Option 1: Teach the same material with a different method.
Teach your thematic unit, have proficiency targets, assess skills with a proficiency rubric…but let learners work through more of it on their own. Instead of you being their main source of language input… put your authentic resources to work. I started playing with Google Classroom and here’s a snapshot of what you could do to PLAN and ORGANIZE learning.
* This holds them accountable for what you asked them to read/listen to. Face-to-face chats don’t need to happen every day, but it’s nice to still give learners opportunities to interact with each other in the target language.
**You may need to cycle thru a few days of interpretive + interpersonal BEFORE moving on to a presentational task.
Option 2: Set them free with “20% Time” projects
The big idea is letting learners have a say in what they are learning. During the time away from school, students aren’t going to want to be doing random worksheets or rote memorization. There are a million other things students will get into with their new free time. Learning will be competing with TikTok, video games, Netflix, group texts and naps. This is serious competition.
Giving students choice and voice with a little structure to keep them focused will get you more buy in, period. Think about planning a “choose your own adventure” type of project that has them reading, writing, DOING/EXPERIENCING something they are passionate about, watching interesting videos, and sharing!
What if you had options for music/dance, health/science, sports/wellness? Surely this would give learners a chance to learn more about the target culture, recycle vocabulary and structures from the content (yours and other subject areas) and practice language in a new and meaningful way.
Megan–how wonderful of you to make this most timely contribution at this critical moment! I know that lots of people read Creative Language Class blogs and that this information is going to be graciously received. Thanks for your ever-mindful professional spirit! Hugs to you, Greg
Greg – what an encourager you are! Thank you, friend!
I can find specific topic on this document. There are too many different things on each page but nothing specific. what am i missing?
I meant to say I CAN NOT FIND…..
Yolanda – I’m happy to help. What are you specifically looking for?
Great ideas for a time as this. Thank you for all the detail.
Glad it was helpful, Larry!
Thank you for sharing this. Great examples to then modify and it directly relates to the curriculum.
Thank you so much. This helped a lot!
Gracias, Luisa! Glad to share!
A great post! Thank you!
Gergana – good to hear from you! So glad it was helpful!
Love the simplicity and practicality of these suggestions! Thank you for sharing!
I am currently a student-teacher working in a fully-remote middle school Spanish class as part of my teaching certification program. I appreciate your creative ideas and your positive outlook in adapting your instruction to distance learning. I am especially excited about your idea for a “choose your own adventure” type of project. I feel like this is such a fantastic way to promote student autonomy and incorporate their diverse interests! If I were to do a project like this in my classroom, I’m thinking about asking my students what topics or themes they would like to explore, and then use their responses to shape my planning of the various “adventure” options.
Best of luck to you, amiga! Autonomy is huge is boosting motivation! Let us know how it goes!