A lot of LOTE test takers struggle with the multiple choice pedagogy questions, especially the ones that are scenario based and related to the 5 C 's. Below are two sample questions. Refer to the 5 C's to answer these questions. The correct answers and explanations are below.
16. Which
example below best represents an activity for intermediate level high school
Spanish students that demonstrates how they could meet the Cultures standard?
A. Showing a
video about a holiday celebrated in the target culture and having a class
discussion about how it is similar to and different than holidays celebrated in
the US.
B. Assigning a
chapter on Latin American history in a Spanish textbook and taking students to
a Latin American history museum. Upon
returning to class, give students a quiz over the textbook assignment and have
a discussion in the target language about how the historical perspective of the
Latin American countries differs from the perspective portrayed in American
textbooks.
C. Having
students read a chapter in a history textbook in the target language, watch a
video in the target language, and then write a response about what they
learned.
D. Taking
students to a celebration hosted by a local Latin American group, and
instructing students to pay attention to the items available for sale. After returning to class, students will write
a response in the target language and have a class discussion about how these
products are related to the perspective of the culture.
17. Students
in a Spanish 1 (beginning level) class are learning basic greetings in the
target language. After the teacher has
modeled proper pronunciation, and shown them a video with people using the
greeting, she breaks them into partners (groups of 2) to practice. Then, they must practice while she circulates
to evaluate their use of the greeting and gives them constructive
feedback. This scenario best addresses
which standard?
A.
Communication 1.a
B.
Communication 1.c
C. Comparisons
4.a
D. Communities
5.b
Use the 5 C's (standards for learning a foreign language)
from ACTFL to design appropriate instruction.
1. Communication
a. Students participate in conversations, ask for and give
information, express emotions, and share
opinions.
b.
Students understand written language and spoken language on various topics.
c.
Students use the target language (Spanish) to present ideas, information, etc
to an audience on various topics.
Instruction: Design fun, engaging activities for students to
practice speaking in Spanish. Give
students various topics to choose from to have conversations with partners,
find fun videos and songs for them to watch and listen to, and then have them
respond to comprehension questions related to the videos and songs. Allow students to choose a topic or idea to
present on, and as an alternative, allow them to pre-record it and show it to
the class (at least on occasion, presentations should be live).
2. Cultures
a. Students show an understanding of the relationship between
perspectives and practices of
the culture(s) they studied.
b.
Students show an understanding of the relationship between the perspectives and
products of the culture(s) they studies.
Instruction: Allow students to research a culture of their
choice, as long as it is a culture that speaks the target language
(Spanish). The goal of the project
should be for them to show how the ideas, thoughts, and perspectives of the
culture are related to their practices.
For example, if the country they choose to research is predominantly
Catholic, they can discuss some Catholic traditions the culture practices. If the culture has places a large emphasis on
family, they can discuss common family traditions. Students can demonstrate that they understand
the relationship between the perspectives and products of the target culture(s)
by studying the ideas of the culture, and what products they produce. It is helpful to watch advertisements about
products (from youtube or other Internet sources). Students might even create their own
advertisement and explain to the class how the product is related to some
common perspectives of the culture they studied. For example, if el dÃa de los muertos is very
important to that culture, the student could choose to make an advertisement
about flowers or food used to make an altar to remember loved ones that passed
away.
3. Connections
a. Students extend their knowledge of other disciplines
through the target language.
b.
Students gain information and learn about different viewpoints that are
available through the foreign/target
language and its cultures.
Instruction: Collaborate with content area teachers (math,
science, social studies, English language arts) in order to know what students
are learning. You may also refer to the
TEKS to find what students are expected to know for each subject. Then plan activities, games, and find videos
or songs related to that material. Teach
students jargon or vocabulary in Spanish related to the concepts they are
learning in other classes. This will
reinforce their knowledge, and will provide them with new vocabulary and
perspectives about the knowledge they learned in other classes. Students will also begin to understand that
learning about a particular subject can be very different when learned in
different places, and see how culture can affect learning. For example, an American social studies
textbook about the Spanish-American War would probably be quite different than
the Spanish version of the same war.
4. Comparisons
a.
Students show an understanding of the nature and structure of language by comparing the target language (Spanish) and
their own language.
b.
Students show an understanding of the idea/concept of culture by comparing the cultures they studied and their own
culture.
Instruction: Teach students about cognates, and point out
similarities and differences of sentence structure and word order in
Spanish. Have students discuss with a
partner how their culture is similar to and different than the cultures studied
in class.
5. Communities
a. Students use Spanish in school settings and in other
places.
b.
Students demonstrate evidence of being life-long learners by using the target language not only for class, but
also for pleasure and for enrichment.
Instruction: Encourage students to use Spanish in real world
settings- stores, restaurants, etc.
Offer extra credit if they record an interview with a native speaker or
watch a movie in Spanish and take notes.
16. D – D is
the best option because Standard 2.a delineates that students should have an
understanding of the relationship between the products and perspectives of the
culture(s) studied. Although option A is
related to culture, it is not as thorough or as learner-centered as option
D. Option B is associated with the Comparisons
standard, and option C is not very learner-centered and is not as focused on
culture.
17. A – A is
the best option because the students are working in pairs and participating in
a short conversation. Option B is
incorrect because they are not presenting to an audience. Option C is incorrect because the question is
not related to comparisons. Option D is
incorrect because it does not necessarily show evidence of students using the
language for personal enjoyment.
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