Methods of Teaching Portfolio 1
MODELS OF TEACHING PORTFOLIO
Submitted by
David Lankford
to
Dr. Katie Alaniz
In partial fulfillment of the requirements for
EDUC 6330:
Teaching Methodology for the Professional
June 27,
Methods of Teaching Portfolio 2
Table of Contents
Purpose and Objective 4
Model 1:Inductive Thinking Model
Example: Lección 9 Las Fiestas 5
Model 2: Picture Word Inductive Model
Example: Lección 9 Las Fiestas ¿Qué Pasó? 10
Model 3: Synectics
Example: Travel Brochure 15
Model 4: Advanced Graphic Organizer
Example: Negative and Affirmative Articles 20
Model 5: Concept Attainment
Example: Gustar 24
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Model 6: The Partner Learning Method
Example: Interrogative practice and review 27
Model 7: The Role Playing Method
Example A: In the News with El Pais 31
Example B: In the News with Univision 34
Model 8: The Nondirective Teaching
Example: What happens when… 37
Model 9: Group Investigation
Example: A deeper study 39
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Purpose and Objective of Portfolio
EDUC 6330: Teaching Methodology for the Professional
Purpose: The purpose of this portfolio is to demonstrate the use of various teaching models that
have been presented in our class in a practical lesson plan format with the intent to instruct
undergraduate and graduate students seeking secondary certification.
Objective: The specific objective of this portfolio is to demonstrate the use of various teaching
models in my role as a teacher educator. The following lesson plans were designed for use in my
Teaching Methodology for the Professional class at Houston Baptist University. They are
intended to model instructional methods for preservice teachers, while simultaneously providing
them with necessary information regarding our curriculum. Rather than using the traditional
lesson plan outline, I have employed the syntax model presented in our text, Models of Teaching
by Joyce, Weil, and Calhoun. In addition, I have included various other teaching tools to be
utilized in conjunction with these lesson presentations.
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The Inductive Thinking Model
Lesson Title: Lección 9 Las Fiestas1 Páginas 300-307
Subject: Spanish 1
Lesson Goals: The student will adopt the vocabulary presented in Lesson 9. The student will be
able to translate, define, pronounce and utilize the vocabulary words in accordance with correct
grammar rules. This goal will be realized through various inductive exercises designed to build
interlocking connections in the student’s memory which link prior knowledge to the new
vocabulary words.
Lesson Objectives:
The student will identify and utilize the vocabulary words introduced in Lesson 9.
The student will be able to correct phases by introducing the correct words according to
context.
The student will pronounce selected words correctly.
The student form questions in context.
The student will answer questions using the appropriate vocabulary.
The student will be able to describe their experiences in the target language.
Materials/ Resources Needed:
1 I have a BA in Spanish Language and Linguistics; so I am able to coach/mentor three Span1 and Span2 teachers at EHS. For this lesson, I have selected the first chapter we will have in September 2014: Chapter 9 Las Fiestas. The section I will use in this lesson will be learning new vocabulary words. The Span 1 class is composed mainly of 9th graders; however an occasional 10th or 11th grader will attend. The text is Descubre from Vista Higher Learning and includes a work book, lab book, DVD, and a SuperSite (online resource) with repetitive online practice exercises.
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The text book Descubres
The Language Lab2
Internet access to the Descubre super site
1:1 computers
Epson Brightlink 485 LCD projector, wireless pens, and interactive whiteboard
Focusing Event:
The teacher will use the Epson Projector to play the YouTube video “Chocolatte”
(http://m.youtube.com/watch?v=Vrwo-mt9LfM ) . The teacher will capitalize on the peaked
interest of the students to initiate a discussion about holidays, parties, and the stages of life. This
guided discussion will introduce the first set of vocabulary words on page 302.
Phase 1: Identify the Domain
The teacher will guide a student discussion into the subtle differences between recognized
holidays like Christmas and social celebrations like birthdays, sweet sixteen, graduation, first
job, and retirement. Although the holidays (prior knowledge) we have studied while this new
domain of inquiry may appear ambiguous, the discussion should resolve uncertainties. Students
will be paired up and asked to study the graphic “Las etapas de la vida de Sergio”. They will be
tasked with familiarizing themselves with the new words. Once the teacher observes students
with a degree of comfort with the terms (formative assessment through observation), the students
will be asked to make flash cards using Quizlet. The 21 words can be grouped in sub domains
within Quizlet.
