Transcript ULS French and Spanish Journal Project

French and Spanish
Journal Project
Using Google Document Presentation for Journaling. Foreign
language participants in this one-year study are grade 12 French
and Spanish students
Presenter: M Therese Tseng
Collaborator: Martha Haberman
OBJECTIVE
• The purpose of this project is to create a collaborative environment for second
language acquisition in order to increase proficiency and fluency among our FL
students.
• To achieve this goal, our students use Google Document Presentations for journal
writing where they may produce narrative boxes, callouts and paste images.
• Studies have shown (Johnson & Johnson, 1986) that students, who write to an
audience rather than just the Teacher, show more interest in their work, and this focus
promotes critical thinking. In addition, evidence in collaborative learning also shows
how students take more responsibility for their work thus enhancing stronger syntax
skills (Totten, Digby, Sills & Russ, 1991).
Why use Google Docs?
•
Google document presentation comes with comment boxes and
formatting tools that make it easier to interact between instructor and
students. The instructor can review each student prepared slide in real
time thus providing feedback to each student.
•
Real time application provides needed peer review.
•
Great for storing audio files from students to practice in preparation for
their presentation.
•
The instructor can record dictation online using a school webpage or
another website tool such as www.quia.com
•
The online folders are a good place to upload rubrics for weekly journal
assignments because they can be shared with students
End product
• Students build their own digital portfolio where they can
actually observe their progress
• Double correction: Making sure students are aware of the
mistakes they make, and are able to correct them immediately
to prevent fossilization
• Creating ownership of the language
• Scaffolding is constantly growing and improving
• Use of vocabulary through rubrics to voice opinions in the
target language in other words, prepare student of oral
presentation.
Timeline Requisites
• Annual project divided into two semesters with four digital
projects per semester.
• Data on parts of speech is collected monthly
• Data on dictation collected monthly
• Observations are noted during each session
• Survey is collected from the students at the end of each
semester
Drawbacks
• While working in groups, the stronger student takes away
ownership from the other student. Planned personal journals
provide ownership of ones work
• Students are accustomed to working online using translators
that prevent them from using the vocabulary learned in class.
This can be addressed in class, but once the student goes home
or is working independently, the problem repeats itself
• This study will help the instructor assess ways to eliminate the
above situations
Formative Assessment:
Addressing the problems
• To prevent students from using translators, we provided vocabulary
included in monthly teacher created rubrics
•
Next we created “Box Sentences” for students to practice parts of speech.
Each Box Sentences required a specific tense to be conjugated in class (see
next slide)
•
We may have to create individual Box Sentences for students with weaker
syntax skills in order for them to plan each journal entry. If the weaker
student informs the instructor what vocabulary the student would like to use
in sentences, the instructor may create a personalized sentence box for the
student to independently figure out parts of speech required for making
sentences
Box Sentences 3
Passé Composé
Nouns/Pro
nouns
Verbs
Articles
Adj.
Prep.
Nouns of places
Janine
manger
le
bon
à
îles
Je/J’
aller
la
belle
au
restaurant
Nous
avoir
un
grande
aux
piscine
jus
boire
une
froid
dans
boutique
Sentences from Box 3
• Janine est allée à une grande piscine.
• Nous avons mangé un bon steak.
• J’ai bu un bon jus froid.
• Nous sommes allés à une belle piscine.
• Je suis allé aux îles.
• Janine est allée à la boutique.
Formative Assessment:
Addressing the problems 2
• Observations of all written slides helped us
determine what lessons required review or to reinitiate the lesson using another strategy in the
classroom
• After the third month of implementation, students
became lazy. They waited for the teacher’s double
correction highlights before checking the gender and
number of nouns and adjectives on their own.
Guidelines have to be revised for double corrections (see
next slide)
Example of double
corrections
Mon sœur a joué au foot lundi
soir. Elle a jouer avec
enthousiasme.
Elle va jouer encore le
semaine prochain(…).
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SOLUTION: Students will be advised
that all gender errors are their
responsibility, and must be sent in on
the due date with the correct article
placed before the noun as well
correct gender/number format of
regular adjectives and possessive
adjectives, else the error(s) will be
counted against them.
Summative Assessment
Data collection on parts of speech and dictation were
collected on Excel
• Slides are graded separately from the Project Package. All
comment boxes were reviewed for first double correction
errors and collected as data.
• Dictation based on tense was given: A paragraph or a poem
was provided for students to prepare for dictation
• Project Package includes the following measurements:
• Did the student meet all requirements?
• New key on acceptable errors added.
Summative Assessment
• Data collection on parts of speech and dictation were
collected on Google Online Excel for the following:
•
Slides are graded separately. All comment boxes were reviewed for
first double correction errors and collected as data.
• Dictation based on tense was given: A paragraph or a poem
was provided for students to prepare for dictation
• Project Package includes the following measurements:
• Did the student meet all requirements?
• Oral presentation based on rubric guideline
Conclusion
• Our research involved French and Spanish seniors.
We found students were more prepared for their oral
presentation because of all the planning in
preparation of journal slides.
• We had mixed reviews from students evaluation.
Weaker French students preferred repetitive slides
such as advertisements because they responded
better when all the questions were the same for each
slide. Others preferred slides talking about their
personal experience such as summer vacation or
school sports.
Conclusion continued
• We feel foreign language online journaling will benefit
first level language learners. Starting early with simple
sentences. In order words, habituate students to use the
language ASAP
• We find students are very creative when they must work
within the confines of a selected vocabulary
• Students enjoyed collecting pictures and images for their
online journal. It also teaches them to cite from where
they retrieved their images thus avoiding copyright
violations
If you would like a copy of this
presentation or would like to learn more
about using online journaling, please email me at the following address:
[email protected]
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