Madeline Chambers Educator, motivator, learner

"What a child can do today with assistance, she will be able to do by herself tomorrow." - Lev Vygotsky

I believe that educators who have a passion for learning teach passionately and in turn inspire passionate learners. I have a passion for the Spanish language and the many cultures that accompany it, and desire to share that passion with as many students as possible.

I believe that all students can and should learn a foreign language. I believe that we all learn differently, and a classroom should reflect that by incorporating learning activities that help all learners succeed. I believe that multiple-choice tests are outdated, and that students should be able to show me what they can do with the language rather than what they know about the language. I believe that students learn best through immersion in the culture and the language, through comprehensible input strategies. Students gain skills applicable to the rest of their lives through working in groups, and I believe that cooperative learning is the best way to help all students achieve. I believe that technology should be integrated into the classroom, and that teaching students how to use technology safely and effectively is almost as important as teaching our chosen content in the digital world of today. I believe that students learn what they are interested in, and that we should know our students so as to motivate them and personalize our lessons, to the best of our abilities.

Examples of activities done in my classroom

An example of comprehensible input - I used this book to introduce reflexive verbs in context.

An info-gap interpersonal speaking activity used to review gustar and leisure activities.

A portion of a lesson in a leisure activities unit focusing on music and dance.

Another slide from the music and dance mini-lesson.

An excerpt of an integrated performance assessment given to students for a travel unit.

An accountability form to help guide students through collaborative learning and work on a Project-Based Learning travel project.

A fun activity used to get students to write about daily routines and use connecting words that incorporates famous hispanic figures.

The structure of a speaking activity given to students.

An activity to help support academic vocabulary development in native speakers; given instead of a CLOZE activity.

A reading activity - an excerpt from "Me llamo Rigoberta Menchú y ask me nació la conciencia" that deals with clothing and identity - used in a clothing unit.

A writing task given to students during a clothing unit - given after talking about sources of fashion inspiration.

A graphic organizer given to struggling students to help them with the previous writing task.

An example of a post-listening activity used with students during a CLOZE activity to teach indirect object pronouns.

An example of a Kahoot jumble that I created to help students practice creating sentences with indirect object pronouns.

This was a pre-reading, spoken activity done with Spanish 3 to prepare their schemata to read poetry.

This is a section of Versos Sencillos that students had to read in pairs and highlight important words.

Next, students had to write a summary of the poem and what feelings it provoked in them.

This is a section of Dos Patrias, which was the other option of José Martí poetry given to students to read.

Students talked about their feelings as a class after reading the poems.

Next, students read Odas by Pablo Neruda, and then wrote their own!

Students had to bring in a piece of art, and kind, and show it to the class, as well as verbally describe it.

As part of an arts unit, we looked at different famous hispanic and latino painters.

We used real google maps in Spanish and directions between popular tourist sites in Mexico City to teach tú commands.

Next, students were given maps of Mexico City and had to ask for and give directions using them (and the tú commands).

Next, they did the same activity on a map of Apex, they city where they live.

Finally, they compared and contrasted the 2 cities.

They pretended to be doctors and connected new vocabulary words with familiar medicines, as the start of a health unit.

Students had to pretend to be doctors and patients and present and impromptu skit, using the commands and their new vocabulary.

Students had to connect new vocabulary with old as they drew a food pyramid and labeled nutrients with their food.

Students had to create an exercise plan for people of differing lifestyles and ages, using the subjunctive.

This is a reading activity given to students in conjunction with the health unit.

Below are some samples of student work from my Spanish 2 and 3 classes.

This is a sample of a group reading activity - 1 student had to highlight words they knew, 1 student had to highlight words they didn't know, 1 student had to highlight important words, and 1 student had to highlight words in the past. Then when they finished reading, they could answer a set of comprehension questions as a group.

Here are the answers to the post-reading comprehension questions.

As a department, we assigned students a PBL project where they had to create a travel guide including everything someone would need to know to travel to their assigned country. Most of my students decided to create websites, and here is one of the best!

Here is a page with general information about the country.

Students embedded videos in their websites, or made Adobe spark videos as well.

Here are some important travel facts - what to bring and what not to bring.

Students created a page of fun activities to do, and created a video to accompany it.

These students did extensive research on laws in Chile.

They even included a packing list and an itinerary.

This is a listening activity given to students. They listened to a video tour of the Dominican Republic, as part of a travel unit. While listening, they had to make a list of any words that they heard and understood.

After listening, students had to answer comprehension questions and infer the meanings of various new words, using context clues.

This was a reading activity for Spanish 3 - students had to highlight important words while reading, then re-write the suggestions in their own words.

Here are some of one student's summaries in her own words.

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