Show What You Know!!!
11August 10, 2012 by Kara
Well, we all know that we cannot assume what they already know from previous language classes. Some students from last year go to new teachers or we get new students from other teachers. Generally speaking, continuing students come in with different language experiences and knowledge. I hate to hear when teachers blame other teachers for not covering something specific. I especially hate to hear when they do this in front of the students. Our job is to take students where they are and teach them more. Period. I don’t want to start the year with them hearing me say “You don’t know that! Oh my…” or “You are so far behind.” That just makes them feel defeated before even starting. We all have our own strengths, and weaknesses, as teachers. We are in this together! Ok. I’m done ranting.
I have found that a quick “Show What You Know” evaluation helps me to see the strengths and weaknesses of my new Spanish students, especially in level 2.
I give the above “assessment” to my level 2 students after a few days back in class. Sometimes I will even give it to level one students (individual or the class) if I think they have had previous experience. Each number above is a broad representation of a unit from the JCPS level 1 topics. If a students does really well, I will girl him/her the next level’s “Show What You Know” to make sure they are placed in the appropriate class. I’ve even used this to set their individual proficiency goals for the trimester. For example, I had a girl that loved Spanish, took Spanish 3, but she could barely put a sentence together. We set her goal lower than the other students. In the end, she caught up with the class.
Afterwards I like to throw in a quick interpersonal activity like the following scavenger hunt to hear what they can do. This also gets them to mingle with each other.
This next photo is for students and teachers.
Megan
rachel573
Kara
I know you all said that you don’t start going over the rules of the class on the first day. You might have touched on this before, but I was just wondering what day you guys start going over the rules/procedures of the class, etc? I think I might try doing it differently this year. Thanks again!!
This is great! I’m teaching Spanish 2 for the first time this year and I wasn’t sure how to start with them– I think I’ll use something like this. It seems like a great way for my students to show what they know!
I love the idea of doing an assessment like this with my Spanish 2 students. I am teaching at a new school this year so I’m not sure how much my students will know. Great ideas! Also curious as to when you discuss rules, procedures, etc?
Usually I pass out the syllabus (or post it) on day 2 or 3 and have them read over it quickly. I ask if they have questions, and then move on. Now for procedures… we actually have lessons on those because they have to do these in the target language. Next week you will see an example about this!
I’m with you on not criticizing students’/teachers for what they know and don’t know/taught and didn’t teach in the previous years. As the only French teacher in a small high school, my primary goal is to work with all students regardless of their skills and keep the program growing.
However, I had to bite my lip so hard last year (my first year there) when the students in level 4 had NO clue about past tense! C’est ridicule! But that became our goal for the year – be able to retell a simple story in the past. The kids were fantastic and we accomplished it given all complexities of past tenses in French and all! Now onto bigger and better things:)
Exactly! Keep it positive, move them forward!
How long does something like this take your students? I can’t see it being done in one class period, maybe not even two (40 min periods). I love the idea and plan to tell my kids that if enough of them show their understanding of these items that we can skip it in the review (but of course offer my help to those who don’t get it). Also, do you allow them the ability to use books or other reference materials when working on this? How about working in pairs?
I give them 15 minutes without reference materials. I want to know what stuck in their heads. I don’t do pairs because I adjust the grade expectations if I get a student that’s really advanced (usually native speakers) or really behind. Also may I suggest that you start with a fresh lesson instead of review. If I’m a student, and you say we are reviewing, it makes me feel like I didn’t do well the year before. And it’s review so it’s not new and exciting. We want to excite them about learning more in level 2.
Now I do suggest to weave in the big points that they are lacking along the way when it fits. Just a suggestion.
Thanks, Kara.
That’s all good to know. Trust me, if I could skip the review, I would. But, as we discussed the other night, I’m still limited by the other teachers in my department and a review is a “must.” Sadly, it must be done, but I don’t plan on spending much time on it this year…if I can get away with it.
Then yes, be a team player! Your previous idea will work well for what you need to do. Maybe you could create centers with games, worksheets, notecards, readings, etc. to review each topic. Then assign the stations to the students based on who needs what topic?? I’m just throwing some ideas.
Great idea!