Language Sensei

A Language Teacher's Journey

November 26, 2019
by leesensei

Using a Song Lyric Strategy…For a TL AuthRes Video Activity…

I like to use songs in class and one of my favourite activities is the ‘listen and organize the lyrics’ activity. You probably do the same kind of thing; chop up the lyrics into strips and have kids put them in order as they hear the song. It’s one of many ways I use music...and and great fun. And finally I realized that these activities are great for any time I ask them to listen…

My challenge was around the idea of weather. The students had already done a reading about seasons in Japan which included some basic weather terms. But I wanted to challenge this group so I went to the Japanese national broadcaster NHK. Every day they post their weather forecast in video on their site. I used a screencapture program (many exist like Snagit) to get the broadcast. Then I listened for key vocabulary used throughout the broadcast. I put the words into Quizlet and used their ‘print flashcard’ option to create my key vocabulary flashcards. (I can’t say enough about the ease of using Quizlet to create ‘sets’ of words, and even images, into card format.)

Kids initially found and matched the vocabulary that they knew. Then there was some great ‘guessing’ using previous knowledge (and some hints on the board) for the rest. I came to check for each group as they indicated completion. They could also consult a list, included in the flashcard package, helped them at the end to ensure that they were correct. They reviewed all the cards a couple of times (see English say in TL – see the TL and say in English) and then put the English portion away and spread out the TL cards in front of them. Their task would be to listen to the broadcast and put the TL vocab words in the order that they heard the word.

Then I began to play the broadcast – at real-time speed. I played the first minute several times and as they heard a word they grabbed it and began to organize. I probably played it about 5-6 times…and we ran out of time in the period. The next day they came in and reviewed the outstanding cards…and we listened 3-4 times. The majority of kids had the majority of the weather forecast in order. We then went over the order the words appeared and they listened one final time – putting their finger on the word as they heard it. At the end I asked if they could each find 4 or 5 key words that they might want to use again and they said “we’d like them all!” My students typically work in pairs and they said, after this activity, that this was a great partner thing to do.

I’d never considered using the idea from a song activity for an authentic resource video. Why hadn’t I? Now I’m casting around for other ways to use my various song activities for other ways I ask them to interact with audio in class.


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November 17, 2019
by leesensei

A New Lens….Am I Just “Testing Memory” Or Seeing How Well They Can “Use” The Language?

I have been undergoing a great change in my teaching, an evolution in my practice – one that is propelled by my work with kids with IEPs, our new provincial curriculum. my discussions regarding assessment with fellow self-reflective colleagues and my frustrations in how I felt I was not supporting my students at both ends of the achievement spectrum. So what has changed with this new ‘lens’ on how I view assessing in my classroom?…

Yes I Ask Them To “Learn and Remember” – This is not to say that I don’t ask them to ‘learn’, remember and demonstrate their knowledge.  Our learning checks  (what you might call a ‘quiz’) can be the traditional “know how to write these words”. But now I also give checks that show that they can ‘recognize words’ instead of just write them. This is especially key for vocabulary that will be used in oral interpersonals. So I ask them to “match” (TL & English) or listen and indicated the order that they heard a word. I also don’t announce ‘structure’ quizzes. Instead I use pop-check-ins which allow me to see how well a concept is being understood. Sometimes this results in my ‘re-teaching’ because clearly no one is getting it. Often it results in one-on-one coaching with those that clearly are not sure.

Summative Presentational Writing– As I tell my students “I don’t want to know what you remember as much as how well you can use what we have been learning.”  I figure that in real life and in any job you’d have notes, guides, logbooks or access to references in crafting your communication. Why am I asking kids to write only what they ‘remember’ in a foreign language? This is not to say that there is no memory involved. That they haven’t “learned” anything (above).  What is key for me is how they will be assessed. You can’t fully meet in my class unless you utilize current and past learning effectively. And if you add in those little things we mention, the asides, the ‘in additions’, the things that I might refer to once you can push to ‘exceeding’. And all of this end or unit writing is done ‘with notes of some kind’.

What I find here is, that having notes, any student can respond. Often my weakest kids are the ones who don’t know how to prepare, have minimally met on learning checks and haven’t ‘figured out how’ to prepare for this kind of assesment.  This new approach allows them to be able to write more than what they ‘remember’. Often, as well, they get supports for their writing.  It allows them to show more of what they actually can understand.

