Museums & Organizations Alive

Teaching and Celebrating International Days in World Language Classes

Posted on September 27, 2023September 28, 2023 by Vicky Masson

Teaching and celebrating international days in World Language classes helps students see the power of learning languages. The International Days in September are particularly special to me. They help me set the tone of what is important in class, they help expand students’ global views, and they help me see how (un)comfortable students are in an immersion-style class. We celebrate International Literacy Day, September 8 and International Dot Day, September 15. In this post, we will only talk about International Literacy Day.

International Literacy Day (ILD) has been recognized on September 8 since 1967, when UNESCO chose this day as a reminder of the importance of literacy as a human right. Each year, UNESCO adopts a theme and the one for this year is “Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies.” I wondered if my students would grasp this theme, and I was pleasantly surprised when they surpassed my expectations.

I presented UNESCO’s theme, an image, a poster, and a book to my students, and used thinking routines to help go deeper into comprehending the concept of “Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies.”

First, students found cognates, such as, ‘promoting’ ‘transition’ ‘foundation’ ‘sustainable’ and ‘societies’. and familiar words, within the theme for the year.

Then, students studied and described the image from the ILD concept note to go deeper in their understanding. It was developed by UNESCO and showed the relationship between literacy and the UN 17 Sustainable Development Goals. The image I used is the following:

There are posters with the Sustainable Development Goals icons in my classroom, so my students are very familiarized with them. They observed the symbols in the image, and started making connections. Here, they ‘got’ the word ‘peaceful’.

The second visual was the poster created by UNESCO to celebrate ILD. Students worked with a peer and in small groups to describe the poster and then discussed it as a class. The poster I used is the following:

Students loved the poster! It brought the words ‘literacy’ and ‘world’ to the forefront. I had to explain with gestures the word ‘building’ as it is not a cognate or a familiar word to my students. After I helped them figure out the meaning of “building”, they got what “Promoting literacy for a world in transition: Building the foundation for sustainable and peaceful societies” meant. It was one of those ‘Aha’ moments in learning.

I chose a book that showed a concrete example related to the ILD theme for 2023. I read “El violín de Ada” written by Susan Wood and translated by Shelley McConnell. It is based on the story of the “Cateura Orchestra” in Paraguay that made its instruments with recycled materials. Students immediately connected the story to ‘building sustainable and peaceful societies’. Many of my students play instruments so they made a personal connection to the story.

Moment of truth! It was time to put ideas together. I asked them to connect the theme, the book, the image, and the poster to see how much they really understood. For this, students used the Project Zero Thinking Routines “10×2” in 5th grade and Hexagonal Thinking in 6th grade.

I loved how my 5th graders stretched their thinking and completed the thinking routine using a limited number of words. They wrote words familiar to them and then they asked me if words like ‘creative’ ‘talented’ ‘curiosity’ were cognates and tried to figure them out in Spanish. Students felt so proud of their work, and I was proud too.

I gave each of my 6th graders a printed sheet of paper full of hexagons. They had to individually write a word connecting the resources in each hexagon. Afterwards, in groups of 3, they glued their cut hexagons by grouping them by themes. In the end, they had to write a phrase that described the groupings. It was my first time using hexagonal thinking and I loved how students worked individually and in small groups, and what they created. All groups concluded that education is fundamental for building strong communities. ‘Wow!’ I thought, ‘they got it.’

Have you integrated international day celebrations into your world language classes? How do you think teaching and celebrating international days in world language classes might impact your curriculum? If you have not started celebrating international days yet, start by choosing one that you want to share with your students. Then, think of one or two activities that you can include in your class. Next year you will revisit your plan and I am sure that you will be adding a spin to it. This is one way of starting integrating international days into your world language classes. International day celebrations set the tone for what is important.

Collaboration within a World Languages Department

Posted on July 1, 2023July 1, 2023 by Vicky Masson

I work at a school where there are lots of possibilities to develop professionally. I have attended conferences, workshops, and summer institutes to keep on learning, help improve my teaching, and become aware of the latest trends in language teaching and learning. Also, at school, I have signed up to be part of committees or all-school work groups to tackle specific and relevant topics related to the whole school. This summer, I had the possibility of having great collaboration within the world languages department as part of a summer grant.

