tag:blogger.com,1999:blog-30117450897537435732024-03-14T01:50:36.155-07:00ESL Musings<i>Anabel Gonzalez shares musings of her teaching and learning journey. </i>Anabel Gonzalezhttp://www.blogger.com/profile/13815309913886230861noreply@blogger.comBlogger106125tag:blogger.com,1999:blog-3011745089753743573.post-57117685223085381382018-12-16T20:02:00.000-08:002020-01-13T17:26:30.820-08:00New Teaching Tidbits Blog<div class="separator" style="clear: both; text-align: center;">
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When I started blogging in 2014, I was serving as Secondary ESL Teacher and was inspired to blog by my English learners. A few months prior, my students created individual blogs and while the objective was for them to develop their English writing skills, it soon became a powerful driver of both academic and personal growth. As their writing skills grew so did their confidence and I was so inspired by their accomplishments that I felt moved to create my own blog. <a href="http://gonzalezeslmusings.blogspot.com/2014/05/to-blog-or-not-to-blogthat-is-question.html" target="_blank">Read my very first post here.</a></div>
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Initially, my posts consisted of reflections and celebrations from my ESL teaching experience and so my blog was appropriately titled "ESL Musings." However, as I developed as a globally connected educator I found my professional interests expanding and evolving. In January 2016, <a href="http://gonzalezeslmusings.blogspot.com/2016/01/from-musings-to-tidbits.html" target="_blank">ESL Musings became Teaching Tidbits</a>. I renamed my blog and purchased "teachingtidbits.com." but I didn't change the blogspot URL. Therefore, although my blog title reflected the change, the blogspot URL did not.</div>
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Fast forward to August 2017, I joined a new district and transitioned to an instructional facilitator role. That's when I lost my blogging voice. It's not that I'm not as reflective. Quite the contrary. The longer commute has given me lots of time to ponder and reflect. But frankly, there was so much newness last year- new, role, new school, new district- that I felt that I was in a season of intake.<br />
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But I really missed blogging.<br />
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While I'm still growing in my facilitator role, I really miss sitting at the keyboard and mulling over my experiences. Sure, I could just keep a journal or enter my thoughts on a Google doc, but there's a creative part of blogging that I really enjoy. I don't care if my posts are read by a single person, but as a technology enthusiast, blogging makes me feel as if I accomplished something as I reflect. It also serves as my professional portfolio.<br />
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For 2019, I've decided to restart my blogging practice. Teaching Tidbits will now be housed at <a href="http://gonzalezteachingtidbits.blogspot.com/">gonzalezteachingtidbits.blogspot.com</a> and I'm changing this blog back to "ESL Musings." It will be linked to my new blog so I can go back and read my old posts when I need a little inspiration.<br />
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There's still lots I'm taking in and I'm enjoying every bit. I'm for<span style="background-color: transparent; font-family: inherit; font-style: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">ever learning and growing. Celebrating the minute as well as the grandiose. Living every moment to the fullest and sharing my reflections as I travel on this journey of teaching and learning, in the hopes that I may offer a tidbit of inspiration to those who read my pages.</span><br />
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May 2019 be the #BestYearEver<br />
</span>Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-5008411093013250772018-01-20T19:04:00.001-08:002021-12-31T12:56:57.575-08:00Reflect Not Regret<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Created on <a href="http://www.pixteller.com/" target="_blank">Pixteller</a><br /><br /></td></tr>
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<span style="font-family: inherit;">As I reflect on 2017, I must say that I wish I could hit the rewind button and change a few things. </span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: inherit;">But I can't.</span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: inherit;">Most people that know me well will tell you that I am hopelessly optimistic. I have learned to fail forward, to embrace my flaws, to see problems as opportunities, and to make the sweetest lemonade out of the tartest of lemons. But we all go through rough times and for me, it was last year. While I have grown tremendously both professionally and personally through all this, I have to say that my faith and my optimism have been tested. </span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: inherit;">My decision to move districts to what I perceived as a growth opportunity, didn't turn out to be what I expected. I then tried to return to my former post but was not able to do so. On the bright side, a casual conversation with a colleague led to my current role. And while I'm still growing in my new position, I feel I am heading in the right direction and believe things are going to work out for the best.</span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: inherit;">I'm not going to share the details of my professional journey on this forum. However, through all this, I've learned some important life lessons and I'll share them below in the hopes that others will learn from them too.</span><br />
<span style="font-family: inherit;"><br /></span> <b><span style="font-family: inherit;">Speak up when you think someone is about to make a wrong move.</span></b><br />
<span style="font-family: inherit;">Don't tell people what they want to hear, tell them what you know. Only after I made my move and expressed my regret did colleagues come out of the woodwork and agreed that my previous district was a better fit for me. But rather than sharing insight prior to my leap, they kept it to themselves because they didn't want to step on my toes. They could have spoken, but they didn't.</span><br />
<span style="font-family: inherit;"><br /></span> <b><span style="font-family: inherit;">Listen carefully to those that do speak up.</span></b><br />
<span style="font-family: inherit;">Professional changes have personal and family implications. When people who know you well, express their hesitations, don't dismiss their comments. Rather talk with them and listen intently to their concerns. Family and close friends often see things we miss in the midst of the excitement and sense when things are not quite right. I should have listened when my daughter told me to not make the jump, but I didn't.</span><br />
<span style="font-family: inherit;"><b><br /></b></span> <b><span style="font-family: inherit;">When in doubt, don't do it.</span></b><br />
<span style="font-family: inherit;">Risk is always scary and it's expected to feel uneasy before taking any leap, but if you are more nervous than excited, trust your instincts. If only I would have followed my gut, but I didn't.</span><br />
<span style="font-family: inherit;"><br /></span> <b>Choose to reflect, not regret.</b><br />
<span style="font-family: inherit;">My head has been spinning with all the coulda, woulda, shoulda. But rather than drowning in my regret, I choose to reflect and move forward. Undoubtedly, I could have made different choices. I should have talked to and listened to more people. If only I would have thought about my decisions more carefully, I would have avoided some speed bumps. But I didn't and what's done is done. Looking back will not make my ride any smoother. </span><span style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">All I can do now and is get back on the road and keep moving forward believing that God will work all of this together for my good because I love Him and am called according to His purpose (<a href="https://www.biblegateway.com/passage/?search=Romans+8%3A28&version=NKJV" target="_blank">Romans 8:28</a>). And so my <a href="http://getoneword.com/" target="_blank">word</a> for 2018 is "forward."</span></div>
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<span style="font-family: inherit;"><br /></span> May 2018 be our best year yet!</div>
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Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-11757729410536089642017-10-01T11:43:00.001-07:002021-01-04T08:37:08.986-08:00What a Facilitator Is Not<div class="separator" style="clear: both; text-align: center;">
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New role, new school, new district. In the words of <a href="https://www.biography.com/people/bob-dylan-9283052" target="_blank">Bob Dylan</a>, "<a href="https://youtu.be/e7qQ6_RV4VQ" target="_blank">the times, they are a-changin'</a>..."</div>
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<span style="font-family: inherit; white-space: pre-wrap;">As of August 22, 2017, my title is Middle School Academic Facilitator. Although it’s a position I have pursued for quite some time, I’ve been waiting for the right <span style="font-family: inherit;">one</span>. This summer when the opportunity came knocking, I went for it. </span><br />
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<span style="font-family: inherit; white-space: pre-wrap;">Ever since I entered the world of education, I've been in a collaborative role. First as a computer applications teacher, which made me the go-to technology person (before the days of technology facilitators). In 2012, I moved into the ESL field, which gave me the opportunity to coach and </span>collaborate<span style="font-family: inherit; white-space: pre-wrap;"> with teachers who served English learners. I believe my experience has served to prepare me well for this position, but there's still so much I need to learn.</span><span id="docs-internal-guid-49adfae7-fd06-afc1-c324-a1e81952ed39"></span><br />
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<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">Despite an extended commute, my new school and the colleagues I'm privileged to work with have made the change very worthwhile. Rather than fret about traffic, I use the longer drive time to ponder and reflect on my goals, expectations, and challenges of this new position. Because I leave while it's still dark and am usually the first one in my wing, I get at least an hour of peaceful solitude. I have to say that (most mornings) I find the commute a blessing in disguise.</span><span id="docs-internal-guid-49adfae7-fd08-81af-b1d0-5692c974b609"><br /></span><br />
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">So, what is a facilitator? I've received this question from family, friends and even the staff at my school. The middle school facilitator position is not only new to me, but also new to the school. </span><span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I'm at a K-8 magnet school and am primarily charged with supporting the middle school faculty. While they've had a literacy facilitator and a math facilitator for quite some time, it's been several years since the middle school wing had anyone in an official facilitator role.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEaBtz18j6BfzzP71Lq9xLNBvOED9tCiwnyXIM3U4akpL5RrIjgyXL6YYqs2QwlTo1TXE0S-7xdnIUNdwPSkNn09IbEtqUAP43UCnS41sOLURwrTIAwvtAV3JsSmCH22TSzkPVChcONgY/s1600/1520808946.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="751" data-original-width="1024" height="233" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEaBtz18j6BfzzP71Lq9xLNBvOED9tCiwnyXIM3U4akpL5RrIjgyXL6YYqs2QwlTo1TXE0S-7xdnIUNdwPSkNn09IbEtqUAP43UCnS41sOLURwrTIAwvtAV3JsSmCH22TSzkPVChcONgY/s320/1520808946.png" width="320" /></a><span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.webster.com/" style="font-family: Times; font-size: medium; text-decoration-line: none; white-space: normal;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Webster</span></a><span style="font-size: 11pt; vertical-align: baseline;"> defines a</span><a href="https://www.merriam-webster.com/dictionary/facilitator" style="font-family: Times; font-size: medium; text-decoration-line: none; white-space: normal;"><span style="color: black; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">facilitator</span></a><span style="font-size: 11pt; vertical-align: baseline;"> as "someone or something that facilitates something; especially someone who helps to bring about an outcome (such as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance or supervision." More specifically an academic facilitator, a term synonymous with instructional coach, is "someone whose chief professional responsibility is to bring evidence-based practices into classrooms by working with teachers and other school leaders" (</span><a href="http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach" style="font-family: Times; font-size: medium; text-decoration-line: none; white-space: normal;"><span style="color: #1155cc; font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Pennsylvania Institute for Instructional Coaching</span></a><span style="font-size: 11pt; vertical-align: baseline;">). A facilitator, academic or otherwise, is one that makes things easier.</span></span></div>
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 11pt; vertical-align: baseline;"><br /></span></span></div>
<span id="docs-internal-guid-49adfae7-fd0b-0ec3-0155-601d88a81b9b"><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Facilitators can make or break a school. Like fire, their energy can be productive or destructive. In order for our teachers to achieve professional growth and for our middle school students to thrive, my role needs to be clearly defined. That being said, in defining my new role, it's crucial that I understand what I'm NOT. </span></span><div><span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span></div><div><span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Here are a few things I've learned thus far, as I'm settling into this new position.</span></span><span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A facilitator is not a know-it-all. </span></div>
<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">My job is not to know all the answers, but instead to listen and ask lots of questions. Good listening is the cornerstone of good coaching. </span>Not listening<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"> to respond, but rather listen to understand. While my ESL teacher role exposed me to the entire North Carolina's Standard Course of Study, I'm still no expert in all curricula. And I don't have to be. I aim to provide the tools and resources that will facilitate the quest for answers.</span><span id="docs-internal-guid-49adfae7-fd0b-5a60-41cb-056bd75cc363"></span><br />
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A facilitator is not a fixer-upper. </span></div>
<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">We are all works in progress and there's always something that can be fixed, but my job isn't to fix anyone or any school. Real change and improvement </span>comes<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"> from within. Furthermore, nothing or no one is all bad or all good. So, rather than coming in and turning the school upside down, I'm here to shine a light on their successes so that we build up from there. We can improve test scores, step up engagement and implement the latest and greatest tools and strategies, but nothing will improve if we don't keep moving forward.</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"><br /></span>
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A facilitator is not an enabler. </span></div>
<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">Educators have lots </span>on<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;"> their plates and for a new teacher, the role can be quite overwhelming. In my efforts to be supportive and resourceful to struggling teachers, I must be careful to not end up enabling instead of empowering them. </span><span style="font-family: "arial"; font-size: 14.66px; white-space: pre-wrap;">From lesson planning to technology integration to classroom management, m</span><span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">aking their path easier to navigate doesn't mean I need to drive. Just like an athletic coach, I need to remain on the sideline and let them play their position.</span><b><br /></b><br />
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A facilitator is not a principal's eyes and ears. </span></div>
<span style="font-family: "arial"; font-size: 11pt; white-space: pre-wrap;">My principal made it very clear to the staff that I was not in an evaluative role, but while I am not their supervisor, I am there to hold them accountable. However, I'm not a "spy for administration," as one teacher openly asked me. This question made me realize that if I am going to be a successful facilitator, I must first and foremost, earn their trust. I must place personal opinions and biases aside and work for the betterment of all teachers.</span><span id="docs-internal-guid-49adfae7-fd0c-6774-b641-3da9c71a5319"></span><br />
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<span style="background-color: transparent; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">While there's much improvement to be made, there's also lots and lots to celebrate at my school. The close-knit staff and small student population make the school warm and inviting, making it easy to connect with students and their families. I'm excited about this school year and am eagerly looking forward to what happens next.</span></div>
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</div>Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-86147478087934199502017-06-02T12:20:00.001-07:002018-04-27T16:26:54.582-07:00Advice to My First-Year Self<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdoo7Bh3ssJina-Zoa_-U4hKfsFznFRXjmbOEZmyHG_7KOLKfDXzFsM4vS-N6QKNORvWH6c_1v8suk5gTbCDKYk0M-vQTfUKMmtuAYk8Csvgi5dvWx7t6f1UTpqpg-jdIxlTYRZaozxy8/s1600/659315.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdoo7Bh3ssJina-Zoa_-U4hKfsFznFRXjmbOEZmyHG_7KOLKfDXzFsM4vS-N6QKNORvWH6c_1v8suk5gTbCDKYk0M-vQTfUKMmtuAYk8Csvgi5dvWx7t6f1UTpqpg-jdIxlTYRZaozxy8/s320/659315.png" width="221" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">If I only knew then what I know now. Famous last words.</span><br />
