Do you know how the idea of le Carnaval de Québec first originated? In 1893, there was a group of businessmen who wanted to organize a carnival to attract tourists during “une saison morte!” A dead season?! Oui, c’est vrai. These men wanted to invite the community to emerge from their homes and celebrate what winter had to offer. Despite the cold weather, this was an opportunity to come together with entertainment, food, and magic for people of all ages. Et voilà, le Carnaval de Québec was born. And today? It is one of the largest and most well-known winter festivals in the world! Plus, there are many other winter celebrations around the world for people to celebrate the gift of winter – its beauty, food, entertainment, and activities unique to the season – while providing wonderful memories for all. How does this translate into French class? |
10_ways_to_use_digital_task_cards_in_wl_classroom_handout.pdf | |
File Size: | 124 kb |
File Type: |
Not sure what digital task cards even mean? Never heard of Boom Learning? Seeking new ideas on how to implement these paperless cards in the world language classroom? Don't believe there are really TEN ways to incorporate them into a language setting? Then, you have come to the right place!
We already shared 6 ways that these paperless task cards from Boom Learning can be EFFECTIVE and now we are going to share 10 ways you can actually use them in your lesson plans. Allons-y!
1. Use as introductory material before instruction
What can students figure out by themselves? Let students have an opportunity to recall previous knowledge, deduce what they see in front of them and problem solve material that is new to them. They just might surprise themselves!
2. Independent work and practice
Students can work individually, at their own pace, on each deck of these digital task cards. Students receive instant feedback after each card so you know students are receiving the correct answers instantly. Teachers don't need to wonder if students missed the question AND never discovered the correct answer. Everything is already set up for you and them!
3. Whole class interactive discussion and practice
Go through the deck of cards together. For example, we have some reading and listening comprehension decks that would be perfect for this. Project the reading to the whole class and go through the learning process together. Underline and circle where necessary to help guide students. Or, listen to the conversation together and pause the recording to help point out key words. Ask students to pause the recording and explain how certain key words helped in their understanding.
4. Distance and remote learning
The world has changed and "virtual" has entered our vocabulary like never before. In one capacity or another, you saw how teaching and learning adapted. These Boom Learning digital task cards are extremely compatible with learning at a distance because you share a link with students and they can practice on their devices. You can hold them accountable because you have the option to track their progress. Just like stated in #3, you can share your screen and do the cards together, too.
5. Work stations in the classroom
There are just some lessons where stations work best. One of those lessons for me was with clothing and fabric vocabulary. If you like to incorporate stations, make a deck of the digital cards as a station for students to complete.
6. Homework and at-home practice
Share the link with students and ask them to complete the deck at home for the first time and/or for review from the class period. Begin the next class going over the cards together.
7. Skill review and individual practice
One class includes students with such a range of learning capabilities and levels of understanding. Modify and meet student needs with these paperless task cards. Assign different decks to different students. Check for understanding as students interact with the cards. Use this time as students complete the task to walk around and watch them engage. Stop and ask them questions. Help with incorrect answers. Monitor cards you need to address as a class.
8. Assessments
Use a deck of Boom cards as a summative assessment. Track student performance on a deck that is new to them. They receive the instant feedback and you don't have to grade!
9. Fast Finishers
What can those quick students do while they wait for the other students to complete the given task? Assign some task cards as review! Keep them engaged with previous material or challenge them with concepts they haven't learned yet!
10. Sub Plans
Share the link with the sub or even just share the link with the students and send them practicing while you are away. Rest assured they are interacting with that vocabulary and grammar even while you aren't there!
**Which option will you choose today to make your lesson planning less stressful and your students’ learning more engaging?
With my middle and high school students, I had a monkey named Gaston. I used Gaston when I needed someone to “talk to” in class to demonstrate a conversation or activity I was expecting the students to do. Gaston was also there when I needed someone to “respond” to me for those same purposes: demonstrating, modeling, speaking, etc.
Can I also just mention Gaston was super willing to demonstrate how faire la bise works with my beginners!
I knew my boundaries when it came to secondary language learners and a stuffed animal, and I stayed within those limits. I think they just thought I was crazy for always “talking” to a stuffed animal. But did they understand my expectation of the coming partner conversation? Yes. Why? Because they had seen it demonstrated ahead of time between myself and Gaston.
