Assessment Total participation techniques CHATS Assessment Total participation techniques

ASsessment i + 1. : for optimal language acquisition to occur, the student should be given linguistic opportunities that are just slightly above his or her current instructional proficiency level. Also referred to as Vygotsky’s Zone of Proximal Development. But doing i + 1 well hinges on our knowing what “i” is. Much of classroom teachers’ frustration is due to their not understanding their students’ current instructional proficiency level. Test scores are usually summative and do little to inform teaching. Wouldn’t it be helpful if these scores were placed in a meaningful, formative context?

Total Participation Techniques Provide evidence of learning [Formative assessment] within the lesson. Maximize speaking practice for all students, by increasing time on task. Increase engagement, as focus is taken off of the teacher and placed on students. Build academic confidence through low risk partner-practice opportunities Ensure language retention with high movement activities that naturally trigger memory

TPT is Your best friend in the classroom!

Bloom’s taxonomy

Bloom’s taxonomy Remembering & Understanding Charades Teacher Says! What’s Missing? Seat Swap What’s in the Bag? Drawing Hangman

Bloom’s taxonomy

Bloom’s taxonomy applying & analyzing Right/Wrong cards Sentences have deliberate mistakes in them, 'Yesterday I'm very ill', 'The flowers was in the garden', 'They will come, isn't it?‘ Students hold up Right or Wrong card   Changing Sentences Choose a simple sentence pattern: 'She wrote a letter to her sister.' Invent variations, by changing one element at a time: 'She wrote a letter to her husband' Conditional Chain First conditional- “If I go out tonight, I’ll go to the cinema.” The next person in the circle must use the end of the previous sentence to begin their own sentence. Eg “If I go to the cinema, I’ll watch Charlie and the Chocolate Factory.”

Bloom’s taxonomy

Bloom’s taxonomy evauating and creating Pairs Compare Write 2 different nouns, such as: an elephant and a pencil; the President and a flower; a car and a person (using vocabulary the class has recently learned). Students suggest ways of comparing them. 'A pencil is thinner than an elephant'. Or by finding differences; 'The Prime Minister is noisy and a flower is silent. Or similarities; 'Both a car and a person need fuel to keep them going'. Pairs : Match the adjectives Write three adjectives: For example: important, dangerous, heavy. Partner should suggest what could be described by all three adjectives. Student A: A car Student B: A plane Student C: An army) Story Building Project Based Inquiry

Lesson planning Monday & Tuesday Wednesday & Thursday Friday

Powerpoint games hidden picture WHAT’S THE ORDER?

Powerpoint tutorial Download 2 images of vocabulary items Open Powerpoint Download template from Wikispace Follow along with the tutorial