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I need help with this book. This book has NO RESOURCES to work with. I use the level 3 and it has so much. I have purchased resources from Teacher pay teacher. Can someone help me please.
(and overall grading work/providing feedback)
I know this seems like a basic question, but I often don't feel like I am doing this correctly. I want to maximize my instructional time in class. I also want to do activities that are more effective (i.e., effective use of that instructional time). My district has a fast pacing guide and we ar...See More(and overall grading work/providing feedback)
I know this seems like a basic question, but I often don't feel like I am doing this correctly. I want to maximize my instructional time in class. I also want to do activities that are more effective (i.e., effective use of that instructional time). My district has a fast pacing guide and we are on block (4x4 block) with around 74 instructional days more or less per course / class term. So, I question the effectiveness of spending time going over class work and homework as an entire class. However, I question not going over answers as a class because that might increase student buy-in to do the work, increase the classroom rigor (i.e., the students put more effort into their work—the less focused students, that is), and maybe provide more relevance. There is also the issue of students tuning out when the class is going over answers as a class (i.e., the teacher calls on individual students to say their answers or come up to the front of the room and write their answers on the board). And then there are students that enjoy going up to the board and writing their answer. (It can be very time-consuming.)
In my native speakers class, they do a lot of written work. I collect it or it is submitted online (OneNote Class notebook). I generally just assign points for completion. I don't grade for accuracy on class work. In my mind, class work is for practice (I am not expecting perfection) and assessments are for grading accuracy.
In my non-native classes, the class work is assigned online (our district has online textbooks for Spanish 1-4 as well as AP Language through Vista Higher Learning). I usually only assign assignments that are autograded. So, the students get feedback on those autograded assignments on what they missed or got wrong and they usually have two attempts to get a 100% on the assignments that are autograded and after that 2nd attempt, the system tells them the correct answer (unless they are exercises that only have two options to pick from like T/F and 2 choices multiple-choice). I seldom grade not automatically graded activities for accuracy, but rather for completion. I do online assignments in the OneNote Class Notebook for these classes (although this term I am having the students take grammar notes from the textbook grammar tutorial videos, something more active than when I have presented the grammar videos in the past).
What is the "right" balance for all of this providing feedback, grading student work and when and how much going over answers as a class? Do you recommend any websites or books on this?
Thanks in advance for any insights you can provide me.
Does anyone have a source where I can get a Spanish version of Charades? Does anyone have one they have made? My Spanish Club is wanting to do a game night. Gracias
What are possible responses to ¿Que pasa? I'm wanting to respond with nada but I don't know if that's just a direct translation from English or not.
Hello everyone I am new to this chatboard. My question is regarding informal assessments. What type do you use in your class? What do you do with the data you collect?
Also do you use performance task as assessments? What type of tasks do you do?
Gracias
Hello. Does anyone out there use the Nuevas Vistas textbook? I had some questions and I know nobody else who uses it. I'd love to share some ideas and I have some questions...
Does anyone use story board that? I have a formal observation and I would like to use it. Any ideas?
Tonight I want to quit. We are asked to teach less and less, we can't teach grammar anymore, we can't do vocabulary list, we can't teach the house, we can't teach body parts with monsters. We have no midterm exams, most students don't take the finals. We have to be 90% of the time on the target language, but we assess in English, we have SPED stude...See MoreTonight I want to quit. We are asked to teach less and less, we can't teach grammar anymore, we can't do vocabulary list, we can't teach the house, we can't teach body parts with monsters. We have no midterm exams, most students don't take the finals. We have to be 90% of the time on the target language, but we assess in English, we have SPED students with no support, cell phones are rampant and the policies are no existent. Writing referrals means you have classroom management. Failing students is a no-no. One admin thinks students learn even if they talk, another admin notes there was a side conversation at the back of the class while you are upfront doing backflips to make sure no students fall asleep. Meanwhile, Johnny put his Bluetooth earbud in again and listens to music. Students are placed to the following level when they earn a D. Nothing should be presented unless it's meaningful to the teen students. We should not be teaching family members because not everybody has a family. At the end of the year, my performance is judged on College Board exams. I just want to quit.
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