Many teachers (even in my department) are concerned about the ‘fairness’ of this – that a student who did ‘nothing’ has the same advantage as a diligent student who has tried to master everything during the unit work. This worry implies that a student is unfairly being helped/rewarded for not learning. This has never played out in what I see or what my students have written. The students who have internalized/’learned’ the vocabulary/structures don’t need to spend time looking them up and  they have time to go deeper and really expand on what they are writing. They are using their notes not to look up the basics but to create rich, meaningful responses. The kids who haven’t internalized the words/ideas have less time for more expansive writing – but they are able to write something instead of almost nothing.

As for the writes – sometimes the notes are provided by me (a collection of Quizlets that I have prepared for units as a sort of ‘dictionary’ for example). Sometimes they are ‘open book’ allowing them to use any of their notes in a timed write – but no dictionaries. Other times this can resemble an English essay write – with rough copies, peer or teacher editing and then a final write (and a maximum of 6 words they’ve looked up – they have to use circumlocution for the rest).

Presentational/Interpersonal Speaking – I’ll admit that I do very little presentational speaking in front of the class. Yes there are the two skits (one each in Gr 9 and 10). But beyond that students only present to another student via interpersonal fairs.  Even in this case they can have ‘notes’ in English about what they want to say but have to have ‘learned’ how to communicate this in the TL. We even practice circumlocuting so that if they forget what they wanted to say they can still communicate their message. Some kids can’t do this and will need ‘notes’. This reduces their ability to meet expectations but it still allows them to participate and feel a certain level of achievement. The same goes for their interpersonals. Referring to notes may allow full participation as opposed to being able to ‘say nothing’ and if you don’t need anything to participate you may, depending on what you say, be on your way to fully meeting/exceeding.

Japanese specific – Chinese characters (Kanji) – This is a Japanese-specific observation – it is the language that I teach. Kids often struggle with Chinese characters. They can’t memorize how to write them perhaps. They are frustrated. They can adopt a negative attitude towards them.  I try to teach the characters in context, with a story to go along with how it is constructed. I ask them to see it like ‘lego’; composed of individual parts rather than a complex solo item. Now I am experimenting with two styles of learning checks. If you want to meet my expectations I will give you the characters – you tell me how to say them and what they mean. For fully meeting – I will give you the reading and you write them in Chinese characters and give me the meaning. I see some kids actually relax – they may not be able to write them well but when it comes to interpretive reading they know what they are reading.

Adaptations to Show Learning – Ultimately I am always considering what my provincial curriculum refers to adaptations. This is not reducing expectations but adapting so that any kid can show learning. This is not just for students with IEPs. In my province adaptations are there for any student that might need them. This means that kids can access the audio for any reading assessment or can ‘talk’ me through vocabulary that they can’t remember how to write.

My new lens asks me to consider what I am really assessing – and how I am giving students the opportunity to show what they know. As I evolve in my teaching I hope the focus on this is becoming clearer and clearer…


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June 6, 2016
by leesensei

#forgetthefluff – My Most Important Classroom “Tech Piece”? Still The Pencil…

ytpBK2ScYes.  After all this…the pencil. First up I am a big fan of technology use in classes – technology not for tech’s sake (honestly for many of us initially the LCD projector/computer combo was just a fancier overhead) but technology that integrates, and propels, learning. But there is  also a reality, one I live with everyday in my school. We lack great access to WiFi. My district isn’t a BYOD one and my school leadership (unlike others in the district) hasn’t decided to ‘go for it’ and do it anyway. It is tough to get access to the web for all via the computer labs (yes we still have these..) and mobile carts of Chromebooks are more than a wish away. Despite my district going all in with Microsoft and Office 360 they are still rolling out wireless web capacity and this is more than 2 years away. Compounding that is the issue of equality of access – as I don’t want to ask students to use parent-paid data to get information off the web via their phones. I allow students to use any kind of tech they want to record/produce notes and in my class I have a myriad of laptops, phones and paper/binders…they have the choice but as a teacher I feel incredibly limited in what I can compel students to do.

