Talia Block
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Word Clouds

5/31/2016

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Over the years, I’ve gone back and forth on whether I like word clouds or not. After attending Amy Lenord’s session on Liberation from the List at Central States, I decided to give them another try. Over the past few weeks, I’ve worked with the clouds in various capacities to get the most out of their use. Here are a few of the activities:
 
1. Introduction of vocabulary
Copy and past the content of a website into the word cloud site and create! Once the word cloud is complete, students can begin by searching for cognates and words they know. I also encourage them to make educated guesses about words based on what they already know about the language. Students can share all the words with the class, and this becomes their vocabulary list. Once students have found these words (which usually ends up being WAY more than they could imagine), have them write a short summary of what they think the website might be about. For novice mid students, you may just have them write the most important words from the cloud. Now that you’ve activated some prior knowledge, students can read through the text and do various interpretive activities.
 
2. Info gap activities
There are a few different ways to do info gaps with word clouds. For my 3rd graders, I created a word cloud with adjectives and asked students to highlight the words that describe themselves. Once they did that, students paired up and asked each other about the various adjectives, highlighting with a different color on the word cloud. Students finished by creating a Venn Diagram to compare themselves with their friends. This could work with any set of vocabulary in terms of likes and dislikes.

In the 5th grade, I used word clouds to condense an “All About Me” page from a blog post. I created two clouds – one for each post. Students answered questions about their post based on the cloud and then partnered up to ask and answer questions based on their cloud.

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3. All About Me
Word clouds are also a great way to present information. They can be used to start the year as a way to introduce students to one another or at the end of the year to sum up the various vocabulary pieces the students learned. I find that providing a brainstorm document of some sort helps students organize their thoughts and put more information into the cloud.
 
4. Guess Who
A word cloud is a great way to play Guess Who? in class. Students create their cloud without their name and their classmates try to guess who it is. The other day, I had students move from cloud to cloud. Not only did they guess the name of the person, but also wrote palabras claves, key words that helped them determine to whom the cloud belonged. Some were obvious, such as the student obsessed with the Cleveland Cavaliers and Lebron James, and others were much trickier as multiple students participate in the same activities.
 
There are various sites you can use to create your world cloud. Here are a few that I’ve used in the past:
 
-Wordle: This is one of the original sites and provides you the ability to change fonts, colors, and word direction. The more times you write a word, the larger it becomes. You can copy text from websites, song lyrics, etc. It requires flash, so it cannot be used on a iPad. It often asks for updates and seems to work best on Firefox rather than Chrome or Safari.
-Tagxedo: This site is similar to Wordle, but also allows you to create the word clouds in various shapes. It also requires a plugin, but once downloaded, works just fine. It also works best on Firefox or Safari.
-Tagul: My favorite of the three at this point, Tagul works on any browser and also on the iPads. It gives more freedom than the others in that colors, fonts, and word directions can be changed for individual words or the word cloud as a whole.  Tagul does require a login, but if students have Google accounts through the school, they can use them here. The benefit of logging in, however, is that the site saves your work and you can return to it later.
 
How do you use word clouds in class? 
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Taking it to the Next level - Connecting Students to Content

3/26/2016

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I don’t know about you, but as long as I’ve been a Spanish teacher, I’ve always taught some iteration of activities students like to do. Sometimes it’s sports focused while other times it’s plans for the summer. No matter what, kids like to share what they do. Over the years, like many others, I’ve tried to find different ways to incorporate this into larger themes or ideas – no more me gusta without a purpose or intent. I’ve been toying with the idea of creating a thematic unit around world sports for the past few years, but it never seemed to gel. With the help of some great ideas from #CSCTFL16, I think I’ve finally started to pull it together. With the summer Olympics just around the corner, I figured this was the perfect time to get my butt in gear!
 
Part of the push to focus on the Olympics, or anything other than just sports, was that many of my students had no interest in sports. Ask them what they like, and they say “I don’t know”. If the goal is to have interpersonal conversation, that obviously isn't going to work. With the Olympics, however, there are something like 42 events to choose from. There has to be at least one that interests everyone! (Or at least I hope!) While still a work in progress, the unit is starting to take shape. Here are the current essential questions:
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As a way to introduce the unit, I shared the official Olympic events symbols. Without any information, I asked students to match a set of vocabulary words to the pictures. 
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After attending Amy Lenord’s Central State’s session on List Liberation I went back and forth on whether to provide any vocabulary at all. After some internal debate, however, I decided a set of core vocabulary was necessary to get my 4th graders started, but to let them go from there. The personal vocabulary piece is essential to maintain their interest, but at this age, I believe they still need a starting point. Once students matched the vocabulary I gave them (mostly cognates or words they needed to think about but could guess), they were tasked with finding 3 extra words which they shared in groups.
 