And now I have the experience of teaching preschoolers. And not just any preschooler. TWO YEAR OLDS. No, that was not a typo. Two-year-old preschoolers. Say what?! God asked me to do something I have never asked or imagined I would do (proof of Ephesians 3:20): He asked me to teach preschool this school year. I couldn’t deny nor ignore the opportunity and nudging. I obeyed.
Side note: Boy, have I learned a lot (humility, patience, empathy, and perspective, to name a few)! I also have new gratitude for preschool teachers…wow! They are amazing. Special, one-of-a-kind.
I wanted to share how I incorporate some fun French into our mornings that the children LOVE. Can you guess what I’m going to share? Yep…Introducing…drum roll… Hibou, our French-speaking owl puppet. He’s a gem, super patient and full of grace.
The children listen to Hibou and look at him in wonder and curiosity. I have incorporated songs into our time with Hibou and it never ceases to amaze me how quickly the children catch on and sing the words. Even for the children who aren’t forming words yet, they sure yell “ÇA VA!” during the “Bonjour!” song. Their “ça va!” sounds like “ba ba!” but they are singing (aka yelling) and doing the motions with Hibou. They LOVE him.
Bonjour les enfants!
Bonjour les enfants, comment ça va ? (teacher sings & waves Hibou left to right)
ÇA VA ! (children throw their arms in air and sing)
Bonjour les enfants, comment ça va ?
ÇA VA ! (children throw their arms in air and sing)
Ça va bien, ça va mal, ça va comme ci comme ça (thumbs up, thumbs down, hand slant side to side)
Bonjour les enfants, comment ça va ?
ÇA VA ! (children throw their arms in air and sing)
Tourne, Tourne, Petit Moulin
(Mes Comptines pour Danser © E&D, Night & Day Library)
Tourne, tourne, petit moulin (move hands round and round)
Frappent, frappent, petites mains (clap hands)
Vole, vole, petit oiseau (flying motion)
Nage, nage, poisson dans l’eau (swimming fish motion)
Beau front
(Un Deux Trois, First French Rhymes, ©Frances Lincoln Limited 1995)
Beau front (point to forehead)
Beaux yeux (point to eyes)
Nez de cancan (point to nose)
Bouche d’argent (point to mouth)
Menton fleuri (point to chin)
Guili-guili-guili. (tickle Hibou)
This song might be their favorite simply because they get to tickle Hibou’s tummy avec un petit doigt.
Gaston is loved by his middle and high school French friends. Likewise, Hibou is loved by his preschool friends. They have both brought a lot of joy and learning into our classrooms.
Do you incorporate puppets into your teaching? Tell me how!
Yes, it is true. I am a teacher and I struggle with confidence. Well, actually, I struggle with confidence in other parts of my life, too. Let’s add parenting and teacher-author business to the list, too. I will go through spurts where I teeter-totter back and forth between lacking confidence and then comfortable with where I am. Times where it weighs on me and times when I just keep moving along, doing the best I can.
The times when it weighs on me, my thoughts look like this:
- Who am I?
- What do I have to offer?
- She does ________. / She has _______.
- Are my students even learning?
- I doubt all I can do.
- I am not good enough.
So, how do I cope?
I wish I could say a hot sugar-free vanilla chai could do the trick, but it doesn’t, and it won’t. If I were to deny the only One who gives me life, then I deny all.
Jesus, for me, is how I cope. I confess all the yuck of my heart (envy, greed, lack of contentment, lack of self-worth, placing my value in man’s hands) through tears and confession and He renews me. Let me share what it was like for me just last week.
I was feeling less than with our teacher-author business. All those questions I already mentioned consumed my head. I was tired of feeling this way and wanted it to go away. I was swatting all those yucky fleas swarming around me and it wasn’t working. Finally, as I shared my struggles with the other half of French with the Hobbs (my wonderful husband), the tears dropped, he prayed, and I fell asleep. The next morning, I felt noticeably and positively better. Alone the next morning, I gave all my battles to the only One who can give me the self-worth, strength, and life I need. This is how I fight my battles. Instead of trying to swat it all away, I ask, “how can I be used and molded to turn groaning into glory?”
