As we all transition to this world of remote learning and virtual classrooms, we are learning about new technologies, new online methods and challenges in online learning. Throughout all of this, as language teachers we can still look to the ACTFL Core Practices for guidance as to how to set up high-quality, learning-centered classrooms. One Core Practice that stands out to me (as always) is Grammar in Context and as a Concept. In the classroom, this practice can sometimes be a challenge as we try to make our grammar match our unit objectives and we try to put meaning before form. In a virtual classroom, this Core Practice stands strong and can be incorporated meaningfully. I'd like to provide a ton of resources as I keep thinking through Grammar in Context in a virtual environment. Here are a few of the resources I have created and am currently trying to implement with my classes. For each one, you'll see an overview and a link to a separate blog post which will have more examples and templates for you to copy and use. Please use them and fix anything you think needs to be fixed. And if you have more ideas please let me know! #knowledgeispower Idea #1- Virtual Writing Tasks In our curriculum, we have lots of writing tasks both small and large, most of which are done in the classroom where we have control over the outside resources they could be using. In a virtual classroom, we are presented with an ever-so-familiar challenge...Google Translate. Simply put, learners could look up a single word, a phrase, a sentence, or more to complete a writing task. We know that they aren't using the language they've acquired and have been practicing in class but they see it as a way to complete the task. In an attempt to fix that, I've created these Virtual Writing Tasks that incorporate targeted grammar and a writing prompt with an attempt to have learners use grammar in context. The basic gist is that learners are given a question and a word bank and told to use these words and others to write a response to the question. With the definitions given to them, this grammar point becomes a vocabulary word and students are tasked with finding out how to best include those words in their sentences. Click here for more examples and the templates you can use in your class. Idea #2- Language Function Writing Laura Terrill and Donna Clementi in their book The Keys To Planning For Learning published an excellent list of key language functions that help us determine what grammar students need to be able to complete certain tasks. Using this chart I created a series of tasks for learners that are based on the language functions plus the theme/topic we are working with in our classroom. Click here for more examples, student samples of this and the template you can copy and use in your own classes. Idea #3- Structured Input with Buzzfeed Quizzes We've all probably taken one of those quizzes like "how popular are you?" or "are you a good friend?" from old magazines or random websites. These are great opportunities to use a concept called Structured Input (click here for an explanation). The basic idea is that learners are engaged with a fun quiz related to the theme/topic that calculates their score and provides a point of conversation. The best part is that your targeted grammar structure is embedded in the quiz. Click here for more examples, a break down of what to do after the quiz and a template you can copy and use in your classes.
Idea #4- PACE-like Lesson If you have a new grammar concept you want to teach your students through a virtual classroom you can use my favorite strategy PACE (see explanation here). The basic idea is that you'll find or create a resource that relates to your theme and incorporates your targeted grammar naturally. Students interpret the resource and you later draw their attention to the grammar, co-construct it with them and extend the learning with more opportunities to use the grammar in the context of your unit. While certain aspects of this could be tricky in a virtual classroom, it certainly can be done!
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