WEBVTT 00:00:00.000 --> 00:00:06.003 Yes, no, good, bad, what did you like about this, what did you not like about this? 00:00:06.003 --> 00:00:06.009 Anke. 00:00:06.009 --> 00:00:12.001 >> Well I thought that the students might have fun doing this so this is also 00:00:12.001 --> 00:00:15.000 like a motivation for them to do it actually. 00:00:15.000 --> 00:00:15.002 >> Yeah. 00:00:15.002 --> 00:00:16.007 >> To do it well as well. 00:00:16.007 --> 00:00:19.007 >> Because it's your type and I agree with you. 00:00:19.007 --> 00:00:21.007 They do like this, they do kind of get it. 00:00:21.007 --> 00:00:27.002 This one generally works, okay, judging from their level of motivation and judging 00:00:27.002 --> 00:00:30.006 from laughter, judging from how people stay on task. 00:00:30.006 --> 00:00:32.002 What else? 00:00:32.002 --> 00:00:33.001 Reka. 00:00:33.001 --> 00:00:36.007 >> I like how they are given some adjectives at first. 00:00:36.007 --> 00:00:40.003 They are not just thrown into the water, you know. 00:00:40.003 --> 00:00:44.001 >> Right, and so that was one of Lee's criterion. 00:00:44.001 --> 00:00:47.009 He said they should have linguistic support. 00:00:47.009 --> 00:00:52.003 So they have-- yeah, that 's our sneaky way of getting in lots of adjectives 00:00:52.003 --> 00:00:56.008 and making them focus on adjective agreement, so it's just around there. 00:00:56.008 --> 00:00:57.007 Jennifer. 00:00:57.007 --> 00:01:04.006 >> I like this idea and I could also see it in the context of finding your dream job also. 00:01:04.006 --> 00:01:05.006 >> Yeah. 00:01:05.006 --> 00:01:11.003 >> Especially if, I don't know, like maybe for a really low level class, 00:01:11.003 --> 00:01:16.004 maybe some students are uncomfortable talking about love relationships or maybe-- 00:01:16.004 --> 00:01:16.007 >> Right. 00:01:16.007 --> 00:01:21.008 >> Especially the last part on E, compare him or her to your actual boyfriend, girlfriend. 00:01:21.008 --> 00:01:24.006 >> That is face threatening and lot of you-- 00:01:24.006 --> 00:01:28.008 okay, of all the things we've gotten comments about, it's that last thing. 00:01:28.008 --> 00:01:33.001 >> Although but it isn't homework, so as long as they weren't having to present it as part 00:01:33.001 --> 00:01:36.009 of like a group activity, I think that's definitely more appropriate but I think 00:01:36.009 --> 00:01:43.002 that it does seem fun but I think it can be easily transferable for other activities. 00:01:43.002 --> 00:01:45.004 >> I agree with that comment and that's one of the-- 00:01:45.004 --> 00:01:48.004 and we have moved that to the homework because this is over revisions. 00:01:48.004 --> 00:01:52.003 We revised this and now it's working better, so you're right, 00:01:52.003 --> 00:01:54.006 you have to think about face issues in these topics. 00:01:54.006 --> 00:01:58.002 And it's not so-- they're not, they don't wanna share that openly in a group. 00:01:58.002 --> 00:01:59.009 Yeah, uh-huh. Han Luo. 00:01:59.009 --> 00:02:07.006 >> I'm thinking about the second step that is B part, it's add two more adjectives. 00:02:07.006 --> 00:02:13.001 If I were doing this activity, I will ask the students to think of any adjective they want 00:02:13.001 --> 00:02:17.007 to know and I will be there to help them, because those adjectives, they're interested 00:02:17.007 --> 00:02:19.002 and they don't know how to say it. 00:02:19.002 --> 00:02:22.009 So in this case, they can learn more of vocabulary 00:02:22.009 --> 00:02:24.009 that they're really interested in knowing. 00:02:24.009 --> 00:02:29.008 >> Well, okay, you're setting this up to a nice segue to what's coming up, and that's the role 00:02:29.008 --> 00:02:33.007 of the teacher because right now we just have a piece of paper and the design 00:02:33.007 --> 00:02:36.004 but the teacher plays a very important role. 00:02:36.004 --> 00:02:39.008 So right, I haven't even gotten to what the teacher is doing but of course she's-- 00:02:39.008 --> 00:02:43.004 here she's circulating and-- yeah, okay. 00:02:43.004 --> 00:02:44.006 Uh-huh, Sarah. 00:02:44.006 --> 00:02:47.001 >> A quick note on this sort of checklist. 00:02:47.001 --> 00:02:48.003 >> Yeah. 00:02:48.003 --> 00:02:57.004 >> Rubrics, I feel like they-- maybe two of the answers aren't obvious and all of the rest 00:02:57.004 --> 00:02:59.009 of them are, and so after you get through with the trouble 00:02:59.009 --> 00:03:03.006 of like understanding what the word "pessimistic" means-- 00:03:03.006 --> 00:03:03.009 >> Yeah. 00:03:03.009 --> 00:03:07.002 >> -- then you're looking at, well, of my dreams or my nightmare, well duh, you know, 00:03:07.002 --> 00:03:09.009 like which one do-- that kind of thing. 00:03:09.009 --> 00:03:11.002 >> Right. 00:03:11.002 --> 00:03:14.003 >> There's an obvious answer and you go through a lot of work to find 00:03:14.003 --> 00:03:16.006 out that the reward isn't as rewarding. 00:03:16.006 --> 00:03:18.007 >> So there is the Goldilocks principle. 00:03:18.007 --> 00:03:22.004 You want some easy ones but you also want some more difficult ones. 00:03:22.004 --> 00:03:25.006 And the main point of this was something actually-- 00:03:25.006 --> 00:03:27.002 it's supposed to be fairly easy to do. 00:03:27.002 --> 00:03:31.007 It just gets them in and it also-- the idea here in design is 00:03:31.007 --> 00:03:35.001 to give them a lot of the linguistic pieces, right. 00:03:35.001 --> 00:03:37.008 So yeah, uh-huh. Min Jung. 00:03:37.008 --> 00:03:41.005 >> I have a little doubt about when and how to provide model sentences 00:03:41.005 --> 00:03:46.005 because if they are beginners providing model sentences would be good linguistic support. 00:03:46.005 --> 00:03:52.002 But if we are the advanced-- providing those, you know, prefabricated model sentences 00:03:52.002 --> 00:03:55.006 would limit their, you know, repertoire or activate their-- 00:03:55.006 --> 00:03:56.004 >> That's a good point. 00:03:56.004 --> 00:04:02.005 I think you need to judge this in the context, so this is for first semester French. 00:04:02.005 --> 00:04:07.004 It's a beginning activity and that's why we have the models, models for everything, 00:04:07.004 --> 00:04:10.004 and that was also one of the criteria, 00:04:10.004 --> 00:04:13.003 linguistic support including models, right, yeah. 00:04:13.003 --> 00:04:14.009 But you're right, that's tricky. 00:04:14.009 --> 00:04:16.409 You'll have to adjust that according to the level.