Stay Focused on the Goal
16August 23, 2012 by Kara
The first step I took to making my classroom proficiency-based was starting my lessons with an “I Can” performance goal. This helps me stay focused on what THEY will be able to DO at the end of the class. I learned quickly that it was really difficult to make a performance goal from “present tense -ar endings” lessons. When I switched to these, my students began to take ownership of their learning. Each student has the stamp sheets (see more under “Classroom Procedures” tab at top) that has the same goals.
Here are some of my goal screens that are up when they walk in. I also include images to pique their interest. They write down the date in Spanish from my board and the goal in their notebooks. Later they will add notes on this page. I rarely check these for grades, but they use them constantly. Sometimes I give open note assessments, but they can only use these notebooks.
This image is in English, but creates good discussion about the Mayans. I find “funny” ones from enladis.co (not appropriate for students to search). This Pinterest site has a nice collection. Thanks to Kim E. for sending us this!
I use Google images a lot to search for images. For this one I searched “todo sobre mi” (all about me) and found these images. This presents some key vocabulary in authentic pictures which is great for visual learners. They recognized the cartoon immediately.
This image is from desmotivaciones.com. They have tons! I used a different picture than the original because I wanted a puppy dog. Long story, but I talked about hanging out with my dog a lot during this unit. There are sites where you can create your own or I have made them using PowerPoint/Keynote.
This is another google image where I searched “declinar” (decline, reject). This got a good laugh and encouraged a few to change the language on their phones. Real life connection!
Again, another touch of humor. My Spanish 1s on day 2 were so exited to figure this out. This was a good lead in for a “How did you understand this?” discussion and quickly understanding what a cognate was.
I love starting class with a specific goal and an emotional connection! They try to figure them out before I even ask. This gives me enough time to take attendance before jumping into the lesson.
Thanks Kim E. for discussing this topic with me previously!
Megan
rachel573
Kara
This is so helpful. I just planned my first Spanish 2 unit. I need to teach the same info as the other teacher who is using the book, so I went through the chapter and created a page worth of I can statements. It was quite easy and painless! Do you find that you teach one I can function per class, or do you sometimes take more time? Do you ever teach more han one per class?
I have both situations, one goal for a few days and several goals in one day. I prefer the one goal per day just to keep things simple. I can tweak it to fit usually.
I love the simplicity of the “I can”
Statements! I love the idea of the humor in for your visuals as well. Thanks for sharing. I’ve been on your site 2 days now and just becom so inspired by all of these ideas!
Where in PowerPoint can I find the bubble background!?
Thank ya! For most of my backgrounds, I search “backgrounds” on google images, save them, and stretch them out as one big picture. If I want something specific, I’ll search for that (polka dots, books, casa, etc.). I usually use the same background for the entire unit.
For the boxes I use “Shapes” in Word. I chose the speaking rectangle to further emphasize that I want my students to be able to communicate this orally or in writing.
I’m so impressed by your blog and information. I love the proficiency-based approach and the “I can” statements. I worked at Central Hardin in Hardin County the past four years but moved back home to Ohio and am working across the river at a high school in West Virginia. I am working very hard to move toward proficiency-based and am so inspired by your blog. Do you have a lesson plan template that you use? Thanks!
I have one that I refer to, but I don’t fill it out. What I write down is very simple. I can email it to you or I can post about it if others are interested.
Thanks, I would appreciate the e-mail. I do need to keep things simple as far as my plans go, especially since I feel like I’m starting over and am where proficiency-based isn’t the focus. I also have to turn in lessons every Monday to my principal so I need to keep things short and sweet.
Email me at creativelanguageclass@gmail.com
Thank you SO much for all of your marvelous ideas and inspiration! I’m so glad I found you!
I would love for you to email your lesson plan template also. Thank you!!!
I posted it on teacherspayteachers.com as a free download. I hope that’s ok instead of emailing.
Would love to see your I can screens on TpT. Any chance?
I’ll have to check. The images are not copyright free so I can’t sell them.
I love this! My school requires us to write “I can” statements everyday, but I definitely fall into the trap of writing statements like “I can conjugate irregular preterite verbs”. How would you recommend writing I can statements for days when you are just reviewing the irregular preterites? I feel like when focusing on vocab, quality “I can” statements are easy, but I really struggle with grammar ones. Especially when there are concepts that may require a bit of drilling to help the students be exposed to it enough to remember it. Any suggestions?
If it takes drilling and they still don’t use it in their writings/speaking assessments, then it is above their proficiency level. Can you make it into a more specific goal like “I can describe what I did yesterday”? Then the focus is only “I” and there is a purpose to use past tense. Then do a “I can describe what my friends did this weekend.” Now there are other conjugations. Still very specific. There will be a post soon called “grammar sprinkles” that will explain more.