Phase 2: Collecting and Sifting Information Then Enumerating Data2 EHS has a 36 station computer language lab using the Sanako language suite.
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The teacher will assign section 5 and 6 to be read interactively. The teacher will provide on the
spot feedback as needed. Section 6 requires students to compare and contrast words according to
contextual clues in the dialogue. Students will be observed for their ability to break down the
context of a question and compare the context with different data sets to provide the correct
response by “building up” (synthesizing) the list of words within context.
The students will enumerate or label the 21 words as stages of life, stages of employment, or
stages of social contracts. Nouns, verbs, and adjectives are additional labels that could be
provided.
Phase 3: Examine Data
The teacher will carefully develop the students’ understanding of the data sets by using the
exercises on page 303, exercises 7 and 8. Exercise 7 asks questions to probe the students’ ability
to plan a celebration. The teacher should query students for stage of life or type of grammar clues
as they answer the questions.
This is an opportunity to examine how the classification or synthesis in Phase 2 can provide the
best answer to each question. This skill can be applied to standardized tests. This process should
not be rushed. The use of the Language Lab is recommended. The lab with its individual
cubicles, headphones, and mics force the students to concentrate on the teacher’s voice as the
data is examined.
Phase 4: Interpreting Data and Developing Labels
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The teacher will next guide the students in forming concepts of understanding by classifying the
data or words in this case. On page 302, exercise 9 introduces 16 new words. These words can
be classified alongside the first 21 words. Using Quizlet, thus allowing the class to remain in the
language lab, students can explain why they have grouped these new words with the first set.
Their answers with verify their understanding of the concepts defining each category. This
valuable step uses constructivism techniques to interlace the memory of the first set of words
with this second set. The result should be an increased mapping (synapsis) of each word in
memory.
Skipping to page 307, students will further classify the words by studying their spelling and
pronunciation in detail. Spanish words have 27 sounds with each sound corresponding to a
letter. This lesson focuses on the letters H, J, and G.
Phase 5: Building Hypothesis and Generating Skills
In this final phase, students will consolidate and transfer the knowledge and skills they have
acquired in this lesson. The teacher should review the lesson goal and objective. Using the Epson
projector, the class will enjoy the “fotonovela.” This lesson’s title is “¡Fekiz cumpleaños,
Maite!” The teacher will engage the student in a “what if…” dialogue after the fotonovela, sing
the context of what could happen with certain changes in the dialogue as delivered in the
fotonovela. These changes will require students to put opposing vocabulary words into play.
Students can select certain words form the vocabulary list or their own experiences and “test”
how they play out in the dialogue.
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On page 306, exercises 1, 2, 3, and 4 continue this theme of asking open ended questions which
allow students to suggest a word and test its appropriateness.
Phase 6: Test and Consolidate Skills Through Practice and Application
The work book and online supersite have additional exercised for further practice of targeted
skills. They should be assigned as needed based on formative assessments. Should the need arise,
the concepts can be retaught using the additional exercises.
The students can use their computers (one at a time) to broadcast the supersite exercises onto the
interactive whiteboard and answer the questions using the digital pens. The student broadcasting
(computer) can be rotated until all students in the class have been engaged. In a similar manner,
the student at the interactive white board can be rotated. This exercise makes that task more
engaging and meaningful to the class while allowing the teacher time to observe and evaluate
student outcomes and provide remedial instruction as needed, unencumbered by the task of
“running” the lesson.
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The Picture Word Inductive Model
Lesson Title: Lección 9 Las Fiestas ¿Qué Pasó?
Subject: Spanish 1, Grades 9 and 10
This lesson can be accomplished in one class period.
Lesson Goals:
To help students internalize the vocabulary introduced in the previous lesson.
Practice communicative skills like circumlocution.
Practice inductive reasoning and higher level thinking skills in support of the new
vocabulary words.
Develop an increased awareness of the Latino culture.
Develop each students “self-awareness.”