Once we matched the vocabulary, we began the conversation about the Olympics with this great infographic:
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Using interpretive reading strategies from ACTFL’s Implementing Integrated Performance Assessments, students worked in groups to see what they could figure out. There is a lot of language here for a 4th grade novice mid, so I made sure to focus their attention. Students already saw the pictures in a previous activity, which helped bring down their affective filter. This map gave us the opportunity to talk geography (Where is Brazil? What is the capital?) and language, since many students don’t realize that Brazil is not a Spanish-speaking country. I also made sure to focus a question on the transportation available, to give students an opportunity to add these words to their vocabulary. We used the map to practice our interpersonal skills with questions about what activities are available and the similarities and differences in the offerings at each stadium. By breaking students into 4 groups (one per stadium), they needed their classmates to answer questions about event availability before they decided which stadium location they might choose to attend.
 
Sadly, neither my 4th graders nor I will be attending the Olympics this year. And even if we were, the students certainly would not be planning the trip. Keeping this in mind, I decided to focus on what students might watch with their friends instead of what they might attend. In 4th grade, they may not be planning travel, but they are deciding what to watch on TV and with whom to hang out. 
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Using the schedule of events, we did some more exploring of what was available when. Central States keynote, John De Mado, discussed the need for students to “guess” effectively in order to continue their language growth. Acting on this principal, I focused my questions on sports that students had possibly come across, but would not necessarily know. For example, they know correr is to run, but could they figure out Track and Field based on the picture and previously hearing the information in conversation? If they know nadar is to swim, can the determine that nado sincronizado is synchronized swimming? It seemed easy enough, but for some of my 9 year olds, it was a push. Not only did the schedule allow me to bring in more vocabulary, but also to have the conversation about the date in Spanish. Despite having this conversation before, the students ALWAYS seem to get tripped up! Another crack at a cultural difference (and numbers practice) is always a plus!
 
The schedule was also a great way to talk about student interests around the sports. Since each word has a picture associated, there is less stress in choosing activities that might not be so popular or easy to decipher. If I like archery and you like fencing, it doesn’t really matter that they aren’t cognates. I have the pictures and Spanish there to assist me! As students started talking about which events interest them – moving away from me gusta and introducing me interesa – we also added in some adjectives to describe why. Yet another chance for guided interpersonal practice (woohoo!).  Using a simple chart, students tracked their friends’ answers and talked about who had similar interests. (I use this structure a lot for interpersonal practice so students can clearly see the questions they are working with and also keep track of the information.)
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As we move forward in the unit, we will look at medal counts as a way to further practice numbers in context. Lord knows we need the practice! Eventually, students will predict what country might win the most of each medal and why. Students will take on the identity of an Olympian in a sport they enjoy and will do a presentational activities with personal information as well as information about their sport, which will lead to a final interpersonal.

Bringing the Olympics into the classroom is so much more than just activities. We’re making connections to geography, math, culture, and beyond! Using authentic resources to guide the conversation makes the language more real and gives it a purpose beyond the classroom walls. So many of my students play sports that are involved in the Olympics, and now they have a chance to share about themselves in a cultural and language context.
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Central States Conference 2016 Reflections and takeaways

3/19/2016

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Just a week out from Central States Conference 2016, and I think I'm finally ready to put what I've learned into words. As I reflected on my time at the conference, I realized that aside from the classroom and student focused takeaways, there are some big picture ideas that really stuck with me. My growth and learning came to more than buzzwords and targeted practices, but also in the importance of sharing time with colleagues and learning from those colleagues. We may not all be experts in anything, but we have a passion for language and teaching and we want what is best for our students. The presentations and conversations at Central States made this very clear. So here’s some stuff I picked up:

Everyone is doing their best to make learning better for their students. 
No matter where my colleagues are in their career or in the process of writing or rewriting curriculum, we are all working hard to take the baby steps necessary to make huge changes. The way we teach language has changed drastically over the past years and there is a lot to take in and learn. It isn't just about what and how to implement ideas, but an incredible shift in the way we view language teaching. Just accepting this shift is a huge accomplishment. Diving in and making those changes is just a part of the process. Each time we take a small step, we really can't have a big impact on the students learning. Just the small steps can lead us to where we want to go with her teaching to where we want our students to go. It doesn't have to happen overnight and we, As teachers, have to be OK with making one change at a time to reach our bigger goal. 