<span style="clear: inherit;"><span style="color: #1d2129; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><br /></span> <span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">The <a href="http://commonsensemedia.org/" target="_blank">Common Sense</a> community of educators recently posed the following question to their Facebook group: "What advice would you give your first-year self?" I could probably write a book, but there are a few points that quickly came to mind as I think back to that adventurous year.</span></span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">I always say that I didn't find my calling, but rather it was my calling that found me. </span><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">I embarked on my teaching career in 1996 as a Lateral Entry Business Education teacher in the small, rural town of Sparta, North Carolina - population 10,000. Two months prior, I lived in Miami, Florida - population 2 million - where I had lived from the age of 18 months and never left until my husband and I had this romantic idea of moving to a cabin in the Blue Ridge Mountains. My first degree is in Business Administration and I worked in sales and marketing for a commercial health insurance company. I had not stepped foot in a high school classroom since I graduated in the 1980s. Shortly after arriving in Sparta, I decided to substitute teach until I found a permanent job in the insurance field. That "permanent" job ended up being my vocation. </span><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">Never in my wildest dreams did I think I would be a teacher and now I can't imagine doing anything else.</span><br />
<span style="font-family: inherit;"><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><br /></span> <span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">That first year was almost a blur. Because I came in mid-year, I wasn't assigned an official mentor until my second year. Thankfully, there were a few angels God sent to help me survive as I was flying off the seat of my pants most of the time, especially the first couple of months. Reflecting back, because I drew from my corporate experience, I not only survived but thrived. Furthermore, since I regularly presented in front of large groups, I was comfortable presenting to my new "clients". Nonetheless, if it wasn't for my unofficial mentors, I'm not sure I would have lived to tell this story.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">If I could go back and talk to my first-year self, this is what I would tell her:</span></div>
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<li><span arial="" color:="" font-family:="" helvetica="" neue="" quot="" sans-serif="" style:="clear"><b><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">One size does not fit all.</span> </b></span><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">Differentiation may appear monumental but it's crucial to ensuring that all students learn and it's really very doable. School is not about you, it's about your students. Remain flexible and find what works so that students meet their learning objectives. It's more than fair to modify a strategy, assignment, or even deadlines. For some students, differentiation is required, but you may find that others simply need a little grace. So long as the students are meeting the learning targets, it's important to remain flexible. In doing so, you will find that you are not only capturing their minds but also their hearts. </span></li>
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<li><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><b>A.S.K. (Always Seek Knowledge).</b> Listen more than speak and ask lots an</span><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">d lots of questions. Seek knowledge from colleagues and also from students. Fellow teachers may seem busy but we all remember that first year and no one will deny you a helping hand, but you will usually have to ask. Students, especially teenagers, may seem uninterested in talking to their teachers, but give them a listening ear and they will tell you all you need to know (and often more than you want to hear). It's imperative that you know your students, so you best know how to reach them.</span></li>
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;"><b>Teach, don't just give grades.</b> With ever-increasing class sizes, teaching duties can be quite overwhelming, but remember that our primary duty is to help young people learn. Our mission is to empower, edify and prepare young people for a lifetime of learning and growing. We are so much more than </span><span style="font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif;">grade givers. When students don't submit work, find out why before entering a zero in the grade book. Chances are they need help and are too afraid to ask. What may appear as laziness or apathy, may actually be a cry for help.</span></span></li>
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b>View mistakes as stepping stones not as stumbling blocks. </b>Remember that failure is not an end but merely a beginning. We are all works in progress. And don't be afraid to share this message with students. They really need to hear it, especially if you teach at the secondary level. </span></li>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">What advice would you give your first-year self? I look forward to hearing from you.</span>
Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-77133002593663640452017-05-08T21:14:00.004-07:002018-07-17T15:38:28.090-07:00Small Changes for the Final Stretch of the School Year<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://photosforclass.com/">photosforclass.com</a></td></tr>
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As we enter this final stretch of the school year, spring fever is in the air and everyone is eager for summer vacation. Warm and sunny days make for beautiful weather, but the classroom climate can be quite tempestuous as students are ready for the school year to be over. They slouch in their seats, slack on their work and whine about anything that's remotely rigorous. And those, of course, are the easy problems - other more challenging students may step up their rebellion a tad bit putting discipline issues on the rise. Like a tired runner on her last lap of the race, it's very easy for teachers to lose momentum, but this is a critical time to pick up speed to ensure we finish strong. For many of us, this may mean making a few small changes. The last lap is crucial as it will determine the year's outcome. We may feel tempted to slow down or drop out, but we can't achieve a win unless we persevere until the very end.</div>
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As we near the finish line, we want to be creative, spontaneous and engaging, but also consistent and focused. However, we can't disregard the human factor. It's easy to become frustrated at the disengagement, yet in order to win them over, we may need to adjust our own approaches and shift attitudes. If we are not excited and positive, much less will our students be.</div>
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Here are some small changes that I have found help stir up some positivity and brighten up the remaining school days.</div>
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<li><i>Increase positive recognition. </i>I'm usually pretty good about pointing out the good in my students, but I've been trying to dig a little deeper. And I don't want to just tell them individually, I want to make sure the entire class knows about the treasures I find.</li>
<li><i>Ignore the small stuff. </i> I'm picking my battles carefully and so I can stay focused on the learning targets.</li>
<li><i>Share myself. </i>Be open and honest, willing to share joys, successes, and setbacks. As I tell students about my own stumbling blocks and how I turn them into stepping stones, many may find connections and hopefully be encouraged. </li>
<li><i>Take time to laugh. </i>A little amusement can do a lot of good. Happy teachers will make happy students. Learning and laughing are not mutually exclusive.</li>
<li><i>End the class with a joke</i>. I try to end my class periods on a positive note by sharing a little motivation or encouragement as they are launched from my room. This last quarter I'm ending the class period with a riddle or joke.</li>
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I believe these small changes, can reap great rewards. Bottom line, kids won't care about learning, if they don't know that we care about them, the learner.</div>
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<tr><td class="tr-caption" style="text-align: center;">Image Source: <a href="http://photosforclass.com/">photosforclass.com</a></td></tr>
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Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-48721848637091817312017-05-01T19:08:00.001-07:002018-04-11T11:01:39.424-07:00Kahoot as a Presentation Tool<div class="separator" style="clear: both; text-align: center;">
<a href="http://getkahoot.com/" target="_blank"><img border="0" height="123" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVcgUkiCSI2IU_OuQc1WsY_vuY6UwjwXD6EM3Jvuaz83_61EAz_X5_M16droOO3s4tMccvXo5PtTGwQXhHBheBdkNoMFI1mtDBiOrvzgsNV8BIHV5hyphenhyphenWNAPM4m8FChnP4S2o12GfdDnzE/s320/Screen+Shot+2017-05-01+at+9.44.50+.png" width="320" /></a></div>
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It all started when one of my classes read an article on <a href="http://digital.readworks.org./">digital.readworks.org</a> titled "Ten Things You May Not Know About Martin Luther King Jr." As a follow-up, students were asked to present "Ten Things You May Not Know" on the topic of their choice using the presentation tool of their choice. Topics ranged from themselves, their native country, favorite sport or a popular celebrity. Most of them used presentation tools such as Google Slides, Keynote or <a href="http://www.emaze.com/" target="_blank">Emaze</a>. Interestingly, one of my learners asked if he could create a <a href="http://www.getkahoot.com/" target="_blank">Kahoot</a> game in order to make his presentation more engaging and it was a hit! That's when I discovered that Kahoot was not just a formative assessment tool, but it was also a very effective presentation tool for students.<br />
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Now that I am at a different high school, I decided to <a href="http://gonzalezeslmusings.blogspot.com/2016/02/10-things-you-may-not-know.html?_sm_au_=iVVN0b2MZTT17Vfr" target="_blank">recycle the idea</a> with my current group of English learners, but instead of asking them to just make a presentation, I asked them to present using a <a href="http://getkahoot.com/" target="_blank">Kahoot</a> game as a presentation tool. While I'm all about "voice and choice", this particular group of learners had never used Kahoot as a presentation tool - actually most of them had never created a Kahoot game at all - so I seized the opportunity to teach them a new way to present.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcK6FnDhWC016ADAa2vAYr-1NXpHhhBogSpKZAViVwTY__8BBPe4VPb5A2kK0GnpDSSFwYEkrkQ6LE3rO-qEMI_Xyk7xR4hy0e_SMnyPWo5CXd43MOvyTwEomqxICk7u6QeTSDkKiCYow/s1600/IMG_3084.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcK6FnDhWC016ADAa2vAYr-1NXpHhhBogSpKZAViVwTY__8BBPe4VPb5A2kK0GnpDSSFwYEkrkQ6LE3rO-qEMI_Xyk7xR4hy0e_SMnyPWo5CXd43MOvyTwEomqxICk7u6QeTSDkKiCYow/s320/IMG_3084.JPG" width="240" /></a>But how is it a presentation when it's simply a game you may ask? Using a Kahoot as a student presentation tool is similar to a teacher using a <a href="https://getkahoot.com/blog/the-art-of-blind-kahoot-ing" target="_blank">Blind Kahoot</a> to introduce a new concept. However, after every question students are expected to expand on the answer by giving an explanation prior to moving on to the next question. Therefore, students must prepare just as they would using any other presentation format.<br />
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It's about much more than competition, engagement, and wow-factor. Rather than a sit-and-get slide show of facts that are often uninteresting to both the audience and the presenter, the game-style presentation requires the audience to be alert and engaged. And that engagement is invaluable to the presenter. The more attentive the audience, the more confident, relaxed will the presenters be and they will generally much more effective. It's a win-win situation.<br />
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I used this primarily to help my students develop their English speaking skills, yet there are numerous ways this can be implemented to cover our state standards. Moreover, while I used this for individual presentations, they are ideal for group presentations as well.<br />
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If you haven't used Kahoot in this way, I highly encourage you to try it - especially in this last stretch of the school year. It just may be what you need to add a little fun and ensure a strong finish.<br />
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Below are links to some of the games my students created last week. I welcome your feedback or suggestions.<br />
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Ecuador - <a class="" data-bypass="" href="https://play.kahoot.it/#/k/381167f5-f45f-468f-a247-b06bd36be068" style="color: #41c4dd; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; text-decoration: none;" target="_blank">https://play.kahoot.it/#/k/381167f5-f45f-468f-a247-b06bd36be068</a><br />
Italy - <a class="" data-bypass="" href="https://play.kahoot.it/#/k/470799ae-93f0-4de8-ad42-8b28a2b62bcb" style="color: #41c4dd; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; text-decoration: none;" target="_blank">https://play.kahoot.it/#/k/470799ae-93f0-4de8-ad42-8b28a2b62bcb</a><br />
Dominican Republic - <span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;"> </span><a class="" data-bypass="" href="https://play.kahoot.it/#/k/3d25e4db-4edc-40c9-8708-9f4d6132f790" style="color: #41c4dd; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 14px; text-decoration: none;" target="_blank">https://play.kahoot.it/#/k/3d25e4db-4edc-40c9-8708-9f4d6132f790</a><br />
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<br />Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-18750201864312723692017-04-11T18:42:00.000-07:002018-04-11T11:03:04.969-07:00Spin-Off of Write Around<div class="separator" style="clear: both; text-align: center;">
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Vocabulary development, parts of speech review, creative writing and a few laughs along the way! That's the "write around" strategy. If you've never tried it, read on and see if this perks your interest.<br />
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Here's how it goes. First, divide your class into small groups of 4-6 and give each student a sheet of writing paper - in my small ESL classes, the entire class is a small group of 4-6. Next, give the class a writing prompt, topic or term and ask each student to write a topic sentence only. The students pass their papers to the right. Students read the sentence that is there on the sheet and add just one sentence. They again, pass their papers to the right and repeat the process until each student has had the opportunity to write at least one sentence. Ideally, the original writer - the student who wrote the topic sentence - also writes the conclusion. Once the piece is completed, each group member reads their story aloud and writing pieces are collaboratively edited and revised, which can be done one of two ways. I prefer to subdivide the groups into pairs and they will choose one of their papers to edit and revise. However, when I first learned of the strategy I was instructed to have the entire group work together on editing and revising. I find the former to be more effective because with a larger group one or two dominant members will take over the task while the others sit back and passively observe.<br />
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Although designed to be a writing strategy, it's ideal for vocabulary development. After all, a strong vocabulary is essential in developing writing skills. Moreover, this strategy requires creativity and deep thought, which will prove challenging for many learners, but it's a cognitive workout that will further enhance their writing practice. I used a word wheel (see screenshot below) using the "<a href="https://www.classtools.net/random-name-picker/" target="_blank">Random Name Picker</a>" from <a href="http://classtools.net/">classtools.net</a>. I spin the wheel as we pass papers to the right and the selected term must be used in the sentence. Because I teach English in context, the words are related to a story or unit of study and therefore, the prompts and vocabulary are connected to what was covered in class. As I call out the words, we also review parts of speech and I check for understanding. This is not a quiz, so if a student is unsure of the definition or context, they can certainly ask a peer or their teacher. And because my classes are small, I join in the fun and participate in the writing activity, giving me the opportunity to model.<br />
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I learned of "Write Around" at an <a href="http://www.center-school.org/esl/documents/teachingreadingell-presentationslides-calderon.pdf" target="_blank">Exc-ELL </a>Training with <a href="http://education.jhu.edu/faculty/SOE_Faculty/margarita-calderon" target="_blank">Dr. Margarita Calderon</a> a few years ago. While this activity works very well with English learners, it is by no means an ESL strategy and can be adapted to any student population and used in any content area.<br />
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If you decide to implement "Write Around" strategy in any form or have used it in the past, I would love to hear from you. It can certainly be a stretch for students but in today's digital, social-media-driven world, creative writing is an essential skill they must develop.<br />
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I look forward to hearing from you!
Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-90982157988244107622017-04-05T19:00:00.000-07:002018-04-11T11:01:39.545-07:00Import, Export and Personalize Vocabulary<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/">Pixabay.com</a></td></tr>
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Whether you are attempting to personalize instruction or are simply looking for a time-saving shortcut, here's a way to quickly and easily use Google forms, Quizlet and Quizalize to help students review and develop academic vocabulary.<br />
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Last December I wrote "<a href="http://gonzalezeslmusings.blogspot.com/2016/12/personalizing-vocabulary-development.html" target="_blank">Personalizing Vocabulary Development with Quizlet and Quizalize"</a> where I shared how I had been exporting <a href="http://www.quizlet.com/" target="_blank">Quizlet</a> study sets and importing them into <a href="http://quizalize.com/" target="_blank">Quizalize</a> to create personalized formative assessments. Well, I recently learned how to import into Quizlet, quickly and easily creating study sets. So to piggyback on December's post, I'd like to add a few easy steps to what I shared a few months ago.<br />
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First, students create a personalized vocabulary list by entering their selected words and other related information into a Google form; the results subsequently stored on a Google sheet. I then copy the words and their definitions from the spreadsheet and import them into Quizlet. Once students have studied the words on Quizlet, I export the study set and develop a quiz on Quizalize. This is personalized learning at it's best - not to mention it's quick, easy and painless for their teacher.<br />
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Check out the screencast below where I take you through the entire process.<br />
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These activities are certainly supplemental to learning the terms in context, but they provide extra study tools that have proven invaluable to my students' vocabulary acquisition.<br />
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If personalizing vocabulary instruction is not on your radar, this combination of tools is still perfect for vocabulary review as users can copy terms and definitions from any document and create the study set and formative assessments. But you can also personalize larger classes by dividing the class into groups and having students collaboratively develop their word lists. Moreover, if you feel personalizing vocabulary isn't necessary or appropriate for the entire class, these tools may provide a way to scaffold instruction for English learners or other special populations.<br />
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I hope you will find this helpful and if so, please email me or enter comments below and let me know how you've used it. I would love the feedback, but most importantly, I'm always looking for new ideas. I look forward to hearing from you!Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-22073667535236842232017-03-02T18:01:00.001-08:002018-04-27T16:26:54.099-07:00Rethinking My 21st Century Classroom<div class="separator" style="clear: both; text-align: center;">
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So, what exactly makes a 21st-century classroom?<br />
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The <a href="http://www.p21.org/" target="_blank">Partnership for 21st Century Learning</a> identified a set of four essential skills they call the "<a href="http://www.p21.org/our-work/4cs-research-series">4Cs</a>": critical thinking, creativity, collaboration, and communication. In the late 1990's, 21st-century teaching and learning was all the buzz. We were on the cusp of a new millennium and the term was synonymous with cutting edge technology and pedagogy. Now, 17 years into the 21st century, the four C's have become the norm and no longer about the latest trends.<br />
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Or have they really?<br />
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Although seating arrangements and instructional deliveries in many classrooms have changed, I frankly question whether we are really reinforcing the four C's or if, in fact, our learners are still doing nothing more than memorizing information just like learners of the past.<br />
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Based on what I've observed in both my own classroom as well while visiting other classrooms, I've compiled a list of common assumptions that are causing me to rethink 21st-century teaching and learning.<br />
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<b><u>Critical Thinking</u></b><br />
<i>Assumption: Because today's learners have increased access to information via the internet, they are thinking more critically and making more informed decisions.</i><br />
Reality: Today's young people are bombarded with information but they aren't necessarily thinking critically about all the information that's available to them. It's essential for learners to be able to compare and evaluate resources, distinguish between fact and opinion, discern between fake news and accurate news, and make informed decisions based on careful analysis not just on what is perceived to be true. It's interesting that after all the mini-lessons I've taught on digital citizenship, many still cite "google.com" as a source for information and images. Sadly, many of my learners are quick to believe and share fake new stories circulated on social media without checking for accuracy and often times reading nothing more than the headline. We may have access to the internet in nearly 100% of classrooms in America, but are students thinking critically about all the information accessible to them?<br />
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</b> <b><u>Creativity</u></b><br />
<i>Assumption: Creativity is a talent and some students just aren't creative. And because it's difficult to measure, why bother? </i><br />
Reality: Webster defines creativity as "<a href="http://www.merriam-webster.com/dictionary/creativity">the ability to make new things or think of new ideas.</a>" Creativity is more about creating, than it is about a talent. Many people associate creativity with art or design and yet it's really about newness and risk. In my experience, I have found that when we foster an atmosphere of safety and security, students will feel comfortable stepping out of their comfort zone and thinking outside the box. Creativity cannot only be developed, but it must be modeled and coached. When I give students the time and freedom to think their ideas through even the most uninspired will blossom. It's an essential skill that helps students adopt a new perspective on innovation, problem-solving and adapting to change. And while it may be difficult to objectively quantify, we have to remember that not everything that counts can be counted.<br />
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</b> <b><u>Collaboration</u></b><br />
<i>Assumption: When students work in partners or small groups they are collaborating.</i><br />
Reality: First, let's distinguish between cooperation and collaboration. I'll again refer to Webster for clarification. In terms of group work, cooperation is "<a href="http://www.merriam-webster.com/dictionary/cooperation">a situation in which people work together to do something</a>." Inarguably, anytime my students work with other students whether it be brainstorming, problem-solving, reviewing for a test or just answering questions after reading a passage, cooperation is occurring. Conversely, collaboration is defined as "<a href="http://www.merriam-webster.com/dictionary/collaboration" target="_blank">to work with another person or group in order to achieve or do something</a>." That something is a common goal, not an individual goal. Furthermore, when one person carries most of the weight while the others watch, there's no collaboration. This certainly is not a new phenomenon and rather just human nature, but if collaboration is an essential 21st-century skill, as a facilitator of learning, I must ensure that students are collaborating not merely cooperating, much less being passive spectators. This will only happen if I plan activities and lessons that require every participant to have an essential part and of course, when I hold each group member accountable.<br />
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<b><u>Communication</u></b><br />
<i>Assumption: Communication is not a problem for my students. And thanks to digital media, they can communicate with anyone anytime and in many different forms. </i><br />
Reality: Despite the ubiquity of social media and other communication technologies, I find that many of my students are lacking effective oral presentation and interpersonal skills. They share their life story with the world on social media, but they stand in front of class and freeze, or much worse they want to read straight from the screen. And when it comes to interpersonal communication, many of them feel very awkward - and I'm not just referring to English learners. Interestingly, many of my students have expressed an interest in pursuing careers in service-oriented industries where communication skills are vitally important. Additionally, in today's global marketplace, students must be able to communicate both linguistically as well as culturally. Technology has given rise to global work teams that span time zones, nations and cultures, which may translate (pun intended) into multilingual communication. This is where skyping with students in another part of the world or field experts would greatly benefit our learners.<br />
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So what's the solution? There's no one-size-fits-all answer, but I wrote this post in the hopes that we all reflect on what is happening in our classes and see how well we are equipping our kids to thrive in the real world. While I may be officially charged with the responsibility of teaching English to speakers of other languages, I am essentially responsible for preparing them to be successful, productive members of a technology-rich global society. Their success (and mine) may mostly be measured by English language proficiency growth, however, if I fail to weave the 4C's into my instruction I'm doing my learners and society at large a huge disservice.<br />
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I'd love to hear your thoughts.<br />
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<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="https://twitter.com/NoApp4Pedagogy?lang=en">Eric Patnoudes @noapp4pedagogy</a></td></tr>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-47955576749599391832017-02-12T20:42:00.000-08:002018-04-11T11:01:39.364-07:00Translation Tools For Newcomer English Learners<div class="separator" style="clear: both; text-align: center;">
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Webster's definitions of a <a href="https://www.merriam-webster.com/dictionary/newcomer" target="_blank">newcomer</a> include (1) one recently arrived, or (2) a beginner, rookie. Likewise, the <a href="http://www.ed.gov/" target="_blank">U.S. Department of Education</a> defines a newcomer as a foreign-born student who has recently arrived in the United States (<a href="https://www2.ed.gov/about/offices/list/oela/newcomers-toolkit/ncomertoolkit.pdf" target="_blank">USDOE, Newcomer Tool Kit</a>). I'm not a beginning teacher nor am I a recent immigrant or new language learner, however, I am now a newcomer.<br />
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Last week, I made a lateral move to a neighboring district closer to home and as I reflect on my first week, I relate well to newcomer English learners who often feel lost and anxious. While I may be a fluent English speaker and an experienced educator, I'm still a newcomer to the culture, lingo, and nuances of a new and larger school district. However, in order to thrive, not just merely survive, I must focus on that which I do well and not allow the unknown aspects of my new position to cause me to lose momentum. I can't let what I cannot do, interfere with what I can do.<br />
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I share John Wooden's words pictured above with my newcomer English learners almost daily and I also share them with content area teachers who feel as overwhelmed about teaching newcomers as are the students about learning. Language barriers make teaching and learning appear to be a monumental task, but we must focus on what they can do, rather than what they can't. We can find ways to make content comprehensible so they can learn which is why they attend school in the first place.<br />
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One simple way to help learners comprehend the course content is to use translation tools. Even if they may have a helpful classroom buddy, technology tools help our newcomers help themselves. Here are a few favorites that many of my students have found tremendously helpful.<br />
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<li><a href="http://itools.com/tool/google-translate-web-page-translator" target="_blank">iTools Translate Web</a></li>
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<li>Powered by Google Translate, iTools will translate web pages to and from more than 20 languages. If a web resource is not available in the student's native language, this tool will quickly and easily translate the entire webpage. </li>
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<li><a href="http://lingro.com/" target="_blank">Lingro</a></li>
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<li>Lingro enables users to instantly look up the translation and play the pronunciation for any word on any given webpage by simply clicking on the word. It also provides definitions in English. Webpages will not look much different until users click on a word.</li>
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<li><a href="http://www.linguee.com/" target="_blank">Linguee</a></li>
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<li>This unique tool is a dictionary with a search engine that enables newcomers to search for bilingual texts, words and expressions to check meanings and contextual translations. Many learners use it in conjunction with <a href="http://images.google.com/" target="_blank">Google Images</a>.</li>
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<li><a href="http://translate.google.com/" target="_blank">Google Translate</a></li>
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<li>Last, but not least. A go-to app for many travelers, Google Translate translates words and phrases between more than 50 languages. While it's unrealistic for newcomers to translate pages and pages of documents, it certainly is helpful for translating sentences or even short passages. I also highly recommend it for communicating with learners. I've used it on many occassions to communicate basic instructions to newcomers who speak a language other than English or Spanish and find it to be nearly as accurate as a human translator. </li>
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While using these tools is generally not permitted during standardized tests, they can certainly be beneficial in helping students complete classroom and homework assignments, increasing comprehensiblity and productive engagement. Also, keep in mind that these tools are simply a scaffold and are not to be used indefinitely. They are like training wheels to help them get started. As they develop English language proficiency, and are no longer newcomers, they will eventually wean themselves off of translation tools.<br />
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Furthermore, lessons and assessments must be adapted and modified to meet learners' needs. <a href="http://www.teachersfirst.com/content/esl/adaptstrat.cfm" target="_blank">Check out Teachers First's resource: Adapt-A-Strategy - Adjusting Lessons ESL/ELL Students</a>. It's also crucial to implement strategies that will enhance and accelerate both content and language learning. I recommend reading "<a href="http://www.everythingesl.net/inservices/seven_teaching_strategies_clas_06140.php" target="_blank">Seven Teaching Strategies for Classroom Teachers of ELLs</a>". I think you'll find those strategies helpful to all students, not just English learners. Also, be sure to reach out to your building's ESL teacher for tips and strategies for reaching those newcomer students in your classes. If your state is a member of the <a href="http://www.wida.us/" target="_blank">WIDA Consortium</a>, request to obtain a copy of your newcomers' "<a href="https://www.wida.us/standards/CAN_DOs/" target="_blank">Can-Do Descriptors</a>" if you don't have them already.<br />
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Just because newcomers don't speak English doesn't mean they can't learn and just because you may not share a common language doesn't mean you can't teach them. While overcoming a language barrier may appear to be a daunting task, it certainly is not impossible to overcome and technology makes it just a little easier.Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-51375792558274938132017-01-09T10:08:00.003-08:002021-12-31T13:05:11.143-08:00My New 3 R's - Reading, Writing & Recapping<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxBbudpHw3TZL768bX-tKP0epdAGmnHulP3ZY5GqXDCI8F6WyafGjh6vW80bkr_nuD661NMoHtpmj5SuhEnv_LE5W-ck6To9V8SV0dOSXKGJSutJp5gC5j0BbVSnXigI30H-_B6A3B74g/s1600/library-1666703_640.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxBbudpHw3TZL768bX-tKP0epdAGmnHulP3ZY5GqXDCI8F6WyafGjh6vW80bkr_nuD661NMoHtpmj5SuhEnv_LE5W-ck6To9V8SV0dOSXKGJSutJp5gC5j0BbVSnXigI30H-_B6A3B74g/s320/library-1666703_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Source: <a href="http://pixabay.com/">Pixabay.com</a><br /><br /></td></tr>
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Ever since I can remember, the foundation of education has been the 3 R's - reading, writing, and 'rithmetic. But as education evolves so have the new three R's. Furthermore, as we evolve professionally, we identify and develop a foundation of basic skills for our own practice which brings me to today's topic.<br />
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This fall after discovering a powerful video reflection tool. I came up with my own version of the 3 R's - Reading, Writing, and Recapping using <a href="http://newsela.com/" target="_blank">Newsela</a>, <a href="http://blogger.com/" target="_blank">Blogger</a> and <a href="http://letsrecap.com/" target="_blank">Recap</a>. My students read, blog and record. These three have really stepped up literacy instruction and deepened learning, most especially reading comprehension and vocabulary development.<br />
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Here they are:<br />
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<u><b>Reading - <a href="http://newsela.com/">Newsela.com</a></b></u><br />
I teach all English lessons in context and are usually based on nonfiction reading selections. <a href="http://newsela.com/" target="_blank">Newsela</a> has long been one of my favorites for informational text. Why Newsela? (1) Articles are relevant and interesting to teens but also aligned to curricular standards. (2) Stories are scaled at different reading levels, making differentiation a breeze. (3) It has a nifty annotation feature that helps readers interact with the text without having to print. (4) Most of its offerings are FREE.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6z2Hp9Oyz4wu7YtcCS_b7n5Sl8eDp0roTy3lUb0b0aP_6jkspLNV-6SAaxb-TSr7lLtQeGtmujjRz414r6oR0t0G3F4YE_jFRlItCa7cXgtXX4YlVk5Kfw8lLpyeCQCkkvXecDxBWdtM/s1600/Screen+Shot+2017-01-09+at+12.41.18+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6z2Hp9Oyz4wu7YtcCS_b7n5Sl8eDp0roTy3lUb0b0aP_6jkspLNV-6SAaxb-TSr7lLtQeGtmujjRz414r6oR0t0G3F4YE_jFRlItCa7cXgtXX4YlVk5Kfw8lLpyeCQCkkvXecDxBWdtM/s320/Screen+Shot+2017-01-09+at+12.41.18+PM.png" width="320" /></a></div>
