36. TRIPLE CHECK (Collaboration, Discussion, Questioning)
Description: This protocol is perfect in an advanced foreign language class where input and output of information are received and transmitted in the foreign language.
Application: Triple Check uses many methods to solidify learning in a foreign language.
Process: Have a topic in mind and select a listening passage (up to four minutes in length). Create a graphic organizer where students can write needed information as they listen. Tell students that they will hear the passage twice and will individually write down anything that pertains to the parameters of the graphic organizer. Remind students that all verbal and written work must be in the foreign language. Pair students, assigning them a “1” and a “2” designation and allow students to compare their graphic organizer (Check 1). In an appropriate amount of time, tell “1’s” to form a group and “2’s” to form a group and to compare their graphic organizers with each other, reviewing and talking (Check 2). After that check, direct students to return to their original partnerships. Play the listening passage one more time. In partnerships, have students, using a white board, answer questions based on the graphic organizer, making sure students have the “correct” answers listed on the organizer (Check 3).
Marta Godo De Lucas, CIECHS
Description: This protocol is perfect in an advanced foreign language class where input and output of information are received and transmitted in the foreign language.
Application: Triple Check uses many methods to solidify learning in a foreign language.
Process: Have a topic in mind and select a listening passage (up to four minutes in length). Create a graphic organizer where students can write needed information as they listen. Tell students that they will hear the passage twice and will individually write down anything that pertains to the parameters of the graphic organizer. Remind students that all verbal and written work must be in the foreign language. Pair students, assigning them a “1” and a “2” designation and allow students to compare their graphic organizer (Check 1). In an appropriate amount of time, tell “1’s” to form a group and “2’s” to form a group and to compare their graphic organizers with each other, reviewing and talking (Check 2). After that check, direct students to return to their original partnerships. Play the listening passage one more time. In partnerships, have students, using a white board, answer questions based on the graphic organizer, making sure students have the “correct” answers listed on the organizer (Check 3).
Marta Godo De Lucas, CIECHS
Reference and/or for more information:
36. Triple Check
Godo de Lucas, M. (2014). Triple Check. Cumberland International.
36. Triple Check
Godo de Lucas, M. (2014). Triple Check. Cumberland International.