I don’t know about your school, but with my elementary students, fidget spinners are all the rage. Unless you’ve been living under a rock, you’ve seen these toys on the news, on social media, and in your students’ hands. What was meant to be a fidget to help certain students concentrate has become just another distraction in class. Add it to the list: putty, cubes, erasers, squishies – the list goes on.
Instead of droning on to the students about who might need the spinners and who doesn’t, I decided to let them use information to decide for themselves. A colleague of mine shared an article from BBC Mundo with an easy to understand title for our novice level students. While she decided to share only the title with her students, I decided to take it one step further.
To help acclimate the students to the conversation, I created a word cloud from the article using Tagul.com. As an aside, I love this site as it allows you to change the shape of your cloud (and upload your own image) and to save the clouds you make for later use.
Instead of droning on to the students about who might need the spinners and who doesn’t, I decided to let them use information to decide for themselves. A colleague of mine shared an article from BBC Mundo with an easy to understand title for our novice level students. While she decided to share only the title with her students, I decided to take it one step further.
To help acclimate the students to the conversation, I created a word cloud from the article using Tagul.com. As an aside, I love this site as it allows you to change the shape of your cloud (and upload your own image) and to save the clouds you make for later use.
Students easily understood the topic of conversation, and were then able to pull a large number of familiar words and cognates. After working individually to highlight all of these words, students worked in groups to brainstorm a list of vocabulary from the word cloud. Each student then took a turn writing a word on the board to create a larger vocabulary list. In doing this, they also created a second word cloud of sorts with words they knew.
Using their brainstormed words, I asked them to make a prediction about the article’s take on fidget spinners. Not only did they have to give an opinion (good, bad, toy, tool, etc.) but also give me the words that supported this claim.
Day two meant diving deeper into the article. I created a t-chart for students to place evidence in the categories of tool or toy.
Day two meant diving deeper into the article. I created a t-chart for students to place evidence in the categories of tool or toy.
I pulled various sentences from the article that supported both sides of the argument. In groups, students read through the sentences and chose the correct category for each. I made sure to choose sentences that had enough cognates or familiar words that students could work through them without the use of a translator and without too much frustration. We did the first two together: I asked students to tell me all the words they understood.
Originally, I did not have students complete this step, and despite doing the first few together, they struggled to work through the sentences. By breaking down each sentences into doable words and phrases, students were less anxious and more able to see the sentence in pieces.
After assigning each sentence to a category, we switched into English. Based on the evidence, we had a short conversation about whether fidget spinners were tools or toys and whether they should be allowed in school. It was important to me to have the end conversation - just a few minutes long - in English to ensure that we were all on the same page and that they heard themselves and each other give the answers. In each of my five classes, students concluded that the spinners were ok for kids who need it but that they had become just another toy that was a distraction to themselves as well as their peers and teachers.
In having students do the “research” and come to the conclusion themselves, I’m hoping this conversation will have an impact on their choices. This was an incredible opportunity to address a current issue in a positive and engaging way while using the target language and pushing students to think and engage in that language.
This, of course, works for any current event. What was a big thing in your school that you could find an article for?
After assigning each sentence to a category, we switched into English. Based on the evidence, we had a short conversation about whether fidget spinners were tools or toys and whether they should be allowed in school. It was important to me to have the end conversation - just a few minutes long - in English to ensure that we were all on the same page and that they heard themselves and each other give the answers. In each of my five classes, students concluded that the spinners were ok for kids who need it but that they had become just another toy that was a distraction to themselves as well as their peers and teachers.
In having students do the “research” and come to the conclusion themselves, I’m hoping this conversation will have an impact on their choices. This was an incredible opportunity to address a current issue in a positive and engaging way while using the target language and pushing students to think and engage in that language.
This, of course, works for any current event. What was a big thing in your school that you could find an article for?
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