Latin - PDST

Report
Active Learning in Latin
Facilitator: Daniel O’Connor
What is active learning?
• Active learning is learning which engages and
challenges children's thinking using real-life and
imaginary situations.
• Active learning involves students doing things and
thinking about what they are doing.
• Active teaching and learning involves the use of
strategies which maximise opportunities for
interaction.
• What Active Learning is not.
• Remember the Key Skills
Key Skills
Chinese and Greeks
I HEAR AND I FORGET
I SEE AND I REMEMBER
I DO AND I UNDERSTAND
Confucius 5th Century BCE China
“One must learn by doing the thing, for
though you think you know it-you have no
certainty, until you try.”
Sophocles 5thCentury BCE Greece
So how does this thinking alter the
role of the teacher in the classroom?
New versus Old
Role of the teacher
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Designer
Creator
‘Scaffolder’
Facilitator
Reflective practitioner
Active researcher
Innovator
• Receptacle of
knowledge.
• Examinations expert.
• Authoritarian
• Text Book dominated
• Transferral methods
• Traditional
Concerns about cooperative/active learning
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Losing control
Dominance by strong individuals
Discussion goes off track
Takes too long to set up
Lecture gets through material quicker
Necessary level of planning by teacher, for it
to work properly, just too much.
• Large class sizes not conducive.
• Physical environment not suitable.
• Tradition-Parents/Students/Management
Some Active/Cooperative learning methods
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Polling
Group work
Think, pair, share
Jigsaw
Group projects
Vox Pop
Walking Debate
Interview
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Hot Seat
Role play
Freeze Frame
Brainstorming
Using clickers or traffic
lights(caution)
• TED Talks on Active
Learning
Tasks within group….
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Reader – reads task
Illustrator
Reporter/note taker
Time Keeper – time constraints and deadlines
Chairperson – keeps group on task
Group critic – devil’s advocate
Runner – Clarifies with the teacher, gets things
Summariser and (reader of the translation)
– If a Latin language exercise then all are translators
– Researchers checking dictionaries etc.
– Some may be assigned tasks such as picking out 5 nouns in
acc plural, 5 verbs in Imperfect etc
Possible Roles on Teams
Student teams often function most effectively when members have designated roles.
These can be instructor-determined or established by the groups themselves, e.g., by
giving teams a list such as the one below and asking them to decide on and delegate
appropriate roles within their group.
The roles you – or your students – assign will depend on the goals of the assignment,
the size of the team, etc. They can be fixed or rotating. Here are some possible group
roles, but the list is not exhaustive. Think creatively and come up with your own!
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Facilitator:
Moderates team discussion, keeps the group on task, and distributes work.
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Recorder:
Takes notes summarizing team discussions and decisions, and keeps all necessary
records.
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Reporter
Serves as group spokesperson to the class or instructor, summarizing the group’s
activities and/or conclusions.
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Timekeeper
Keeps the group aware of time constraints and deadlines and makes sure meetings
start on time.
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Devil’s Advocate
Raises counter-arguments and (constructive) objections, introduces alternative
explanations and solutions.
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Harmonizer
Strives to create a harmonious and positive team atmosphere and reach consensus
(while allowing a full expression of ideas)
Remember our ancient thinkers!
I HEAR AND I FORGET
I SEE AND I REMEMBER
I DO AND I UNDERSTAND
Confucius 5th Century BCE China
“One must learn by doing the thing, for
though you think you know it-you have no
certainty, until you try.”
Sophocles 5thCentury BCE Greece
Simon Dicit
use of the Imperative followed by the action
to one student and to many
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Curre
Dormi
Sede
Scribe
Audi
Ambula
Labora
Bibe
Canta
Porta
Tace
currite
dormite
sedete
scribite
audite
ambulate
laborate
bibite
cantate
portate
tacite
student/s do the action
listening
comprehending and
consolidating meaning
“Sealbhaíonn gluaiseacht
teanga”
Development
the action followed by response from a 3rd person
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Use of indicative 3rd s. and pl.
