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First, the math video was boring and not very helpful. Initially, this was a dry tutorial to be given to adults that want a different way to use fraction manipulatives and wound up on this video by accident. Fine. Don't show this video to a kid. He'll die of boredom and probably confusion. In addition, the first example was a fits-well-together one where the two denominators smoothly fit when combined. The second example was fourths and sevenths (!) with no tutorial on how to first convert the fractions so they could even be combined. I even tried to find another video or something that would be better than this one. I couldn't find one and I won't even bother to put a
link here. I don't want you to die.
On the other hand, Kelly's article was
illuminating, joyful and enlightening (I did that just to make Kelly smile, but seriously, I enjoyed the reading). By comparing the collaborative translation/language groups with guided reading groups, I had a platform on which to build my understanding. Putting students into groups of the same level of learning with some of the same interests will help foster the translation process. I loved how I could see the groups talking back and forth, volunteering their expertise on different parts of the process. Is this typical of any ELL group or just Latino students?
I also liked that the boys and the girls were divided into groups. After bringing them together, I think this can foster an even further collaboration when the two groups come up with different translations for the same passage/chapter. Why do we not do this with other types of groups or other subjects in our classrooms? Is language translation the only thing that works well with this type of grouping? I noticed they used different words in translation that may have meant the same thing in a dictionary, but used connotatively, were pretty different.
I have read some about English language learners before and find myself encouraging students to go ahead and use their native language if they "get stuck" while reading in English or if they can't get just the right word while writing in English. Do native English speakers go through the same process when learning another language they've been immersed in?
Question: Where can I use this kind of collaboration in my teaching?
Will it work with any age group, or only those that have already learned to collaborate?
How can I translate this knowledge into other subjects?
On the other hand, Kelly's article was illuminating, joyful and enlightening (I did that just to make Kelly smile, but seriously, I enjoyed the reading). By comparing the collaborative translation/language groups with guided reading groups, I had a platform on which to build my understanding. Putting students into groups of the same level of learning with some of the same interests will help foster the translation process. I loved how I could see the groups talking back and forth, volunteering their expertise on different parts of the process. Is this typical of any ELL group or just Latino students?
I teach Japanese language at my school and last year, my second year students begged me to give them an immersion experience in Japanese (only Japanese for an entire class period). So I did. And they hated me by the end of the period. Lisa was right when she cited the need for comprehensible input on her blog. I can't teach Japanese to second, or even third year students without the use of some contextual English or, my students will not receive comprehensible input. I think it works both ways.
ReplyDeleteI think your question struck the same thought that we all seem to be having and that is about how collaboration can be used to support differentiation. I don't have a read made answer but I would love to discuss this. Thanks for the videos! They brightened up my day!
Deb--
ReplyDeleteI think your questions really hit the target here. How can we get students who are not ELLs to collaborate in this way? And in other subjects. I don't know if I have any answers here, but I'm hoping we can brainstorm more solutions in class.
This is something simple, but effective, I think. The last few weeks (in whatever class I'm in) I've encouraged kids to turn and talk to their neighbor about an academic question. The students really love to talk, and they come up with some great answers to share with the whole class when they work together first. Maybe something like this is a first step toward having a collaborative classroom.
PS: that baby video was awesome!!!! Way better than the math one :)
Debbie I like your point about grouping students in boys and girls groups. While this practice may have been more popular a long time ago, I don't think it happens quite often anymore. I think for some students it may be really beneficial, especially older (upper elementary or middle school) who may be less likely to voice their opinion in front of the opposite sex.
ReplyDeleteBy the way totally love your art! It's so amazing you can paint like that! I love art, but I stick to looking at it for the most part :)
Hi
ReplyDeleteI mentioned these same wonderings in my response to Martha's blog. I believe (and have some good sources) on the richness collaboration brings to just about anything. I mean anything. Adding chocolate, mint, and pretzels, now that is a great collaboration my friend (junior mints and pretzels, super good). I posed the question of utilizing collaboration discussions on vocabulary and literacy for all lids in the classroom. But I then wonder, am I creating this huge DI blanket that covers everything in my mind. DI is everywhere and all you need to do is tailor it to your needs. I think that is not correct either. HHHMMMMM. I believe that you can use dynamic groups and have them collaborate to create knowledge or understanding in almost any situation. The more dynamic, the better conversation. Let's get Kelly to weigh in on this conversation thread tonight.
D