Students will practice pronunciation skills while discussing the image.
Lesson Objectives:
Texas Essential Knowledge and Skills for Language Other Than English
o Cultural – The student will use glean cultural information from the image.
o Communication – The student will learn to exchange ideas and
observations.
o Connections – The student will learn content knowledge by linking new
vocabulary to preexisting knowledge
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o Communities –The student will observer the existence and formation of
the communities of Spanish Speakers (Hispanoparlantes) and articulate
such observations.
Materials/ Resources Needed:
An image file and the means to project the image file in class. The image should contain
enough elements to elicit appropriate and meaningful discussion with the inclusion of the
targeted vocabulary.
Focusing Event:
The teacher will play a YouTube video consisting of two minutes of culturally festive
activities and a strong rhythmic background indicative of a South American culture (“Día de los
muertos” or “navidad,” for example). The class will view the video at the start of the class. The
intended goal will be to see the students forget the previous class (the previous subject, not this
class’s previous lesson) and passing time as they immerse themselves in the rhythm of the video.
Phase 1: Identify the Domain
The teacher will use the Epson Projector to display the photograph of a boy looking at his
iPhone while two teenaged girls with shopping bags pass behind him. The scene is an outdoor
mall at night with festive lighting. A decorated tree fills the center background. While festive,
the holiday is not specifically related to Christmas through any particular icon or artifact.
Additional pedestrians stroll throughout the image.
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The teacher establishes the vocabulary domain as confined to the vocabulary presented in
lesson 9, pages 300 to 316.
This is in a 1:1 environment; therefore the image is made available to student notebooks
at an appropriate stage in the lesson. There are two images in this lesson, as sometimes the
teacher will need to use the more explicit image with the Christmas tree for those times when the
conversations and descriptions fail to produce the desired conceptual view of a holiday as related
to the text book Descubre. Both images are on the following page in high resolution for proper
presentation by LCD Projector. Both images were taken by David Lankford and are Creative
Common Use license.
Phase 2: Collect, Present, and Enumerate Data
The teacher will remind the class of the norms, rules and practices common to this lesson.
The teacher will ask the class to call out specific nouns relating to artifacts contained in the
image. The teacher draws a line from the artifact to the word provided by the student which is
written in the outer margin of the image. Since the Epson Brightlink system is used with the
ENO interactive white board, the text and lines drawn on the white board, through the
photograph’s transparent image can be recorded for review later in the chapter or provided
students who are absent from class.
Phase 3: Examine Data
The teacher asks the students to provide depth to the words provided. There should be
about 20 words. Depth arrives through the examination of the referenced artifacts. Students are
encouraged to add adjectives further describing the items. For example, “the boy is wearing a
bright red t-shirt.”
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After adjectives have been applied, the teacher asks the students to form sentences with
verbs and adverbs that describe the artifacts or their use in the scene. For example, “the two girls
parade past the boy flaunting their recent purchase with pride.”
Phase 4 Form Concepts by Classifying Data
The teacher will now ask the students to form conceptual references within the scene.
They will then use these references to apply emotion or intent into the descriptions. For example,
the boy pretends to look at his iPhone as the girls walk past him because he is shy and he finds
them attractive.
Phase 5: Generate and Test Hypothesis
The teacher now requests the students to engage in questions and answers pertaining to
their conceptual references regarding the scene. For example, if the boy is shy, what will he do
next? Or if the girls purchased gifts, who might they be for and for what occasion. Remember
this lesson includes coming of age or sweet 16 parties, birthdays, retirements, and graduations as
vocabulary to introduce in the dialogue.
Phase 6 Consolidate and Transfer
The lesson concludes with students in pairs, using a list of vocabulary words to target in
paired discussion. The teacher perambulates, observing and annotating student achievements.
These formative evaluations are recorded with respect to participation, creativity, cultural
awareness, self –actualization, grammar usage, pronunciation and peer review. Students are
encouraged to correct or coach each other.
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The Synectics Model
Lesson Title: Travel Brochure Lesson 9
Subject: Spanish 2, 10th grade
Duration: Wednesday to Monday
Lesson Goals:
Students will be able to describe aspects countries contained within Latin America. Latin
America is a collection of 21 Spanish speaking countries.