This year, my district purchased the premium version, Newsela Pro. And while I've always found the free version to be more than adequate, the added data features of the Pro version have made this tool a staple in my classroom. Furthermore, as many social studies and language arts teachers use the tool as well, I not only use it as a reading tool, but I also help English learners navigate the site so that they may be better prepared to use it in other classes. Here's a comparison of <a href="https://support.newsela.com/hc/en-us/articles/201218935-Newsela-vs-Newsela-PRO" target="_blank">Newsela vs. Newsela Pro</a>, in case you are considering it.<br />
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<u><b>Writing - <a href="http://blogger.com/">Blogger.com</a></b></u><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwKU0fBYsPhLUnNNR9CA1fvLf6yVYKjtcDWZIswe9r2zCGy5Dcu-9C1ch3XJQ-lkNK0TpCNJ1UrT4fIMMCsg8G11N0CysRsCH6RGo8zN2w7ywYleEixUOpGdIQI1wViuudV53My5Dp1UQ/s1600/Screen+Shot+2017-01-09+at+7.09.09+AM.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwKU0fBYsPhLUnNNR9CA1fvLf6yVYKjtcDWZIswe9r2zCGy5Dcu-9C1ch3XJQ-lkNK0TpCNJ1UrT4fIMMCsg8G11N0CysRsCH6RGo8zN2w7ywYleEixUOpGdIQI1wViuudV53My5Dp1UQ/s320/Screen+Shot+2017-01-09+at+7.09.09+AM.png" width="306" /></a>My students have been blogging since 2014 and I often use blogging to check for understanding as students reflect on their learning. Newsela's interesting articles give students lots of food for thought and lots to write about. Students' writings are original as they share their views and opinions on a given topic. However, as they express their views, they also write about the main idea and other points as well as use new vocabulary, providing evidence of reading comprehension and vocabulary gain. It's a much better assessment than any multiple-choice quiz.<br />
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Why Blogger? For me, it's simply because we are a Google school and it's easier for students to use a Google tool. There are a plethora of blogging tools out there to consider. I say that so long as students are writing to an audience of more than the teacher, use the tool that works best for you and your kids.<br />
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<u><b>Recapping - <a href="http://letsrecap.com/">Letsrecap.com</a></b></u><br />
<a href="http://letsrecap.com/" target="_blank">Recap</a> is a free, multiplatform student video response tool that lets teachers see how students learn. While it offers English learners invaluable speaking practice, it can be effective with any student population and any content area. At first, I thought my students would cringe when videotaping themselves, yet they loved it. Furthermore, teachers have the option of providing video prompts/instructions, which for me is a must. It's best if I ask students to do as I do, not just as I say.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8o93gJxPEfBwvv2fk2ksIQLJgqrnLuVVF6LW8OxW3kPqmdFMqcyrEQVwHFu_hMQoB4oTTzvI3KyiNahmwy32whjJuPCJ6cDzGqXmqZ_0hxFJqgPBuG-R1eDZchA2cshbCvkOZXQ6DnFw/s1600/Screen+Shot+2017-01-09+at+12.49.56+PM.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="169" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8o93gJxPEfBwvv2fk2ksIQLJgqrnLuVVF6LW8OxW3kPqmdFMqcyrEQVwHFu_hMQoB4oTTzvI3KyiNahmwy32whjJuPCJ6cDzGqXmqZ_0hxFJqgPBuG-R1eDZchA2cshbCvkOZXQ6DnFw/s320/Screen+Shot+2017-01-09+at+12.49.56+PM.png" width="320" /></a></div>
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I have to admit that when I was first introduced to Recap by a colleague last summer I was not very impressed. After all, there are a few video tools on our MacBooks that offer speaking practice without having to log in to one more website. Nonetheless, I decided to give it a try and my students were very enthused. So much so that they asked to use it more often and so it became part of my weekly routine - hence the 3 R's.<br />
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How does it help with reading? For me, it's the icing on the cake and enhances reading by getting students to think beyond what they read. I always give them questions that draw on their personal experience or viewpoints, but we have also had fun with some "would you rather" questions. Regardless of the type of question or prompt, students record a concise summary of what they gained from the article.<br />
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As we move forward to a new year, I encourage you to try these tools, if you haven't already. And if your students have Internet access at home, these activities can be completed at home, although a simple guided practice at school may be helpful.<br />
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Once you implement these 3 R's, I would love to hear from you and your experience.<br />
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Happy 2017!<br />Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-27405590213797435442016-12-25T18:50:00.000-08:002018-04-11T11:01:39.122-07:00A Few of My Favorite Things<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXr4a35do0S4Abw8I4K4z-mk_EO0OUIyr6RWxG1VsJXbtErr46Vs0B4hR2PAbfwCg5P2Nv4IUiqYSVobEi3RfnUxyPP5ZUgw6bQa3BL-vj9FtnT2HIN8ZLhTLwLPo-NXLOsPJyH_xGmc/s1600/tree-200795_640.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKXr4a35do0S4Abw8I4K4z-mk_EO0OUIyr6RWxG1VsJXbtErr46Vs0B4hR2PAbfwCg5P2Nv4IUiqYSVobEi3RfnUxyPP5ZUgw6bQa3BL-vj9FtnT2HIN8ZLhTLwLPo-NXLOsPJyH_xGmc/s320/tree-200795_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/">Pixabay.com</a></td></tr>
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As 2016 draws to a close, I contemplated writing a reflective piece about my favorite things of the year. Rather than writing about my own accomplishments as I have in previous years, I decided that I would write about my favorite tech tools of 2016. As I pondered, the song "<a href="http://www.metrolyrics.com/my-favorite-things-maria-lyrics-the-sound-of-music.html" target="_blank">My Favorite Things</a>" from <a href="http://www.sound-of-music.com/" target="_blank"><i>The Sound of Music</i></a><span id="goog_1136414813"></span> got stuck in my head. If you've never watched this classic musical film, <a href="https://youtu.be/0IagRZBvLtw" target="_blank">here's a clip of it where Julie Andrews performs the song</a>.<br />
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And since I can't seem to shake that song out of my mind, I'm going to attempt to write a parody of that lovely song about my favorite ed tech tools. <br />
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Here we go....<br />
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<div style="text-align: center;">
<b>My Favorite Things</b></div>
<b><br /></b>
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<b><a href="http://www.apple.com/macbook/" target="_blank">MacBooks</a> and <a href="http://drive.google.com/" target="_blank">Google Drive</a> for every student</b></div>
<div style="text-align: center;">
<b>Limitless resources for more than amusement</b></div>
<div style="text-align: center;">
<b>Tech integration made seamlessly</b></div>
<div style="text-align: center;">
<b>These are a few of my favorite things</b></div>
<div style="text-align: center;">
<b><br /></b></div>
<div style="text-align: center;">
<b><a href="http://mhsesl.blogspot.com/" target="_blank">ESL Bistro</a> is the learning venue</b></div>
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<b>Choice of assignments listed on a menu</b></div>
<div style="text-align: center;">
<b>Voice and choice give students wings</b></div>
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<b>These are a few of my favorite things</b></div>
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<b><br /></b></div>
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<b><a href="http://edu.buncee.com/" target="_blank">Buncee</a>, <a href="https://www.emaze.com/" target="_blank">eMaze</a>, <a href="https://itunes.apple.com/us/app/keynote/id409183694?mt=12" target="_blank">Keynote</a> and <a href="https://docs.google.com/presentation/u/0/?tgif=d" target="_blank">Google</a></b></div>
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<b>Make presentations that gain our approval</b></div>
<div style="text-align: center;">
<b>Then we use <a href="http://letsrecap.com/" target="_blank">Recap</a> for reflecting</b></div>
<div style="text-align: center;">
<b>These are a few of my favorite things</b></div>
<div style="text-align: center;">
<b><br /></b></div>
<div style="text-align: center;">
<b>When Internet's slow, when the site's down</b></div>
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<b>MacBook tools like <a href="https://itunes.apple.com/us/app/pages/id409201541?mt=12" target="_blank">Pages</a> come through</b></div>
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<b>I simply remember these favorite things</b></div>
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<b>And I don't feel so blue</b></div>
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<b><br /></b></div>
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<b>Study on <a href="http://quizlet.com/" target="_blank">Quizlet</a> and play <a href="https://quizlet.com/features/live" target="_blank">Quizlet Live</a></b></div>
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<b>Export the flashcards to <a href="https://www.quizalize.com/" target="_blank">Quizalize</a></b></div>
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<b><a href="http://getkahoot.com/" target="_blank">Kahoot</a> and <a href="https://quizizz.com/" target="_blank">Quizizz</a> also interesting.</b></div>
<div style="text-align: center;">
<b>These are a few of my favorite things.</b></div>
<div style="text-align: center;">
<b><br /></b></div>
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<b><a href="https://education.microsoft.com/skype-in-the-classroom/overview" target="_blank">Skype</a> and <a href="http://appear.in/">Appear.in</a> for global connections</b></div>
<div style="text-align: center;">
<b>Peace and politics made great conversations</b></div>
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<b>Also use <a href="http://www.blogger.com/" target="_blank">Blogger</a> for connecting</b></div>
<div style="text-align: center;">
<b>These are a few of my favorite things</b></div>
<div style="text-align: center;">
<b><br /></b></div>
<div style="text-align: center;">
<b>Grammar practice with <a href="http://noredink.com/" target="_blank">No Red Ink</a></b></div>
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<b><a href="http://newsela.com/" target="_blank">Newsela</a> reading makes all students think</b></div>
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<b><a href="http://listenwise.com/" target="_blank">Listenwise</a> helps with listening</b></div>
<div style="text-align: center;">
<b>These are a few of my favorite things</b></div>
<div style="text-align: center;">
<b><br /></b></div>
<div style="text-align: center;">
<b>When Internet's slow, when the site's down</b></div>
<div style="text-align: center;">
<b>MacBook tools like <a href="https://support.apple.com/kb/dl923?locale=en_US" target="_blank">Quicktime</a> come through</b></div>
<div style="text-align: center;">
<b>I simply remember these favorite things</b></div>
<div style="text-align: center;">
<b>And I don't feel so blue</b></div>
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Hopefully my readers aren't cringing too badly. It sure has been fun writing it.<br />
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Most importantly, check out these tools and you may find them on your list of favorites too. And be sure to keep checking my blog for tidbits on how I use these great tools. If you have any questions, please don't hesitate to email me or enter a comment below.<br />
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I wish everyone a most blessed holiday season and may 2017 be the #BestYearEver!Anabel Gonzalezhttp://www.blogger.com/profile/10588119327851262098noreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-28620501827116023532016-12-18T22:43:00.002-08:002018-04-11T11:01:39.183-07:00Personalizing Vocabulary Development with Quizlet and Quizalize<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAjrRPO7UdYb8Sm9afM8Wtxbpp152uNcydRfEEdDmBZyeVnNMRPE7yjHZRTg7F0haBs-PmDLPA0vA68m9l8OR1XM9xIR0h9iViiD2oQzqoxiJpQ-Fs7kKyRbavkbsWG0D2j-irQl_9uw0/s1600/hands-423794_640.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAjrRPO7UdYb8Sm9afM8Wtxbpp152uNcydRfEEdDmBZyeVnNMRPE7yjHZRTg7F0haBs-PmDLPA0vA68m9l8OR1XM9xIR0h9iViiD2oQzqoxiJpQ-Fs7kKyRbavkbsWG0D2j-irQl_9uw0/s320/hands-423794_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/">Pixabay.com</a></td></tr>
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If personalizing vocabulary development seems unrealistic because of the workload it would create, I'd like to share some tools that can help make it a reality.<br />
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After reading <a href="http://blog.quizalize.com/2016/06/07/new-how-to-import-a-quizlet-set-into-quizalize/" target="_blank">this article on Quizalize's blog</a>, I soon realized that personalizing vocabulary development and assessing understanding had been made much easier thanks to <a href="http://www.quizlet.com/" target="_blank">Quizlet</a> and <a href="http://www.quizalize.com/" target="_blank">Quizalize</a>. These two tools work together beautifully as they enable users to import Quizlet study sets into Quizalize to create formative quizzes. The export/import process is relatively quick and simple, facilitating personalized vocabulary development and allowing me to better meet my students' vocabulary needs. Since I generally involve students in creating their own word list and Quizlet study set, importing into Quizalize was just the icing on the cake. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_0dMNnmPnqCoRftXnEopPIWYBae-RasmsLloEjye64BZBfAvUtUvRsbNeBIM6vOvFD2p6vRXI2VAavo-3ZCFQUYyHQCHMr4gPoBZYJK4ReBktebV8k3PPRsPO8oNhaEnGZtF8t64BqL8/s1600/IMG_0687.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="229" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_0dMNnmPnqCoRftXnEopPIWYBae-RasmsLloEjye64BZBfAvUtUvRsbNeBIM6vOvFD2p6vRXI2VAavo-3ZCFQUYyHQCHMr4gPoBZYJK4ReBktebV8k3PPRsPO8oNhaEnGZtF8t64BqL8/s320/IMG_0687.JPG" style="cursor: move;" width="320" /></a>Quizlet has long been my favorite online tool for developing and reviewing vocabulary. The multi-platform tool enables users to create digital flashcards and engage in various study modes including tests and games. Learners are able to add graphics to every flashcard and its audio component helps to ensure that students are not only learning spelling and definitions but also accurate pronunciation. And last spring, after adding the collaborative gaming feature, <a href="https://quizlet.com/features/live" target="_blank">Quizlet Live</a>, it quickly became my one of my favorite tools. <a href="http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2016/12/response_educators_favorite_tech_tools.html?cmp=soc-tw-shr" target="_blank">Read more about how I use Quizlet in my recent contribution to Larry Ferlazzo's Q&A column on ed tech tools.</a><br />
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I'm also a fan of competitive, game style, formative assessment tools. I like them not only because they're fun and engaging for students, but I love the data they provide. Last summer I discovered Quizalize and found it very useful for both formative assessments and student review. Soon after I learned that users can export Quizlet study sets and import them into Quizalize enabling teachers to check for understanding relatively quickly and easily.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjstORK-VYj7Ujuf6F1jUZBQcoYHg1diiA01cjjz6Reg2crWUpQqdepGCIlyGY7uBTjKwsfCu-v1NshJ7ty-VHvKa10ql4OBJZyN12bfdugkgx1d3EaABUpXI4B4jkD_JG1kITz5WB4Plc/s1600/IMG_0229.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjstORK-VYj7Ujuf6F1jUZBQcoYHg1diiA01cjjz6Reg2crWUpQqdepGCIlyGY7uBTjKwsfCu-v1NshJ7ty-VHvKa10ql4OBJZyN12bfdugkgx1d3EaABUpXI4B4jkD_JG1kITz5WB4Plc/s320/IMG_0229.JPG" width="320" /></a>So, here's how I'm using these tools, usually with informational reading selections. After the initial reading (which I read aloud to class), students select 12 new or relatively unknown words from their reading material and create a Quizlet study set. These can be in addition to or in lieu of a provided word bank. I find it much more effective to give students a voice in developing their vocabulary list rather than providing a predetermined list. Students share their Quizlet sets with me and I review them for accuracy. I then export the study set and import it to Quizalize, creating a personalized quiz. Aside from checking understanding, quizzes can be offered as a review tool and teachers can choose to have students complete the quizzes in class as a competitive game and/or on their own time as classwork or homework.<br />
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Why 12 words you may ask? In order to play <a href="https://quizlet.com/features/live" target="_blank">Quizlet Live</a>, sets must contain at least 12 words. While I would not suggest more than 12 words with English learners or special populations, you can certainly include as many terms as appropriate for the unit of study. And if you haven't tried Quizlet Live, I highly recommend you resolve to try it in 2017.<br />
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In terms of the wow-factor, my students have not found Quizalize to be as fun as other competitive tools. However, the ability to quickly import from Quizlet facilitates personalized instruction and assessment and I think it will win any teacher over, just as it did me. And if creating a quiz for every learner may be a bit overwhelming because of class sizes, consider dividing classes into small groups where group members collaborate on creating a list instead of each individual student. The possibilities are endless!<br />
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I created the screencast below to demonstrate how easy the process is.<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/dy1VCbrOyPE" width="560"></iframe><br />
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So if you're looking for an easy way to personalize and/or differentiate vocabulary development, I encourage you to try <a href="http://www.quizlet.com/" target="_blank">Quizlet</a> and <a href="http://quizalize/" target="_blank">Quizalize</a>.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-92119682002410651762016-06-10T23:49:00.003-07:002018-04-27T16:26:54.641-07:00Old, New, Borrowed & Blue<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhipGRflGTj0MDyWYWMbQufYMmVW2Cpjbtd2PcXl2Fq8djGZCyi8v3rYZCtY1fK6KUQu_Bin-de6IC81snFN7NPdx-QuzvwwOQgsELsjo9q9z3j2j0uc6dsNC00wzhsywm0W6V9uYTCphw/s1600/IMG_1061.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhipGRflGTj0MDyWYWMbQufYMmVW2Cpjbtd2PcXl2Fq8djGZCyi8v3rYZCtY1fK6KUQu_Bin-de6IC81snFN7NPdx-QuzvwwOQgsELsjo9q9z3j2j0uc6dsNC00wzhsywm0W6V9uYTCphw/s320/IMG_1061.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Created with <a href="http://pixteller.com/" style="font-size: 12.8px;">Pixteller</a></td></tr>
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Something old, something new, something borrowed and something blue. A popular American wedding ritual. No, I'm not planning a wedding or have any invitations to attend one anytime soon.<br />
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Like many teachers, summer is a time to catch up on the 3 R's - relax, reflect and read. Old, new, borrowed and blue describes my summer reading selections. As I laid out my books and considered writing about my summer reading plans, I realized I had old books, new books, borrowed books and blue books. Hence the inspiration for the title. Some of them are for professional development, and some are purely recreational, but they are all of great interest, and I look forward to reading them.<br />
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Below is a brief description of each book, as well as a little background on how each made my list.<br />
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<b>SOMETHING OLD:</b><br />
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A few months ago I stopped at a used bookstore in Sparta, NC and found these two bargains at the $1 table. Legal drama is my genre of choice, and back in the 90s, I binged on John Grisham's novels as their popularity peaked. However, I never read either one of these two books nor did I watch the movies, so these were quite the deal and a great addition to my library.</div>