I have previously written about how “Personal and Professional Experiences Inform my Language Curriculum” and “The Importance of Professional Learning Communities.” Collaborating within the world languages department was also an amazing experience! For two full days some of the language teachers at the school where I work got together to talk, discuss, and brainstorm ways to align the different language specific curriculums.

I find these two days to be a foundation for the work I am hoping we will do as a department moving forward.

What made these two days so special?

We had…

a set time – two days!
a space to meet without interruptions
a specific goal to achieve
a full agenda with time to plan in smaller groups
an enthusiastic group of language teachers

Why is this important?

We…

got to know each other at another level
learned from each other
had fun working together
started to build a shared understanding, knowledge, and skills on language teaching and learning specific to our school
all benefited from the work we did together. Individually we would not have been able to achieve the same results

Through this experience we enhanced collaboration within a world languages department to ultimately benefit students’ learning, growth, and empowerment. It felt that by working together, we might create a strong, cohesive, and state-of-the-art language department.

Looking forward to a school-year full of collaboration!

What has worked for you? What suggestions do you have moving forward? Please, share in the comments or at connect@languageteachinglab.com

Professional and Personal Experiences Inform My Language Curriculum

Posted on November 25, 2022November 25, 2022 by Vicky Masson

Have you ever wondered why we teach what we teach? I realized that my professional and personal experiences inform my language curriculum in more ways than I have imagined.

It all started when a few years ago, in the educational and pedagogical arenas, there was a big emphasis on culturally responsive teaching. That is when I decided to revisit my curriculum. Among all the units, I started by digging deeper into the typical ‘get to know students’ one at the beginning of the school year. Yes, it is important to know what students’ preferred name is and learn about their favorites, and I do not underestimate this, but to me that was not enough. I wanted my students to learn about themselves, who they are and who they want to become as language learners.

A children’s book, a trip to a museum, and a fellowship are three examples that informed my unit on identity. I developed, tweaked, and grew this unit throughout the years.

A Professional and Personal Experience: A Children’s Book

I had the privilege of meeting Rafael Lopez in person when he received the Americas Award for illustrating Pat Mora’s Yum! MMMM! Que Rico!. Lopez made an imprint on me that day. I bought most of his titles from then onwards (all worth it!).

When I read Rafael Lopez’s, El dia en que descubres quien eres, I knew I had to introduce it to my students. This book reminds us not to forget how you feel when you are new to a place. It reminds us of the importance of making connections and sharing stories among each other. It touches upon the identifiers of race, ethnicity, gender, class, ability, origin, and age and at the same time it develops empathy. I use the Project Zero Thinking Routine CSI – Color, Symbol, and Image – to have students show understanding of the story.

A Personal Experience: A Trip to a Museum

I make a big emphasis throughout the identity unit on the importance of learning about the ‘invisible’ side of people, of others and of our own. Students discover and explore this by walking the same steps I walked many years ago when I saw ‘Braiding’ by Lin Tianmiao while visiting a Chicago museum.

Lin Tianmiao massive installation made a huge impact on me back then. I decided to add this work of art into the identity unit. It seemed the appropriate way of helping students understand how much of what we see and perceive influences what we think about others.

Students use the simple (but powerful) Project Zero Thinking Routine “I see, I think, I wonder” to describe the installation. As a first entry to the art, I only show students the face in the artwork. Once students share what they have written about what they see, think, and wonder, I show them the complete piece of art. In their own words they express what I intended them to understand.

http://sites.asiasociety.org/arts/past_future/images/lin_tianmiao.jpg

A Professional Experience: A Fellowship

I want to show students that we cannot stop at the visible part of human beings to learn about others. Introducing them to Caja de Memoria Viva II: Constancia Colón Clemente by Adrián Viajero Román seemed the way to go. The following materials are based on the collections developed when Marcela and I participated in the Smithsonian Fellowship.

Students use personal memories to recall what songs or sounds, what smells, what artifacts, and what tastes we associate with home or a special place for us. Only then we analyze the art.