Ignore and forget the lies, fear, and deception of Satan. I believe God gave me a passion for teaching and I am good at it. God led me to a teacher-author business because we can make effective resources to help other secondary French teachers. I am somebody. I am right where I need to be at this moment in my life. I will keep my eyes on things above, not on earthly things. I believe God will take care of me, even in ways I don’t ask or can’t imagine because of His power that is at work in me.
So back to those heavy questions with renewed eyes:
- Who am I?
- What do I have to offer?
- She does _____ / She has _____.
- Are my students even learning?
- I doubt all I can do.
- I am not good enough.
“Be strong and courageous. Do not be terrified; do not be discouraged, for the Lord your God will be with you wherever you go.” (Joshua 1:9)
“Instead, it should be that of your inner self, the unfading beauty of a gentle and quiet spirit, which is of great worth in God’s sight.” (1 Peter 3:4)
CONFIDENCE. It’s hard. It’s real. I am not the only one with confidence issues. If you’ve read thus far in this post, then you struggle, too. Let me leave you with the only words that can truly encourage:
Have no fear of sudden disaster or of the ruin that overtakes the wicked, for the Lord will be your confidence and will keep your foot from being snared. (Proverbs 3:25-26)
But blessed is the man who trusts in the Lord, whose confidence is in Him. (Jeremiah 17:7)
I can do everything through Him who gives me strength. (Philippians 4:13)
Let us then approach the throne of grace with confidence , so that we may receive mercy and find grace to help us in our time of need. (Hebrews 4:16)
So do not throw away your confidence , it will be richly rewarded. You need to persevere so that when you have done the will of God, you will receive what he has promised. (Hebrews 10:35-36)
May you go forward full of confidence in the One who loves you more than you know.
Love,
Andi
We all strive to continually create activities and resources that meet the needs of our students, right?! As distance learning became alive and well, we began creating and modifying resources to be able to reach students in new ways. Hence, some resources with Google Drive were created. You will find some examples of various Google activities below and then the steps to implement.
1. Presentations
We created a Preposition Presentation for our beginner French students. We recorded audio and inserted that into the presentation so that they could practice the vocabulary and hear the pronunciation. This resource helped in times of e-Learning and for a substitute teacher.
Other topics of Google Slides presentations we created include:
Winter Vocabulary
Christmas Vocabulary
Breakfast Vocabulary
Object Pronouns (me te nous vous)
Object Pronouns (le la les lui leur)
2. Worksheets
Sometimes we just wanted students to annotate on a document: as notes, practice or homework. Therefore, we created worksheets in Google Docs relevant to the teaching topic. These resources were not self-grading. The focus was on practice and repetition.
Profession Vocabulary Worksheet
Breakfast Vocabulary Worksheet
3. Self-grading assessments
There were also times when we needed to assess our students' knowledge of the vocabulary or grammar, so we created assessments...and a big perk of the assessment: AUTOMATIC GRADING! There are appropriate times when students need to write and explain answers to questions (and manually grade) and there are other times when an automatic grading form is appropriate (saves time!). Sometimes, we just use these resources as a checkpoint for individual student learning; an opportunity for students to see what they know/don't know without the pressure of a grade. Some of our resources include:
Greetings (FREE)
Greetings & Introductions
Prepositions
Professions
4. Puzzles
Our students really enjoy putting puzzles together. In a traditional classroom setting (ie no masks or social distancing), students would form groups of 3-4 and put together a 4x4 paper jigsaw puzzle with the vocabulary or grammar on the pieces. For fun, we would give un bonbon to the first team who correctly completed puzzle.
So, how do we still incorporate puzzles via distance learning? We made the puzzle digital! That means students can manipulate the puzzles on their screen to form a puzzle.
The perk of digital jigsaw puzzles is that the puzzles can be modified. We could change the puzzle size to a 2x2 or 3x2. We could also provide a puzzle to a student where the puzzle pieces would never be rotated OR make the pieces all mixed up with a need to rotate them.
