Cycle 1 Forming Interview Questions
Lesson 1 We started the class watching the video of the young kids giving an interview. Students were instructed to take notes and write any words they understood while listening as I played the entire clip without pausing. They seemed generally frustrated by how quickly the native speakers spoke and how hard it was to understand them. I played the video two more times, pausing after each statement allowing students more time and practice to improve and build confidence. It seemed that students were engaged in listening and calling out translations but not everyone was writing words they heard in their notebooks.
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I emphasized that in the video, the boys used ice-breakers and greetings to begin the interview.
In groups of four, students brainstormed ice-breaker type questions and combined them into a Google doc. After the students brainstormed in groups of four, they combined their questions in an entire class shared document. They used this document to choose 5 different ice-breaker type questions to write on the "Collective Interview" w.s. and ask their classmates. Part of the worksheet was to try to guess what questions they would be asked. I explained that in normal communication, we are constantly predicting what the other party will say in order to more easily understand it. I also thought this strategy could create more engagement by adding points and competition to correct predictions.
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After writing five questions to ask classmates and guessing 5 questions they will be asked, students were instructed to mix around the room as I played music. When the music stopped, they had to find a partner closest to them and exchange questions. They wrote the name and response of the student and repeated this until they had interviewed 5 different students.
We finished the class by singing Guantanamera. While I played guitar and sang, I observed a majority of the class looking at the lyrics with their mouths moving and getting practice pronouncing the sounds of the language.
Lesson 2 I showed the video of the Gwenneth Paltrow interview which had students surprised and engaged. Again they took notes, listening for question words. They were curious and asking questions to clarify exactly what she was saying. As a class we discussed what she said about studying abroad in Spain, and the importance of immersion and practice when learning a language.
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Students first practiced by writing individually to complete the worksheet. They followed by practicing speaking in partners with the same questions. Finally I called on students to ask and answer a question in front of the class.
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To end the class, students passed a beach ball with ice-breaker questions written all over it. I think with the students' attention on the flying object, it actually helped them focus on listening to their classmate answer the question from the ball.
Lesson 3 For the warmup students played the game of "Battleship" where they create a verb conjugation grid with subject pronouns on the left and 3 verbs across the top. Then they draw 3 small boats in different quadrants of the grid. They try to guess where their opponent's boats are hidden by calling out the subject pronoun followed by the corresponding verb conjugation.
Next, they filled out another "Collective Interview" worksheet with 5 health related questions to ask their classmates. They used the previous day's worksheet as a support to choose from. They were also encouraged to come up with their own.
From the previous round of collective interviews, I learned that I needed to hold students accountable for participation as well as collect my own data while they spoke. I circulated with a chart to assess for on-task behavior, grammar mistakes, and use of English.
Next, they filled out another "Collective Interview" worksheet with 5 health related questions to ask their classmates. They used the previous day's worksheet as a support to choose from. They were also encouraged to come up with their own.
From the previous round of collective interviews, I learned that I needed to hold students accountable for participation as well as collect my own data while they spoke. I circulated with a chart to assess for on-task behavior, grammar mistakes, and use of English.
Cycle 2 Adventures in Recording a Mock Interview
Day 1 Students were placed into random pairs in order to better simulate interaction during on the fly conversations and interviews with strangers. They were instructed to create and share with me a Google doc with at least 2 ice-breakers and 2 health-related questions each. After I helped revise and approve written dialogues, they were sent to a quiet place to record audio of the mock interview. Finally, they would share the recorded audio with me for assessment.
Day 2 Students were played audio different interviews from other classmates to transcribe onto paper. See attached files below.
Student Practice Interview 1 | |
File Size: | 7347 kb |
File Type: | mov |
Student Practice Interview 2 | |
File Size: | 2158 kb |
File Type: | mov |
Next, the class was shown a student-made video that would serve as a model for the final product I had envisioned. This video used the audio of an interview coupled with images and written transcription of the dialogue. Afterward, I explained that the students would be working toward a similar final product to present at exhibition. I handed out the project sheet for students to discuss as a class.
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Day 3 Students were placed into small groups of three to create drafts of the actual ice-breakers and health questions that they would ask the native speakers. Again, their work was shared in Google docs so that I had a copy and they could easily work together for peer critiques and revisions.
After the groups of questions were formed and revised, students found another group to practice speaking with. At the end of the period groups presented the mini dialogues in front of the class.
After the groups of questions were formed and revised, students found another group to practice speaking with. At the end of the period groups presented the mini dialogues in front of the class.