But really this is all unimportant when I look at what continues to be a valuable tool for me and my students. The pencil…here’s 3 examples why…

It Records Changing Progress/Mastery of Concepts – I’ve gone all in for grading moving from numbers to descriptors. And as such have moved on to way more formative assessments. Not as many ”for mark” quizzes but way more formative assessment such as the “pop check-in“. So I need the pencil – because students’ achievement, their mastery of things, their proficiency can be a moving target. When I am checking for mastery I always start with a ‘dot’ in the corner of the box. This says to me “I’ve seen something but it’s not quite there yet”. The student see’s either a dot or a circled part on their piece. Often I refer them to me for review, sometimes I send them to see a follow-up video and many times a student looks at it and says “I know what I wasn’t getting/missed”. When I see the piece in the mastered form I erase the dot and put in the “C” (complete) or the “M” for meets. So the pencil allows me to easily record these changes in progress…

It Allows Students To Create Their Own Practice – Yes I do worksheets – but my worksheets are mostly ‘student chooses example’ to show learning practice. From the ‘Oral Worksheet‘ to the “Sketch and Share” students are using a quick visual, linked to the concept in use, to demonstrate learning. Some students choose to use ‘clip art’ (it’s always an option) but most use an 11×17′ piece of paper and a pencil. I set the criteria I want “I need to see you show me you know the difference between the X, Y and Z use of…” and they prep a drawing on the front with matching caption on the back. The key for this is the quick use of the pencil leads to great targeted practice between students. Practice that is relevant to them because they chose what they wrote. They interact/use/talk for about 20 minutes. I get to see the writing after and it is marked for ‘completion and correctness’ – some students are great the first time, others have small changes to make. The pencil let’s them create to interact…

It Allows Students to Record What They Learn & Use That Information Later – I am very big on interactive orals – and the key to these is that students record (in English) what they learn during whatever style of fair they may be doing. This requires them to focus on clearly understanding meaning and negotiate with someone when they don’t. The pencil is used to record the information that they get. In our Yr4 Travel Fair it records details of the areas that they learn about. In the Yr 1 Club Day they are learning about possible school activities. The Yr3 School Fair replicates what actually occurs in Japan when students opt to attend different high schools. Students use a pencil to record information and, key for me, then use this information gathered in some form for their summative write. In Yr 4 the Travel Fair info becomes a long moaning complaint to a friend about a ‘boring’ tour they were dragged on. The Club Day for Yr 1 is an in-class open book write about themselves and why certain clubs appeal. The School Fair asks students to past tap knowledge on which school they want to attend because of how it relates to them. Throughout the pencil serves as both a tool to record and inform…

I’m dedicated to removing the ‘fluff’ – the non-essential – from my classes and teaching. I’ve eased back on some tech options because I realized that’s what they were – a nifty thing that had nothing to do with language learning & use. Oh I dream of the day that technology is so accessible to my students that I am not using paper and graphite…when I can truly use technology accessible for all. But until then I’m happy to sharpen my students’ knowledge via the pencil.



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May 29, 2016
by leesensei
1 Comment

The “Music Mania/音楽マニア” Song Contest Activity!

After all of the great sharing from other teachers about their Music March Madness – thanks especially to Carrie Toth and Wendy Farabaugh – I decided to weigh in with my own version. Although March Madness is still very popular here north of the border, I’m using it for the last loooooong month of classes (we have our last class June 21)! So on to how I run 音楽マニア (music mania)!

The Physical Setup – Taking the advice of those who have already done this I went searching for a ‘bracket’ online. I found a 14 match bracket, and because I wanted 3 qualifying rounds too, added those on to the image. I was lucky to have one of tech-ed teachers volunteer a computer drafting student who made up the bracket and printed it on large paper.

Song selection – We use songs for a lot of activities in class and I wanted to put in a ‘mix’ of those familiar tunes. I also constrained the list to ones I had, because I only use legitimately purchased music from iTunes (see previous post on this). For 5 days before the contest I also invited student submissions via a Google Doc Form. That allowed me to ‘purchase’ those tunes in time for the activity. The student selections were all part of the ‘qualifying rounds’ – which allowed us to introduce them in a showcase way. Finally I added tunes that I had purchased but not used in class.

Filling Out the Brackets –  Songs on the bracket were initially paired via style – in the initial stages I wanted them to have to choose between two that were not radically different from each other. We also included a #1 seed – the song “Zutto” by Spicy Chocolate – a huge favourite especially with my Yr4’s. I  didn’t put all the songs on at once but rather in the days before we started I added 5-6 songs per day. This happened at the end of class so I had their attention and helped to build interest/excitement. I will note that after the brackets were set I made one change due to a mass outcry from my classes that no tunes from the group “Baby Metal” had made it into the contest! (I bend to their will!).

