Another post that was outlined three weeks ago and is only now getting written…oH WELL. I had a lot of victories last year, so now’s the time to lay out some goal areas for improvement!
Setting Appropriate Tasks to Avoid Online Translators
I have been lucky to avoid too much online translator interference by mostly doing on-demand, in-person, handwritten writing tasks. (Online learning made me too wary of writing tasks completed on the computer, so when I have students ultimately turn in something digitally, I make sure there was a handwritten copy beforehand that they truly did produce alone.) (Sidebar: another benefit of mostly doing handwritten assignments is that I have a long paper trail of student writing samples that are easy to refer to when I suspect translator usage. “I looked back at your writing from a couple weeks ago, and this latest assignment seems very…different from that!”)
Every time I ran into online translator usage this year, I think it was because I set tasks that were too intimidating for my learners. I believed that they had the capacity to complete the tasks in some form, but they did not share that belief, so they sought the path of least resistance. In my Teacher Brain, I thought we had completed enough smaller tasks to make the Big Task doable, but in the minds of my students, those tasks were in the past and unrelated.
I think students need more scaffolding for Big Tasks in the L2. This could be sentence starters, exemplars, models that we co-create in a Write and Discuss-like procedure…but I’m also thinking that we need to gather together all of the formative writing tasks we’ve done, lay them all out visually, and think aloud about how those tasks connect to the summative task. That way, all students are able to see that they actually have already done a decent amount of the cognitive heavy lifting and can draw on their past performances as inspiration for the Big Task.
Level Ups
I’ve been thinking a lot more about how to help students build the bridges in their writing to get to the next proficiency sub-level (blog posts forthcoming!), and something helpful that I did in the past was a procedure I learned from Mike Peto. I have transition words that I have printed on card stock and stuck magnets to that I then hung all around the edges of my board. While we were doing Write and Discuss, I would challenge my students to find ways to incorporate those words into their suggestions for the text we were co-creating. Students loved the challenge, and after seeing the words and phrases modeled in usage, they sometimes started showing up in their writing! Score! I just fell off doing that this year, and am looking forward to slapping those magnets back on my board in September and issuing the challenge once more. Transition words and subordinating conjunctions help move students from Strings of Sentences to Connected Sentences, the jump from IL to IM that introduces complexity and depth to their writing.
I have also been fascinated by this level up procedure I discovered by Erin Carlson (that I learned about via Bethanie Drew). The reminders to try to add Affirmative/Negative, Myself/Someone Else, and Answer/Add More Info to their writing will probably help them just write more words, which feels very satisfying and can help them reach higher levels of complexity and detail.
Circumlocution
I got to film one of my lessons as part of my ACTFL TOY portfolio, and one of the reflections to come out of that process was that I heard a lot of “How do you say…?” in my level 2 class. (That is to say, more than I wanted to hear!) It reminded me to train my students on the skills of circumlocution, and I think an easy and fun way to do that could be to play more 20 Questions (via AnneMarie Chase) as a sponge activity.
Classroom Jobs
When I taught middle school Spanish, I had a variety of classroom jobs to support the functioning of my classes, and even a whole whiteboard dedicated to listing who did what in each class. It was fun and a great way to build community, and I want to bring that to my high school classes. The truth of the matter is that there are plenty of little tasks that I would…prefer not to do (passing papers, etc.) that I can turn into jobs. I don’t want to lean too far into extrinsic motivators to make the students do the jobs – mostly just positive comments about how helpful these professional students are – but maybe once in a while, I’ll let a kid leave class a little earlier than everyone else, or give them a cool pencil or something. Or a sticker! Kids love stickers.
Claudia Elliott has an episode of her excellent podcast here where she talks to John Sifert and Annabelle Williamson about classroom jobs that I’ll be listening to, and Bryce Hedstrom has a great article here about classroom jobs that I’ll be reviewing.
What are we doing in the upper level class lol
The title of this section was a joke to myself, but I figured I’d keep it because it reflects how lost I’ve felt with my upper level classes for the past few years. I began offering AP German at my school a couple years ago, but it never ended up being a good fit for my school. Between COVID really hurting enrollments and preparedness, AP students always being put in a class with third year students who weren’t ready for AP-level tasks, and having students melt down under the pressure of multiple AP exams all at the same time, I never quite found a way to make it work. My pass rate was okay, but I didn’t feel great about being beholden to that specific test.
My students responded very positively when I told them I was thinking of changing to a College in the High School / Dual Enrollment German course for the third year and beyond. That gave me the push to get the program set up, and it looks like I’ll be offering a year-long college credit course starting in the fall. This is brand new territory for me, but I look forward to the challenge of planning towards the college’s very clear curricular requirements (the breadth of AP is what got to me a lot of the time), and refining my lower level courses to set those third/fourth year students up for success. I’m hoping it will be a better fit for my learners – and me! Luckily, I will only be teaching three preps next year (German 1, 2, and then dual enrollment German), so I will really be able to focus on making it great from the beginning.