Students observe and analyze the three dimensional work of art first. Then they describe both its exterior and interior. I usually start by showing students some photographs of the visible cube representing the head of a person. The installation is of a black Puerto Rican woman who migrated to the United States in the 1940s.

After they observe the photos from the outside, I have them observe photos of the inside of the piece of art. Students see lots of different objects hanging in the inside walls of the cube.

We continue by using the Project Zero Thinking Routine ‘Layers.’ This routine provides learners with a structure for looking analytically at creative works through its narrative, aesthetic, mechanical, dynamic, and connections.

Example questions for using ‘Layers’

-Who do you think is this person?

-How old do you think she is?

-Where do you think she lives?

-How does this installation make you feel?

-What do you see?

-What is unique in this piece?

-How does it connect with your personal experiences?

The installation helps students concretely see the connection between the ‘visible’ and ‘invisible’ sides of a person. One important aspect about this art piece is the fact that you can hear the voice of Constancia Colon Clemente when you are under the installation. It feels you really are in her head!

Future Professional and Personal Experiences

The examples mentioned above – a children’s book, a trip to a museum, and a fellowship – informed my unit on identity. I will surely keep on developing and tweaking this unit in the years to come.

Though usually unexpectedly, my professional and personal experiences will keep on influencing my language curriculum. Therefore, I wonder where my next inspiration will come from.

The Importance of Professional Learning Communities

Posted on October 7, 2022March 15, 2023 by Vicky Masson

I can’t stress enough the importance of professional development, as once we do not feel that need, it might indicate that it is time to move forward. What attracts me to professional development (workshops, webinars, book clubs, or conferences) is two-fold. On the one hand I attend professional development for student learning (for a student-centered approach to education). On the other hand, as teachers, we are master learners (as we read in Innovate Inside the Box): We seek instances to learn.

Value of PD and PLC

Throughout my teaching career, I have not only sought professional development but I have humbly presented as well. Lately, I appeared in We Teach Language Episode 150 (who doesn’t like round numbers?).

It made me think how much I cherish and value professional development but even more so, I value Professional Learning Communities.

What are Professional Learning Communities?

Professional Learning Communities are groups of people who get together in person or virtually with a purpose. We all share something in common and we care about it. For example, we might all share the passion of teaching with technology (or want to learn more about it). We might share the need to connect with a diverse group of educators from our state, our nation, or the world. We have different perspectives and we all learn together.

Being part of PLCs opens doors to new avenues for growth, learning, and development. It usually moves us out of our comfort zone and gives us, at times, unexpected instances of leading, both in small and in big projects. Language Teaching Lab, was a seed planted in one of these PLCs.

The PLC I Have Been the Longest with

I especially want to mention the PLC that I have been the longest with: GWATFL. I attended GWATFL for many years before becoming more involved in the organization. Since 2017, I have grown together with GWATFL. Now I have the fortuity of giving back with the GWATFL Member Action Program.

https://gwatfldc.org

The GWATFL MAP started as a project looking “for ways to create more opportunities to connect with and impact our community of language educators.” GWATFL MAP gives its members a chance to participate, lead, and act on GWATFL initiatives. It also gives its members a voice in the organization. A community of like-minded educators has begun and little by little, the program is growing and the impact of its members is becoming more palpable.

Professional Learning Communities: Bigger than Ourselves

In PLCs, we belong to a group bigger than ourselves. We count on and push each other to advance the mission and vision of such an organization, as well as our own. What are you waiting for to begin your own journey in a PLC? Attend professional development opportunities and join a professional learning community. You will not regret it.

Engaging Language Learners with Global Views

Posted on April 16, 2022June 30, 2022 by Vicky Masson

Presenting global views connects language students to the experiences of others. It engages their minds, hearts, and hands. There are wonderful resources that help language students broaden their perspective of the world, not necessarily limited to the people in the countries that speak the language they are learning. Why wait until they are at an intermediate level? You may start with novice learners. It all depends on what you show them and what you do with it, i.e. how you use the resource, as well as why you are using that specific resource.

Why global views?

I part with the idea that we live in one world and the more that we learn from each other, the better. As a Spanish teacher myself, I moved from showing only things related to the Spanish-speaking world to showing my students the whole world. Of course, a big part of what we do in class is related to the Spanish world, but I intersect resources that go beyond that. Learning about others helps break down stereotypes, expands our worldviews, and helps us become aware of our interconnectedness and common humanity. In sum, it is about helping my students become globally competent.

