura   Artículo - La contaminación marina Una cita en línea http://nationalgeographic.es/medio-ambiente/critical-issues-marine-pollution-1 http://www.elmundo.es/ Diversas formas de contaminación Existen pruebas de que los océanos han sufrido a manos del hombre durante miles de años, desde la época romana. Sin embargo, los estudios llevados a cabo recientemente demuestran que la degradación, especialmente en las zonas costeras, se ha acelerado notablemente en los últimos tres siglos a medida que han aumentado los vertidos industriales y la escorrentía procedente de explotaciones agrarias y ciudades costeras. La contaminación es la introducción de contaminantes nocivos que no son habituales en un ecosistema determinado. Algunos de los contaminantes más comunes derivados de la actividad humana son los plaguicidas, herbicidas, fertilizantes químicos, detergentes, hidrocarburos, aguas residuales, plásticos y otros sólidos. Muchos de estos contaminantes se acumulan en las profundidades del océano, donde son ingeridos por pequeños organismos marinos a través de los cuales se introducen en la cadena alimentaria global. Los científicos incluso han descubierto que los medicamentos que ingiere el hombre y que no llegan a ser procesados completamente por su organismo acaban en el pescado que comemos. Muchos de los contaminantes que encontramos en los océanos son liberados en el medio ambiente mucho antes de llegar a las costas. Los fertilizantes ricos en nitrógeno que utilizan los productores agrícolas en zonas de interior, por ejemplo, acaban en las corrientes, ríos y aguas subterráneas locales, y más tarde se depositan en los estuarios, bahías y deltas. Este exceso de nutrientes puede provocar un crecimiento masivo de algas que consumen el oxígeno del agua, generando zonas en las que no puede haber vida marina o apenas existe. Los científicos han descubierto 400 zonas muertas con estas características por todo el planeta.

Unidad 5: El Medio Ambiente: Problemas y Soluciones Step 5   The information found needs to be verified for validity and reliability. Source:   Year of Publication:   magazine, newspaper, journal, electronic, encyclopedia, blogs, etc. How recent is the source? Is it obsolete? Author’s Expertise:  Has the source been peer reviewed or critiqued.

Addressing the Skills: Writing/Escritura  Language Functions     Grammar: Recognition   Subjuntivo con conjunciones Detailed Instruction   State Facts and Opinions Exchange Information Distinguish Fact from Opinion Objeto directo e indirecto Review      Expresiones impersonales con infinitivo Diferencia entre frase y oración. La narración en el pasado La descripción (adjetivos y adverbios) Comparaciones de igualdad y desigualdad.

Addressing the Skills: Writing/Escritura  Informal Writing  Formal Writing (integrated skills)  Free Response  Groups should also jigsaw the drafts of their stories for peer review.

Addressing the Skills: Writing/Escritura Adjetivos  Clasificacion de los adverbios  lugar Aqui, alli, ahi, aca, alla, cerca, lejos, donde etc. tiempo Ayer, entonces, anteayer, hoy... modo Adjectives in Spanish agree in number and gender with the nouns that they modify. bien,mal, así, aprisa, terminados en mente… Number  cantidad más, menos, mucho, poco, etc.   Singular Plural orden Primeramente, sucesivamente, afirmación Si, cierto, verdaderamente, negación No, tampoco, nunca, jamas duda Quizás, acasi, tal vez Gender  Masculine  Feminine

Addressing the Skills: Writing/Escritura Frase  Es un grupo de palabras conexas que esta dotado de sentido, como por ejemplo, las siguientes expresiones: Oración  La unidad más pequeña del habla con sentido completo. La oración gramatical contiene un verbo en forma personal.  los amigos de Pedro  Los amigos de Pedro son extranjeros.  esta presentación de metodologia  Esta presentación de metodología es interesante.  con nuestro propio dinero  Compramos la casa con nuestro propio dinero.

Unidad 5: El Medio Ambiente Step 6  To confirm if the information found answers the essential question developed at the beginning of the unit.

Unidad 5: El Medio Ambiente Step 7  To evaluate the quantity of information.      Rubrics Planners Check-lists Thinking Maps Flip Charts

The Product Step 8   To elaborate a product to represent the answer. Other ideas:      School Newscast School Newspaper Community Service Project Student Written Drama Portfolios  E-portfolios AP Spanish students perform an ecological fable at Wrens Elementary School.

Addressing the Skills: Speaking/Comunicación Culminating Activity    Informal & Formal Presentational Speaking. School Morning Shows/News Informal Speaking (Simulated Conversation)

Music Artifact  El progreso, Roberto Carlos  “Yo quisiera ser civilizados como los animales…”

Conclusions  The implementation of the IBL model is an alternative of changing attitudes and perceptions in the delivery of instruction and acquisition of a second language.  This learning model does not shift the responsibility to just the teacher or the student alone; instead, it embraces all in the process of learning.  This learning model promotes students to make a connection to current issues in their communities and to develop a need for solving them.

Conclusions  The IBL reinforces students interest in continue learning Spanish.  The IBL increases academic achievement in AP Spanish students and it shows significance gain on the AP Spanish Language test.

For additional information…  Please visit    www.pasitosacademy.com/flag-2014 to view this presentation again to look at sample rubrics and student surveys to browse useful links

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