Students will focus on the uniqueness of geography, native languages, indigenous
populations, modern cultures, archeological sites, history, economies, and governments.
Students will create a product in the form or a travel brochure.
Students will learn basic research skills.
Students will learn to use a publishing software or the publishing features of a word
processor.
Lesson Objectives:
TEKS – 114 C
Cultural – The student will use glean cultural information from contextual clues provided
in the lesson..
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Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new vocabulary to
preexisting knowledge
Communities –The student will observer the existence and formation of the communities
of Spanish speakers and articulate such observations. The student will participate in
communities at home and around the world by using languages other than English.
Comparisons
o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
Materials/ Resources Needed:
Access to the Internet
Access to a computer with publisher type software.
Several sample brochures http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx
A list of countries in South America
A rubric for the completed assignment
Focusing Event:
We will look at a map of the world
upside down. That is with the United States on
the bottom and South America toward the top.
The map, or a slide projected onto the white
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board, will be presented at the start of class. In English, students will be asked if the countries on
top are more economically powerful or sophisticated than those located below them.
Phase 1: Description of Present Condition
What do we know about countries that now occupy land that was once belonging to the
Incas? The teacher will discuss the countries of South America with the intention of using those
countries in this assignment.
Phase 2: Direct Analogy
This is the first of three analogies. It is a comparison between two objects or concepts.
The teacher will switch from the discussion of the continents reversed and ask what the
students know about the time of the Incas and the arrival of the Spaniards. The teacher will
introduce the image. The teacher will lead the students on their first set of questions which are
designed to provoke metaphors or analogies. For example, what color does the distant mountain
take on? It looks a little purple like grapes.
Looking at the scenes on pages 102 to 166 in Descubre, the teacher introduces the travel
brochure project.
Phase 3: Personal Analogy
This is the second structure. This analogy is empathize with the ideas, objects, or nature
around them.
The teacher asks, using metaphors that are familiar favorites to the students, how would
they describe the features they see in the sample brochure? For example, the mountain is curved
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like a human spine and supports the habitat of the highlands. The mountains are powerful and
intimidating while the beaches are warm and inviting like a close friend.
Phase 4 Compressed Conflict
This is the third structure. The teacher directs the students to use words that describe an
item or image through its opposites. For example, the students might be asked to compare the
country side to the urban centers. They might use phrases composed of opposites like the
“disturbing calm of the amazon.”
Phase 5 Direct Analogy
The teacher displays a sample brochure
http://weebly-file/8/0/7/5/8075311/ecuador_travel.docx . As he or she shares the image, the
teacher asks students to make up metaphors and analogies. The teacher encourages students to
note that the format has photos, academic text, and social commentary. The students are asked to
examine the parts of the sample. The conceptual frame work is to have the students experiment
with metaphors in a playful manner to support tourism and to encourage others to visit the
country they have chosen.
Phase 6 Reexamination of the Original Task
Students will be asked to create a travel brochure of a Latin American country using
photos, maps, and dialogue. The dialogue should use metaphors to describe features of the
county or region selected. For example, the Amazon River snakes its way between Ecuador and
Brazil. Daring adventurers can challenge the dangerous curves and bends of the coiled snake.
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Coto Paxi is the highest peak in Andes and raises from the steamy jungle like a tropical frozen
cocktail. Coto Paxi is frozen year round.
Students will share ideas and sample photographs on day one. Day two will be a proctored work
day, and day three will be a show and tell day. The teacher will make formative assessments on
days one and two. Day three will be a summative assessment day.
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The Advanced Organizer Model
Lesson Title: Affirmative and Negative Articles
Subject: Spanish 1
Lesson Goals:
The student will understand the scope and sequence of the current lesson
The student will begin classifying and categorizing the forthcoming lesson’s
content.
Lesson Objectives:
TEKS 114C
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new vocabulary to
preexisting knowledge
Communities –The student will observer the existence and formation of the communities
of Spanish speakers and articulate such observations. The student will participate in
communities at home and around the world by using languages other than English.
Comparisons
o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
Materials/ Resources Needed:
Text book Descubre
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Access to the Internet
Focusing Event:
The graphic organizer entitled “English_Affirmative_Negative.jpg”
The teacher will begin by reminding students what they already know about affirmative and
negative articles in English.
