Today was a much better day than yesterday,because I felt like I accomplished much more. The difference was that I didn't try to do everything. I went to a few selected talks, and then walked the rest of the booths in the exhibit hall. Bought some new materials to try in my classroom, including a really cool system for learning vocabulary, phrases, and grammar called ChineseCubes.
We saw a really cool presentation called Artful Thinking which incorporates Visible Thinking and art into lessons. It was cool to walk into the talk ans see a visible thinking routine that I haveused with my own students, in a different context. It was also cool to see how different Visible Thinking routines were used to engage students and help them connect with the subject of the lesson through different pieces of artwork. Perhaps it helped that I had a better feel for finding my way around inside the convention center, though it didn't necessarily take less time to get from one point to another. I do feel I will be bringing home some good information and some new ideas and materials too. While there are some sessions tomorrow, the workshop I was thinking of attending is already full, and I really want to go home in time to see my daughters perform in their children's choir concert at church. So...I am hoping to be able to standby for an earlier flight rather than staying until the bitter end. Next year, ACTFL will be in Orlando! I will also be a presenter, so I am infinitely grateful for the opportunity to attend my first ACTFL, so I will have a better idea of what to expect. In addition to the sessions and the exhibits, this is a great opportunity to network with other language teachers. This was a great educational experience, and a chance to see some old and new friends too. Until tomorrow... Lots of thoughts from my first day at ACTFL.
About presentations-- It is hard to predict how any given talk is going to be based on most of the descriptions. Note to self: be as specific as possible in the description. People need basic lessons in presentation skills. 1). Don't read directly off the Powerpoint. We can read it ourselves. 2). If you add one bullet point, make sure there is at least one more on the slide. Otherwise, remove the bullet altogether. 3). It is not necessary to fill an entire slide with verbiage, especially if it contains the text of a single bullet. It never ceases to amaze me that the food service and queuing at convention centers can be as bad as they often are. The lines are usually unreasonably long because the service carts/windows are usually woefully understaffed, as if they were unprepared for the volume of attendees there. This would be understandable if this was a new occurrence, but being that this is in a convention center, where they host conferences routinely, you'd think they'd have figured it out by now. On a related note, stay hydrated, but pick up water and snacks at a convenience store nearby that is NOT in the convention center. The money you save will be significant. I bought a bottle of water and a bottle of green tea at the convention center and it cost me $7.50! I'm going to the CVS in the morning before I head to the convention! The most frustrating thing is when there are two or more sessions that you want to attend that are taking place at the same time...especially if they are in opposite ends of the convention center. It is good to attend sessions that are out of your field. That is the best way to learn and to consider new and different ideas that might be adapted to your subject. On a more practical note, it is good to select multiple sessions going in at the same time so you can switch if one is not what you expected. However, it helps to select two sessions that are physically located near each other so you don't spend the whole time going between sessions. Make sure you give yourself enough time to walk around the exhibits. Premake name/address cards to give to vendors so you don't have to write your name on countless forms each time you request information. Bring a rolling backpack if you're going to bring electronic devices larger than a phone. A laptop and iPad together don't feel so heavy at the beginning of the day, but start to cause pain at the end of the day, especially if there is already a shoulder injury to contend with. Wheels are your friend. Finally, it is worth it if you are able to take home just one thing that you can use in class. Listen for that little nugget of wisdom that can significantly impact your teaching in a positive way. Now, if I can remember my own advice, it will be a great day at the conference tomorrow! Finally, for my last piece of advice, get a good night's sleep...so... G'night, all! I have been using my iPad more and more in my teaching. One of my friends--a fellow language teacher--asked me what my iPad strategies were, and I shared them with her, but thought that it might be useful to share them here on my blog as well.
A couple considerations regarding using iPads in class:
In my case, I have my own iPad--it took me months to save up for it last year (and I played violin in a bunch of weddings and special events to earn enough for it--but it was well worth it)!...In fact, I find I use it constantly now! Anyhow, for me, it is great that I can download apps and test them out before using them in class. With iPad apps, I either project the app onto the whiteboard and have the students point at the board (and I drive from my iPad but everyone can see what is going on), or I have the app I need downloaded to all the iPads that will be used, and so the students work independently or in pairs. (we have iPads on carts that can be checked out, and some classrooms also have their own set of iPads they can use). I do the "driving" if I'm showing the students how to use something the first time by projecting on a whiteboard, and I also "drive" when I'm teaching a Pre-K class. I did an exercise with my 3rd graders (which can most likely work with all grades) using a dictionary app called Pleco (which I LOVE)! to find the meanings and pronunciation of selected Chinese characters. I first projected Pleco on the iPad on the screen and showed the students how to use it to look up characters. Then I downloaded the free app to the iPads in their classroom, and then they had a chance to work in pairs to use the iPads independently. However, it does depend a lot on what apps are available for your language and how you envision using them in your class. There's some trial and error, but the students enjoy the different learning format. I have also used the iPads in class simply for Internet access, so the students could do research for their projects online. My advice to anyone beginning to use iPads for teaching is to check the app store routinely for new apps, because there are always new things being created. Also, try different search terms, and different apps may come up! I have downloaded tons of Apps for learning Chinese...but lots of them aren't as easy to use for my students or don't necessarily work as well in a classroom format. However, there's no way to know until I download it and try it out. Thankfully many apps are free or have a free version to try beforehand. The thing I do know is that iPads can make learning more interesting and more fun. (Yesterday when I told my 3rd grade students that we would be looking up words using the iPads, a cheer erupted from the class)! I love those moments when students are excited about learning and are engaged without needing any coaxing...and the iPad is definitely a powerful and useful tool to acheive that goal. I just finished teaching a class of 3 year old students. These children are adorable, wanting to please and quick to learn. I decided to try out a new app to teach these students numbers in Chinese...and English too! When I first downloaded this particular app, I was a little disappointed, thinking that it would be too simple for the children. It turns out that it's perfect for this age!