Sometimes all we need is a spark. 
As I started the weekend at Central states, I was feeling a little lost as to what I really wanted to get out of the conference. I feel really good about where we are in our curriculum as a district, but it just isn't enough. I really couldn't decide what it was I wanted to focus on. After Amy Lenord's presentation on ditching the vocabulary list, however, I realize that I wasn't looking for a solution, but a spark. Just one idea can have a huge impact in changing the way we think about curriculum and how we teach. Why was I picking vocabulary (seemingly out of thin air) when I could use my authentic resources to dictate? Add this to Laura Terrill's idea of starting with culture and content and the pieces begin to come together. Neither one had the whole answer, but each of pieces begin to fit together to help solve the puzzle of how to push students to higher language proficiency. 
 
Don't forget the conversation 
The amount and variation in the sessions offered at Central states was incredible. But sometimes conversation after and between sessions is more valuable than attending twice as many sessions. Not only is it a time to continue the learning from the session, but to brainstorm ideas and connect with other colleagues. The more connections we make, the more potential there is for sharing and collaborating down the road. I am a person that likes to process information with other people; I like to talk it out to help formulate ideas and thoughts. Without these conversations, I’m not sure I would necessarily come to the same ideas or conclusions that I do when sharing and brainstorming with others. Not only do they have different perspectives and come from a wide variety of educational backgrounds and situations, but also they have differing experiences that lead to seeing material in distinctive ways.
 
Social media isn’t just a distraction
Despite constant commentary about millennials and technology, Twitter played an extremely important role in Central States for me. Not only is it impossible to attend all of the sessions, but it is also impossible to take everything in over the three day conference. The backchannel Twitter conversation provides an archive of thoughts, ideas, conversation and more that occurred during, between, and after sessions. Days, weeks, and months later, I can return to that “archive” under the #CSCTFL16 and review these ideas or moments to spark a new idea. Not only that, it is a great way to process ideas and have conversation even if you aren’t sitting next to the person in that moment. The amount of sessions I was able to “attend” was expanded just by virtue of reading the ideas or thoughts of others. Moreover, everyone hears the information differently, even if they are in the same room. The ability to read another perspective opens my mind to greater possibilities.
 
Central States this year didn't really feel like a regional conference. It was amazing to hear from some of the top people in the field and to connect with those who are facing the same everyday struggle to make language learning more effective and authentic for our students. Looking forward to next year in Chicago!

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Why Failure IS important

3/7/2016

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No one ever wants to fail. Ever. But the truth is, periodic failure offers much more than perfection. If you are perfect (and who can really say they are?!?!) then there is no room to learn and grow.
 
As a teacher, I feel like I often spend hours crafting what I hope is the most amazing and exciting lesson or activity. I think I’ve considered all angles, worked through giving the directions, thought about the vocabulary my students need, etc.; I’ve got this lesson in the bag. And then – EPIC FAIL!! 

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https://chrishildrew.wordpress.com/2014/03/21/becoming-a-growth-mindset-school/
But is it really a failure? Or is it only a failure if you never learn and grow?  We ask our students to learn from their mistakes, so shouldn’t we, as teachers, model that behavior for them? Taking a failed lesson and reflecting and working through it to make it better is really no longer a failure. Not only is the lesson better, but also you as a teacher are better. Growth mindset is the current buzzword in education, but it is more than that, it is a choice to look at and reflect on your teaching to make it better for you and for your students.
 
Reflecting on failure has a benefit for our students as well. Imagine a teacher that never tried new ideas and always played it safe. Not only might the class be a bit boring, but also she sends the message to her students that risk-taking and change are not important. A teacher who looks for new opportunities and ideas, however, demonstrates the importance of taking risks. We constantly encourage our students, especially World Language students, to take risks and put their language use out there. If we don’t model that behavior with our teaching, why should they believe us?
 
It isn’t, however, just the risk-taking that we model. When an assignment or activity doesn’t work quite right, it is important that we model the reflection process with our students as well. Including them in the reflection not only provides us as teachers with a different perspective, but also teaches students that mistakes are great, but reflecting and improving is even better!
 