Phase 1: Presentation of Advanced Organizer
The teacher will use the image English_Affirmative_Negative.jpg projected by the Epson
LCD Projector on to the interactive white board at a size sufficient to allow for hand written
annotation as needed.
The scope and sequence of the lesson will be articulated. The students will use their
knowledge of affirmatives and negatives in their language to classify and categorize Spanish
equivalents. A list of exercises in the text book, super site, and work book will be supplied with
completion dates.
The teacher will explain how these words are used correctly to affirm the subject or
object of a sentence or to negate the same.
Using Affirmative.jpg, the teacher will describe the depth of the lesson as well as the
grammatical structure to be studied.
Phase 2: Presentation of Learning Task or Material
The final image, Affirmative.jpg, will be reviewed for its data domain and conceptual
framework. The teacher will focus not on the knowledge content, but on the metacognitive
processes to be used by the student as the illustrative material is presented in the forthcoming
lesson.
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The deliverables will be assigned with rubrics and due dates. The teacher will ask
students to in their words describe the big picture as well as the processes they should use to
process the lesson.
Phase 3: Strengthening Cognitive Organization
Using principles of integrative reconciliation, the teacher will promote active reception
learning. The teacher will elicit critical approach to the subject matter and clarify and
ambiguities that linger.
He or she will incorporate progressive differentiation, in which the most general ideas of the
lesson are presented first. Additionally, he or she will utilize integrative reconciliation, in which
new ideas should be conscientiously related to prior learned content. The teacher should recall
constructivist ideals and link new content to already memorized content. Point out categories and
classifications to add in the placement of the new idea in the matrix of existing ideas. The mind
map illustrated in this lesson provides a visual scaffold to graphically link this information. As
the lesson unfolds, the teacher should refer back to these images and make them available to the
students.
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English_Affirmative_Negative.jpg
Affirmantive.jpg
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The Concept Attainment Model
Lesson Title: Gustar
Subject: Span 1
Lesson Goals:
The student will master the unique grammatical concept of “Gustar”
The student will be able to distinguish between singular and plural forms of
gustar.
The student will be able to use gustar with pronouns as needed.
Lesson Objectives:
TEKS 114 C
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new
vocabulary to preexisting knowledge
Communities –The student will observer the existence and formation of the
communities of Spanish speakers and articulate such observations. The student
will participate in communities at home and around the world by using languages
other than English.
Comparisons
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o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
Materials/ Resources Needed:
Internet access
1:1 computers
Focusing Event:
The teacher will play the first video and discuss. Then, he or she will play the second one
and compare and contrast. http://youtu.be/saSkDql4MfA http://youtu.be/eD8gkTKApv8
Phase 1: Presentation of Data and Identification of Concept.
The teacher will assign this overview to be processed individually before discussion.
http://www.educreations.com/lesson/view/gustar/9032135/?ref=appemail
The teacher can refer to page 246 for additional explanations. The text has a good
representation of what a direct translation would look like if gustar were to be conjugated as a
typical verb.
Phase 2: Testing Attainment of the Concept
The students will identify additional unlabeled examples as yes or no.
The teacher will confirm student hypotheses, name concept, and restate definitions
according to essential attributes. Common features like Me + Gustar + noun are called attributes.
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Essential attributes in this case are ones like Me (the pronoun) + Verb as a structure. The
attribute value relates to the frequency the attribute reoccurs.
Also important in the conceptual framework are disjunctive and conjunctive concepts. In the
case of gustar, it is not conjugated by subject as most verbs are. Gustar is conjugated by singular
or plural only as in gusta or gustan. That is a disjunctive concept. An example of a conjunctive
concept is the verb “gustar” is affirmed by using “Sí, sí”… and negated by “No, no”.
Students will generate examples then complete the examples in the first four exercises in
Descubre out loud and cooperatively. Then complete the remaining three exercises
independently and review before the end of class.
Phase 3 Analysis of Thinking Strategies
In this stage, the teacher guides the students in a discussion of the hypothesis and
attributes used in this lesson. The goal is for the students to become metacognitivly aware of the
processes they will use to absorb this lesson. Concept attainment implies that this lesson must be
mastered before moving on. The topic is specific, definable and critical enough that a student
should be able to confidently master this lesson and move on.