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<b><i><a href="http://www.amazon.com/Chamber-John-Grisham-1994-05-01/dp/B017V84J7I/ref=sr_1_3?ie=UTF8&qid=1465109009&sr=8-3&keywords=the+chamber+john+grisham">The Chamber</a></i></b> - Like many of his novels, this story is set in the south and features a young lawyer. The defendant in this story is a former Klansman and unrepentant racist on death row for a fatal bombing in the 1960s. After many lessons on the Civil Rights Movement, I'm intrigued by this realistic fictional story.<br />
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<a href="https://www.amazon.com/Client-John-Grisham--Author-/dp/B007XISZ1S/ref=sr_1_3?s=books&ie=UTF8&qid=1465627049&sr=1-3&keywords=the+client"><span style="font-weight: bold;"><i>The Client</i></span> </a>- Also, a legal thriller involving secrets, the mob, and a young lawyer. It appears to be similar to some of the Grisham's other works and full of suspense. I'm sure they will keep me at the end of my seat (or my pool chair).<br />
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</b> <b>SOMETHING NEW: </b><br />
At the end of July, I'm excited to have the opportunity to offer a 3-day digital tools training for ESL Teachers at NCDPI's ELL Support Conference in Greensboro, NC. I will be reading these two new books in preparation for the training as each of the training participants will receive a copy of these books, courtesy of the North Carolina Department of Public Instruction.<br />
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<i><a href="http://www.amazon.com/Ditch-That-Textbook-Revolutionize-Classroom/dp/0986155403/ref=sr_1_1?s=books&ie=UTF8&qid=1464191688&sr=1-1&keywords=ditch+that+textbook"><b>Ditch That Textbook</b></a> </i><b>- </b>After subscribing to Matt Miller's newsletter and following him on Twitter, I knew I needed to share this book with the session attendees. Many thanks to <a href="https://twitter.com/jmattmiller">Matt Miller</a> for my treasured review copy so I can be well prepared for the session. This book not only provides ideas on technology integration, but it's mostly about adopting a more progressive instructional approach to engage and captivate 21st-century learners.<br />
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<a href="http://50%20things%20you%20can%20do%20with%20google%20classroom/" style="font-style: italic; font-weight: bold;">50 Things You Can Do With Google Classroom</a> - Along with #DitchBook, this book will provide a valuable resource to session attendees. Whether a Google novice or a veteran, there's a wealth of tips and techniques on making the most of Google tools. As I prepare for my session, I'll be planning new tools to implement for the next school year. Many thanks to <a href="http://daveburgessconsulting.com/">Dave Burgess Consulting</a> for my review copy.<br />
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</b> <b>SOMETHING BORROWED:</b><br />
<b style="font-style: italic;"><a href="http://www.amazon.com/Fair-Isnt-Always-Equal-Differentiated/dp/1571104240">Fair Isn't Always Equal</a> - </b><span style="font-family: inherit;">I was very close to buying this a few months ago but thought I would first ask one of our school's media specialists if it was available to check out fro</span><span style="font-family: inherit; text-align: center;">m the professional reading collection. Although it was not, she agreed to order it and let me borrow it for the summer. After watching a few of Author <a href="https://twitter.com/rickwormeli2">Rick Wormeli</a>'s videos on YouTube, I am looking forward to digging into this great read on differentiated instruction. This may actually make an interesting book study for next year.</span><i><b><br />
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<i><b><a href="http://www.amazon.com/BUNDLE-Dembo-Bellow-Untangling-Interactive/dp/1452274339/ref=sr_1_1?s=books&ie=UTF8&qid=1464191721&sr=1-1&keywords=untangling+the+web">Untangling the Web</a></b> - </i>Another resource for the digital tools training, this book will be provided to<br />
ELL session participants as an e-book. Much of the tech tools covered in the book I'm familiar with, but there are some interesting tools included in the book that I've never experimented with. I'm always on the lookout for something new to share with my students and fellow teachers, and I think this will give me some to new tools to spice up my lessons next year.<br />
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</b> <b>SOMETHING BLUE:</b><br />
<i><b><a href="http://www.amazon.com/Girl-Blue-Coat-Monica-Hesse/dp/0316260606/ref=sr_1_1?s=books&ie=UTF8&qid=1464188192&sr=1-1&keywords=girl+in+the+blue+coat">Girl In The Blue Coat</a></b> - </i>I picked up this book at my son's recent BOGO Free book fair. Taking advantage of the freebie offer, I always look for something for me to read. This story is set during World War II in Nazi-occupied Germany. No one has recommended it, but the Amazon reviews look pretty good, and I'm looking forward to reading it.</div>
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<i style="font-weight: bold;"><a href="https://www.amazon.com/Judge-Jury-James-Patterson-ebook/dp/B001D7OPRS/ref=sr_1_1?s=books&ie=UTF8&qid=1465434048&sr=1-1&keywords=judge+%26+jury+by+james+patterson">Judge & Jury</a> </i><i style="font-weight: bold;">- </i>This book has been on my bookshelf for a few years, but this summer I'm determined to get to more of my unread selections. It's about a juror on trial against a notorious mob boss. I've never read any of this author's works although many of my friends rave about his legal thrillers, so I'm expecting to enjoy this blue oldie but goodie.<br />
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Whether on the beach, by the pool or on my couch at home, summer reading mentally transports me and helps to recharge my batteries. While many of these selections are professional reads, I anticipate there will be some inspiration from my old books and my blue books. From new insights to new perspectives to new cool tools, summer reading helps me grow at my own pace and on my own terms.<br />
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Please share what you are reading this summer and how it has helped you (or will help you) grow professionally and personally. I look forward to hearing from you.<br />
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#TheBestIsYetToCome </div>
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Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-9426432024283647812016-05-28T00:42:00.003-07:002018-04-27T16:26:54.701-07:00Climbing Out of a Blogging Funk<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">Image source: <a href="http://pixabay.com/">Pixabay.com</a></td></tr>
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This is the first post I've published since early April. It's not that my ideas weren't flowing. I just couldn't seem to develop them into a post worthy of publishing.<br />
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It's not uncommon for me to have one or two drafts going at any given time. As with any creative endeavor, I feel a rush of inspiration and park my ideas until I can complete my thoughts, fine tune them and share them with my professional learning network. But this time, it wasn't just one or two, I started seven posts and was stumped soon after starting each one.<br />
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And then it hit me. I was in a blogging funk.<br />
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Coming to that realization was liberating. My ailment was diagnosed and this diagnosis was the CPR I needed to resuscitate my blogging practice. Most importantly, identifying the issue caused me to consider why I found myself in this black hole in the first place. The more I pondered, the more I recognized that it's perfectly normal to go through phases of feeling uninspired, tired, stressed or perhaps just a little bored. But as a reflective practitioner, committed to sharing my reflections via blogging, I'm going to take this as a learning opportunity in the hopes of minimizing its reoccurrence.<br />
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So for any of my fellow educators out there who may need help getting back to blogging, below are some questions that facilitated my reflection on this rut and helped bring back the blogger in me.<br />
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<li><b>Why do I blog?</b> This is an important question to continually ask myself because the reason I started blogging is not the reason I continue to blog. Am I just keeping up with the Joneses or do I find any personal and/or professional benefits? When I first became interested in blogging, it was a little bit of both. I was intrigued by the practice because so many educators were blogging and I wanted to give it a try. However, I also felt that sharing my reflections publicly would hold me accountable and would help me reflect more deeply and purposefully - and I was right. Two years later, my PLN has grown, my career goals are evolving and while I'm not exactly keeping up with my peers, it does help me grow my professional learning network and stay connected. Yet, it's the reflective practice that for me is the most beneficial because it keeps me grounded - a form of self-therapy.</li>
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<li><b>Who do you blog for? </b>First and foremost, I blog for myself. However, I have to say that after having <a href="http://www.edweek.org/tm/articles/2015/12/01/tips-for-connecting-with-non-english-speaking-parents.html">my first post published in Education Week</a> last year, I am much more cautious about what I write and how I write. Having a writing coach review and edit my piece helped me grow as a writer but it also impacted my approach to writing. As a novice blogger, I would whip out a post in an hour, proofread it myself and fearlessly take the plunge. Since then, my audience has expanded and I second guess myself a whole lot more than I did early on. Now I usually ask a friend to proofread my work before publishing and/or tweeting it (which is the right thing to do anyways) but I find myself mulling over my writing before I muster the courage to publish. While I certainly don't want to be impulsive and careless about what I publish, it's important to strike a balance in order that I may write more freely. Otherwise, I will drown in my writing insecurity.</li>
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<li><b>How often do I really need to blog? </b>It all depends on what I'm trying to accomplish. If blogging is truly for me, how important is it for me to be consistent? On the other hand, as my career goals evolve, my blog is now part of my professional portfolio and a reflection of my personal brand. During my early blogging days, I participated in blogging challenges which had me posting anywhere from once a day to once a week. I quickly realized that blogging so frequently was unsustainable so I set out to post at least once a month. The idea is to have some sort of consistency that holds me accountable for writing. Perhaps I need to add blogging to my calendar (not sure why I hadn't thought of it before).</li>
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<li><b>Are they posts or are they articles? </b>I've always said that I enjoy blogs that read more like a conversation than an article. However, I found that as I progressed in my blogging practice, my blog posts became more like articles than personal reflections. Though they have my voice, I don't think it's as warm and personal as it was at the start. And while I don't want to regress in my blogging skills, I do want my posts to reflect a little bit more of my personality.</li>
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<li><b>How long do my posts need to be? </b> Am I sounding like a typical student? As I tell my learners, "it's not about quantity, it's about quality. " My first writings were not nearly as long as my recent ones. During my daily blogging challenges, some were even just two or three paragraphs. As I became more comfortable blogging, my posts have become more lengthy and the lengthier my posts the longer they take to write and edit. Furthermore, I want my entire post to be worthy of reading. When I read others' blogs, I find myself skimming through lengthy posts, while I read every word when they are around 500 words or less - and I'm thinking my readers are probably doing the same thing. Perhaps if I write less I will publish more often.</li>
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There are numerous other questions running through my head, but I think I'll end there. Throughout this time, I've learned some valuable lessons. I learned that I will be a better blogger - and certainly a better person - if I remain true to myself. I must live life to the fullest and seize every moment. Sure, I want to capture special moments, write about them and share them with the world, but I must fully enjoy the experiences first. The writing will naturally flow from those experiences. I must also embrace my perspective and feel free to be myself, allowing creative juices to flow.<br />
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So, if you are stuck in a blogging funk or are considering starting a blog and can't seem to get going, I hope these questions will get you started on your journey or help you pick up speed.<br />
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If you have found yourself unable to blog for a period of time, please share how you were able to climb out and get back into blogging. I look forward to learning from you.<br />
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#BestYearEver</div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-83080742560502503582016-04-07T17:51:00.002-07:002018-04-27T16:26:54.462-07:00Question-Driven Learning<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT6o2r3R9lknIFc8rm60xDIyPQeyhFAN8cV-8Z2BeT4WQs0mHkAz4pJ6MfPCgWkm72xAha8gSidzWcSt6AJ_AgqVEzNQ3j_8BbeiIZFn9rlM42-W24Etr1Kf8TqevbTDnP0FMXyT9jMl0/s1600/road-sign-63983_640.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjT6o2r3R9lknIFc8rm60xDIyPQeyhFAN8cV-8Z2BeT4WQs0mHkAz4pJ6MfPCgWkm72xAha8gSidzWcSt6AJ_AgqVEzNQ3j_8BbeiIZFn9rlM42-W24Etr1Kf8TqevbTDnP0FMXyT9jMl0/s200/road-sign-63983_640.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/" style="font-size: 12.8px;">Pixabay.com</a></td></tr>
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<span style="font-family: inherit;"><span style="font-family: inherit; line-height: 1.38; white-space: pre-wrap;">"Some questions might be easy for you, and others might be hard. It is important that you do the best you can." I can almost recite those words in my sleep.</span><span id="docs-internal-guid-e146cf53-f662-2345-0278-8edd36701354"></span></span><br />
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<span style="font-family: inherit;"> </span> <span id="docs-internal-guid-e146cf53-f662-d0e8-c9c7-6619f584c517" style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;">We recently wrapped up <span style="font-family: inherit;">ACCESS</span> testing season in North Carolina. For eight weeks, I administered two to three tests daily, and the phrase cited above was the opening line of every test administration script. For those unfamiliar with ESL Testing, </span><a href="https://www.wida.us/assessment/ACCESS/" style="text-decoration: none;"><span style="color: #1155cc; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ACCESS for ELLs</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> is an annual language assessment given to students in </span><a href="http://www.wida.us/" style="text-decoration: none;"><span style="color: #1155cc; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">WIDA</span></a> states who have been identified as Limited English Proficient. In North Carolina, ACCESS test results determine the level of ESL service and exit status. As with any standardized testing administration, I am required to circulate around the room, carefully observing students as they quietly take their tests. Except for the speaking tests, there is a deafening silence during the testing sessions, giving me plenty of time to ponder and reflect.</span><br />
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<span style="font-family: inherit;"> </span> <span id="docs-internal-guid-e146cf53-f663-172b-b8a8-a91961019514"><span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">From preschoolers to seniors, our role as 21st-century educators is to lay a strong foundation for subsequent learning. Developing young people who are truly "future-ready" means that we need to equip them to take ownership of their learning and growth, and most notably, master the art of asking questions. Indeed, some questions may be easy, and some questions may be hard, but it is important <span style="font-family: inherit;">that students do the best they can and never stop asking questions.</span></span></span><br />
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<span style="font-family: inherit; white-space: pre-wrap;">In a traditional classroom setting, students take on the role of </span><span style="font-family: inherit; white-space: pre-wrap;">consumers rather than producers. However, thriving in today's global marketplace necessitates a shift in mindset and roles. We are no longer merely imparting knowledge. Instead, we are facilitating it. When questions drive learning, students are piloting their destinies and are no longer passengers along for the ride.</span><br />
<span style="font-family: inherit;"></span><br />
<span style="font-family: inherit;"> </span> <span id="docs-internal-guid-e146cf53-f663-a42c-62a3-4a2214c4ce2e"><span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">In a language classroom, questions are an integral part of the curriculum. From basic social language to higher level academic discourse, questions drive conversations and affect outcomes. I teach my students how to state their questions so they can be understood, but I also work to instill their confidence to use questions as a form of self-advocacy. This confidence will empower them to take risks and create opportunities for themselves. Students who routinely struggle academically are generally not inclined to think outside the box, therefore, developing an inquisitive mind can be a game changer.</span></span></div>
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<span style="background-color: transparent; font-family: inherit; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here are some strategies I have been implementing to foster question-driven learning:</span></div>
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<span style="background-color: transparent; font-family: inherit; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Students write questions after reading a passage or chapter.</span></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxx_Z29Cghdof8jxnKx3zYDniQ8tj5XngFO35lVt9g3f9usEmKa4kzUuTCNF9sQClNASeDXYTSfS_dlod7F8AE5NfMQiqSbYgOi72n4ysWlCdMP2E-ADP66rtGsmxbeLUzSC77n6yODyQ/s1600/IMG_3094.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxx_Z29Cghdof8jxnKx3zYDniQ8tj5XngFO35lVt9g3f9usEmKa4kzUuTCNF9sQClNASeDXYTSfS_dlod7F8AE5NfMQiqSbYgOi72n4ysWlCdMP2E-ADP66rtGsmxbeLUzSC77n6yODyQ/s200/IMG_3094.JPG" width="150" /></a><span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">Instead of responding to questions, I have students write them. Developing questions requires students to ponder more deeply than searching for responses. Furthermore, it helps me gauge the depth of their understanding more than answers ever will. For ELLs, stating or writing questions properly is an essential language skill, but it's also an effective reading strategy as it promotes deep thinking and increases comprehension. Also, generating multiple choice answer selections can sharpen their study skills. I even encourage students to write questions they are not able to answer themselves. While I would suggest this as a collaborative activity, it can also be done individually.</span><br />
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<span style="background-color: transparent; font-family: inherit; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">State feedback as a question.</span></div>
