Time

Topic

Aids

• Michele Anciaux Aoki
• Bridget Yaden

Language Team Leaders

• Mihoko Tsang (Japanese)
• Erin Jones (French)
• Toni Stevens (Spanish)

1. Hand out grids
2. 10 minutes to get to everyone in the room and fill out the grid
3. Group by month
4. Introduce month by month
5. Say one word that describes how you feel about this coming school year

Desired results:
Teachers will have clear curriculum ideas that they can implement this school year.

Introduce Quantum Learning & Teaching

Throughout the next six days, we are going to be weaving into this workshop key principles of accelerated or quantum learning and teaching. These are principles designed to help you orchestrate student success in your classroom. Based on the best classroom applications from current research about how the brain learns, these principles and strategies can help you propel student performance. Does this sound interesting? -- Turn to your neighbor and say, "Oh, yeah. We need some of that."

The first strategy I'm going to introduce will come in handy in just a moment when we have our Language Immersion Demos.

Did you know that how students are sitting and responding in class can impact how you teach and they learn?  Nod your head. [Nod] OK.

- Give me a quick demo of how your students typically sit in their seats in school.

- How about the students who are likely to fail your class?

The problem is that these kids don't know how to manage their learning state. They probably don't know about SLANT.
[Move to easel.] By the way, whenever you see me move toward the Easel, give me a big drum roll, ending with a cymbal crash.

[Explain SLANT]

So, when we begin the demos, remember SLANT and observe how you are sitting and attending. I'll ask you to reflect later on what that feels like.
 

My Goals (Word)

• Complete for today

Quantum: Interactions that transform energy into radiance.

(adapted from Ellis, 1991 from Quantum Teaching, 1999)

We’ll begin today with some language immersion demos. When you watch each demo, imagine that you are a child in an immersion language classroom. After the demo, you’ll have a chance to reflect on what you experienced. In just a moment, you’ll leave the classroom, then come back into the world of a Japanese immersion class.

• Mihoko’s Demo (10 minutes)

In just a moment, we will open our binders to the Demo Reflection page. When the music begins, take just a few moments to capture your initial impressions. When the music ends, turn your attention back to the front of the room.

• MUSIC and Reflective Writing (6 minutes)

OK. Is everyone ready to tackle a new language now? Once again, in just a moment, you’ll leave the room, then return to a new immersion class. What I'd like to do this time is a little experiment. Let's have this half of the room practice SLANT, and this half sit slouched and inattentive. Let's see what happens.

• Erin’s 1st Demo (5 minutes)

What did you experience? Maybe we should give Erin another chance with everyone practicing SLANT this time.

• Erin’s 2nd Demo (10 minutes)

Once again, take out your Demo Reflections page and capture your impressions from this demo.

• MUSIC and Reflective Writing (6 minutes)

• Mihoko
• Erin

After demos, complete
Demo Reflection (Word)

During reflection,
CD: Christofori’s Dream

Take just a moment to finish your thoughts and turn your attention back to the front of the room. Close your binders and stand up. Stretch up, lean to each side, and take a deep breath. In just a moment, we’ll be taking a 10-minute break. On your way out, be sure to smile at 5 other people. When you hear the music, it will be time to return to the class.
 

At end of break:
CD: Upbeat music )
Team Leaders in front, clapping

Welcome back. You’ve just had an experience of language immersion. What do you think? How did it go? Would anyone like to share some of your reflections?

• What could you understand?
• What made it hard?
• What made it easy?
• What ideas did you get for your own teaching?
  (And you may want to jot some of these down if they appeal to you.)

Use Demo Reflection sheets.

Ask participants to raise their hands.

Now that you’ve seen language immersion in practice, let’s take a few minutes to get familiar with the theory behind it. We’ll be talking about some of the research in 2nd Language Acquisition by a famous applied linguist, Stephen Krashen.

In a moment we’ll be forming groups. Each group will have a brief piece to read about the Monitor Model proposed by Krashen. In the next 15 minutes, your group will read and discuss the piece and write the key points of that topic on easel paper to share with the rest of the group. Once your group has formed, we’ll bring a sheet of easel paper, pens, and the article to read over to your corner of the room.