Additional practice http://quizlet.com/24467412/gustar-flash-cards/
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The Partner Learning Method Model
Lesson Title: Interrogative practice and review
Subject: Spanish 1
Lesson Goals:
Review prior learned content with respect to interrogatives.
Classification and become proficient in the use of ¿Qué?, ¿Cual?, and ¿Cuales?
Practice the Partner Learning Method with the intention of improving their
cooperative learning skills.
Practice pronunciation and articulation skills with their partner.
Develop listening skills and ability to denote differences in the Spanish sounds.
Lesson Objectives:
TEKS 114 C
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new
vocabulary to preexisting knowledge
Communities –The student will observer the existence and formation of the
communities of Spanish speakers and articulate such observations. The student
will participate in communities at home and around the world by using languages
other than English.
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Culture – The student will demonstrate a culture of cooperation and
understanding during this lesson.
Comparisons
o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
Materials/ Resources Needed:
Text Book
Language Lab
Focusing Event:
The teacher will play the You Tube video about Sherlock Holmes and questions. Where
would we be if we could not ask questions? What is the point of discussion?
Phase 1: Provide a Task That is Well Within the Skill Levels of the Pairs
Students will use the list of interrogatives on page 316 to review what they have learned.
The lesson will then focuses on ¿Qué?, ¿Cual?, and ¿Cuales?
Phase 2: Organize Pairs
Students will form pairs based on their cubicle position in the language lab. The lowest
numbered cubicle will be matched with the highest number until the middle pair is reached.
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Phase 3: Have Pairs Study the Variables of the Task
The teacher will assign a classification exercise using a graphic organizer. Students will
make a list of interrogatives in English on the right side that both students acknowledge. The
pairs will then list the Spanish equivalents.
The Teacher will then introduce the pairs to the list of interrogatives on pages 316-317 in
Descubre.
The pairs will use the language lab to form questions and supply answers. They pairs will
alternate on who asks questions and who answers.
Phase 4: Have Pairs Share Their Initial Successes
Once the previous phase (3) is complete, the teacher will pull the class together and ask
the pairs to discuss their achievements. The teacher will focus the pairs on describing their
process and the metacognitive activity. The emphasis will be on the process as much as the
content knowledge or activity. The conceptual framework of this method has the teacher
ensuring the students are as aware of the process as they are of the lesson content. The belief is,
they will learn more if they are aware.
Phase 5: Discuss with the Group of Pairs the Differences in Their Processes
The teacher will have the pairs compare notes. The pairs that self-identify themselves as
most successful learners with share their successful process.
Phase 6: Ask Each Pair to Be Introspective and Report
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The teacher will ask each pair to describe their overall effectiveness at reviewing the
process. The students should focus on their effectiveness as a pair, at reviewing the interrogatives
and at learning new words.
The teacher will ask the students to rate their activity, persistence and improvement or
lack of with respect to pronunciation.
Phase 7: Survey the Pairs Relative to Their Division of Labor or Unity of Labor
The teacher will ask the students to rate their individual level of participation. He or she
will use Google forms to craft a survey and record responses in a spreadsheet.
Phase 8: Have Each Team Craft a Short Paragraph About Their Results
The previous seven phases should provide sufficient content for a short paragraph on the
student perception of the partner learning process. This paragraph should include detail related
to the assignment on interrogatives.
Notes:
This lesson should be accomplished in two hours. This time frame could span two days or be
accomplished in one block period.
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The Role Playing Model
Lesson Title: In the News with El Pais
Subject: Span 2, 10th and 11th grade.
Lesson Goals:
Continued practice with vocabulary words in a real world scenarios.
Discover the meaning of words by the context in which they are used and words that
support them.
Practice speaking with inflections and emphasis to express additional meaning
Lesson Objectives:
Cultural – The student will use glean cultural information from contextual clues provided
in the lesson..
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new vocabulary to
preexisting knowledge
Communities –The student will observer the existence and formation of the communities
of Spanish speakers and articulate such observations. The student will participate in
communities at home and around the world by using languages other than English.