<span id="docs-internal-guid-e146cf53-f664-40ae-9401-fb7f4fccdd7b"><span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">This is especially effective when assessing writing if the syntax or semantic errors are blurring the message or if the writing needs elaboration. Instead of assuming what they meant, ask students to explain their thinking as they wrote. This provides an opportunity to check for understanding and/or provide remediation.</span></span><br />
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<span style="font-family: inherit;"><span style="background-color: transparent; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-weight: 700; line-height: 1.38;">Questions as peer review.</span><span style="line-height: 20.24px;"><b> </b></span></span></span><br />
<span style="font-family: inherit;"><span style="line-height: 1.38; white-space: pre-wrap;">During student presentations, I expect the audience to engage by asking questions of their peers because it makes them listen more intently. But most importantly, it sparks curiosity and keeps them asking for more than what is presented. For those not comfortable verbalizing their questions, they have the option to use a backchannel tool. And for peer editing and review, I have students pose questions as they critique each other's work, rather than simply making corrections.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtF8gCUV92IPygo9NJtbOxiwybYX6HxeIpY_7e6OGZ8eQOUxdZAroQIVFmYAdbf_6SGYlhCTJeTFvA5IEbU1GPwXEpev-OexiClHfV11q1x8BND6ne25qvMHwwaJgqGtVhktJxPmTfP3o/s1600/IMG_3090.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtF8gCUV92IPygo9NJtbOxiwybYX6HxeIpY_7e6OGZ8eQOUxdZAroQIVFmYAdbf_6SGYlhCTJeTFvA5IEbU1GPwXEpev-OexiClHfV11q1x8BND6ne25qvMHwwaJgqGtVhktJxPmTfP3o/s200/IMG_3090.JPG" width="200" /></a></div>
<span style="font-family: inherit; font-weight: 700; line-height: 1.38; white-space: pre-wrap;">Student developed review games.</span></div>
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<span id="docs-internal-guid-e146cf53-f664-edd7-96a2-b078b11248f1"><span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">Review games such as <a href="http://getkahoot.com/">Kahoot</a> have become a staple in my classes. At first, I created the review questions, but I soon realized that by having students create the Kahoots, I was not only checking for understanding, but I was also helping them review the material while practicing their writing skills.</span></span></div>
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<span style="background-color: transparent; font-family: inherit; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Inarguably, discovery and innovation result from sparks of curiosity - from questions. Whereas answers are an ending, questions symbolize a beginning. The more we ask, the more questions we will have. I have found that using questions as a learning tool develops proactive, forward-thinking mindsets. While it’s not easy to break old habits - and we are still a work in progress - I believe we are moving in the right direction. Again, some questions might be easy, and others might be hard, but it is important that we do the best we can to continue asking questions and seeking knowledge.</span><br />
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<br />Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-3011745089753743573.post-71180105491809482032016-03-19T21:46:00.000-07:002019-07-31T12:28:45.801-07:00Why Aren't My Kids Doing Homework?<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHZA7AUjZlbnl-ngQWVrfCvMmZbaPDR5ozP1QMEHo-VtgDu2-LFFZ9KpUdbSY9c9f92wCQjQYf1NV0HpHwPJ5ft3PYbG1ApMW0UeiK6Ji8aHUbspYudNZvJMhMGattnm0aXTffCvC-v-4/s1600/ChZrkWhU0AEO_wz.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHZA7AUjZlbnl-ngQWVrfCvMmZbaPDR5ozP1QMEHo-VtgDu2-LFFZ9KpUdbSY9c9f92wCQjQYf1NV0HpHwPJ5ft3PYbG1ApMW0UeiK6Ji8aHUbspYudNZvJMhMGattnm0aXTffCvC-v-4/s200/ChZrkWhU0AEO_wz.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/" style="font-size: 12.8px;">Pixabay.com</a></td></tr>
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What should we do when students aren't turning in their homework? Should we just enter a zero in <br />
the grade book and move on?<br />
<br />
Mark Barnes (<a href="http://www.twitter.com/markbarnes19">@markbarnes19</a>) recently published "<a href="http://www.brilliant-insane.com/2014/02/5-reasons-homework-destroys-learning.html?utm_content=buffera70db&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer">5 Reasons Homework Destroys Learning</a>". Reading his post caused me to ponder on the many conversations I have with my kids at school and my kids at home about homework. I will tell you upfront that I do not believe we should abolish the practice, but I do feel very strongly as both an educator and as a parent that we need to be more intentional and purposeful about homework assignments and we must personalize and differentiate as we do with classroom work.<br />
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My kids at school are middle and high school ELLs. Many of them find homework to be overwhelming, primarily due to their limited English proficiency coupled with a lack of available help at home. And rather than asking for help from teachers or peers, they simply throw in the towel. Long term ELLs are notorious for this, more so than newcomers. Recent immigrants naturally become utterly frustrated with their language barriers, but their language needs are more obvious and their work is significantly modified. Conversely, long-term ELLs' language deficiencies are much more disguised - not only to their teachers but also to themselves. They have mastered social English, but still have academic language gaps which cause them to stumble in their classes. And so it generally goes like this. They are challenged and confused, feeling incompetent and not comfortable soliciting help because they think they should be performing as well as their classmates. After all, they speak as fluently as their native English-speaking peers. And so, their grade book begins to accumulate zeros for unsubmitted work. Most my students are eligible for extra time but if teachers are unaware of their struggles, their actions are interpreted as apathy or laziness.<br />
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I have two kids at home; my son is 10 and my daughter is 12. Both are assigned reasonable amounts of homework on a regular basis. In the last few months, I've been getting weekly emails from my son's teacher about math homework not being turned in. Math homework assignments are not lengthy and the word problems are relevant real-world scenarios, but they are generally a stretch. <span style="background-color: rgba(255, 255, 255, 0);"> Some are completed on the computer, but most of them are worksheets. A</span>lthough they have usually been within his reach, he always finds them grueling and procrastinates tremendously on getting started. Unlike my kids at school, my son is not an ELL. He happens to be identified as academically and intellectually gifted (AIG) and math is his strongest subject. However, he has also been diagnosed with ADHD and by late afternoon, the effects of his medicine have worn off. To say that homework time is challenging is a profound understatement. Fortunately for him, he has college-educated parents who are proficient in English and has lots of help at home. But sometimes, just like my kids at school, he throws in the towel instead of asking for help. By contrast, my middle schooler is not AIG but is quite the overachiever. She's is much more compliant about doing her work and meeting deadlines, but she's also very quick to ask for help. When facing a difficult task, she has no qualms about seeking help from me as well as her teachers and, therefore, homework is uneventful.<br />
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<a href="http://www.merriam-webster.com/dictionary/homework">Webster's simple definitions of homework</a> include (1) "work that a student is given to do at home" or (2) "research or reading done in order to prepare for something." If students are assigned homework that is unable to be completed without (or with minimal) help, one could argue it is not good homework, has no academic benefit. But let's not throw in the towel ourselves. Homework can be beneficial so long as we find a way for it to be.<br />
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Here are some points to consider when assigning homework:<br />
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<b>1. Know Your Students</b><br />
With increasing class sizes, personalizing homework may be a daunting task. However, we don't teach curriculum we teach students and it's crucial to know our target in order to reach it. From special education to English language learners to attention issues, it's important to know about any special needs or situations, which may be camouflaged. Apathy and defiance are often a cover for underlying issues.<br />
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<b>2. Offer Choice</b><br />
One size does not fit all. Letting students choose their homework produces ownership. From tools to materials to formats, give students control over how they will practice their skills. Bottom line, if kids are not buying in, they're not doing the work and therefore, nothing is really getting accomplished.<br />
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<b>3. Flip Lessons</b><br />
If homework, as Webster's definition suggests, is preparation for something then, by all means, ask them to read ahead or watch a videotaped lecture. However, be sure to provide a scaffold for their notetaking. All students could benefit from this, but especially diverse learners and special education students.<br />
<b><br /></b><b>4. Be Flexible</b><br />
Some kids will need chunks of daily work while others can be given a list of tasks due at the end of the week. Others may need a little flexibility and grace. Bottom line, grades should reflect learning. A zero for missed work or a low score because of a late submission tells nothing about what they have acquired. Quite the contrary and the message to the student is that it's all about a grade, not about learning.<br />
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<b>5. Ask Questions</b><br />
Homework should be about extra practice or preparation and if they aren't doing the work, neither is happening. We all have those students that can ace the class without ever doing a bit of homework, but that's not the norm. If a student is not submitting assignments, pull him or her aside and investigate what's keeping them from submitting work and let them know you are available to help. Encourage students to be open and honest when they can't assimilate the material. If they are not comfortable expressing themselves in class, perhaps they can stay after school, email questions or meet virtually via a video conference tool or a shared Google document if such technology is available.<br />
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Let's not let homework become one more obstacle in our relationship with our students. Homework or any other assignment for that matter should be about their growth and improvement, not our pride and accomplishment. It must be perceived by students as purposeful and doable, but we must also keep communication lines open so that learners can feel comfortable approaching others when they don't understand a task, not fearing they will be ridiculed or penalized.<br />
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Most importantly, homework must never make a student feel defeated. If homework is knocking learners down without a way to help them back up, it's time to rethink the practice.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-24823394465898305762016-02-29T14:39:00.001-08:002017-03-19T14:34:59.973-07:00Our Visit to India<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn_siJkYB_1kTVCxJimxsneAUzscMYaeJjhwyFuHNwr794r_r7nKJuXnsWJYTFWvtrlMpCQuHLKEgEWhLg8o5psL0HPryGbZEqIEt4zxZ59JITbNMNBrli49xQhmDIbjemDes5llqucd4/s1600/india-1961238_640.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn_siJkYB_1kTVCxJimxsneAUzscMYaeJjhwyFuHNwr794r_r7nKJuXnsWJYTFWvtrlMpCQuHLKEgEWhLg8o5psL0HPryGbZEqIEt4zxZ59JITbNMNBrli49xQhmDIbjemDes5llqucd4/s320/india-1961238_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/" style="font-size: 12.8px;">pixabay.com</a></td></tr>
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This morning, during 1st block, my students and I had the exciting opportunity to travel to India. Virtually that is.<br />
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Last week two of my ELLs unexpectedly returned to their homeland due to an illness in the family. I saw their hiatus as an opportunity to enhance learning for both my travelling students as well as those staying behind. Before they left I spoke with the brothers and their mother about the possibility of skyping with our class so long as it was not an imposition on their family. They were amicable to the idea and shortly after they arrived their mother emailed me to let me know that they were eager to connect with us.<br />
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One of these young men is in my first block ESL class and the other one has World History during the same block, conveniently located next door to the ESL classroom. When I asked the history teacher about joining us on a <a href="http://www.skype.com/">Skype</a> call, he jumped at the opportunity as they had recently covered a unit on India.<br />
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During today's conversation, our students and their family opened up their home to us, offering a virtual tour both inside and out. They spoke to us about their culture, including marriage and family traditions, foods, studies and recreation. I do have to admit that initially the interaction was a bit awkward on the students' part and it took the mother's involvement to jumpstart the conversation. Regardless of the engagement level, students in the classroom were captivated by discussion.<br />
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This is not the first time my class engages in a Skype session, but it was the first time we had a video conference opportunity where non-ELLs were present in the classroom. I found it interesting that while my ELLs have been extremely social on other videoconferencing sessions, they froze today when presented with the chance to speak in front of the screen. They were curious and attentive, but engaged in very little conversation and questions were channeled through me.<br />
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While the visit was social in nature, today's session gave our students a taste of the global marketplace they are entering. Thanks to emerging technologies, video conferencing has become ubiquitous in many organizational settings. From halfway across town to halfway across the world, collaborating with individuals at a remote location is now somewhat routine. Moreover, 21st-century interactions, professional as well as personal, are increasingly filtered through some sort of technology device. Today's conversation on Skype was nothing short of a "real-world" experience.<br />
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If you are interested in video conferencing with my middle or high school ELLs, or my middle school Skype club who are not English Language Learners, please contact me. I am always seeking opportunities to tear my classroom walls down and travel the world. Won't you join us?<br />
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I look forward to hearing from you.<br />
<br />
#BestYearEver<br />
<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-10381868446820743652016-02-21T21:12:00.004-08:002017-03-29T05:32:00.535-07:0010 Things You May Not Know<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp1LsGcpBOONxN34eQBRZgPM8m0kh97GHp1XrZwBgNkM-TK080deFo4ayG4r1uG3XSNln8mcNzV2NeGXxvZzgTiNId8wK5nCwMkSUtXFHDcpJIvffEhPZBG_aSSQe_bd2iQbjm1_u6mG8/s1600/idk-1934218_640.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp1LsGcpBOONxN34eQBRZgPM8m0kh97GHp1XrZwBgNkM-TK080deFo4ayG4r1uG3XSNln8mcNzV2NeGXxvZzgTiNId8wK5nCwMkSUtXFHDcpJIvffEhPZBG_aSSQe_bd2iQbjm1_u6mG8/s320/idk-1934218_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit:<a href="http://www.pixabay.com/" style="font-size: 12.8px;"> Pixabay.com</a></td></tr>
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<span style="font-family: inherit; line-height: 20.24px; white-space: pre-wrap;">I love to teach because I love to learn. And</span><span style="font-family: inherit; line-height: 20.24px; white-space: pre-wrap;"> it's that love of learning that anchors me in my role. In every unit I teach, there's always something new for me. </span><span style="font-family: inherit;"><span style="line-height: 20.24px; white-space: pre-wrap;">It'</span></span><span style="font-family: inherit; line-height: 20.24px; white-space: pre-wrap;"><span style="font-family: inherit;">s not uncommon for me to plan a lesson or unit, only for it prom</span>pt a blog post or a presentation idea - which is precisely what I'm sharing today. </span><br />
<span style="font-family: inherit; line-height: 20.24px; white-space: pre-wrap;">
</span><span style="font-family: inherit;"><span style="white-space: pre-wrap;">Some of my high school ELLs recently read a </span><span style="vertical-align: baseline; white-space: pre-wrap;">passage from </span><a href="http://readworks.org/" style="line-height: 22.08px; text-decoration: none;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">ReadWorks.org</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> titled "</span><a href="http://www.readworks.org/passages/ten-things-you-may-not-know-about-martin-luther-king-jr" style="line-height: 22.08px; text-decoration: none;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Ten Things You May Not Know About Martin Luther King Jr.</span></a><span style="vertical-align: baseline; white-space: pre-wrap;">" </span></span><span style="line-height: 20.24px; white-space: pre-wrap;">The passage jumpstarted a unit that helped my students develop not only reading skills but also listening, speaking and writing as it culminated with an oral presentation. </span><span style="font-family: inherit;"><span style="line-height: 20.24px; white-space: pre-wrap;">And for me, it sparked my own </span></span><span style="line-height: 20.24px; white-space: pre-wrap;"> "10 Things You May Not Know" presentation idea about ELLs.</span><br />
<span style="line-height: 20.24px; white-space: pre-wrap;">
</span><span style="line-height: 20.24px; white-space: pre-wrap;">Here's how it went. First, students read the passage in small groups. The more proficient learners engaged in academic conversations as they reviewed a few multiple choice and short answer questions while I worked directly with emergent readers. R</span><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">eading comprehension was assessed with a <a href="http://www.readingquest.org/strat/321.html">3-2-1 summary</a>. Students were asked to write three things they learned, two things the</span>y found especially interesting, and one thing they didn't understand or had a question about. I have used that simple summarizing strategy often and find it very effective in assessing comprehension, simple enough for even a beginner to complete. They also used </span><a href="http://www.quizlet.com/" style="line-height: 22.08px; text-decoration: none;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Quizlet</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> for learning and reviewing new vocabulary.</span><br />
<span style="vertical-align: baseline; white-space: pre-wrap;">
