![]() ![]() Here’s what that diagram can end up looking like in the lesson I’m referencing: Actividadĥ. (Think investigation into what teenagers in Spain do for fun and how that compares to my own hobbies and whether I’d rather visit Santiago Bernebéu or Warner Brothers Madrid, for example.)įirst, students diagram their own opinions, then their classmates’ opinions on the hobbies they recognize in the infographic about activities in Miraflores in Lima, Perú. How can we see culture in the activities a person prefers? Lesson Titleģ.1 “Los hobbies, los pasatiempos y la cultura” Similar to a compare/contrast exercise, students can also use the infographic to get opinions from their classmates. Students use this graphic organizer to answer specific questions about the content.Ĥ. (Think investigation into topics from the curandera to the concept of a sliding scale.) How does culture affect where we go for help with illness and injury? In the VIF curriculum we call this the investigar piece, and it frequently includes an infographic with a graphic organizer that scaffolds the language and helps students focus on the targets. They need some more interaction with the targets in order to successfully create something with language. So we’ve gone through my teacher-directed, scaffolded input, but they’re not quite ready to tackle the performance assessment yet. This is my favorite way to use an infographic. Specific questions in/with a graphic organizer Students can compare what they bought with what the student in this infographic bought to go back to school, and perhaps, if they are ready, how much was spent on these items.ģ. (Investigating power distance as a basis for choosing tú or usted, understanding commands and knowing how to introduce places and people in the school to a new Spanish-speaking student) What do I need to know in order to express myself successfully in the context of Spanish class? Cultural competencies, anyone? Lesson Title Teacher: “Does it interest you to be (a teacher)?”īecause infographics are typically authentic (they are intended for consumption by native speakers), they often contain culture waiting to be used for compare and contrast activities. The teacher uses the infographic to introduce vocabulary of professions by reviewing “do you like?” and “I like” and connecting activity words to a profession, while introducing the new phrase “It interests me.” How can someone improve their community doing what they love to do? The first way is to use it as ready-made visual support in the earliest stages of the lesson, the ones where you are providing comprehensible input on your way to asking students for active response. Support for providing comprehensible input I’ve included the essential question from the greater lesson (which is intended to take 4 to 5 days to complete) so you can see how they fit in the bigger picture. I present them here with examples from the Spanish 1 program I’ve been developing with VIF International using a global inquiry model. So, here are five ways I use infographics when I develop curriculum and lesson plans. I got this question twice in the space of two days recently and that’s always a little red flag saying it would make a useful blog post. ![]() And because they are intended for native speakers’ consumption, they are empowering because they help students realize that learner materials aren’t the only conversation they can partake in. They often use bite-sized portions of language and lots of numbers that make them extra comprehensible. ![]() They are ready-made materials that help you provide input in the visual ways students are increasingly becoming used to. I’ve often said that infographics are a go-to authentic resource, particularly in novice classes. ![]()
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