Everybody ready? OK. To form groups, let’s count off by “5”. Now, locate your group around the room (1’s, 2’s, 3’s, 4’s, and 5’s).

• Groups form around the room  (15 minutes)

When you hear my voice, clap one time.
When you hear my voice, clap two times.
When you hear my voice, clap three times and turn to face the front.

Great! In just a moment you’ll have an opportunity to share what you’ve learned with the other teachers here. Let’s give it up [applause] for Group 1!!

• Group 1 presents, then 2, 3, 4, 5  (15 minutes)

Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition"

Stephen Krashen's Theory of Second Language Acquisition

1. Meet in small groups to review materials and identify key points. 
2. Write key points on easel.
3. Share with entire group.

Stephen Krashen:

1. Acquisition – Learning Distinction

2. Natural Order Hypothesis

3. Monitor Hypothesis

4. Input Hypothesis

5. Affective Filter Hypothesis

Here are notes from Regla's workshop:

1.  Acquisition – Learning Distinction

• Acquisition requires more listening & observation (kids need lots of input/data to see patterns)
• Need lots of opportunities to practice (according to their needs, not directed by teacher)
• Learning is less holistic (more focused on specific things, like grammar, intonation, meaning, culture)
• Acquisition involves many elements (kids tune in to what interests them)

Implications:

• Provide Rich Language Learning Environment

2.  Natural order hypothesis

• Allow time to acquire – exposure
• Accept mistakes
• Do not teach isolated grammar
• Modeling correct structure
• Exposure to music, literature, games, etc.
• Metering (tailor complexity of instruction for students)

Implications:

• How to maximize time in partial immersion classroom?
• How to teach grammar (in context)?
• How to do indirect error correction?
• How to keep the communication going, while offering feedback?

3.  Monitor hypothesis

• Time (do I have the time?)
• Form (do I care about the form?)
• Knowing the rules (do I know the correct way?)

Implications:

• Wait time is crucial (for kids to respond).  Hard if other kids are impatient.
• In terms of classroom management, get away from whole group to give time to activate monitor.
• Strategy:  Shut up; Store; Diagnose; Decide; Give Back (recycle to provide additional practice)
• Don’t stop and correct every utterance.

4.  Input hypothesis

• Work with what they know
• Use what comes up in class/context
• Use many presentation opportunities: music, dance, drama, photography, visual arts
• Correction through modeling comments

Implications:

• When kids understand the correct way, they want to do it.
• Not until 3rd grade can you really do anything with teaching grammar.
• Input (and intake) is the KEY to acquisition.
• Don’t discard written word. Label the classroom. (Different from formal reading instruction.)
• If it’s not made comprehensible, it’s just noise.

5.  Affective Filter hypothesis

• Create an environment that is relaxed and comfortable
• Promote self-confidence
• Games, songs, poetry

Implications:

• With games, songs, poetry, kids don’t realize they’re learning the language.
• Correct them through modeling rather than pointing out mistakes.
• If safe environment, they’ll take risks in the language.
• Challenge: how to show them that the language has prestige?
• Make it engaging (not the same as “entertaining”). Take an intrinsically interesting activity. Then layer the language on top.
• Wide array of issues that children bring to school; language adds a layer of complexity.
• IDEA: Regla had English speaker (counselor) in the room all the time for the 1st week.
• Must try to not use English. If you break the Spanish rule, children will view you as an English speaker. Children must see you as the Spanish speaker in immersion.

Great work. Let's give ourselves a resounding Whoosh.

During this week you'll be meeting with language teams and with grade-level teams. In just a moment, I'll give you a chance to meet with your language team -- French, Spanish, or Japanese. If you're not a language teacher, just pick the language team you'd like to join.

When I say “Go,” move quickly to find a place in the room to meet with your Language Team. Mihoko, Erin, and Toni will be your facilitators. You’ll have about 15 minutes to share experiences and insights before we break for lunch. For today, I encourage you to have lunch with your Language Team and get to know each other a little better. I’ll announce when it’s time to break for lunch. GO.
 

Please pause now for a moment. You’ll have an hour for lunch. We’ll meet back here at 1:00. When you hear the music, it’s time to find return to the room. Be sure to sit next to someone new this time. Bon appetit!
 