</span><span style="vertical-align: baseline; white-space: pre-wrap;"><span style="vertical-align: baseline;"><span style="line-height: 20.24px;">For the "10 Things You May Not Know" project, students were asked to present on the topic of their choice, using the presentation tool of their choice. Most of them used</span></span><span style="line-height: 1.38; vertical-align: baseline;"> </span><span style="line-height: 1.38; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://emaze.com/" style="line-height: 1.38; text-decoration: none; white-space: normal;">emaze.com</a></span><span style="line-height: 1.38; vertical-align: baseline;">, as I had recently introduced the tool in class. One of them created a </span><a href="https://getkahoot.com/" style="line-height: 1.38; text-decoration: none; white-space: normal;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Kahoot</span></a><span style="line-height: 1.38; vertical-align: baseline;"> and another used </span><a href="http://www.apple.com/ios/keynote/" style="line-height: 1.38; text-decoration: none; white-space: normal;"><span style="text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Keynote</span></a><span style="line-height: 1.38; vertical-align: baseline;">. Topics ranged from themselves to their native country and other random topics, but they all tied in nicely with the reading passage about Dr. King. </span></span><br />
<br />
<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;">As I graded their work, I was prompted to create my own "10 Things You May Not Know" project on commonly held myths and stereotypes about ELLs, and created the Emaze presentation embedded below. The points are based on frequent comments and questions from fellow educators as well as the community at large.</span></span><br />
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<iframe allowfullscreen="" height="500px" mozallowfullscreen="" seamless="" src="https://app.emaze.com/@AFWQORTC/10-things-you-may-not-know-about-ells" webkitallowfullscreen="" width="575px"></iframe><br />
<a href="https://www.emaze.com/" target="_blank"><img alt="Powered by emaze" src="//resources.emaze.com/mypres/css/images/embed.png" style="border: none; margin: 5px;" /></a><br />
<br />
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I invite you to share this presentation if you feel so inclined and encourage you to join me in debunking widely held beliefs about English Language Learners, particularly if you are privileged to have them in your classroom.<br />
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Whether working with ELLs or any other student population, we must avoid making stereotypical assumptions at all cost. In order to meet our students' needs, we must ask questions and listen closely in order to learn about their individual needs. Not only does one size not fit all, in many cases one size does not fit most.<br />
<br />
Bottom line...keep an open mind and an open heart. Those ELLs in your care are precious gems. Some may be diamonds in the rough right now, yet with a little support and understanding, they will soon shine brightly.<br />
<br />
#BestYearEverAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-17270650363691858152016-02-07T11:45:00.000-08:002018-04-27T16:26:54.038-07:00Oh, For The Love of Reading<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ0BGskbL2GSBCDWDAyRY3lTsCyUi_EeNqSyoSRADuMxwxBeZ9_0_yx86oqoT6Xa-D0ztz1cRXhi_hXZrSLXi99AWLPTlI52fAqfnyJ69qHPmCWEGAC9QNWLSPdTN1M-p4gd3gh2jLvA8/s1600/book-1169437_640.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQ0BGskbL2GSBCDWDAyRY3lTsCyUi_EeNqSyoSRADuMxwxBeZ9_0_yx86oqoT6Xa-D0ztz1cRXhi_hXZrSLXi99AWLPTlI52fAqfnyJ69qHPmCWEGAC9QNWLSPdTN1M-p4gd3gh2jLvA8/s320/book-1169437_640.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image Credit: <a href="http://pixabay.com/">pixabay.com</a></td></tr>
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<span style="line-height: normal;">Last weekend I had the distinct honor of attending <a href="http://teacher2teacher.education/ecet2/">ECET2</a> in San Diego, California. ECET2 - Elevating and Celebrating Effective Teachers and Teachers - is an annual convening of teacher leaders from across the United States sponsored by the <a href="http://www.gatesfoundation.org/">Bill and Melinda Gates Foundation</a>. </span></div>
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<span style="line-height: normal;">The event was beyond words and I will blog about it more extensively in a subsequent post; however, today I want to reflect on one of the most enriching moments of the convening - my colleague circle time. </span></div>
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At ECET2, colleague circles are groups of teachers that meet together to discuss problems of practice. We each have an opportunity to confidentially identify a problem we are grappling with and then we consense on one issue to focus in on. By no means was this a whining session.- quite the contrary. The objective was to think creatively and find solutions that can be carried back to the classroom.<br />
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Our circle chose to focus on rekindling the love of reading. After the adoption of a reading program, one elementary school teacher shared that she fears the constant reading of informational text passages, skills-based instruction, and multiple choice questions (in an effort to prepare for state-mandated testing) is leaving no room for reading pleasure. Together we pondered and discussed the issue; most of us expressing the same concern in our classrooms as this is happening in virtually every school in America.<br />
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<span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">Reading comprehension is often assessed through answering multiple choice or short-answer questions about the main ideas of a passage. While this may work well to prepare students for standardized testing, many teachers will argue that it kills the love of reading as it does not engage students in their own learning. Furthermore, for readers who are not good test takers it may not accurately assess their skills.</span></div>
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<span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">Giving students freedom and choice in demonstrating understanding will get their creative juices flowing and allow for differentiation for readers with various learning styles, abilities and/or language proficiency levels. Informational reading passages and questions that mirror state tests are undoubtedly of some value, but supplementing a student’s reading experience can not only provide us more data but also more deeply engage the learner.</span></div>
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<span style="font-family: inherit; vertical-align: baseline; white-space: pre-wrap;">Below are some methods I have used to successfully assess students’ comprehension: </span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>Poetry</b></span><span style="vertical-align: baseline; white-space: pre-wrap;">. </span><span style="line-height: 1.38; white-space: pre-wrap;">Poems about the central idea or the main characters in a passage can tell a great deal about what they have assimilated. </span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>Readers’ Theatre Script Writing. </b></span><span style="line-height: 1.38; white-space: pre-wrap;">Students retell the story in a way that can be </span>expressed through<span style="line-height: 1.38; white-space: pre-wrap;"> two or more characters. This is generally a cooperative activity, but it can also be completed individually.</span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>3-2-1 Summaries. </b></span><span style="line-height: 1.38; white-space: pre-wrap;">Students </span>write<span style="line-height: 1.38; white-space: pre-wrap;"> three things they learned, two things they found interesting and one thing they still do not understand or have a question about. While this is not super exciting, I have found this to be very effective with my ELLs.</span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>Writing Alternate Endings. </b></span><span style="line-height: 1.38; white-space: pre-wrap;">Whether a fictional story or informational text, in rewriting an ending, conclusion or historical event, students will need to review central ideas and develop hypothetical and strategic thinking.</span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;">I</span><span style="vertical-align: baseline; white-space: pre-wrap;"><b>llustrations. </b></span><span style="line-height: 1.38; white-space: pre-wrap;">Reading comprehension occurs only if there are pictures in our minds. This is great for our visual learners, especially ELLs who have difficulty expressing their thoughts in writing. Illustrations can include drawing, paintings, cartoons or three-dimensional creations of what they are picturing after reading the text.</span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>Questions. </b></span><span style="line-height: 1.38; white-space: pre-wrap;">Instead of answering questions, why not have the students craft the questions. We can assess how much a student has grasped by the type of questions posed. This will require higher order thinking skills and scaffolding may be necessary with some student populations. Nonetheless, I highly recommend it. It can also be done with partners or in small groups.</span></span></div>
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<span style="font-family: inherit;"><span style="vertical-align: baseline; white-space: pre-wrap;"><b>Debates</b></span><span style="vertical-align: baseline; white-space: pre-wrap;">. </span><span style="line-height: 1.38; white-space: pre-wrap;">Reading about a controversial topic? Start a mini-debate. From uniforms to capital punishment, getting students to list the pros and cons and then take a side will teach them new skills while increasing their comprehension.</span></span></div>
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<span style="line-height: 22.08px; white-space: pre-wrap;"><span style="line-height: normal; white-space: normal;">During our colleague circle time, I shared some of the ways I mentioned above and encouraged her to bring enjoyment into the activities by adding her own personality to the lessons. </span></span><span style="line-height: 22.08px; white-space: pre-wrap;">While I was not implying that she defy her administration's directive and drop the costly reading program, enhancing a reading passage - which perhaps could </span>integrate<span style="line-height: 22.08px; white-space: pre-wrap;"> nicely with another subject - may help better assess comprehension while making reading more enjoyable. </span><br />
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<span style="line-height: 22.08px; white-space: pre-wrap;">Sadly, in our pervasive testing culture, reading passages have become the norm in many classrooms. And while this may not be changing anytime soon, whenever possible we can enhance and spice up what's cooking already. </span><br />
<span style="line-height: 22.08px; white-space: pre-wrap;"><br /></span> <span style="line-height: 22.08px; white-space: pre-wrap;">Oh and for the love of reading, i</span><span style="font-family: inherit; line-height: 1.38; white-space: pre-wrap;">f you have other suggestions, opinions or methods that have proven to be beneficial to your learners, I invite you to share them in the comments below. </span></div>
<span id="docs-internal-guid-26ccdcfe-ba78-cb60-40c4-969858572193" style="font-family: inherit;"><br /><span style="vertical-align: baseline; white-space: pre-wrap;">#BestYearEver</span></span>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-28191106491930905872016-01-02T23:40:00.004-08:002021-12-31T13:07:59.624-08:00Reap with Careful Thought<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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At the end of December 2014, I learned of the <a href="http://getoneword.com/">One Word</a> movement and was quickly won over. Like many folks, I used to make my list of New Year's resolutions from weight loss to exercising to financial management and quickly lost momentum once the new year was well underway and I returned to the daily grind.<br />
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"<a href="http://gonzalezeslmusings.blogspot.com/2015/01/2015-time-to-prioritize.html">Prioritize</a>" became my word for 2015 as I attempted to improve on time management, in order to spend more quality time with those so close, but often so far. In early January, I put myself on a 21-day social media time-out, as I was prioritizing my time in order to meet my "one word" resolution. During this time, I not only became closer to my loved ones, but I also had time to reflect and learn about myself. I found it refreshing and liberating to stay away from social media, especially Facebook. However, I also learned that I need to give careful thought to choices and decisions, whether serious or casual. You see, no sooner had I decided on that word than numerous other words came to mind causing me to second guess myself and lose focus.</div><div><br />
As 2016 was fast approaching, I found myself again pondering on my word and perusing through #oneword tweets. The more I read, the more unsettled I was about the word. I thought and I prayed long and hard. I also read scripture and these verses shown here popped out at me as if there was a message being conveyed.<br />
Yet still no "one word."<br />
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So on New Year's Eve, I sat down and wrote a <a href="http://gonzalezeslmusings.blogspot.com/2015/12/looking-back-at-2015.html">reflective post about 2015</a> and published it. As I've done many times, I reread and edited my post a few times after sharing it out. As much as I try to scrutinize my posts before publishing, there are always a few errors that I (or a friend) will catch after they're published. And it was during this process of rereading and editing that the phrase "give careful thought" and the word "reap" seemed to speak to me.<br />
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As I stated in my last post, last year was a time of planting, of sowing, of cultivating - a time of preparation for growth. I feel that 2016 will be a time to reap the harvest and produce. However, I also know that I must "give careful thought" to my choices and decisions, whether they are pivotal or seemingly insignificant.<br />
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I still have no idea what the future holds and how that growth will play out, but I am looking forward to carefully considering and reaping the harvest, whatever that may be.<br />
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#BestYearEver</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-88906285237247829582015-12-31T15:37:00.001-08:002019-03-06T19:18:22.563-08:00Looking Back at 2015I recently read <i><a href="http://www.amazon.com/Life-After-Storm-Carry-Through/dp/0736961771">Life After the Storm</a> </i>by Jan Harrison (<a href="https://twitter.com/JanMHarrison77">@JanMHarrison77</a>). The book was a gift to my husband, who's not exactly fond of reading and so it landed on my reading stack. It is an account of the author's emotional and spiritual healing experience after the death of her son. While I don't have any real connection to it at this time, there were lots of good points presented and I found it very uplifting and enlightening. There was one line in the book that really resonated with me and it is pictured below.<br />
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Although reflection is crucial to personal or professional growth, one must be careful not to dwell on the past. Whether we are building on successes or learning from our failures, it's important to focus on the road ahead in order to stay on track. </div>
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As I reflect on 2015, I feel it was a year of sowing - a year of investment and risk. If you regularly read my blog you know that I am continually reflecting. Whether reflecting on a lesson, a new tool, a setback or a celebration, I'm on a quest to learn from my experiences. In recent posts, I've been deliberately sharing strategies and tools that have worked well (or sometimes not so well) in my classroom. As I read other educators' blogs, I find myself learning from their travels and therefore, I want to reciprocate by sharing my journey as well.<br />
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At the end of the school year in June, I wrote "<a href="http://gonzalezeslmusings.blogspot.com/2015/06/ive-been-wowed.html">I've Been Wowed</a>" after experimenting with the <a href="https://itunes.apple.com/us/app/wowed/id963195569?mt=8">Wowed</a> app and through it I reflected on all those who have contributed to my professional growth. Back in November, I wrote a post titled "<a href="http://gonzalezeslmusings.blogspot.com/2015/11/what-have-you-done-for-me-lately.html">What Have You Done For Me Lately</a>" and again reflected on how my PLN has built me up.<br />
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In December, I had an accomplishment that frankly I had only dreamed of. I had the privilege of being published in <a href="http://www.edweek.org/ew/index.html">Education Week</a>. Thanks to my involvement with the Center for Teaching Quality (<a href="http://teachingquality.org/">CTQ</a>), I was asked to contribute and share some insight and therefore wrote "<a href="http://www.edweek.org/tm/articles/2015/12/01/tips-for-connecting-with-non-english-speaking-parents.html">Tips For Connecting With Non-English Speaking Parents</a>". The experience was incredible in many ways. While I am passionate about advocating for ELLs and their families, I love having the opportunity to take my experience from working with this student population and share what I've learned with all teachers. I also have fallen in love with writing and this experience has helped me to hone my skill. Subsequently, I was asked to contribute to other publications. I will be sure to share those as they are published.<br />
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Also resulting from my writing experience with the CTQ was the nomination to attend the Elevating and Celebrating Effective Teaching and Teachers (<a href="http://www.ecet2.org/">ECET2</a>) Conference in San Diego, California at the end of January 2016. Although the conference is still about four weeks away, I have already connected with some amazing educators at my school, as well as through Twitter and Voxer, who are active in this network of teachers. Stay tuned for an exciting post in early February 2016.<br />
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One more celebration was the acceptance of a Student Showcase proposal at <a href="http://ncties.org/">NCTIES</a>. On March 3, 2016, several of my high school ELLs and I will take our show on the road as we'll travel to Raleigh, NC. My students will have the opportunity to present their English language accomplishments through blogging to educators across North Carolina and beyond. This is very exciting for my ELLs as it will provide a tremendous leadership opportunity. I look forward to sharing a celebratory post in March.<br />
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As I move forward to 2016, I feel that now is the time to reap. I have planted much and will naturally continue to do so, but I feel this a time of harvest. Frankly, I have no idea what the future holds, but I feel some changes are in store. These may be changes in attitude and approach. There may be continued opportunities to share. Changes may be minimal or they may be huge, but I am keeping my options open. Regardless of how it all plays out, I feel that some of the seeds I have planted are ready to bear fruit and I choose to have an optimistic outlook.<br />
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In spite of having a fantastic year, I am counting on 2016 being extraordinarily eventful.<br />
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Wishing everyone who reads this the #BestYearEver.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-54955416143557805992015-12-22T22:00:00.001-08:002017-03-19T15:03:36.841-07:00The Gift of Affirmation<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption">Image Created at <a href="http://quozio.com/">Quozio.com</a></td></tr>
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A couple of weeks before Winter Break some of my high school ELLs asked about having a Christmas gift exchange. This particular bunch is a pretty close-knit group, but they are also culturally heterogeneous and some of them don't celebrate Christmas. Interestingly enough, the most vocal proponent of the gift exchange idea was a non-Christian student who wholeheartedly embraces the festive and gift-giving aspect of Christmas. While everyone agreed on the exchange, I had some concerns that this may present a burden to some students and simply told the class that I needed to give it some thought. A few days later, I brought it up again for class discussion and the idea evolved into a class project that positively launched us into our break.<br />