Quid facit Simon?
quid faciunt Simon et Davus?
Currit
currunt
Dormit
dormiunt
Sedet
sedent
Scribit
scribunt
Audit
audiunt
Ambula
ambulant
Laborat
laborant
Bibit
bibunt
Cantat
cantant
Portat
portant
Tacet
tacent
Development
the action followed by response by the actor (1st person s.)
and then by actors (1st person pl.)
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Use of indicative 1st s and pl
Quid facis?
Curro
Dormio
Sedeo
Scribo
Audio
Ambulo
Laboro
Bibo
Canto
Porto
Taceo
quid facitis?
currimus
dormimus
sedimus
scribimus
audimus
ambulamus
laboramus
bibimus
cantamus
portamus
tacemus
development
• Use the same method and verbs for the future
and past tenses.
• Introduce the adverbs cotidie/hodie/heri/cras
• Chart with tenses – revise tenses.
• Quid Simon facit hodie? S. currit
• Quid Simon fecit heri? S. cucurrit
• Quid Simon faciebat?
S. currebat
• Quid Simon faciet cras? S. curret.
Development
the action followed by response by the actor (1st person s.)
and then by actors (1st person pl.)
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Use of indicative 1st s and pl
Quid fecisti heri?
Cucurri
Dormivi
Sedi
Scripsi
Audivi
Ambulavi
Laboravi
Bibi
Cantavi
Portavi
Tacui
Quid faciet cras?
curram
dormiam
sedebo
scribam
audiam
ambulabo
laborabo
bibam
cantabo
portabo
tacebo
Drama
• Fabula de puella dormienti (Diana Sparkes)
• Personae
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Narrator
rana
Rex
Regina
Duodecim magae (fairies)
Aurora
Anus
Princeps
Preparation for the drama
Fabula de puella dormienti
• Teach new words that occur in the play
• Anticipate difficulties e.g. vobis licet, si tibi placet,
– Volo, fero, present subj Dona – virtus, pulchritudo, etc gratias
ago, ulciscor, defixio, acus, nere, etc
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Read and comprehend the play
Give every student a part
Make props/get class to make props
Ask students to read own part in silence
Ask for help with meaning etc if necessary
Highlight own part Learn your part??? (read)
Act the drama - possibly at Assembly/Open Day etc??
Record the drama – a short film
Post the drama
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Comprehension questions
Grammar points - volo, use of present subj.
Vocabulary
Numbers ordinal and cardinal
Any other suggestions
Value of drama in class?
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Kinesthetic learning
Reading, articulation and pronunciation
Working in a team
Developing confidence
Reinforcing vocabulary and grammar
Kids love it (few exceptions)
Latin is not all translation and grammar!
Latin Bingo
• Teacher: calls the words e.g. villa, servus, femina, puer, puella
• Students need their workbook, word lists.
• Ask them all to refer to the same page of vocabulary, or a
letter of the alphabet in an index, or the defined word list
• Tell them to write down five Latin words at random.
• First time teacher calls out the Latin words, and if they tick it,
(listening to correct pronunciation.)
• Tick all five they have won, but they have to read the words
back to check, (chance to articulate the Latin words)
• Next stage is to test what the words mean. So the next time
Teacher calls out the English meanings, and they have got to
tick it if they have the Latin equivalent.
Bingo
• Use vocab lists from Cambridge or Jun Cert Vocab
list or poem or other
• Use deponent verbs Use 3rd declension neuter
nouns
• Use difficult Q words
• 4th decl nouns
• Link to “JC defined vocab list in grammatical
categories”
• History and civilisation also.
Bingo
• As a variation, (to build confidence) a student
becomes the bingo caller.
• This game is effective at all levels.
• In the early stages it gives students a chance to
look at Latin words, write them down, get them
to see how Latin words are spelt, and how Latin
words are pronounced.