How do we use photographs as global views ?

To successfully reach the minds, hearts, and hands of language learners, it is necessary to think through how we introduce, develop, and conclude each lesson. It is also important to think about what background knowledge students need in order to understand the topic and what prior knowledge they bring to class. Using resources thoughtfully is key.

Many times I choose to use photographs to do this type of work because they are potent visuals. They tell stories and we can all relate to stories. Photographers have a unique eye as their lens captures a precious moment in time. It is up to us to show these global views and choose how to do it.

The following are some ways in which I have presented global views to my students.

When I taught elementary school, my students particularly enjoyed when I showed them photographs of classrooms around the world and they had to compare and contrast those with their own classroom. As an added benefit, I learned about students’ prior experiences and their families’ history.

My students love when they can choose. When presenting them with several photographs, I let them choose one that talks to them and ask them to do different activities, from simply describing the photograph to creating a story to only asking and answering questions. Other times, I present them with two photographs and we compare them to find similarities and differences. These types of activities propel great conversations.

The National Portrait Gallery has many classroom resources to use when describing portraiture, and some of them can be applied to analyzing photographs successfully. I especially enjoy:

–Unveiling Stories

–Seeds for Storytelling

–Jump in!

–Compare and Contrast: Top Hat

There is no doubt that using the Project Zero Thinking Routines makes perfect sense when analyzing photographs. For this type of work, I would go with the Global Thinking Routines ones.

The Library of Congress has a special tool when it comes to analyze photographs that differs from the tools used to analyze other media. It is a wonderful way to start a conversation about photographs. Check it out!

The LOC also has an online analysis tool for students to download and work directly there.

You may also want to read our blog “Authentic Resources with the Smithsonian Learning Lab,” where we give examples of integrating art into the curriculum.

There are so many ways to go when it comes to introducing global views to students. Of course, the images per se are key in making it a powerful experience.

What resources can we use to engage learners with global views ?

The following are some resources based on photographs. Some of these photographs include the topics of school, food, identity, and landscapes and I have used some of them with my novice students. What is important is to choose what to show and how to present it to students.

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Food

-In her kitchen

–Menzel’s photographs

–Article on Menzel’s work in Spanish

–What I Eat (Menzel)

–Hospital Food

–School Lunches

Each time I present global views to students, their engagement is palpable as global views engage language learners’ minds, hearts, and hands. If you haven’t already, give it a try and let me know how it goes in your classes.

Ideas for Teaching Poetry in World Languages

Posted on March 16, 2022June 29, 2022 by Vicky Masson

by Vicky Masson

April is National Poetry Month. Here are some ideas I have used and I always come back to when teaching poetry in my world language class.

Acknowledgement and Credits

I love professional development and I have attended many amazing workshops all throughout the years. I got inspired and felt refreshed after each one of these experiences. Although many of the workshops were not specifically geared to world language teaching, I borrowed ideas to use in my classes. Unfortunately, I cannot tell exactly from which workshop I adapted each idea. I can say that the ideas come from workshops I attended at the National Gallery of Art, the Portrait Gallery, the Phillips Collections, the Kennedy Center, and other Smithsonian museums.

How I teach poetry in a world language class

I love words and poetry highlights each word and makes words come alive.

Let’s briefly talk about a few examples on how I teach with poems in Spanish class,

– I read poems aloud to my students,

– I have them recite poems from memory, and

– I invite them to write their own poems.

The ideas below can be easily transferred to other languages.

Read aloud poems

Some poems are fun to read, some are long, and some others say so much in a few words. The following two poems are great examples for making interdisciplinary connections.

The book Yum! MMMM! Que Rico! Los brotes de las Américas by Pat Mora and illustrated by Rafael López is a collection of haiku and a springboard for teaching a combination of poetry, science, and geography. Get to know the origin of some of your favorite fruits while enjoying illustrations that are sublime! This book is a wonderful way of introducing students to the art of haiku to appreciate words to the fullest. It never ceases to amaze me how a few words can say so much!