Playing songs – The song battle of the day is listed on my white board each morning. For playing, I use iTunes and have created a special playlist. Each day I drop the two songs into it and then play them once each while we all listen. After that, during class and in the background we ‘play on loop’. I learned that iTunes learns what you want and after having to edit the playing order in day one to alternate the songs, iTunes alternates the selections for me now automatically. I chose not to use ‘videos’ of the songs – the audio only. This allowed me to avoid the potentially inappropriate video problem or the ‘can’ t find the video’ issue that sometimes arises.

Voting – We are not a very tech-friendly school (don’t ask!) and I wanted to capture the voting right away. So I prepared voting slips for each day – a basic one where they would enter the two song names and then say why they chose the song that they did. But I wanted some accountability – some ‘participation by them’. So I asked my students and one of my great Yr4’s Abbey McLane, thought of a great idea. “Why not have us pick out two words we recognized as we listen?”. Great idea and one that all levels of my classes could do. I have the voting slips in the baskets on their tables of 4 and now they enter and automatically fill them out. I read all the voting slips and it is amazing the variety of words that they select. Voting occurs at the end of class after we have listened to the songs fully one more time. I note that one day my Yr3’s were called to an assembly so I loaded the songs online & included a Google Form link so that they could still participate.

The Final Four and Two – We are almost set with our Final Four and, to create some more interest I will be providing lyrics for all of the four remaning songs. Note that many of these songs the kids have heard before and/or used in class while learning a concept. But I thought it might generate an extra spark … And for the ‘Final 2’ we are going to show the videos instead of just listening, adding a twist to voting (I’m doing this because I have a copy of each and they have no inappropriate content!)

The Verdict – We have really enjoyed this foray into listening. And, with classes ending in late June it’s a great diversion at the start of class. Some kids are really into it…others just listen then move on. But today, as the 2 songs continued to play in the background, I looked across to see one of Yr4’s singing along with the tune. Loved it.  I may/will modify in the future but I will do Mania again. I’m hoping it will be one of those ongoing class traditions!


PS The Final Four? “Zutto” from Spicy Chocolate, “Nijiiro” from Ayaka, “Taiyou no Megami” from Ieiri Leo and “Kimigainakya damemitai” from Ooishi Masayoshi!


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November 19, 2015
by leesensei
1 Comment

Using the Rubric As A “Dialogue Starter” To Increase Student Awareness About Their Learning

IMG_1616I’ve done a lot of work with my rubrics in the past couple of years. This year my move was to eliminate all numbers from the rubric. I learned that no matter how great your criteria is – the minute you put a number on the rubric students will spend time ‘calculating’. I’ve made one other change this year as well. My goal is for students to really look at the criteria for how they are meeting/not meeting/exceeding expectations. With that in mind I now request that anything submitted (from projects to summative written pieces) come in with ‘checked’ by the student. Why this shift?

Students complete first because…

  • It makes them look at the criteria
  • Establishes what they think the expectations are
  • Allows them to ask the follow-up question of  ‘how do I get to….?’
  • Increases student awareness of where they are currently and where they might want to get to

Teacher completes second because….

  • I see what the student has ‘taken in’ as the expectations – Was I clear? Did I establish both a base of knowledge to accomplish the task and demonstrate knowledge?
  • Deal with any wildly differentiating opinions – Have I missed a chance to clarify what levels of achievement are? Is the student ‘missing’ something in what they think they are expected to do? Why did Johnny think he was fully meeting when he was only minimally meeting?
  • Student receives even more specific communication from me about where they are. And the more that I can increase this flow of information the better it is for learning.

This is a step in the journey to more student awareness of what level of language they have mastered. And its a great chance for me to make that I am providing those opportunities to demonstrate that.


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November 15, 2015
by leesensei

Learning/Testing Script: The Update On A Successful Switch

hiraganaI often preface a post with “This may look like it is only for Japanese teachers” when the content may apply to all. This post is specifically about teaching script in Japanese. But maybe the underlying ideas – my shift in approaching a required skill in the language I teach – may speak to you as well.