• It is a very good way of them building up their
literacy and their knowledge about language.
Bingo
• The pupils like Bingo because it’s a game, it’s
active, it’s fun, there is a prize at the end.
• They learn how to translate from English to
Latin and Latin to English.
• They learn how to say the words and how
they sound.
• It helps to visualise the words, and it refreshes
memory for revision.
Other Ideas
• Head shoulders knees and toes CORPUS
– Caput, umeri, genua et digiti etc
• Valentines and other cards:
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Ego te amo tune me amas?
Nonne me amas?
Da mihi basium (mille basia) Vivamus atque amemus.
Basia ad te mitto.
Basium/basia tibi do
Dic mihi!
Laetus/a sum si laetus/a es.
Ab amico/a tuo/a.
Guess the Mood/adverb
quomodo sentis hodie?
• Teach list of adjectives as follows:
• Tristis, iratus, confusus, excitatus, defessus,
sollicitus, perterritus, laetus, solus, confidens,
frustratus, suspiciosus, cautius, infuriatus,
timidus, invidius etc.
• Ask one to turn back to the class
• Give adverbs/adjectives to all
• Answer in manner of the adverb/adjective
• How are you? Quomodo es? Laetus sum.
Defessus sum, confusi sumus etc.
Songs etc
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Decem urnae
Ten Green Bottles
Rudolphus
Rosa Tralee (for Kerry people only)
20 items
What is missing?
Latin hangman.
Speed dating show video clip from
www.educationscotland.gov.uk
• ARLT Latin in the classroom www.arlt.co.uk
Miming
• 2 teams
• One Member mimes e.g. profession
• rhetor, pistor, tonsor, mercator, magister,
venalicius, iudex, pastor, agricola, ancilla, servus,
ornatrix, haruspex, argentarius, gramaticus, rex,
regina etc.
• The other team guesses. Argentarius es.
• Miles es. Esne agricola?
• Minime mercator sum.
• Same for verbs etc.
Music
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Lyric Latin
O S T MUS TIS NT DE LA LA LA
CD WITH SONGS
Humpty dumpty
Lady Ba Ba youtube (Imperfect Tense)
http://www.youtube.com/watch?v=4U5OQHx
9fCg
Call My Bluff
• Demonstrate the game Call my Bluff, and
describe its benefits as a learning tool for Latin.
• Teacher: Advesperascere, so what does that
mean?
• Pupil 1: Is it A) advertisement?
• Pupil 1: B) to build?
• Pupil 1: C) to get dark?
• Teacher: To get dark? Advertisement, build or
get dark?
Notes on Call my bluff
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For Call My Bluff they, as a team, look through a word book, and they look for a
Latin word which they hope the other teams don’t know. They then write it down,
and they write down the correct meaning, it may be a little star to remind them
which is the correct meaning. And then they will add two false meanings.
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Then one at a time each team sends somebody up to the board, they write the
Latin word down, so that the others can actually see if in written form, which is
very important for literacy, particularly in Latin, it is good always to see words
written down. Then they ask the class does this word mean A, B, or C.
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The others discuss it, and try and work out, using all sorts of language clues;
inference, etymology, word families, or we know that word because it has come
from another English word, and then they come up with the answer. If it is right
then they get a point for their team, and if the questioning team can fool every
other team, and everybody’s answer is wrong, then they get an extra bonus point.
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We should add “activities” to our classes.
Sealbhaíonn gluaiseacht teanga
Group work
Active learning
Collaborative learning
Independent learning
Self directed learning
Latin and Literacy
• Literacy across learning
• All teachers are in a position to make
important contributions to developing and
reinforcing young people’s literacy skills.
• Latin and classics teachers are uniquely placed
to do this and to enrich the students’ literary
skills in a special way.
Latin in the Classroom ARLT
point out similarities with English and other languages
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quis-quid, etc.?
quo instrumento?
quo?
ubi?
unde?
quo modo?
cur?
quam ob rem?
quando?
qualis?
quantus-a-um?
quot?
quotus-a-um?
quotiens?
quo consilio?
qua de causa?
qua condicione?
utrum ... an?