Los zapaticos de rosa by José Martí and illustrated by Lulu Delacre creates the perfect ambience to teach about plot in language arts. This poem also includes other topics to explore such as, social justice, empathy, and kindness. The illustrations are as beautiful as the words in the poem.

Reciting poems

Through Poetry off the Page based on Glenis Redmond‘s workshop at the Kennedy Center, students learn how to best recite poems using their whole body through

-positioning themselves to recite by planting their feet on the ground

-projecting their voice to be heard

-personalizing a poem (make it theirs through movement and gestures), and

-doing it with purpose

The poems ‘Paisaje en el tintero’ by Juan Carlos Martín Ramos in Las palabras que se lleva el viento and ‘El triunfo’ by Marjorie Agosín in Red hot salsa: bilingual poems on being young and Latino in the United States, helped me implement Poetry off the page successfully. I encourage you to give it a try!

Writing poems

Blackout Poetry

I wrote about the collaboration with another school in Barcelona, España as part of #SingleVoicesGlobalChoices to write blackout poetry both in the post Empowering Language Learners with Powerful Learning and in the article Connect, Adapt, Try New Things in Best Practices of Online Learning in COVID-19. Basically, blackout poems can be created using the pages of old books or articles. Students, as poets. isolate and then put together single words or short phrases from these texts to create something totally new.

Poetry from Art

I remember vividly the day that docents at the National Gallery of Art walked a group of teachers through different ways of creating poetry based on an art piece. I even wrote one myself! And in English! After brainstorming using a web organizer, I created a poem based on an art piece that is still meaningful to me. I am sharing it below.

After this experience, I learned more about the connection between art and poetry. It is fascinating! The following three books keep on being great inspirations to me:

The Tree is Older than You Are – a bilingual gathering of poems and stories from Mexico with paintings by Mexican artists – selected by Naomi Shihab Nye
Celebrate America in Poetry and Art – National Museum of American Art Smithsonian Institution
Side by Side – New Poems Inspired by Art from Around the World – Edited by Jan Greenberg

Poema sensorial

In the PD session, I learned that the following activity is based on “Walk into a Picture” from a booklet provided by Carol F. Peck. In sum, it is about using your senses to express what you see, hear, smell, touch, and taste when confronted with an art piece.

Follow these steps all while enjoying the process:

Look at the art and based on it, answer each question with words or phrases

Line 1. What do you hear?

Line 2. What do you smell?

Line 3. What do you see?

Line 4. What does it taste like?

Line 5. What do you feel on your skin? and

Line 6. How do you feel inside?

Once you have answered each question with words and phrases, circle only one word or phrase from each line
Choose only ONE of the circled words and copy it out on an index card
If the word that you chose belongs to the first line, place it where the teacher tells you
Once all students have placed the words from the first line, proceed to follow the same procedure for second, the third, etc. until you reach the last line
When all the lines are complete, students read the poem together.
If students like the poem, great! If students do not like how the poem sounds, students can move a few words or phrases around
Students read the poem again in silence and if everybody likes it, students read it all together again
(optional) Students can record themselves reading aloud the poem

It seems like a long process, but once you do it, it makes total sense. Trust me!

See an example done by my 5th grade class based on an illustration from the book Gathering the Sun by Alma Flor Ada and illustrated by Simon Silva.

La sartén, el palo de amasar, un jarrito,

Yo huelo la comida, café, libro, café, libro, pan

Las montañas, el campo, las cortinas, la mesa

Familia,

Calor,

Juega feliz.

Poema corto

I had so much fun creating poems using the ‘poema corto’ technique during a PD workshop some time ago. Then, I loved seeing my students’ faces when they created theirs and read them aloud to their friends.

Creating the ‘poema corto,’ which literally means ‘short poem’ is quite a long process, but it is totally worth it! Try it yourself or with your students and let me know in the comments how it went.

This is the graphic organizer in Spanish that I provided my students to make it easier to follow the steps of writing their ‘poema corto’

Abstracto (no lo puedes ver) Interno	Colores	Concreto (lo puedes ver) Externo	Verbos (lo que ___ puede hacer)
1. 2. 3.	1. 2. 3.	1. 2. 3.	1. 2. 3.