Failure provides that real-life, teachable moment. So grab your epic fails by the horns and reflect and change to make the failure worthwhile.
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Top Instagram Accounts for the Spanish Classroom

11/18/2015

 
As I mentioned in my previous post, Instagram is a great authentic resource for our students. Instagram bills itself as a platform to “capture and share the world’s moments”, making it a fabulous resource for the language classroom. With engaging visuals and language-rich descriptions, Instagram provides a stream of authentic resources at your fingertips. These visuals can be used as a hook to any lesson, as the center of interpretive activity, a jumping-off point for interpersonal conversation, or as a way to introduce authentic content into a unit. The possibilities are endless! Below are some Instagram accounts worth following for Spanish resources. (If you are not a Spanish teacher, scroll to the bottom for tips on finding good accounts for the classroom.)

Places/Travel
These accounts are pictures and descriptions of places around the world. Some are country specific, while others explore the world.
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Photo by Kristen Ryan via @natgeoesp
@natgeoesp
@natgeocast@Latinoamericaneando
@Viajaportupais  (Argentina)
@Colombianiando
@Chiletravel
@Peru
@Ecuadortravel_ig
 
Food
Whether you need cooking inspiration or just love food, these sites have it all. Just make sure you have a snack on hand!
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@hellofood_mexico
@Comidaven – Explore the food of Venezuela, from the typical to the foreign.
@Recetasveggies –
@Hellofood_mexico – A food delivery service with witty commentary & fun photos
@Comidala – Photos and videos of food from all over Latin America
@Comidabuena
 
Sports/Activities

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@eubeisbol
@decathlones – Exploring all types of sports and activities
@rbdseleccion – All about basketball in the Dominican Republic
@eubeisbol – Venezuelans in the MLB
@ligabbvufut – The official Instagram of La Liga fútbol
 
Arts/Words
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@wawawiwadesign
@wawawiwadesign – Illustrations and designs by Andrés Colmenares; often includes play on words and puns.
@jheycoco – Literal illustrations
@igers.design.mx – Designers and photographers professional and amateur from Mexico
 
This, of course, is not an exhaustive list. Some tips for finding other accounts to fit your needs:


- Search hashtags (#) in the target language that reflect what you are interested in. You can search by country (#peru), by topic (#viaje), or by idea (#chevre)
- Search accounts (@) in the same way.
- Use the tags in the accounts you follow as a pathway to other fabulous and interesting accounts.
- See the account followers and the
accounts being followed. People tend to follow and be followed by those interested in the same things.


Making Conversation Happen

10/14/2015

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My job as a teacher at the novice level is to provide my students with the building blocks to creating conversation. That is, to give them set questions, phrases, sentence starters, and conversation structures that they will eventually use to create their own language (pushing them into the intermediate level). Not only do I provide the language chunks, but also the opportunities to use that language. Almost every activity we do is based on creating conversation.  The distinction between conversation and speaking is important, as my goal is to encourage a language exchange between two or more people, rather than a one-sided answer.

I explain to my students that conversation is like a tennis match: the goal is to volley the ball (or the language) back and forth as many times as possible.
A tennis match isn’t very exciting if one person serves and the other is unable to return the ball. The longer the volley goes, the more intriguing and exciting the game becomes. This is our goal. 

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Pushing for Proficiency Through Conversation

9/28/2015

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It's the first day of school, and one of my fourth-grader says: “Are we going to learn how to speak Spanish next year?”. “No!” I respond. “You're going to learn today!” What he really wanted to ask was if he was going to speak in Spanish the same way he speaks in English. As much as I would love to tell him that by the end of fourth grade he would be fluent in Spanish, but the reality is that he won't. Until this moment, I never thought to share the proficiency guidelines put out by the American Council for the Teaching of Foreign Language (ACTFL). I just did not think it would matter to an elementary school student. The more I think about it, however, the more I see the importance. In order for our students to understand their growth potential, however, we need to be clear on what we truly expect them to do. ACTFL provides proficiency levels to help guide us through our language learning. 

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To review or not to review

8/25/2015

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For many of us, the start of school is just days away. The room is (almost) ready and the excitement is building, but what are you actually going to teach on the first day? Do you dive right in, or do you spend time reviewing and warming up your students’ brains? I’m always torn on how much time I should spend reviewing. While it seems to help ease the students back in, I’m not sure that it actually elevates their learning in any way. Every year, I feel like I go back and forth on how and what to review and how much time to spend.

In years past, I feel like I’ve tried everything. Some years, students create Facebook pages or write short books all about themselves. These activities pull in vocabulary, such as colors and activities, which we’ve learned the previous year. (See some samples below.) Other years, I skip the projects and do more interactive getting-to-know-you activities like human bingo. There is NOTHING wrong with these activities! It eases students back into school while allowing them to share about themselves and learn from others. (Truthfully, I think it also eases me back into the school year.)


Facebook Review.pdf
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Human Bingo.doc
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