Some More CI/ADI Bellringers

(This post is a continuation of a previous post on bellringers)

Let me share some more bellringer ideas which I have been implementing in my classes. At my district's pre-planning World Language in-service this past summer, I gave a presentation on "CI/ADI Bellringers" as part of a choice session (this was the same presentation which I gave at CI Iowa in June), and it was so well-received that my district coordinator has asked me to present it again TWICE at an upcoming summer district in-service. In addition, at ACTFL a few weeks ago, a number of people came up to me, telling me that they were now using many of my bellringer ideas. Apparently, this particular topic is of interest to many!

A recap about bellringers:

• The primacy/recency effect suggests that the first several minutes of class and the final several minutes of class have the greatest effect on learning.
• As a result, the goal of a bellringer should be solely to activate prior knowledge. Nothing new should be introduced in a bellringer, outside of writing down new targeted vocabulary words.
• We should strive to "communicatify" them in a World Language classroom, i.e., do not focus on verb conjugating, declining nouns, noun/adjective agreement.
• We can achieve this by focusing on meaning and putting them in a context.
• Therefore, bellringers need to be 100% comprehensible.

Here are some examples which I hope you can use:

Hope you find these helpful!