bl storytelling tailor

be a BRAVE LITTLE

(STORYTELLING) TAILOR

Kentucky World Language Association Fall Conference 2016

#bravelittletailor #kwla16

Sara-Elizabeth Cottrellmusicuentos.com

@secottrell facebook.com/musicuentos secottrell@musicuentos.com

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CAN DO

ò I can identify and incorporate the non-negotiable elements of comprehensible input.

ò I can develop an interaction that engages students with comprehensible learning targets.

ò I can adapt storytelling strategies to fit my students’ learning situation.

An experiential approach to proficiency

(the last stage of backward design)

“

”

Icandowhatthesumofmyexperienceshavepreparedmetodo.

An experiential approach to proficiency

(the last stage of backward design)

“

”

Interactionwithcomprehensibleinputalongacontinuumnaturallyencourageslanguageuse.

EXPERIENTIAL APPROACH TO PROFICIENCY DEVELOPMENT

A continuum from passive input to TL performance

SPONTANEOUSACTIVEOUTPUT

scaffoldedx/yresponse

☑passive

CIscaffolded

openresponse

2/7 Tips for a Good Story

òGoals

òSimplicity

FOTO: IMAGEN EN ACCION

Identify targets & group up!What will you teach?

Whom will you collaborate with?

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Let me tell you a story.

7 Tips for a Good Story

ò Goals

ò Student involvement

ò Questions

ò Strange characters

ò Simplicity

ò Repetition

ò An unexpected ending

FOTO: IMAGEN EN ACCION

Tailor Tip: “I’m not creative enough.”

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ò Use reality.

ò Think about how you might tweak it.

ò Ask.

ò #langchat

ò students

ò Creativity is a muscle.

Selecting input:noticing patterns

camina

limpia

llama

mira

pasa

Personalizing Input

ò Include student interests, talents, and experiences in input.

ò Use characters they know.

ò Use famous people they love or hate.

ò Shift unit focus to student interests.

ò Allow more choice in formats, assignments, vocabulary, etc.

Comprehensible input must not be

confused with total

comprehension.TERRILL & CLEMENTI

Progressive Interaction:POST-IT VOTES

Progressive Interaction:POST-IT VOTES

Progressive Interaction:class polling

Tailor Tip: “My learners don’t like crazy.”

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ò Pinpoint what they do like (drama?).

ò Ask.

ò #langchat

ò students

ò Use interesting people and events instead.

What’s your intermediate step(s)?How will you move students along the continuum with a

low-response interactive activity?

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Progressive Interaction:Linguacafé

это хорошо!

О, это плохо!

это хорошо !или ili !это плохо?

What’s your intermediate step(s)?How will you move students along the continuum with a

low-response interactive activity?

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Tailor Tip: “I can’t get into storytelling.”

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ò That was not a story; it was a game.

ò Start a file of inspiration.

ò Investigate / bookmark ideas and sources for other strategies. Such as…

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descriptive

sudden

cortometrajes! commercials! film!

infographics!

social media!

Twitter

!!

TRENDING

TOPICS

Twitter

!!

SEARCH

KEYWORDS

Twitter

!!

(e.g. country)

HASHTAGS

FacebookCelebrity Pages

FacebookFan Groups

music!

“Voyareír,voyabailar.”

TL websites!

In the focus on whether they can,

don’t forget to focus on whether

they care.

MUSICUENTOS.COM

Now what?

ò Trained storytelling teachers willing to be observed: http://bit.ly/2cbQRP6 (thanks martinabex.com!)

ò Story scripts: https://bryankandeltprs.com/category/story-scripts/ ; https://martinabex.com/category/story-scripts/ (thanks Martina & Bryan!)

ò Encouragement from Terry Waltz: http://bit.ly/2cbR2K8

ò My Linguacafé set: http://bit.ly/2cPABWK

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Sara-Elizabeth Cottrellmusicuentos.com

@secottrell facebook.com/musicuentos secottrell@musicuentos.com

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