Cycle 3 Interviewing Spanish Speaking Parents
Day 1 On the day we had scheduled our meeting with Padres Unidos, we spent the first half hour of class printing and practicing our interview questions. Then we walked over to the elementary school next door where the group had regular meetings. There were fewer parents than we had expected so we joined some groups to make larger ones. I explained to the parents the nature of our project and soon after each had a group of students seated with them at a table asking questions.
Overall, the interviews finished sooner than I had expected and by the time I was able to make it to the last two groups to observe, they had already ended. The second part of the meeting had students helping the parents navigate teachers' and their kid's digital portfolios as well as Powerschool. I thought it would be good for the meeting to be reciprocal since the parents were helping us during their time to learn about technology. The parents and students alike were very patient and helpful with each other. We all exchanged smiles and "gracias" as we parted ways. As we walked back to the high school, I couldn't wait to informally interview students about their experience with the native speakers. I asked general questions like, "How did it go?" and "What did it feel like?"
Day 2 The first thing students did in class the following day was reflect on their experience. They had 4 prompts to write about: 1)Highs, 2)lows, 3)areas for improvement, and 4)strategies to improve. After students had time to write and think individually, they discussed with their tables, and then as a whole class.
The following activity had students discuss the responses from the parents with each other. During this activity, I circulated to check the notes that they took during the interviews.
Overall, the interviews finished sooner than I had expected and by the time I was able to make it to the last two groups to observe, they had already ended. The second part of the meeting had students helping the parents navigate teachers' and their kid's digital portfolios as well as Powerschool. I thought it would be good for the meeting to be reciprocal since the parents were helping us during their time to learn about technology. The parents and students alike were very patient and helpful with each other. We all exchanged smiles and "gracias" as we parted ways. As we walked back to the high school, I couldn't wait to informally interview students about their experience with the native speakers. I asked general questions like, "How did it go?" and "What did it feel like?"
Day 2 The first thing students did in class the following day was reflect on their experience. They had 4 prompts to write about: 1)Highs, 2)lows, 3)areas for improvement, and 4)strategies to improve. After students had time to write and think individually, they discussed with their tables, and then as a whole class.
The following activity had students discuss the responses from the parents with each other. During this activity, I circulated to check the notes that they took during the interviews.
Cycle 4 A Second Meeting with Padres Unidos
Day 1 I explained to the students that many of their comments in the reflections expressed the need to practice following up questions in order to create a more natural two-way conversation during interviews. Students completed a worksheet I created tailored to scaffold their learning for following up during a conversation. After they finished writing, students practiced speaking with partners. Near the end of the class I had a couple of volunteers present their mini dialogues with follow-up questions. We finished the class singing Maria Isabel.
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Day 2 The students began class by printing their new interview questions with follow ups and practiced speaking with partners. This time I circulated with the same tally sheet from day 4 of Cycle 1 to assess motivation and language gains. After having about ten minutes to practice speaking, I announced to the students that we would be singing to the parents this time as a way to connect and lower tension through music and by showing an appreciation for Hispanic culture. We sang Cielito Lindo, gathered our papers and headed over to the elementary to meet with Padres Unidos.
When we arrived, I explained that we had been working on a few songs in class and wanted to share one with the parents. The students stood together as a group along the wall and sang Maria Isabel. There were even fewer parents than our previous meeting so we would again have to form larger groups to work with each parent.
When I asked the organizer/head of the Padres Unidos group if would could record the audio this time, she seemed reluctant and suggested that we wait until our next meeting to do so. I was slightly disappointed and concerned about our timeline, but didn't think I should argue and wanted to keep the environment as low stress as possible.
As the interviews and conversations began, I noticed a more relaxed and communicative environment throughout and a few more parents showed up a little later.
When we arrived, I explained that we had been working on a few songs in class and wanted to share one with the parents. The students stood together as a group along the wall and sang Maria Isabel. There were even fewer parents than our previous meeting so we would again have to form larger groups to work with each parent.
When I asked the organizer/head of the Padres Unidos group if would could record the audio this time, she seemed reluctant and suggested that we wait until our next meeting to do so. I was slightly disappointed and concerned about our timeline, but didn't think I should argue and wanted to keep the environment as low stress as possible.
As the interviews and conversations began, I noticed a more relaxed and communicative environment throughout and a few more parents showed up a little later.
I think because each group was larger and each student had more follow up responses, the interviews lasted longer. When it was time to start helping the parents with the computers, the internet wasn't working so we continued with the conversations. When it was time to finish with a song, the students suggested that they sing from the tables with the parents instead of separating and standing as a group. This turned out to be a great idea because it allowed parents to join the students in singing the classic song Cielito Lindo (Ay, ay, ay, ay, canta y no llores...).
