Summer EnrichMent Ideas
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Activity |
Potential Resources |
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Provide opportunities for students to interact with speakers of the target language though guest speakers, conversation partners, or language exchange partners. Consider inviting target-language-speaking members of your school community to participate. |
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Offer a film club with weekly viewings of films available for free (or purchased by the school) online or through public libraries, followed by facilitated discussions/activities. |
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Listen to international radio stations for 15-30 minutes every day and keep track of new vocabulary in a vocabulary notebook. |
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Engage students in international cooking by trying out recipes in the target language, scaffolded as needed. Provide recipe kits to each student. |
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Design immersion experiences in collaboration with community partners and/or nearby school districts. |
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Develop and publish a magazine or newspaper in the target language to distribute to students of the same language in other Maine schools. |
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Create a comic/graphic novel/book club for students, with guided, structured activities for engagement. Consider collaborating with other districts to make the experience even more enriching. |
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| Expolre online learning modules that address the Maine Learning Results for World Languages |
Remote Learning Ideas
What is most important?
Maintaining opportunities for target language input
Flexibility and choice
Rationale
In looking at the larger picture of language learning, in order for students to acquire language, they need a lot of target language input. According to the Input Hypothesis (Krashen, 1981) this means that students need comprehensible, compelling input that is slightly above their current level of target language competence. In addition, I don't know how long we will be out of school for. I also don't know what other responsibilities my students may have during this time.
Create a choice board - Level 1
Populate the choice board with free input focused resources.
Rationale
These are all activities that students are familiar with. There are at least 5 no-tech options for students since all students do not have the same access to technology or internet. There is an opportunity to connect while practicing social distancing. There are opportunities for them to take care of themselves in the target language. This also includes one example of how to modify reading assignments for students with IEPs or who need more time to acquire language. The choice boards are in English to ensure teachers of all languages understand how a choice board can be used.
Extend choice board through output
Rationale
I am choosing to show examples of off line activities because that seems to be the more urgent need at this time. However, all of these questions could be easily asked as an assignment on Google Classroom. I could use Wizer.me or insertlearning.com to embed questions and activities into websites. I could use Edpuzzle to shorten video or embed questions within the video to monitor learning. These examples include one example of how to modify assignments for students with IEPs or who require more time to acquire language. As this situation is new for me and students, these examples allow students to give feedback and provide a jumping off point for target language conversation.
Create a choice board - Level 3
Populate the choice board with free input focused resources.
Rationale
These are all activities that students are familiar with. There are at least 5 no-tech options for students since all students do not have the same access to technology or internet. There is an opportunity to connect while practicing social distancing. There are opportunities for them to take care of themselves in the target language. The choice boards are in English to ensure teachers of all languages understand how a choice board can be used.
Extend choice board through output
Rationale
I am choosing to show examples of off line activities because that seems to be the more urgent need at this time. This example is differentiated for the range of learners in a classroom. As this situation is new for me and students, these examples allow students to give feedback and provide a jumping off point for target language conversation.
Maintain Relationships
Check in with families to see how they are doing.
Provide a way for students to connect with you at specific dates and times.
If feasible, provide opportunities for students to connect with each other on a virtual platform/space
No/Low/High Tech Options
The examples and resources below are designed to support teachers in navigating and meeting all the technology realities of students.
No/Low/High Tech Options for World Language
Infusing Technology
SAMR model is designed to help educators infuse technology into teaching and learning.
EPSID Live Youtube Series on SAMR Introduction Substitution Aumentation Modifcation Redefinition