Comparisons
o A) demonstrate an understanding of the nature of language by comparing
languages
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o B) demonstrate an understanding of culture through language
The student
Materials/ Resources Needed:
An active Internet connection to El Pais news magazine, Madrid Spain.
Classroom area open enough to stage the role play.
Focusing Event:
The teacher reads an article from El Pais which relates directly to current activities in the
students actual locality. The concept is to frame an immediately recognizable event in the
student’s recollection while reading in Spanish from El Pais.
Phase 1: Warm up the group
The teacher capitalizes on the focusing event and quickly moves to finding articles in El
Pais. The class uses the LCD projector to allow the whole class to view and select an article to
read and role play.
Phase 2: Select participants
The teacher selects student that match the archetypes of the characters in the news article.
Phase 3: Set the stage
The teacher leads a carefully crafted discussion of the article and how interpretations
might be realized.
Phase 4: Prepare the observers
The teacher reminds the students to be an active audience and to take notes that will help
them discuss what they have seen later.
Phase 5: Enact
The role playing begins.
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Phase 6: Discuss and evaluate
The teacher leads the students thru a comprehensive discussion of what has occurred. Focus is
on the emotional content displayed. Secondary is the observations made of linguistic and
grammatical issues.
Phase 7: Reenact
The teacher provides additional guidance or substitutions to participants and then calls for
“action” to resume.
Phase 8: Discuss and evaluate, repeat phase 6
Cycle as needed. The teacher refers back to the goals and objectives.
Phase 9: Share experience and generalize
The teacher concludes with final observations and creates the stage for each student to reflect.
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The Role Playing Model
Lesson Title: In the news, Univision
Subject: Spanish 2
Lesson Goals:
Continued practice with vocabulary words in a real world scenarios.
Discover the meaning of words by the context in which they are used and words that
support them.
Practice speaking with inflections and emphasis to express additional meaning
Lesson Objectives:
Cultural – The student will use glean cultural information from contextual clues provided
in the lesson..
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new vocabulary to
preexisting knowledge
Communities –The student will observer the existence and formation of the communities
of Spanish speakers and articulate such observations. The student will participate in
communities at home and around the world by using languages other than English.
Comparisons
o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
The student
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Materials/ Resources Needed:
An active Internet connection to the Univision News channel, Miami, Houston,
Los Angeles.
Classroom area open enough to stage the role play.
Focusing Event:
The teacher run the video of a news report that was recently broadcasted locally and
contains enough content to engage the interests of the students. The concept is to frame an
immediately recognizable event in the student’s recollection while watching the broadcast.
Phase 1: Warm up the group
The teacher capitalizes on the focusing event and quickly moves to finding additional
local and timely broadcasts that the class can use as a spring board to role playing,. The class
uses the LCD projector to allow the whole class to view and select an article to read and role
play.
Phase 2: Select participants
The teacher selects student that match the archetypes of the characters in the news
broadcast.
Phase 3: Set the stage
The teacher leads a carefully crafted discussion of the article and how interpretations
might be realized.
Phase 4: Prepare the observers
The teacher reminds the students to be an active audience and to take notes that will help
them discuss what they have seen later.
Phase 5: Enact
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The role playing begins.
Phase 6: Discuss and evaluate
The teacher leads the students thru a comprehensive discussion of what has occurred. Focus is
on the emotional content displayed. Secondary is the observations made of linguistic and
grammatical issues.
Phase 7: Reenact
The teacher provides additional guidance or substitutions to participants and then calls for
“action” to resume.
Phase 8: Discuss and evaluate, repeat phase 6
Cycle as needed. The teacher refers back to the goals and objectives.
Phase 9: Share experience and generalize
The teacher concludes with final observations and creates the stage for each student to reflect.
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The Nondirective Model
Lesson Title: What happens when…
Subject: Span 1
Lesson Goals:
Use circumlocution and similar methods to use Spanish to describe your feelings when
prior knowledge is insufficient or temporarily forgotten.
Lesson Objectives:
The teacher will shift from the pre-planned lesson to a carefully practiced
discussion of the current emergency event.
How do communities react to a crisis?
What cultural reactions to crisis do we have?