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who, what, to whom, etc.?
with what?
to what place?
in what place?
from what place?
how?
why?
why?
when?
of what sort?
how big?
how many?
the "what-th"?
how often?
for what purpose?
for what reason?
on what condition?
(whether) ... or?
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(Case)
(Ablative/Dative)
(ad, in,)
(in, Locative)
(a, ex,)
(Adverb)
(quia)
(ob, propter,)
(Temporal phrase)
(Adjective of quality)
(Adjective of quantity)
(Cardinal)
(Ordinal)
(Numeral adverb)
(ut)
(Gerund(ive) & causa)
(Conditional clause)
Grammar Terms
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verbum,
nomen,
adiectivum,
adverbium,
pronomen,
praepositio,
supinum, gerundium
participium,
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Verb,
noun,
adjective,
adverb,
pronoun,
preposition,
supine, gerund,
participle
Gender number and case
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casus nominativus
vocativus, accusativus,
genitivus, dativus,
ablativus, locativus
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masculini, feminini,
neutrius generis
singulariter, pluraliter
prima, secunda, etc.
persona
• of the masculine,
feminine, neuter gender
• in the single, plural,
• first person, etc.
Nominative case,
Vocative, accusative
Genitive, dative
Ablative, locative
Tenses and moods
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tempus praesens,
futurum,
imperfectum, perfectum,
plusquamperfectum,
futurum et perfectum (or
futurum exactum)
modus indicativus,
imperativus, subiunctivus,
• gerundivus, infinitivus
• voce activa, passiva,
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Present tense
Future
Imperfect, perfect
Pluperfect
Indicative mood
Imperative, subjunctive
Gerundive, infinitive
active and passive Voice
More common terms
use every opportunity to make the connections
• gradus positivus,
• comparativus,
superlativus
• conjugare,
• declinare
• sententia
• oratio recta,
• oratio obliqua
• degrees of comparison
• comparative
• superlative
to conjugate,
• decline
• sentence
• Direct,
• indirect speech
Classroom vocabulary
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ludus
cella, conclave
creta
tabula (nigra/alba)
fenestra
ianua, porta
sella
cathedra
[baculum]
charta, pagina
Liber/libri
libellus
atramentum
stiles, calamus
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school
room
chalk
blackboard
window
door
chair
master's chair
stick
paper, page
Book/books
notebook
ink
pencil, pen
Using these terms make the students more
aware and active in the Latin class.
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magister
magister summus, supremus
toga magistri
discipulus
puella
horologium
tintinnabulum sonat
salve-ete
vale-ete
conside, sede
tace-ete
noli exclamare
pensum
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master
headmaster
gown
pupil
girl
clock
the bell rings
good-morning, afternoon
goodbye
sit down
shut-up
don't shout
homework
Using these terms make the students more
aware and active in the Latin class.
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claude, aperi
incipe
perge, pergamus
satis
animum attende
specta
magna voce, clara voce
recita
noli dormire
redi ad sellam
veni huc
mane hic
Abi/abite
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close, open
begin
go on, let us go on
enough
attend
look at
in a loud, clear voice
read aloud
wake up
go back to your seat
come here
stay here
go away
Using these terms make the students more
aware and active in the Latin class.
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Ita (vero)
minime
nolite colloqui
cape cretam
scribe, describe in tabula
intellegisne?
explica
quis explicare potest?
Latine
aliter Latine
quid significat?
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yes
no
don't chatter
take the chalk
write, draw on . . . .
do you understand?
explain
who can explain?
in Latin
in another way
what does it mean?
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iterum
frustra
fortasse
quod tempus?
quis modus?
cuius generis?
quota est pagina?
quotus est versus?
festina, celeriter
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again
in vain
perhaps
what tense?
what mood?
what gender?
which page?
which line?
hurry up

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