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<a href="http://2.bp.blogspot.com/-XT_nghTyEeI/VnomSn15TEI/AAAAAAAACKI/fbcoVpYQ-74/s1600/IMG_2573.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><br /></a>First, I gave them the quote pictured here and asked them to think about good, intangible things. As they brainstormed, words like love, feelings, help, smile, friendliness and life came up. Next, I asked them to write their names on a small sticky note and toss it into a small bucket. They drew names for the person they were to exchange a gift with. Finally, I asked them to create a gift that would require neither an expenditure nor a shopping trip. Although they were free to use the tool of their choice to create their gift, I introduced them to <a href="https://www.edu.buncee.com/">Buncee</a> and all them chose to go with this tool. And so they created online holiday cards containing words of affirmation.<br />
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Buncee is an interesting presentation tool that allows users to create anything from digital stories to slide shows to greeting cards. It is cloud-based and projects are shareable. Students drafted their messages on a Google doc, which was to contain at least five positive attributes of the recipient. Before creating the digital card, they shared the doc with me in order to have the messages checked for syntax error and content. A few of my students use a translator and it's important that messages read well in English so they translate well into their native language. Afterward, students used Buncee's holiday greeting card templates to share the affirming words. They personalized the cards by adding clipart, animations, photos and more. When finished they emailed them to one another and copied me in. The activity went so well, I took the idea to my middle schoolers and they also enjoyed it very much.<br />
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My high schoolers topped off the celebration with a food party. From homemade dishes to store bought items, each brought something to share with their classmates. We had so much food that many of my colleagues were able to join in the festivity. Because my schedule is not as consistent at the middle school, I bought some red velvet cake bits, so the feasting continued.<br />
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<a href="http://3.bp.blogspot.com/-IDYNc3N2q2w/Vno6iH6ZGzI/AAAAAAAACLo/Epk8Ew6D3p8/s1600/IMG_2599.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><br /></a>As expected, it was heartwarming to see students' reactions when they opened up their digital cards and read those edifying messages. However, I believe the most impactful part of this project was in composing those messages. Although this is a close group, some relationships are tighter than others. For a few of them, it was not easy to compose a list of five good things. I found it very gratifying to help students see each other in a positive light and discover good things in those whose virtues tend to be rather disguised. It really brought the group closer together and I believe will help them start 2016 on a favorable note.<br />
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My middle schoolers had an alternate schedule on the last day, so they didn't have a chance to open their cards in class. Most of them don't check their school email when class is not in session and<br />
therefore, I will make it a point to go through these with them during the first week of school.<br />
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At the end of the activity, students learned about a new tech tool, they learned about one another and they were affirmed. It was a wonderful gift exchange although they did not spend a dime. Echoing the words of Art Buchwald, "the best things in life aren't things".<br />
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In the midst of all the hustle and bustle, let's take the time to give the gift that keeps on giving - the gift of love, kindness, and affirmation - a gift that knows no race, ethnicity or religious affiliation - nor does it need an occasion or reason. Affirmation is eagerly accepted and appreciated by all people, all year long.<br />
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I also encourage you to check out <a href="https://www.edu.buncee.com/">Buncee</a> and let me know what you think. Please share how your learners have used it, especially if you use it to uplift and affirm one another.<br />
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Wishing everyone the happiest of holidays!<br />
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#BestYearEverAnonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-21166238333899371012015-12-07T07:30:00.003-08:002017-03-19T15:36:53.931-07:00Bird In A Cage<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1L24MLV74lkHHkVd-GcW2X7zZzVZDSV8D7zuuOFd9PVsbpBFtn8hw7Y2YCrrJLcmSk0MAhXcAng2SyztJrDuo7oBV70BhlxST6IQmD-y1Rtxtf-73GU2rHv8gCIFF5JpfbgP8XIVF6A4/s1600/290841356.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1L24MLV74lkHHkVd-GcW2X7zZzVZDSV8D7zuuOFd9PVsbpBFtn8hw7Y2YCrrJLcmSk0MAhXcAng2SyztJrDuo7oBV70BhlxST6IQmD-y1Rtxtf-73GU2rHv8gCIFF5JpfbgP8XIVF6A4/s320/290841356.png" width="246" /></a><span style="font-family: inherit;"><span style="white-space: pre-wrap;">Many of my students routinely ask me to proofread their written work for other classes. My newcomers are especially notorious because most of them compose their writing in their native language and then use a tool, such as </span><a href="https://translate.google.com/" style="white-space: pre-wrap;">Google Translate</a><span style="white-space: pre-wrap;">, to translate the content to English. Translation tools work relatively well and generally capture the gist of the message, but they are not perfect and it usually requires some </span>cleanup<span style="white-space: pre-wrap;">. </span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 1.38; white-space: pre-wrap;"></span><span style="line-height: 1.38; white-space: pre-wrap;">Last Friday, as I've done on many occasions, one of my newcomers asked me to look over a piece she had written for her English class. The class had just finished reading <i><a href="http://www.amazon.com/My-Forbidden-Face-Latifa/dp/1860499619">My Forbidden Face</a>, </i>which is the true story of a teenage, Afghan girl and her personal account of her life as the Taliban seized power in 1996. Below is a screenshot of her assignment. </span></span><br />
<span style="font-family: inherit;"><br /></span> <span style="font-family: inherit;">Like many newcomers, she first translated the instructions, then composed the writing piece for her project in Spanish and finally translated her composition to English. While I did some editing, her message for the most part was left intact. I was very touched by her thoughts and felt compelled to share them here on my blog. Although I'm not releasing her identity, I did have her permission to share. The italicized text below has been copied and pasted directly from her Google doc.</span><br />
<span style="font-family: inherit;"><i style="line-height: 1.38; white-space: pre-wrap;"><br /></i><i style="line-height: 1.38; white-space: pre-wrap;">"I remember the times I spent at my old school. They were the best and I will never forget those days. The teacher asked us to talk about a situation in which we personally have felt trapped by society or oppressed by our peers. I chose the option of writing about feeling oppressed because I thought it will be easier to relate to my current situation. </i></span></div>
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<span style="font-family: inherit;"><span id="docs-internal-guid-ed270865-39eb-df14-4e6d-ad173fbf75e8" style="font-weight: normal;"><span style="font-family: inherit;"><i><br /></i></span></span> </span><br />
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<span style="background-color: transparent; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>I always enjoy being at a new school because I am very social and like having many friends. A new school gave me the opportunity to make new friends. I remember the first day at this school when I was so eager to start and meet new people. I think my dreams were shattered because of a few people who didn’t even know me and judged me based on my lack of English language skills. People who think that because I don’t speak or write in English, I am not capable of achieving my dreams. This the most unhappy I have ever felt. I felt left out in a world that was not for me, encountering more obstacles than I ever imagined. I'm not afraid to meet and get to know others, even if we don’t speak the same language. Not knowing English is so difficult for me now. I feel like a helpless animal that just wants to be free, spread abroad his wings to fly and travel the world. I see only iron bars that are keeping me from fulfilling my dreams. As far as those silly people who mock me or ignore me I have no other words to describe them than the iron bars that have kept me locked in a cage without being able to spread my wings and fly. I have also felt scoffed when trying to talk to others who don’t even try to understand or reach out to me, but I will not let these obstacles get in my way. </i></span></span></div>
<span style="font-family: inherit;"><span style="font-family: inherit;"><i><br /></i></span> </span><br />
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<span style="background-color: transparent; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>There is a difference between a defenseless bird who cannot stay in the cage and one that is willing to fight to be free. I do not have to stay in this cage. I have to extend my wings and fly, no matter what they say. I learned the first time that I cannot sit and expect someone to me help me out of this cage. I have to move forward and I will."</i></span></span><br />
<span style="font-family: inherit;"><span style="background-color: transparent; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i><br /></i></span></span><span style="white-space: pre-wrap;">A language barrier is most definitely a constraint, and just like a cage, it traps individuals, limiting their activities and potentially stifling dreams. What I most enjoyed about reading this passage was the fact that she is keeping herself at the wheel, as she "cannot sit and expect someone to help her out of this cage." This young lady moved to Mooresville from Mexico in November 2014, knowing no English whatsoever- not even her colors or numbers. Yet, she enrolled in drama class and was on stage a few months later performing in front of a crowd. Her roles were minor, but she gave it her all and was successful. She later tried out for color guard and made it, despite the fact that there was not a single Spanish speaker on the team. Frankly, I was concerned at first, but she was not. She wanted to dance and is good at it. Therefore, she felt that her talent would pull her through and she was right. </span></span><br />
<span style="font-family: inherit;"><span style="white-space: pre-wrap;"><br /></span><span style="white-space: pre-wrap;">She is still struggling but is not afraid of risk. This young lady has proven time and time again that no one but her has ownership of life, and she will not let anyone dictate her future. The future looks bright for her if she stays on this course and does not lose momentum. Her cage door is open, and soon she will fly away and reach new heights. She is immensely inspirational to me - as are most of my ELLs - and I hope her story will inspire you as well.</span></span><br />
<span style="font-family: inherit;"><span style="white-space: pre-wrap;"><br /></span><span style="white-space: pre-wrap;">#BestYearEver</span></span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-3011745089753743573.post-10832585383740419882015-11-19T20:44:00.002-08:002018-04-11T11:03:04.909-07:00They Think Therefore They Write<div style="text-align: left;">
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I recently viewed a Periscope broadcast of Sarah Brown Wessling (<a href="https://twitter.com/SarahWessling">@sarahwessling</a>) conferring with one of her high school English students about a writing piece. Although I wasn't able to view it in its entirety, there was one statement she made that profoundly resonated with me - "good writing comes from good thinking."<br />
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One of the most difficult language skills for an ELL to master is writing, and it's often what keeps them from exiting LEP (Limited English Proficient) status. In January 2014, in an effort to help my learners overcome this roadblock (and inspired by the movie <i><a href="http://www.imdb.com/title/tt0463998/">Freedom Writers</a>), </i>I ventured on a quest to get my ELLs to write more often. <i> </i>And so I asked my high schoolers to create a blog and start writing daily. It started as free writing exercise (as in the movie) and I made very few corrections if any. The following fall, my middle schoolers followed suit. Due to scheduling issues, my middle schoolers blog about once a week, but my high schoolers continue to write daily. By the end of last year, I observed significant growth in most students' writing skills. Yet, I would argue that while it may seem that writing practice is what contributed to their gains, it's the thinking that occurs before they write that has generated momentum. They think. Therefore they write.<br />
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And this is the same for all of us. I thought long and hard about Sarah's comment before writing this post. But how do I get students to think so they will write? As we go through the five steps of the writing process - (1) prewriting, (2) drafting, (3) revising, (4) editing and (5) publishing - I emphasize the prewriting stage. It is in that prewriting stage that we brainstorm and organize ideas in order to write, i.e. we think. While most students may express their displeasure over writing, it's the thinking process that stumps them. Once those wheels start turning, they are on a roll.<br />
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Thankfully there are some great and resources on the web to help us get started, and best of all, they are FREE for the most part. Here are a few of my favorites.<br />
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<li><a href="http://www.100wc.net/">100 Word Challenge</a> (<a href="https://twitter.com/100word">@100wc</a>) and <a href="https://www.nightzookeeper.com/">Night ZooKeeper</a> (<a href="https://twitter.com/nightzookeeper">@nightzookeeper</a>) </li>
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<li>A weekly 100-word creative writing challenge targeted at students under 16. A weekly prompt is posted on the website every Sunday. I use it with my middle schoolers (grades 7-8) since last year. Students are challenged to write their stories but are also encouraged to comment on other entries, thereby enabling global connections. Most of the participating schools are in England, so the connections are indeed global. Last year, students followed the prompts from 100wc.net and wrote on their individual blogs. Now that they have teamed up with the Night Zookeeper, they write directly on their site. Frankly, I think the interface is a tad bit infantile for middle school but I have yet to hear students echoing my comments, and they appear to be drawn to it. They provide a prompt as well as a short word bank and a counter to keep them from going too far under or over the 100 words. Overall, it's very cool and engaging. If you teach elementary or middle grades, I encourage you to check it out. </li>
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<li><a href="http://www.listencurrent.com/">Listen Current</a> (@listencurrent)</li>
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<li>This site is about current events and is targeted at middle and high school science, social studies and English language arts. However, I have only used it with my high school ELLs. The topics are relevant to teens and thought provoking, perfect for blogging or any other form of writing. While they emphasize the listening skill (hence the name), their lesson plans provide opportunities for reading, vocabulary enhancements, and academic conversations. It's not designed for ELLs - and it has been quite a stretch for my bunch - but they do offer ELL supports with the premium subscription. I highly recommend it for any secondary subject area.</li>
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<li><a href="http://www.writeabout.com/">Write About</a></li>
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<li>A digital writing community offering visual writing ideas to spark creativity. This site can be used individually as well as privately in collaboration with other classes within the school or across the globe. Writings can also be made publicly available to any registered user. I would caution you, however. The selection is so extensive and incredibly interesting that I suggest that you create a group and narrow down student choices a bit for time management's sake. It's targeted at grades K-12, but prompts are appropriately categorized in grade clusters. I also highly recommend it.</li>
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<li><a href="http://www.brainyquote.com/">Brainy Quote</a></li>
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<li>If you are into quotes, you may have already visited this website. I use motivational quotes to teach idioms, vocabulary and certainly to motivate and inspire my ELLs. At one point, I used quotes simply as a warm-up. Once they started blogging, they blog after the warm-up. I use these mostly with my high schoolers, but I would say they are appropriate for upper elementary grades and above. Read one of my students' blog posts <a href="http://mariajoseesl.blogspot.com/2015/10/happiness.html">here</a>.</li>
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There are numerous other sites that offer writing prompts; however, those are my favorites because they enable me to incorporate listening, reading, speaking (class discussions) and most importantly, thinking, making their writing practice much more productive. At a minimum, we discuss as a class or in partners and exchange ideas about the topics.<br />
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Many of my beginner ELLs use translation as a scaffold. They gather their thoughts in their native language and use a translator as they compose. As they gather their thoughts, the translation tool helps them in their thinking process and assists in transferring those thoughts into English. Again, good writing starts with good thinking.<br />
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One can often hear me tell my learners that their blogging practice is not as much about writing in English, but about thinking in English. As they practice their writing, they are thinking. Even if they start thinking in the mother tongue, they eventually think in English as they draft, revise and edit their work. In addition to writing practice, blogging serves as an exit ticket, formative assessment, a reflective piece. However, what I find most valuable is that is a window into their mind. While their blogs help me gauge their areas of weakness in their English language skills, it also provides a glimpse into their world. It tells me about their interests, priorities, family dynamics and most importantly, how they think. Reading their blogs helps me personalize learning, most notably by shedding some light into their language needs, yet it's what I read between the lines that enable me to truly capture their hearts and minds.<br />
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If you have a favorite resource for writing prompts, kindly share them in the comments section, or reach out to me via Twitter or email. I'm always seeking more ideas.<br />
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#BestYearEverAnonymousnoreply@blogger.com5