Un Pour Tous et Tous Pour Un*

*"One for all and all for one" is the famous motto from The Three Musketeers by Alexandre Dumas.
How do you ensure that students have completed the reading and are ready for class discussion?
In creating this wiki project, one of my goals is to guarantee that my students come prepared for class discussion, having read the literature and answered the questions. But just as importantly, my goal for this project is for students to learn to work collaboratively.

As they take turns playing the roles of writer, editor, and proofreader; students collaborate on a common product. Collaboration is essential as I believe that students learn from each other. It also forces students to communicate their needs and expectations with each other-in French. In French B, I really encourage students to understand that communicating in French isn’t one way (student-teacher) anymore, but they need to take on every opportunity to communicate in French with everyone in their immediate environment, including their classmates (student-student).

Collaboration also means helping each other become stronger French speakers and writers. Peer-editing both the content of the text and the language in the answers will hopefully reinforce the importance of proofreading. Too often, students turn in “completed” work without checking. It takes commitment to take the time to self-evaluate, but when they work on a public project, students tend to care more about the results because others will be reading and evaluating their French skills.

Maintenant, à l’attaque!

Photo: The Musketeer at the bottom of the Eiffel Tower by Matito

Peripherals In A Language Classroom

How do you manage the use of technology peripherals with students?
What are some things you've learned and hope to implement?

I usually have been the one handling the tools as I feel responsible for the material I have checked out from the library. Also, when it comes to projects involving cameras and video cameras, students usually have one at home that they can use or borrow.
Here are some basic peripherals used regularly in my French classroom:

-Video cameras (and tripod): record students dialogues and oral presentations.

-Digital Camera: to capture moments in the classroom or material created by students/teacher.


-smart board: To teach and for students presentations. When students are handling the smart board, I usually ask them to take turns and we may need to make a circle around the board to give enough space to watch and participate.

-Phone: We’ve used phone for a project where students had to call a restaurant (the teacher) to make a reservation. I’d like to be able to use their phone (or skype) to have live conversations (maybe 3 way conversations) in an authentic situation more often.
[I read a blog post from one of my classmate on the use of cellphones in the classroom. Our middle school policy prevents students from using their cellphones during the day. However, their cellphones never stay in their lockers. They are in their bag or in their pockets. MS students see the HS students using their phones everyday and all day. Why couldn't they? Students don’t go to the office to call home if they need to. They use their cell phone. Their parents call them in the middle of the day. Students play their music plays on them. They text their friends or even go on the internet. I agree that we may need to rethink our position "against" cellphones in the classroom. There could be many uses for them. Why not try to use them as a learning tool?]

Back to the tools currently used in my classroom. This year, the school has acquired new peripherals that I have used or plan to use more with students:

-Snow ball microphone: I discovered this new microphone in one of our COETAIL class earlier in the semester. Jeff used it to record a class discussion. This is very useful when recording dialogues in the classroom. The microphone from a regular camera or video camera are never strong enough to pick up the conversations clearly.
I usually record the students dialogues so that they can view/listen to themselves, and also to grade them. For grading purposes, I need to hear everyone’s voice, including those timid students. The snow ball microphone has been really helpful in recording the sound(s) at a higher quality. I haven't used the snow flake microphone, but plan on using them next semester to record an oral assessment (student & teacher).


-flip cameras: These new little video cameras make it easy to record a short video and then transfer the data into a computer. I plan to use it soon with students, giving them a chance to do their own recording and uploading. However, these cameras are in high demand, so I will wait until our department can have it's own stock to use them in my classroom.