We created digital jigsaw puzzles with the following topics:
Object Pronouns (le la les lui leur)
Christmas
Winter Vocabulary (FREE)
Thanksgiving
Breakfast
5. Drag & Drop Activity
We like to do this matching activity with Christmas vocabulary during the holiday season. The students match French words to corresponding pictures. With some of our students virtual, we created a Google Drive Activity where students needed to drag the French word to the matching picture and drop it in the picture's box. This is a FREE activity we wanted to share with colleagues.
How do I implement the Google activities with my students?
1. Copy the activity
Click the link we provide to download the activity to your Google Drive. It will ask you to make a copy of the activity. Please read all the directions before clicking on the link.
2. Edit the activity (if desired)
You can add your own questions/slides or delete any you do not want to use. In the Google Forms, you can change the answer type if desired (short answer, multiple choice, etc)
3. Google Forms: Automatic Grading Settings
(This only applies to the assessment resources)
We create our forms to be set as a Google Quiz so that it will be graded automatically! The current settings are to release grades immediately and students will be able to see the point values and correct answers. These settings can easily be changed by clicking on Settings, then on Quizzes. You can change it to allow students to see the results after you’ve manually reviewed them and can also select if you want them to see the correct answers or not.
4. Share with students
Click the SEND button at the top of the form to assign the activity. You can enter student email addresses or get the link to share with students. Please note that this link will be different from the link given to receive a copy of the resource.
5. View Responses
Students complete the digital activity and hit submit. You can see their answers by clicking on “RESPONSES” at the top of your Google form.
Which Google activities have you tried with your French students? We'd love to hear what worked for you and your students...maybe we could implement in our classroom, too!
(Check out our Webinar: Tools for Teaching World Languages at a Distance for further discussion).
Ok, but now that the cards are ready to implement with students, how can they be EFFECTIVE in implementation and execution?
Here are some ways you can make Boom Learning Digital Task Cards effective for in-class and distance learning students.
1. Practice with the cards BEFORE teaching
Before presenting the material, assign the deck link to students. Let them discover what they can figure out and the strength of their background knowledge. Discuss with the students what they already knew, what they could figure out and what questions they still might have after competing the cards. Begin instructing the students on the given material. Then, ask students to go back to that same deck and see how much they have improved.
2. Practice with the cards AFTER teaching
After presenting the given material, assign the link to students. For the first time going through the cards, maybe it would be best for some students to be in pairs. Other students might thrive better individually. This is where the advantage of personal pacing really comes into play! Students can go at their own pace without feeling rushed or even defeated by their classmates.
3. Go through the cards TOGETHER
Go through the cards as a whole class (either on a interactive board in the classroom or share your screen via distant learning). Ask students to explain WHY the answer is what it is for the cards. Hearing peers explain the concept can be beneficial.
4. Break-out rooms
For distance learners, students could be assigned to break-out rooms where they go through the cards together via screen sharing. Students could take turns completing the cards or do them together. This provides the opportunity for discussion and explanations.
5. Students share the challenging cards
As students go through the cards, ask them to note which cards are more challenging or cards they don't understand (note on paper, take screen shots, etc). Share with the class; there is a good chance s/he isn't the only one who stumbled on that particular card!
6. Students share cards where they feel confident
On the flip side, ask students to note on which cards they felt really confident. Again, they can note on paper or perhaps as a screen shot. Share with the class. This can be a great opportunity for peer-to-peer instruction and opportunity for deeper understanding and clarification.
What are other ways you have found Boom Cards to be effective with in-class and/or distant learning students? Do you have another idea to share? Comment below or email us!
Jason noticed right away that his French students were exhibiting such behaviors. As we reflected the reasons behind their speaking reluctance and low confidence, we landed on potential reasons. First, for some of the students, they didn’t get a strong foundation at the beginning of their French career. Then, all students missed a huge chunk of their class time in the spring of 2020 due to eLearning. But that was not an epiphany; we could see that coming as we scrambled to figure out how to effectively teach our students from a distance in the spring due to the pandemic. (We created a webinar for language teachers if you’re interested in learning some tools for teaching languages at a distance).