This is an update post on my shift – my shift from ‘memorizing’ characters/script and testing it to death – to a more ‘natural’ learning (and testing) way. This may be where you are as well. Last year I wrote about my ‘experiment’ as I changed the way I introduced characters…and an update on that follows.

Hiragana – The Foundation Script: This year my first year students again experienced my new approach to character testing. With 46 characters to learn to do basic writing, I used to ‘teach the chart’ and then ‘test the chart’. Stress on my students, memorizing characters in order, unnatural context – I’d had enough. So where are am I now in having my students ‘learn’ their characters? I still introduce ‘the chart’ (over 3-4 classes). But instead of immediately applying pressure to learn them we begin to read/write with the chart for ‘assistance’. Then, and keep in mind we’ve done the words we’re writing over and over again orally, I start with simple quizzes that require them to use/practice certain characters. We continue in this style.

For the first unit test – still chart support is offered. We practice how to prepare for writing tests (I like to use my ‘power 7’ method) but students know that they can have the chart with them. (They also know that having the chart is not a substitute for studying!). Some kids are keeners and they take advantage of the ‘bonus’ they can get for not using the chart. The ‘bonus’ is 2% – a number I purposely set low as I am not trying to encourage ‘going for the bonus’ at this point.   For the second unit test I ask that they try to be ‘off chart’ and to be honest most of them are. We are on the 3rd unit test this week. I will have 1 or 2 of my 30 that still request the chart. There will be others that will ask for support as they forget how to write that ‘one’ character – and I give them the one they can’t think of.

Katakana – The Next  Essential Script: I only require my Yr1’s to be responsible for 1 script off chart. But there is another essential one that I now introduce right away. Katakana is introduced from the first times we start writing with hiragana – always with furigana (hiragana) for it. All of my Yr1’s have a chart to read Katakana and are provided a chart during unit tests. I don’t ‘test’ or ‘mark’ the Katakana they use for correctness. Yes I know I may be sacrificing some stroke order (until I formally teach it in year 2) but for me the natural use of the kana overrides the instinct to control how they may write it.

This year my new Year 2’s – the first to experience my shift in teaching writing last year – took on Katakana right away. I still taught the character in groups – but again – the way I ‘tested’ was to go back to the words we had used in Yr1. Yes – spelling tests – but spelling words they had used for almost a whole semester – and would use in the future. Did we hit all of the katakana in those 4 quizzes? No. But I know we will have ‘tested’ them all through the vocabulary that they will encounter by the time we end of the semester. As we move through unit tests I still get an occasional ‘Sensei I can’t remember how to write…’ and I provide the character.

My students are now relaxed and more worried about expressing themselves in the language than they are about memorizing charts of script. And I am way more relaxed as I give them what I now see as the proper ‘time’ to acquire these new scripts. The stress of ‘learning/testing’ the script is gone…and in the end I have more confident learners in the room.


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September 20, 2012
by leesensei

Please Don’t Raise Your Hand….

A couple of years ago I was lucky enough to know that how I questioned kids in the class was not particularly effective. I always seemed to notice ‘the evident’ kid – you know the one. Big personality, or quick to answer, or fearless even if they didn’t really know. That kid. But what about the others? What about the quiet one, the shy one or the ‘I know but I’m not doing it” one? How was I to make sure everyone was asked – and no one avoided participating?

I was lucky enough to read a few books, talk to a few teachers and try out several things to change my ways. So now in my class one of the first things I say is “Please don’t raise your hand.” And so when a student asks why…here’s what I say:

Pair then Share – As a student you will always get to practice or test out your response with your partner first. You will have time to try. You will also have time to ‘investigate’ – using your notes or a dictionary  – to find a possible answer. Having time to do this means that your input alone will not be on the line and that you both can work towards an answer if you need to.

Anyone could be asked – Your name is written down on a popsicle stick in a bag on my desk. When I look for responses I will draw one. I won’t call on you because you were ‘off task’ and caught my eye. I won’t use your name as a punishment. However, if your name comes up, I will expect you to be ready to answer.

Answers not Avoidance – When I call on you its with the idea that you will be answering. “I don’t know” doesn’t get you off the hook. No, I will put your name aside and ask you to show me (by nodding for example) when you have found your answer. If you still not sure I will help you, with hints and examples, in finding the answer. Even if another student helps out you will be asked to give the final full answer.

