Bringing the World into the Elementary Spanish Classroom

By Marta Goodson & Mr. Gilbert Lewis,

Lake Forest Hills

IB Elementary School

“With the realization of one’s ownpotential and self- confidence in one’s ability, one

can build a better world.” Dalai Lama

How do I bring the world into my classroom? Why should I do it?

What are some traditional Foreign Language Methods or Approaches?

The Natural ApproachThe Audio-Lingual MethodSuggestopediaThe Grammar TranslationTotal Physical ResponseThe Communicative Language MethodCooperative Language InstructionContent Based LearningNarrative

What is an Inquiry Based Learning Model?

It is a non-traditional model in the foreign classroom. Nevertheless,

this learning model promotes students to make connection to current issues in their communities and to develop a need for solving them

Aligning the Spanish Curriculum

Vertical Alignment Horizontal Alignment

Aligning the Spanish Curriculum with other subjects help students to connect previous experiences.

To activate prior knowledge in the Spanish classroom.

To validate one’s own knowledge.

To develop an intrinsic motivation for learning.

To observe and reflect on your individual and intellectual growth.

To understand better your strengths and weaknesses.

To monitor the school’s curriculum on a large scale.

Whole School Aligned Curriculum

Spanish Connections with the Flat Stanley Project

1st Grade Objectives:• Types of Weather• How Weather Works• Impact of Weather

Thematic Unit: How the World Works

Spanish Connections:• How weather and climates

affect the articles of clothing Flat Stanley will wear as he travels from one place to another.

Stanley and Stella Travels All Over the World

How We Organize Ourselves

An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Incorporating some projects and themes from the general education classes only when the content is applicable to foreign language class.

Simplify the vocabulary.

Introduce concepts after students have been exposed to them in their regular classes.

Examples: Purpose of a map.Time Math skills ( addition, subtraction etc.)Memorized information Recognition of phonetic sounds The 3R’s Recycle, Reduce , Reuse etc…Natural Disasters

How do I implement the Inquiry Based Learning Model in the 1st grade Spanish Class and also be

connected to the regular class?¿Cómo?

Centeral idea:

Maps help us to organize ourselves.

Escenario 1: Flat Stanley Project

Lines of Inquiry: Purpose of a map

Characteristics of maps

Interpreting maps

The Lesson in Action

Preliminary Suggestion

Simplify your essential question to allow students language acquisition

Stage 1: Ask

Essential Question:

Ex: ¿Qué ropa usaStanely…?

Concept: When Stanley travels to another part of the World, the weather will change.

Artifact

The Lesson in Action

Stage 2: Investigate

Ex: Compare/Contrast the weather in the month of December in the U.S. and Panama.

Artifact

The Lesson in Action

Stage 3: Create

Student projects must be appropriate to age and cognitive level.

Take your cue from the regular classroom projects.

Manipulate when necessary to align the content to the foreign language curriculum.

The Lesson in Action

Stage 4: Discuss

Students demonstrate what they know and have learned up until this point.

Ex: Oral class discussion

The Lesson in Action

Stage 5: Reflect

Review what has been learned and investigated.

Ex: Winter and Summer Clothes Recognition Activity

Manipulative Maps: Circle appropriate clothes according to the weather.

The Lesson in Action

Stage 6: Ask Again Teacher promotes inquiry

and reflection.

Expansion: Teacher prompts students to think about other related topics and questions.

Recycle: As the seasons change, language is re-visited as it becomes experientially important.

Vertical Alignment

2nd – 3rd Grades

Art and Fashion Design

In Stage 3 (Create), students sketch /color a set number of different articles of clothing to present.

Students reflect on different concepts related to seasonal changes during the year.

4th – 5th Grades

Fashion Show

In Stage 3 (Create), students design a set number of different articles of clothing to present to the class.

Students reflect on different concepts related to natural ecosystems while recycling language relating to weather and seasons.

Artifacts (3rd Grade)

Artifacts (5th Grade)

Resources

GBP Salsa Series

www.abc.ya

www.musicalibre.com.co

www.duolingo.com

www.123teachme.com

www.storybird.com

www.goanimate.com

For additional resources such as rubrics and to view this presentation again, please visit ---

www.pasitosacademy.com