At end of lunch:
CD: Upbeat music

Welcome back from lunch! Did you have a good time?
Let’s take a moment to review what we’ve learned so far.

• Take comments around the room

Great. Now that you’ve been exposed to the theory, we’re going to take a look at another useful insight: the recognition that language acquisition occurs in stages; it doesn’t happen all at once.

How many of you like to do skits? Turn to your neighbor and say, "I just love to do skits." For this next activity, we’ll be dividing up into new groups, based on grade level. The groupings will be K-1, 2-3, 4-5, 6-7.

In just a moment I’ll ask you to form your new groups. I'll give each group a cartoon that illustrates one of the stages of 2nd language acquisition. In your group you will create a quick skit to show us what that stage looks like. One person will be the teacher and the rest will be the students. Use the text examples from the cartoons. OK. Form your groups.

• Form groups
• Hand out cartoons

When I say go, begin the game. As soon as you're ready to do your skit, raise your hands and focus your attention forward. GO.

• Give them 3-5 minutes to prepare

OK. Let's have K-1 begin. (Then others.)

• Each group presents.

Note that although I gave you the stages by grade level, that doesn't mean that kids actually progress to the different stages by grade level. Especially since you have new kids entering your programs at different points, your kids may be at any of the stages.

Open your binder to the page that says Stages of 2nd Language Acquisition. In your groups, please take a look at the stages and talk about which stages your students in your grade levels are likely to experience.

• Review Stages
• Debrief

1. Hand out colored cartoons with examples of language acquisition
2. Present from K-1, 2-3,
   4-5, 6-7.

Stages of 2nd Language Acquisition (Word)

Work of Tracy Terrell – Communicative Approach

Pre-production

• slow and simple
• short answers (yes/no)
• simple commands to check comprehension

Early production

• short answers
• adding/elaborating
• yes/no questions
• give answer to the students (in the question) – let them choose
• prefabricated chunks of language (e.g., fill in the blank kind of structures)

Speech emergence

• connect to the previous learning
• ask what/how questions (not just yes/no)
• kids produce longer sentences
• ask “if” questions – linguistically difficult

Intermediate fluency

• new words and concepts (labeling concepts, e.g., hibernate)
• kids speaking in longer sentences

Take a minute to finish your conversations and turn your attention back to the front of the room. In just a moment, we’ll be taking a 10-minute break.

Before we go, let's take all that we learned about the Stages of 2nd Language Acquisition and put it in the palm of our hand, then clap it shut.

[Outframe: Our brains like closure. So it's good to put a clear conclusion to a learning activity.]

When we return from the break, you will once again be entering a language immersion classroom. Toni will be your teacher for Spanish. When we open the doors, it will be time to return to class. Have a great break!
 

• Close doors until break is over.
• Make sure Toni is ready to go.
• Open doors for Toni's demo.

• Toni's Demo (10 minutes

In just a moment, we will again open our binders to the Demo Reflection page. When the music begins, take just a few moments to capture your impressions from this demo. When the music ends, turn your attention back to the front of the room.

• MUSIC and Reflective Writing (5 minutes)

After demo, complete
Demo Reflection (Word)

To summarize what we've learned today, let's review the key points in the Communicative Approach [Easel].

Let’s go back and review My Goals. Fill in the Results
section.

• Give them 5 minutes to fill in Results

Would anyone like to share something meaningful that you learned, realized, or decided today? PAUSE
Come front and center and share.

• Allow about 10 minutes for sharing

Let's take what we learned today and put it in our hand and
clap it closed.  CLAP HAND
 

Communicative Approach (Word)

Review My Goals

Now let's take a moment to think about tomorrow:

Tomorrow we'll have as guest speaker Amy Ohta, Associate Professor in the Asian Languages & Literature Dept. at the UW. She has done very interesting research on Lev Vygotsky and the Zone of Proximal Development, which, you'll see, relates closely to what we learned today about Stephen Krashen's work in language acquisition.

Realizing that some of you may have a learning style that prefers to prepare a bit up front before learning about a new topic, I have made copies of a brief web page about Vygotsky's work. You're welcome to take a copy to read at home tonight.

Resources:

• Vygotsky & Language Acquisition

As they leave,
CD: Madre de la Tierra