The art of questioning is, for me, a journey and I am nowhere near the end! Do you have something that works well for you?




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April 4, 2012
by leesensei

My Tech Setup…(“More with Less!”)

Although I am passionate about integrating technology in my work you may be surprised how much I personally have access to in my classroom. Funding priorities in my school and district have not expanded as quickly as my desire to be more tech-savy. So it’s a surprisingly simple setup…

  Macbook 2007:  Yes you read that   correctly. My interest in expanding my ‘tech footprint’ didn’t coincide with any funding from my school/district. Along with 10 other teachers in my school we decided to forge ahead anyway and use our personal laptops. Curiously we are all Mac users….

Wacom Tablet: When you can’t afford a tablet computer you make one yourself. Investing in a medium Wacom tablet, and using Photoshop and .pdf’s of documents,  I can review work, make videos of my lessons, create class notes for my website etc. Next up – Google docs for everything?

Logitech Speakers: Under $75 at the time…. playing Japanese pop-tunes, YouTube clips and whatever we need to hear…

Benq LCD projector: Funded 3 years ago by school funds, it’s old but it works for anything from the wide variety of programs I use, for polls, Google Earth tours of Kyoto, Quicktime clips etc..

I dream of a class set of iPads and enough enough bandwidth to allow kids to access their computer wirelessly in my room. But I don’t let that hold me back…

Doing more with less,



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April 2, 2012
by leesensei

Why Twitter?

I’ll get right to it. I’m 50 and of a generation where Facebook is seen as a way to connect with long lost ‘friends’ or play scrabble. Mention to many colleagues of the same age that I am on Twitter and I am met with a slight look of disbelief. Add  that I actually ‘Tweet’ and I can see them thinking “Does anyone really care what you are doing right now?”.

Twitter is some of the best Pro-D that I have participated in during my 16 year teaching career. Why?

It’s informative: The generosity of those I follow has contributed so much to my teaching ‘repertoire’. They share ideas, thoughts and results of their efforts. Many have answered direct messages when I had a particular question about what they were doing.

It’s current: People generally are tweeting about the ‘new and now’. That is inspiring as they become my personal ‘leaders’ in Ed. Tech and Second Language learning. I’m not waiting for a Pro-D day to learn something new.

It’s manageable:  At only 140 characters, information is short and sweet. I also have a limited set of people so my feed is not so ‘full’ that I feel overwhelmed with the number of tweets.

It’s remarkably easy: I signed up for an account and made sure my bio indicated why I was on Twitter. Then, using Google, I started looking for hashtags and directories of the topic that interested me. I asked to follow a few and some, reading my bio, asked to follow me.

It encouraged me to contribute: I started as a ‘passive’ reader but, as with any learning, realized that it is being active in the process that brings that rewards.  I don’t feel compelled to tweet all the time – just when I have something to say.

You can find me at @coleesensei and maybe I’ll see you on Twitter  too.


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March 29, 2012
by leesensei
1 Comment

Worksheet or WordCloud?

I recently looked at a new way of doing an “old” thing. My Japanese 11 students typically read an article (in English) on Haiku and answer questions about this poetry form. Admittedly it is a pretty dry, and not necessarily engaging, activity. This year I changed it up and used a program called Wordle (  to make word clouds about poetry. It is a web-based program that is easily accessed from any computer in my school. It works in English (and even Japanese with a few tricks).

How does it work? Basically you enter English words directly in to the create ‘field’. The size of a word in the visualization is proportional to the number of times the word appears in the input text. So, for example, if you type “apple banana banana grape grape grape” into the create page’s text field, you’ll see that banana’s font size is twice apple’s, and grape’s font size is 3/2 that of banana’s. When a particular word doesn’t show up in Wordle it is probably because it thinks it is a “stop word” (a frequently-used word  such as “the”, “and”, or “but”) . See the “Language” menu for a setting to turn off the removal of such common words.

Key elements composed by Alice Han (Jap. 11)

To keep my students on track the criteria for the work included required elements such as a title “Haiku”, demonstrated knowledge of topic via choice of words and at least 2 ‘prominent’ elements – words selected due to their relevance to the topic. Marking was done in a holistic way using a criteria referenced scale (‘word cloud rubrics’ are easy to find on the internet). If you are interested in using Wordle and have questions, I am happy to send you the assignment that I gave – or talk to you about it.


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