Materials/ Resources Needed:
A preexisting lesson.
An emergency or crisis which is unannounced and an observable distraction to the
majority of your class.
Focusing Event:
Do recall where you were September 11, 01, or what you did when you heard of the death of a
close friend or the child of a fellow worker? Research indicates that personal pain can be
relieved when it is shared and discussed in appropriate ways. The teacher will share and set the
stage with this event.
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Phase 1: Define the Helping Situation
The teacher encourages free expression of feelings during class. The teacher articulates the issue
that has caused tension in class.
Phase 2: Exploring the Problem
Where appropriate the teacher infuses Spanish words and expressions into the dialogue and
encourages those students using Spanish,
Phase 3: Developing Insight
When applicable, the teacher points out cultural and community expression as they are used.
More focus is on the students than on the lessons. The teacher can use this opportunity as a
teachable minute when practicable.
Phase 4: Planning and Decision Making
The teacher provides insight when possible and guidance when available.
Phase 5: Integration
The students will eventually make sense of what has occurred. That is to whatever degree is
possible. The teacher reaffirms that student observations are valid and God has the insight we
lack and the will, we follow.
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The Group Investigation Model
Lesson Title: A deeper study.
Subject: Span 2
Lesson Goals:
In the course of study, take advantage of student interests by assigning a group project
that takes advantage of piqued student interest.
Look beyond the text Descubre and investigate cultural or community aspects in greater
detail.
Use a real world scenario to provoke meaningful student inquiry.
Observe grammatical and linguistical structures not dealt with by the text Descubre.
Lesson Objectives:
TEKS 114 C
Communication – The student will learn to exchange ideas and observations.
Connections – The student will learn content knowledge by linking new vocabulary to
preexisting knowledge
Communities –The student will observer the existence and formation of the communities
of Spanish speakers and articulate such observations. The student will participate in
communities at home and around the world by using languages other than English.
Culture – The student will demonstrate a culture of cooperation and understanding during
this lesson.
Comparisons
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o A) demonstrate an understanding of the nature of language by comparing
languages
o B) demonstrate an understanding of culture through language
Materials/ Resources Needed:
No materials identified
Focusing Event:
Since this lesson is developed on an impromptu basis to take advantage of authentic student
interest, the lesson that is transpiring, is the focusing event itself.
Phase 1: Encounter Puzzling Situation3
In the course of the lesson, the class confronts4a situation that demands additional inquiry
such that the scope of the class or lesson is breached. The teacher will seize the moment and
rephrase the incident in terms that merit additional review or investigation.
Phase 2: Explore Reactions to the Situation
The teacher summarizes student observations and declares the current lesson “on hold” while the
class investigates the current situation in greater detail.
Phase 3: Formulate Study Task and Organize for Study
Using skill and experience, the teacher will phrase the current situation in a manner that can be
investigated. The students form an hypothesis and establish a design that either answers the
questions or proves, disproves them. Through this process the teacher organizes the students into
investigating teams and establishes the protocols that will produce a deliverable that can be
3 I refer here to unplanned incidents. The teacher could provoke an inquiry by staging and event that would trigger an inquiry. This is easier to accomplish when the teacher is aware of his or her students and their personalities. The Focusing event for example could contain or produce questions that are authentically received by the students and therefore meaningful to those who will participate in the group investigation.4 Use in the academic sense to mean seizing the moment for authentic learning through inquiry.
Methods of Teaching Portfolio 42
evaluated. The scope and sequence is agreed upon. The teacher establishes the due date and
expectations.
Phase 4 Independent and group Study
The teacher administers the project outlined in Phase 3. The students conduct their tasks
as needed.
Phase 5 Analyze Progress and Process
When the deadline dates are reached the teacher will review the student findings by
empowering the students to report their findings, conclusions, and expectations for future
student. The teacher takes this moment of closure to return the class to the stage in the lesson
where the class was put on hold.
Phase 6 Recycle Activity
The teacher takes a minute to review the findings. What attracted the student’s intense interest?
Could that aspect be incorporated into the lesson when the lesson is next taught (next year?) or
should this experience be developed into a whole new lesson? The teacher recycles beneficial
material and moves forward.