pblinthetl.comPBL in the TL

pblinthetl.com Profile

pblinthetl.com

Title:PBL in the TL

Description:Ideas for integrating Project-Based Learning (PBL) in the world language classroom. Example projects, lessons, driving questions, and reflections.

Keywords:

Discover pblinthetl.com website stats, rating, details and status online. Read and write reviews or vote to improve it ranking. Check alliedvsaxis duplicates with related css, domain relations, most used words, social networks references. Find out where is server located. Use our online tools to find owner and admin contact info. Go to regular site

pblinthetl.com Information

Website / Domain: pblinthetl.com
Website IP Address: 216.239.32.21
Domain DNS Server: ns-cloud-e1.googledomains.com,ns-cloud-e2.googledomains.com,ns-cloud-e3.googledomains.com,ns-cloud-e4.googledomains.com

pblinthetl.com Rank

Alexa Rank: 1775148
existsite Rank: 3
Google Page Rank: 0/10 (Google Pagerank Has Been Closed)

pblinthetl.com Traffic & Earnings

Purchase/Sale Value: $6,597
Daily Revenue: $18
Monthly Revenue: $542
Yearly Revenue: $6,597
Daily Unique Visitors: 1,663
Monthly Unique Visitors: 49,890
Yearly Unique Visitors: 606,995

pblinthetl.com Keywords accounting

Keyword Count Percentage

pblinthetl.com WebSite Httpheader

StatusCode 200
Vary Accept-Encoding
Transfer-Encoding chunked
Cache-Control private, max-age=0
Content-Type text/html; charset=UTF-8
Server GSE
Date Fri, 19 Jan 2018 11:06:22 GMT

