More Than Just Talk:
Interpersonal Tasks in the Classroom
http://tinyurl.com/MoreThanJustTalk2016
SSV-39 8:00 - 9:00 Territorial 1 Lyanne Terada
Today’s Agenda
-
Teachers as Leaders
Learning vs. Acquisition
Six Core Practices
Interpersonal Tasks vs.
Presentational Tasks
- Reflection Questions
- T-A-L-K Rubric
- Socratic Seminars
To be a great leader, you must:
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Gain knowledge
Reach out to others
Open your world
Walk toward wisdom
“Anytime you influence the
thinking, beliefs, or
development of another
person, you’re engaged in
leadership.”
Language Learning → Language Acquisition
Language Learning occurs consciously
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It is what happens when we learn rules about how language works or
purposefully study lists of vocabulary and grammar forms.
Language Acquisition occurs subconsciously
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It is through exposure to the language and meaningful communication
that a language is acquired.
Six Core Practices
1.
90-minute Focus Session 2:30 - 4:00 Next Time: Head for the LILL
WL Core Practices Piktochart
Use the target language as the vehicle and content of instruction.
2. Design and carry out interpersonal communication
tasks for pair, small groups, and whole class
instruction.
3.
4.
5.
6.
Design lessons with functional goals and objectives using the Backward Design
model.
Teach grammar as a concept and use it in context.
Implement interactive reading and listening comprehension tasks using authentic
cultural texts of various kinds while scaffolding to promote interpretation.
Provide appropriate feedback in speech and writing on various learning tasks.
Interpersonal vs. Presentational Tasks
INTERPERSONAL
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2-way
Interactive
Negotiation of
Meaning/Clarification of
Meaning
Speaking, Listening,
Reading and Writing
Face-to-Face, Telephone
Conversation, Written
Messages, Correspondences
PRESENTATIONAL
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one-way
Scripted, memorized or with
notes
No negotiation of meaning
Speaking and Writing
Whole group, small group,
pairs
Reflection Questions for Effectiveness of Interpersonal Tasks
1.
2.
3.
4.
5.
6.
Did you need to listen to your partner in order to complete the task?
Was the task engaging; that is, were you motivated to listen to your
partner to complete the task?
Did the task promote the negotiation of meaning or conversational
adjustments? If so, when? Please explain.
Did the task require the use of vocabulary and grammatical structures
indicated? Any comments?
Did the task require cultural knowledge?
Do you have any suggestions that might increase the interactivity of the
task?
Used from an adaptation from a workshop series by Glisan and Adair-Hauck for Pittsburgh Public Schools World Language Faculty
Think - Pair - Share: Interpersonal or Presentational?
Example 1: Spanish 1 (13 sec.)
Example 2: German 3 & 4 (1:50 min.)
Example 3: Spanish 1 (1:56 min.)
Example 4: Spanish 4 (2:13 min.)
Example 5: French 1 (1:39 min.)
Example 6: Spanish 1 (2:36 min.)
As you talk with someone
near you, discuss whether
it is INTERPERSONAL or
PRESENTATIONAL and WHY.
Then consider what factors
would make it the OTHER
task, if at all.
T-A-L-K Rubric
TALK Rubric Criteria
What: An uncomplicated way to assess student performance during
small group activities
When: As often as possible and as much as you can observe during
a group activity
T = TALKING IN THE TARGET
LANGUAGE
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Why: Often we have subjective impressions (often correct!!!) about a
student’s level of participation, cooperation, performance. The TALK
SCORES allow you to compare your impressions with real classroom
performance.
Is the student TALKING
in the target language?
Is the student TRYING
to communicate?
A = ACCURATE
L = LISTENING
How: Each letter of the word TALK represents one PERFORMANCE
OBJECTIVE to be observed during small group activity. During an
activity, the teacher should select only ONE objective to observe.
The goal should be that at the end of one or two weeks, students
have been observed for ALL FOUR performance objectives (a
“round”).
K = KINDNESS
Teacher’s Handbook: Contextualized
Language Instruction, Shrum &
Glisan, 2010, pp.502-503.
Ideas for More Variety of Interpersonal Tasks
SPEAKING
WRITING
Pair-Share Dialogues
● Writing Around the Table
Info Gap Activities
● Text Messaging (on paper)
Speed Dating
● Role Playing
Tom Mathews Scenarios
Concentric Circles (inner-outer
circles)
Stand Up - Hand Up - Pair Up
● Interactive Games
Share a favorite interpersonal activity
● Socratic Seminars
(speaking or writing).
● Discourse Cafés
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Socratic Seminars: Protocol for Participation
Socratic Seminar is an activity in which everyone in class participates in a discussion of a particular topic.
