Chapter 7 (Applying): What are some authentic activities you
could provide for you students?
Chapter 7 (Evaluating): How would you evaluate whether or
not an authentic activity was successful in helping your students? What steps would
you take to edit or revamp the authentic activity?
1) For my foreign language class, I might set up a "cafe" in my classroom where they could converse. I could even take students to one of a few Mexican restaurants in town where they might practice their Spanish skills in an authentic setting.
ReplyDelete* I might say that this development of authentic activities (along with periphery exercises and evaluation) might fall under a higher level of Bloom's taxonomy - 5) because I am developing/creating and integrating new exercises.
2) I would develop a mental (or physical, if needed) checklist so that I could assess whether or not students were using and correctly pronouncing words and grammar. They may have been prepped with a predetermined list that they need to cover in their classroom or real life cafe settings and I would make sure that each had covered the rubric adequately. For more advanced students, I may incorporate a research or hands-on activity based around food - either preparing/making the food and bringing it in for the class to taste and also explaining (in Spanish) how it was made. A research project could be about authentic dishes in various Spanish-speaking countries.
*This could also fall under level 5 as you ask us to make alterations or edits to our previously-developed activity. We are further creating or developing our lesson to suit the needs of our students.