For Phase 3 I did the same procedure as I did in Phase 2 in preparation for two days of group planning during our class time.
In addition to the inclusion of a project rubric I decided to have the groups divide and master certain concepts of the chapter instead of trying to incorporate everything into one presentation. This would allow students to focus on a particular area or grammatical structure and ease any stress that might come from vague understanding of what they are supposed to create.
Students stayed in groups of 2-3 and were able to choose from the following topics which I explained before they were allowed to utilize the rest of the class and future two classes:
In addition to the inclusion of a project rubric I decided to have the groups divide and master certain concepts of the chapter instead of trying to incorporate everything into one presentation. This would allow students to focus on a particular area or grammatical structure and ease any stress that might come from vague understanding of what they are supposed to create.
Students stayed in groups of 2-3 and were able to choose from the following topics which I explained before they were allowed to utilize the rest of the class and future two classes:
I found that the added structure in this phase lowered their, what Stephen Krashen refers to as, "affective filter." Minimizing stress is key for any type of learning to take place, especially in a foreign language where many concepts and structures are, in fact, foreign to what they are familiar with.
The results so far are encouraging. The average score on formative assessments so far is 90.07%.This is an increase of 5.77% when compared to my baseline data and 5.03% when compared to Phase 2 data. However, it should also be noted that only 2 formative assessment pieces have been introduced in Phase 3.