Discussion is a good way to share what we know about a topic we have studied as well as to listen to and
learn from other students to fill in the gaps of our knowledge.
****It is VERY important that we follow these norms in order to maintain an open and respectful
environment during the discussion.
1.
Listen to what others say with an open mind.
2.
Respect the opinions of everyone even if you disagree.
3.
Include all of the students during the discussion.
4.
Connect all points that are made throughout the discussion before changing the topic.
5.
Speak about the topic without detours.
6.
Make connection with the information/topics we have studied throughout the unit.
Level 2 Example
Spanish 2 Socratic Seminar
Relevant Information we
Topics:
have done in class:
· How does the school a student attends reflect the culture that · Mi propio auto reader
they live in?
· Comparison of school
· What do your hobbies / past times / extracurricular activities
schedules
say about your culture?
· Internet activity: Un
· What types of extracurricular activities should / shouldn’t a
colegio privado de España
school sponsor?
· Information gained from
· By making comparisons, what aspects of school in a Spanish- completing relevant
speaking country would you like to implement in our school
checkboxes
system?
· Video: CasiCasi
· How have you changed your thinking about your own culture (Comparisons and
after learning about school in other countries?
Differences with Puerto
You will be assessed on thoughtful participation and positive contribution to the discussion.
Rican school)
Socratic Seminars
-
Preparation (Proof within the “text” or content)
Advancing the Conversation (connecting the previous contribution to
your current contribution; “passing the ball”)
French 3 (start 2:25 min. - 3:56)
Quality of Discourse
Comprehensibility
Spanish 3 (2:19 min.)
Observation (10% of grade)
Positive Contributions
1. Make a relevant comment
2. Draw another person into the conversation
3. Take a position on a question
4. Corroborate opinion with supportive evidence
5. Recognize inconsistencies and address them
Negative Contributions
A. Not paying attention
B. Behaving in a distracting manner
C. Interrupting
D. Monopolizing conversation
E. Personal attack
Level 3 Example
Spanish 3 Socratic Seminar
Movies / Television programs that you can talk about
How would you summarize the plot? (preterite, imperfect, present perfect, imperfect progressive,
gustar verbs, por & para)
Can you talk about the characters and their actions? (present, pronouns, gustar verbs, preterite,
imperfect, por & para)
Can you describe the direction and talk about what the director (might) have been trying to achieve?
(preterite, imperfect, present, subjunctive)
Can you talk about critic reviews of the movie / program? (present perfect, gustar verbs, present,
subjunctive)
Can you discuss viewing the movie / program – where, when, with who? (future, conditional, present
perfect)
Level 4 Example
Spanish 4 Socratic Seminar
Spanish 4 Video
1.
¿Cómo se desarrolla la identidad de César Chávez a lo largo del tiempo? (How does César
Chávez’s identity develop over time?)
2.
¿Cómo influye el ambiente (físico – paisaje, clima; personal – familia y relaciones; cultural lengua y normas de comportamiento) en la vida de César Chávez? [How does the environment
(physical – landscape, weather; personal – family, relationship; cultural – language, norms of
behavior) shape César Chávez’s life?]
3.
¿Quiénes son las personas históricas que han influido su activismo politico? (Who are some
historical figures that have influenced his political activism?)
4.
¿Cuáles son los desafíos que enfrentan a César Chávez? ¿Cómo lo hizo y qué impacto tenía?
(What are some of the challenges that César Chávez needed to confront? How did he do so and what
impact did it have?)
5.
¿Cómo ves tú su influencia en la cultura americana hoy en día? ¿Cómo te afecta? (How do you
still see his influence on American culture today? How does it affect you?)
Gambits: “Devices that help the speaker maintain the smooth flow of conversation”*
Emm… - Umm...
No todavía. – Not yet.
Interesante. – Interesting.
¿Qué te parece? – What do you think?
(No) Estoy de acuerdo. (does not change to
¿En serio? – Seriously?
feminine form) – I (don’t) agree.
No entiendo. ¿Puedes explicar un poco más? – I
Tienes razón. – You’re right.
don’t understand. Would you explain a little
Pienso que sí/Creo que sí. – I think/believe so.
more?
Por lo tanto/Por eso - Therefore
¿Y? – And?
Al contrario – On the contrary
¿Algo más? – Anything else?
No obstante/Sin embargo – However
¿De veras? – Really?
Por otra parte – On the other hand
No me digas. – You don’t say.
Pues/Bueno… - Well…
No te creo. – I don’t believe you.
Para mí/En mi opinión – In my opinion
Un momento, por favor. – One moment, please.
Yo también. – Me too.
*Teacher’s Handbook: Contextualized Language Instruction, Shrum &
Yo tampoco. – Me neither.
Glisan, 2005, p.228.
Q & A Time
Thanks for coming to this session!