As we said goodbye and gracias, one of the parents who showed up later stopped me to tell me how important and valuable the activity seemed to be for the students. She also commented on how well the students did.
Walking back to the high school, I commended the class on a great job, how proud they had made me, and how impressed the parents were. In the informal conversations we had along the way, students commented how this experience was much better and how cool it was to sing with the parents at the end. They also commented on how awkward the first song was to start the meeting when they were separated from the parents.
Day 3 For the following day, I began the class by playing a message that a Spanish speaking friend of mine had left me at 5:00am that morning. He was contemplating the process of learning the language and said, "It's not enough to just learn or even love a language. You've got to live the language!" Playing the message through the class speakers from my phone so that students could hear the voice of this inspired moment was very engaging for the students. They couldn't believe someone could have so much passion about languages so early in the morning.
After a brief class discussion on the voice message, students once again reflected on the previous day's experiences by writing to the following prompts. 1) Highs, 2) Lows, 3)Differences from previous meeting, 4)Areas for improvement, and 5) What does it mean to live a language?
As we said goodbye and gracias, one of the parents who showed up later stopped me to tell me how important and valuable the activity seemed to be for the students. She also commented on how well the students did.
Walking back to the high school, I commended the class on a great job, how proud they had made me, and how impressed the parents were. In the informal conversations we had along the way, students commented how this experience was much better and how cool it was to sing with the parents at the end. They also commented on how awkward the first song was to start the meeting when they were separated from the parents.
Day 3 For the following day, I began the class by playing a message that a Spanish speaking friend of mine had left me at 5:00am that morning. He was contemplating the process of learning the language and said, "It's not enough to just learn or even love a language. You've got to live the language!" Playing the message through the class speakers from my phone so that students could hear the voice of this inspired moment was very engaging for the students. They couldn't believe someone could have so much passion about languages so early in the morning.
After a brief class discussion on the voice message, students once again reflected on the previous day's experiences by writing to the following prompts. 1) Highs, 2) Lows, 3)Differences from previous meeting, 4)Areas for improvement, and 5) What does it mean to live a language?
Cycle 5 Transcribing Spanish Audio
Soon after our second meeting with Padres Unidos, I was in a team meeting with the Math, Biology, and Humanities teachers discussing how our exhibition would look for the interdisciplinary project on teen health. When I updated them on my progress and that the next stage was recording audio, transcribing, and editing a video, one of the members suggested that it might be too close to exhibition to start editing a video. It was less of a suggestion and more of an if/then statement. "If you haven't started the video editing process yet, then it's too late to complete a quality video for parents to sit through during exhibition."
The next day in class, I had to tell the class the difficult news that we would be changing directions for exhibition and that we would no longer be meeting with Padres Unidos to record audio of interviews. I explained the the notes they had taken would still be used as data for the overall project. I had each student write down different ideas for exhibition. Some students had even more ambitious ideas of a play, some just wanted to serve Hispanic foods, but a majority of students mentioned singing the songs we had been working on.
Within the next day or two, I scheduled a meeting with my director to discuss exhibition ideas and my timing folly. He asked what had been working well in class. When I discussed the songs and that a majority of the students mentioned them as an exhibition idea, he suggested that instead of just performing the songs, maybe I could have the students create some original, personalized lyrics. This would help students transform their knowledge and lead to deeper learning.
Soon after our second meeting with Padres Unidos, I was in a team meeting with the Math, Biology, and Humanities teachers discussing how our exhibition would look for the interdisciplinary project on teen health. When I updated them on my progress and that the next stage was recording audio, transcribing, and editing a video, one of the members suggested that it might be too close to exhibition to start editing a video. It was less of a suggestion and more of an if/then statement. "If you haven't started the video editing process yet, then it's too late to complete a quality video for parents to sit through during exhibition."
The next day in class, I had to tell the class the difficult news that we would be changing directions for exhibition and that we would no longer be meeting with Padres Unidos to record audio of interviews. I explained the the notes they had taken would still be used as data for the overall project. I had each student write down different ideas for exhibition. Some students had even more ambitious ideas of a play, some just wanted to serve Hispanic foods, but a majority of students mentioned singing the songs we had been working on.
Within the next day or two, I scheduled a meeting with my director to discuss exhibition ideas and my timing folly. He asked what had been working well in class. When I discussed the songs and that a majority of the students mentioned them as an exhibition idea, he suggested that instead of just performing the songs, maybe I could have the students create some original, personalized lyrics. This would help students transform their knowledge and lead to deeper learning.