Steps to follow:

Write three abstract words, three colors and three concrete word
Write three verbs that describe each of the concrete words
Circle one of the abstract words
Circle the color that best describes it
Circle the concrete word that best describes the abstract word
Below the graphic organizer write the abstract word followed by the verb that best describes it
Continue writing the sentence by adding a comparison (a metaphor or a simile) using the three words that you had chosen. Complete your idea
Once you choose a word, you may not use it again. You may not need to use colors
Create two more sentences following the same process
Read the sentences aloud to a friend and choose one to share with the class
(optional) illustrate the sentence and record yourself reading aloud using Flipgrid, for example

Below are some examples written by my 5th grade Spanish students as a second language. As I teach Spanish, the poems were written and later recited, in Spanish. I was so proud of my students’ work. Enjoy!

El odio corre

como un lobo enojado.

Las emociones van y vuelven

como un jaguar enjaulado.

Los pensamientos viven

en una casa

porque los pensamientos viven en mi cabeza.

Los pensamientos leen

en mi cabeza

como yo leo libros.

Los sueños abrazan como un oso de peluche rosado.

Los sentimientos dan vueltas como un globo en el espacio.

Los sentimientos se divierten como un parque de muchos colores.

Los sentimientos comunican como palabras.

Sharing poems and poetry resources

If you know of other Professional Development opportunities for learning other ways to get students excited to learn poetry or other poetry resources, please share about them in the comments.

Other resources by Pat Mora and Rafael López

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Authentic Resources with the Smithsonian Learning Lab

Posted on August 30, 2021August 30, 2021 by Vicky Masson

by Vicky Masson

“Museums Alive” is a column of Language Teaching Lab that aims to connect the authentic resources of museums, art galleries, and other collections to the teaching and learning of World Languages.

Why authentic resources

Authentic resources in World Language such as art and artifacts help explain and understand the people that created and used them, its history, and its culture. They tell stories, are springboards for deeper learning, and leave memorable impressions to those who come in contact with them. Also, they open our minds to new perspectives and make it easier to relate to different points of view.

What is the Smithsonian Learning Lab

The Smithsonian Learning Lab (SLL) is a platform that connects the millions of objects that belong to the Smithsonian institution to anyone in any part of the world who has internet access. The SLL helps you find digital resources, create content using online tools, and share them with the world.

Why use the Smithsonian Learning Lab in a World Language Class

What a better way of learning a language than using the authentic resources from the SLL! The platform has millions of authentic resources at our disposal. The SLL collection that my colleague and I created, “Using Authentic Resources,” can give you ideas on what type of art and artifacts to choose and how to include them in the World Language class.

How we Teach with the SLL: PZ Thinking Routines, SDGs, and EdTech Tools

Creating a collection with the SLL allows you to have all that you need accessible in one place. Most importantly for teachers to consider is how you present the unit for student learning. All while, they use EdTech tools for a purpose: from Flipgrid to EdPuzzle to Teams or Google Docs. The SLL allows you to create collections with interdisciplinary connections.

People, Place & Time: How Art Reflects Culture

The collection “People, Place, & Time was presented at the American Council on the Teaching of Foreign Language Conference 2019.” It explores how integrating museum resources, Global Thinking Routines, and the Sustainable Development Goals can help students understand who the people are, when and where they live, and what they do. In the collection teachers will find guiding questions to help with lesson planning, presentation slides, museum resources, examples of student work, and links to the three case-study collections.

The case-study collections are:

How to use the SLL

Developing Global Competence

Our aim is to develop globally competent students. We recorded a Webinar and wrote an article on Developing Global Competence in the World Language Classroom using these collections. Review them if you need more details and ideas on how to do it.

In short, using authentic resources helps develop global competence and prepares students to communicate and interact in the world. It helps our students move beyond their inner circle and familiar contexts to understand people from different cultures with different points of view.

Using the SLL digital resources combined with Project Zero Thinking Routines and relating what we teach to the Sustainable Development Goals connect students with real-world global issues, all while raising empathy and curiosity.

How do you teach for Global Competence with Authentic Resources? How would you use the Smithsonian Learning Lab in your teaching?