When I first started learning my second language, vocabulary was its own exercise and not strongly connected to the unit content. Learning vocabulary often meant studying large banks of words and trying to memorize them for a quiz. And shortly after the quiz, many of those words would be forgotten because I wasn't using them … Continue reading
In a second language environment, one of the most challenging skills is listening. I've heard anecdotal evidence in my school district to confirm that this is the area of greatest challenge for most of our secondary level language students, and I've seen firsthand in my classes that it can lead to high levels of frustration. … Continue reading
I'm currently in the final portion of a course on collaborative inquiry, and wrapping up a 4 member group collaboration that dug into an inquiry question that evolved to end up here: What supports will benefit teachers and students in an L2 (second language) learning environment so that students can engage in collaboration and inquiry? … Continue reading
As I've gone through course work this summer I've dug deep into my own thinking behind learning maps and developed a better understanding of what they are and how I will be integrating them into my instruction. My students, however, were not along for that ride. Some of them have not used learning maps before, … Continue reading
As I've been documenting on this blog, I spent 7 weeks of my summer completing the first two of 10 courses towards earning an MEd degree from Queen's University. One of those courses, PME 800 or Self-Regulated Inquiry and Learning, required me to complete an inquiry project and to learn how self-regulated learning facilitates and … Continue reading
In 22 years of teaching a second language, I have learned that all students, now matter how good their academic ability in any other area, struggle with listening. I've asked them how they see listening tasks, and their answers are pretty consistent. They say things like "you either get it or you don't", "sometimes I … Continue reading
As I have documented my learning through my self-regulated inquiry course project this summer, I have... ...begun looking at the big ideas on learning maps as big goals which students will reach by the end of the course. ...revised my existing learning map for French 8 using the most recent curriculum update....summarized research I'm using … Continue reading
This blog post is a continuation in a series of posts about my self-regulated inquiry project in a course I'm taking this summer. Up to this point, I have... ...begun looking at the big ideas on learning maps as big goals which students will reach by the end of the course. ...revised my existing learning … Continue reading
This is the third in a series of blog posts about my inquiry project for my current coursework. The first two can be found here and here. This post represents the second step in what I had outlined as my monitoring process, and it was much bigger than I had anticipated. Here's what I wrote … Continue reading
In my last blog post, I wrote about my distal goal in the course I'm currently taking, which is to change my focus on learning maps from an assessment lens to a goal-setting lens. I'm looking at learning maps as a set of distal goals, and using that perspective to purposefully select and use templates … Continue reading
