Description:
There are a variety of strategies one can use to teach foreign language.
Now that you are familiar with many of these strategies decide
which ones to use in designing a content-based activity in Spanish.
Task:
You are to design a task in Spanish where you use a variety of learning
strategies to reach your objective. Try the various strategies with
your students and decide which strategy seemed most effective for
which students.
Process:
Decide what the outcome of your task is. What is it that you want
the students to be able to do after the lesson that they could not
do before? What strategies will you use? Be sure to look at the evaluation
rubric while designing your task.
Decide which strategies you want to use and provide a brief rationale
on why you think that strategy is appropriate.
Present the task to your students using at least three different
strategies and reflect on which strategies were most effective for
different students. Rate the effectiveness on the strategy on a scale
of 1 (lowest)
to 5 (highest)
Resources:
http://www.sil.org/capacitar/a2l/metodos.htm
Describes (in Spanish) a variety of learning strategies.
http://www.tpr-world.com/
This site describes Dr. Asher’s Total Physical Response strategy
in detail
Conclusion:
Congratulations! You have implemented some new second language learning
strategies. Did your students learn something new? Can they do something
now that they could not do before this task?
Evaluation:
Outcome: After completing this task students were able to
. . .
Strategy |
Rationale |
Effectiveness level (1-5) |
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ACTFL Program Standards For The Preparation Of Foreign Language
Teachers
Standard 1.a. Demonstrating Language Proficiency Candidates
demonstrate a high level of proficiency in the target language, and
they seek
opportunities to strengthen their proficiency.
Standard 2.c. Integrating Other Disciplines
In Instruction. Candidates
integrate knowledge of other disciplines into foreign language
instruction and identify distinctive viewpoint accessible only through
the target
language.
Standard 3.a. Understanding Language
Acquisition and Creating a Supportive Classroom. Candidates demonstrate an understanding
of language
acquisition
at various developmental levels and use this knowledge to create
a supportive classroom learning environment that includes target
language input and
opportunities for negotiation of meaning and meaningful interaction.
Standard
3.b. Developing Instructional Practices That Reflect Language Outcomes
and Learner Diversity. Candidates develop a variety
of
instructional practices that reflect language outcomes and
articulated program models
and address the needs of diverse language learners.
Standard
4.c. Selecting and Designing Instructional Materials. Candidates
use standards and curricular goals to evaluate,
select, design, and
adapt instructional resources.
