Stan_CO2

Yesterday (7/24) I observed Travis' speaking class(Group 1b). The previous day I met with Travis because he wanted to discuss a game plan with me for his class on Tuesday. He had some vocabulary words that he wanted to cover, and asked that I pick a few to discuss with the class. Travis said he would be making a power point with his respective vocab words. He showed me the list that he had already attached to a word searched, and I chose about 10 of them that would fit into a "scheme." I saw words like cartoon, brave, fight, fierce, save, etc...and I immediately thought of one of my favorite animations of all time, "Dragon Ball Z!" 


When I got home Monday evening I got to work creating a powerpoint that I was sure was going to be a hit! On every slide I put one of the vocabulary word with a definition, and above it I put a picture from the epic anime series. I designed the powerpoint in a way that it would tell a story. I was very excited about presenting my powerpoint to the class, and I did so the very next day before Travis had even presented his. Though I think the students appreciated the visuals, to be honest with you and myself, I don't think that much of the desired information got through. At one point, a student, looking at a picture of Goku(the main character from DBZ), asked me if his name was "brave"(because that was the vocab word that was under the image of Goku). 

Travis' powerpoint didn't seem to get through to them much either. I haven't had a large amount of experience working with students that have such a limited vocabulary and understanding of the English language, at least in groups. I am usually either working one on one with them, or in a group with mixed levels, such as my Arab partners or young Italian students in Florence. In mixed groups the more advanced students tend to help the lower level students by coaching them in their own language.

The moral of the story is something that Ramin consistent tells us...present less, model more.