pblinthetl.com Traffic Sources Chart

pblinthetl.com Alexa Rank History Chart

pblinthetl.com aleax

pblinthetl.com Html To Plain Text

PBL in the TL Pages Home About Me PBL Projects IPAs Interactive Notebook AAPPL Presentations TeachersPayTeachers Facebook 04 April 2017 Small Group Speaking Assessment The level of confidence I saw in the final round of assessments last semester--after the tearful season mid-semester--it completely convinced me that this is how I want to assess going forward: with small groups with prepared cues with student choice Preparation Students have 2 days to A) choose a relevant topic from a list I provide and B) prepare a sort of 10-slide ignite/pecha kucha presentation from a template posted to Classroom. To give you an idea of possible topics, here are this week's from Spanish 2 and Spanish 3 online: Spanish 2 Props Costumes Stage directions Musical instruments Flags (we studied some as part of their costumes) The judges' criteria Suggestions for actors/singers Spanish 3 online The worst part about traveling to another country The best part about traveling to another country Why you want to visit your country (and maybe not others) How to prepare for travel abroad How NOT to have fun in another country Why you will never go to [Spanish-speaking country] Tastiest/strangest foods in your country (or others) Most exciting/boring activities to do in your country They can use NO words on the slides WHATSOEVER except on the title slide and "Obras Citadas" at the end. If they pick an image with words, they have to cover those suckers up! Mostly it's because they distract me while they're presenting, and the whole point of the slides at all is just to jog their memory about what they want to say--not actually tell them what to say. I do encourage them, however, to write out exactly what they want to say--in Spanish--in the presenters' notes. If they get it in the first day (and I'm not prepping for one conference or another) I might even offer explicit slide-by-slide feedback. If they want to memorize this word for word, bully. I'm mostly focused on what they're saying in their Q&A--and their classmates'--afterward anyway. On my end, I've set my room up in little presentation pods like so: I've got the wheely chairs in the center for presenters, and then everyone else--including me, can focus from the outside. Ideally I would be able to have 5 kiddos per group, since that seems to be the happy medium for being able to ask enough questions without having to ask a question every single time. However, my little windowless room does not have that kind of wiggle room. I may experiment later with little 2-table triangles if I can fit them, though. I have been tinkering with a response tracking sheet for myself that looks like this: Honestly, though, I just grab a pack of index cards and put names at the top in "voluntario o víctima" order--different colors for different groups if I'm thinking ahead. On The Big Day, I pull up my easy AAPPL rubrics to show them what it will take to get 100% that day, emphasizing verbs, questions, and responses primarily. (It also comes in handy having it in my sightline if I'm having trouble deciding where a student falls.) Presentation The real beauty of this setup is that I almost NEVER have to talk. I put start my stopwatch, so I can gently stop them around 2 minutes (or 3 if I'm feeling generous and not rushed), both with their presentation and their Q&A immediately following. That's about 5 minutes per person. Yes, it takes me at least 2 hours/days, this time during listening and writing assessment (which, by the way, was nice, because everyone else having headphones on while they talked helped assuage the old self-consciousness for presenters). While my stopwatch is going, I'm furiously noting the different verbs I hear (more verbs=more kinds of sentences I figure, so possibly the difference between N3 and N4 or N4 and I1 for example). I also jot down and underline glaring errors just to start to collect ideas on what we need to review when assessment is over (spoilers: DEFINITELY definite articles this time around--mostly because they're all intermediate or darn close). I jot down the questions they ask on one side (to determine intermediate status) and answers on the other (because these are really the sentences I'm concerned with, as they're the spontaneous ones). Since many are edging into I2/I3 territory, I indent under questions or responses when they have a follow-up remark/question too. And to score, I typically write down two possible AAPPL scores and then mark one out when I've heard enough and possibly reviewed the notes on my card. And that's it! That's how I get my kids talking about suggestions for the language festival and how they really feel about the date changes, as well as their preferred backup plans, along with their zodiac compatibility with Alvaro Soler and the odd history of flags or castanets. And no tears! No comments: Links to this post Email ThisBlogThis!Share to TwitterShare to FacebookShare to Pinterest Labels: AAPPL, assessment, classroom setup, interpersonal, IPA, speaking 03 April 2017 The Company You Keep: A love letter to #FLENJ17 Dear FLENJ, I'm not a girl who needs to be wined and dined to feel loved--elegant sushi certainly doesn't hurt, of course. Plush hotel toilets accommodations aren't what bring me back either. It is the sheer quality of people you let me be around for a weekend. Now don't get me wrong, my SCOLT amigos and I have something that can never be severed. They are old, true friends I can always count on, and they are what keeps me going most of the time. I'm not saying what I feel for you is any less enduring, but us "southerners," we have history. That being said, FLENJ, this past weekend was MAGICAL. It started as soon as I hit the hotel, and immediately fell into one of those conversations about the direction of language education and our profession that gives you hope for the future and revives your passion for sharing, with one of the unquestionable leaders in the field--and finalists for ACTFL Teacher of the Year no less! The next evening, I stayed up way later than I should have discussing the true meaning of comprehensible input, with another leader and ACTFL finalist who is also the guy who not only helped me create input that made my students feel confident in their listening abilities, but who also made me feel confident about communicating comprehensibly with them daily. I got to talk families, philosophy, accordions and soap making with some of the most creative and dedicated people I've had the pleasure to #langchat or Hangout with ever. (PS do you REALIZE how many of us have two kids ages 4-9? It's creepy cool.) What's more, is I got to gather other educators who love learning and sharing as much as I do in my workshops and plug into their brilliant ideas. And THEN I got to gather around OTHER brilliant educators and feed off of their experience and ingenuity as well! I've got quite a few ideas to pilot before next year! Awesome ideas from Arianne Dowd of Discovering CI, Noemi Rod...

pblinthetl.com Similar Website

Domain WebSite Title
rooseveltparents.com PBL at Roosevelt |
dsi-pbl.com DSI | pbl tool | pbl sub | pbl system | dsi pbl | pbl bypass system
floridafbla-pbl.com Florida FBLA/PBL Home
alabamafbla-pbl.org Alabama FBLA-PBL
tenderloveandcarry.com TL+C
tlportfolio.com TL Portfolio
tldallas.com TL Dallas | Welcome to TL Dallas Group
missourifbla.org Missouri FBLA-PBL – Bringing Business and Education Together
pblpathways.com PBL Pathways | Project Based Learning in Math
venuscow.com Venus Cow | Creator of the Perfect Black Legging - PBL
victoriaeagles.com Home Page | BCPBL/PBL - Victoria Eagles
tlforrette.com TL Forrette & Associates
tlmods.com Suzuki TL modifications
tomlewis.ca TL Business Blog
tl.ventures TL Ventures inc.
arcadia-tl.it Arcadia tl test
tl-180.com TL-180 - Home
tl9000.org TL 9000 Home