Question 1 ... 0-100 sliding scale (0 = don't give a flip 100=excited to return)
On the slide scale, how excited are you to be able to engage in face to face World Language/ 2nd Language Learning interaction again in August?
Teacher’s, our students are ready to learn with you and their classmates:
Out of 24 responses, the students averaged an 81 = very impressive. Even we teachers enjoyed our time to sleep in and binge watch our shows during the quarantine. As we prepare for August, keep in mind that no matter what a student may exhibit on the outside, they intrinsically want to learn. I want to share one thing before moving on: The brain craves NOVELTY. Be diverse in your teaching strategies during 2020-2021. Comprehensible Input (CI)/ Acquisition Driven Instruction (ADI) is WIDE OPEN with creativity strategies.
How effective is using 2nd language vocabulary and grammar with Total Physical Response /Storytelling – [acting, pantomiming, dancing, or other bodily-kinesthetic strategies] ?
Out of 24 responses, 12 students thought this strategy to be very effective, 11 students found it somewhat effective, and 1 student found it not effective at all. I, myself, had to teach myself to be effective at TPR. I still have a former colleague who has taught for nearly 30 years, and this person WILL NOT act for their classes. In the long run, it’s the students who miss out. We teachers have to lower our guards and act silly sometimes. I truly enjoy TPR now. As you can see the overwhelming majority of the students find it effective. I can imagine that my former colleague and the 1 person who doesn’t find TPR effective are missing out on some of “the fun” side of learning a 2nd language.
With controlled vocabulary, how engaging is reading authentic 2nd language materials (online articles in your 2nd language, readers, etc.) at YOUR LEVEL then answering personalized questions?
Out of 24 students, 8 students found authentic reading materials at their level to be highly effective while 16 students found this to be somewhat effective. Have you done your math? Do you see the BIG SURPRISE? Zero (0) students thought that authentic readers were not effective at all. BIG WIN for authentic readers. See me, Dr. Caylor-Brown for more information on Fluency Matters readers.
How engaging is creating thematic (seasons, holidays, school/life events) projects with controlled 2nd language vocabulary?
Beloved thematic projects. Not just for teacher pleasure but for student pleasure as well: Seasons, holidays, and school events.
14 students thought thematic projects to be very effective, 8 students thought them to be somewhat effective, and 2 students thought thematic projects to not be effective. I’ve taught for 31 years, and I bet if I could guide those 2 students through a year or semester, they and I could find some common, thematic projects that would make them feel that they are at least somewhat effective 😉
In your next World Language course, would you complete 2 “Flipped Classroom” homework assignments (max of 30 minutes) each week? They would be similar to your Canvas / Google classroom assignments you've been completing since March 16. The idea is to give you more time IN THE CLASSROOM with the strategies from Questions 2-4 above.
This question is geared to help teachers have more effective teaching time in the classroom. That does not equal handing out another worksheet or administering another quiz. It means integrating some TPR, having some quality reading time with some Personalize Questions and Answer (PQAs), and making sure the impactful thematic units-things that affect the lives of our students- are incorporated.
Teachers, don’t be afraid of technology. It can HELP you. Ready… out of 24 students, 21.. yes, 21 students would give up an hour of their coveted after-school time to do some extra (a quick assignment, a formative quiz on Quizlet, a formative quiz on Instructure) so as to have MORE classroom time to learn their 2nd language. As you can deduce 3 students did not want to give up after-school time for more Flipped Classroom learning.