So, how do we combat the regression, timidness and low confidence? We came up with the following solutions:
1. Encourage them and build them up
2. Meet them where they are and show them where they can go
3. Don’t give up on them
To further explain…
- We encourage them and build them up.
a. We remind them of their abilities and capabilities. They all have gifts and talents. If they reflect on certain circumstances in their lives, they will see where they started and how far they have come.
b. The same goes with French class. They all had to start somewhere, word by word. They have a language repertoire in their brains and now is the time to wake up that which has fallen asleep. They are ALL capable of learning. They are ALL worthy and valued in our classrooms. They are ALL stronger for persevering even when it is hard.
2. We meet them where they are.
a. Jason felt like there weren’t many strong language speaker leaders in his French class, so no one knew where they could go with French. They didn’t have upperclassmen who had experience with immersion and who could carry on complete French conversations. Those who would inspire, lead and motivate the rest of the class were not there.
b. So, Jason decided to meet them where they are…he started at the beginning with some pronunciation instruction to get them back to speaking French. This slowly started getting their minds and mouths used to the French sounds once again.
c. Next, he had some audio recordings from last year’s advanced students. He took a recording from a previous student and shared it with his current students. This student was not the best or strongest in the class, but “average.” Jason wanted to show them where they could go if they were willing to trust his teaching and put in the effort to learn and speak the language. For some, it helped motivate. For others, it was discouraging…but what a great way to open honest and vulnerable dialogue in the classroom. One girl told him honestly that ‘there was no way’ she could ever speak like that and it was so intimidating to hear. That was the open-door Jason needed to reassure her that the student she listened to used to be in her seat, with her SAME language abilities. But by trusting him and attempting to learn, that student progressed to that recording by the end of the year. And she can, too! They all can. They need to believe in themselves and they need to believe their teachers believe in them, too.
d. In light of masks and video conferencing, it is important to recognize and acknowledge that these two realities can hinder communication. There is value in stopping and acknowledging these difficulties. Giving suggestions and encouragement to be able to communicate well is beneficial to all. Being patient with one another, speaking more loudly, and understanding that we have lost a communication piece by covering our mouths are good reminders for teachers and students. It may seem obvious, but our students don’t necessarily recognize the hindrances of masks and screens, and sometimes, as teachers, we forget, too.
3. We don’t give up on them.
a. Plain and simple. We don’t give up on them. They don’t know l'imparfait like they should? Instead of sighing and stressing, go back to the basics of l'imparfait and raise them up to the knowledge they need to move forward successfully. Sure, they may have had a tough introductory French year OR regressed during quarantine and the summer OR gave up on what they can attain in the French language. But we CANNOT give up on them.
b. Believe in them. Believe in ourselves. Believe and hope in the good that is to come.
This school year is full of learning for BOTH teachers and students. It is never too late to help our students grow and learn despite their circumstances. As hard as it might be, persevere and don’t give up as teachers, too. Don’t grow weary in doing good, for there will be fruit eventually in your French students.
Bonne chance et courage, nos chers collègues!
What does Kath's Math Lessons have to do with French with the Hobbs? Bonne question!
We have teamed up to broaden her math resources to French speakers! Now, French speaking teachers in Québec, for example, will be able to use her decks of task cards with their math students. We, French with the Hobbs, have the honor to translate decks for her and her audience! C'est vraiment fantastique pour tous!
Below you will find two of her math decks in French that we translated. Check them out!
Know any math students or teachers who could benefit from Kate's Math Lessons' fantastic website or store? Share with them, they won't be disappointed.
Who are the Hobbs?
Originally, we are from the Midwest and the East; however, our paths took us to Angers, France where we met and fell in love.
We enjoy the French language and all that comes with it: culture, food, landscape, people, memories. We have a passion for French, teaching and helping others. Hence, this website!
Our mission is simple:
We strive to provide high-quality, unique and effective resources to secondary French teachers.
Archives
February 2022
January 2022
November 2021
April 2021
March 2021
December 2020
November 2020
October 2020
June 2020
April 2020
January 2020
December 2019
November 2019
Categories
All
Boom Learning Task Cards
Classroom Management
Cooperative Learning
Distance Learning
Encouragement
FlipGrid
Freebies
Google Apps
Kami
Kinesthetic Activity
La Culture
Listening In French
Preschool Life
Puzzles
Reading & Writing
Speaking French
Sub Plans
Tips & Tricks In Secondary French
Vocabulary
Webinar
Winter Themed
Writing In French