The app says "Learn Mandarin Chinese for Kids -- Numbers and Colors." It is by Kaeru-Life Inc., is available on the App Store and works on both the iPad and the iPhone (originally designed for iPhone/iTouch). This app is very well done. I paid 0.99 for it, and after today's class, realized that it was well worth it! (I hooked up my iPad to the LCD projector so the app was projected onto the whiteboard so the whole class could see it). The great thing is that it teaches content and language at the same time. I was reminded today that some the 3 year old children have not yet mastered recognizing numbers (our standard numerals). Thus we began with standard numerals, and then when you touch that number, the next screen shows the number in Chinese (and a voice says the number in Chinese as well), and then they can choose a picture and count up to that number of the item pictured. This app gave students the chance to see the numeral, the number in Chinese, and then to count that number of an item. They can hear the numbers being spoken as part of the audio, and even learn a selection of vocabulary (transportation, animals, food). There is also a second part of the app for colors. I haven't tried that with my preschool students, but, as we are also learning colors, I will most likely pull out this iPad app for teaching colors as well! I just got the following email today! So excited!
Dear 2012 FFLA Top Presenters: Congratulations! You and your presentation were among the top nominees for “Best of Florida” presentation at the October 2012 FFLA conference. Because your presentations have been selected by the attendees, I’d like to extend an invitation to you to present the same session at the 2013 ACTFL Conference in Orlando. My committee and I have been asked to select 14 sessions for the ACTFL conference. If you agree, you will not need to go through the selection process, but will be immediately added to the list that I send to ACTFL... My 4th and 5th grade classes are beginning their Chinese cultural projects. Last year, both 4th and 5th grade students studied one of three Chinese landmarks: The Great Wall, the Forbidden City, and the Terracotta Warriors. The first time I assigned these landmarks, I did not give them the choice of which landmark to study. I assigned them, and only gave them two choices as to the presentation format of their project: Essay, or Travel Brochure. The next semester, I decided to give the landmark choice to my students, and also give them more choices as to the final project format: Essay, Travel Brochure, Poster, PowerPoint, or a model (with accompanying fact sheet). I ended up with some totally amazing projects.
This year I decided to change it up a little. I assigned Dynasties instead of landmarks to the 5th graders so the class will create a timeline of the history of China. The 4th graders would choose one of the three main landmarks to study. However, I soon realized that many students were struggling with doing the online research--finding appropriate websites, going through the information on the websites, some of them not written well, to answer the questions about their landmarks. After helping one student with his research after school and using visual tools (like drawing a timeline on the board and then adding facts to it). I realized a very important thing about teaching...I need to MODEL what I want them to do... demonstrate by example; show them how to do the research and to organize the information. Now...why didn't I think of that earlier? SHOW them what I want to do and practice together before they do it on their own! At least it's never too late to start modeling and demonstrating. After all, we are all learning and, reflective teachers continually tweak what we do to find ways to teach better...it's just like the old saying--"give a man a fish, he eats for a day...SHOW a man how to fish and he eats for a lifetime." When we teach, it's not just teaching the subject matter or content, but also teaching research and study skills, showing them how to analyze what they find and to learn to think critically about what they find. I am looking forward to seeing the projects this semester...and next semester, I will know to begin modeling the research methods earlier than I did this semester! Well...live and learn! Onward! :-) I received an e-mail from the parents of one of my 4 year old students that I teach at school once a week. I received the following email from her Mom over the weekend, and I got misty-eyed reading it.
"Thought I'd share... We went to Epcot today, and per My daughter's request, we ate in "China." She was bashful, but ordered her drink in Chinese. She was a bit confused and surprised when the server replied to her in Chinese. Here's the best part... When the server brought her drink, she took a sip and said "it worked!" She was so excited and surprised that he actually brought her chocolate milk!". The Mom also included a video in her email (which I will not post here to protect her privacy). I really love that she was able to apply what she has learned in an authentic, real-life situation. THIS is why I teach...and affirmations like this make everything worthwhile! |
About MeChristina has been a Chinese language teacher for the last 5 years and now teaches "Think Tank," a Critical Thinking class to elementary students. She is also mom to two amazing girls, wife to a wonderful husband, violinist, and Christian (not necessarily in that order). Archives
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