getting started
Given the exceptional circumstance, the following is provided as an example of what I, as a French teacher, would prepare for my students. Please note this site is currently being built out. Check back for more information.
What is most important?
Maintaining opportunities for target language input
Flexibility and choice
Rationale
In looking at the larger picture of language learning, in order for students to acquire language, they need a lot of target language input. According to the Input Hypothesis (Krashen, 1981) this means that students need comprehensible, compelling input that is slightly above their current level of target language competence. In addition, I don't know how long we will be out of school for. I also don't know what other responsibilities my students may have during this time.
Create a choice board - Level 1
Populate the choice board with free input focused resources.
Rationale
These are all activities that students are familiar with. There are at least 5 no-tech options for students since all students do not have the same access to technology or internet. There is an opportunity to connect while practicing social distancing. There are opportunities for them to take care of themselves in the target language. This also includes one example of how to modify reading assignments for students with IEPs or who need more time to acquire language. The choice boards are in English to ensure teachers of all languages understand how a choice board can be used.
Extend choice board through output
Rationale
I am choosing to show examples of off line activities because that seems to be the more urgent need at this time. However, all of these questions could be easily asked as an assignment on Google Classroom. I could use Wizer.me or insertlearning.com to embed questions and activities into websites. I could use Edpuzzle to shorten video or embed questions within the video to monitor learning. These examples include one example of how to modify assignments for students with IEPs or who require more time to acquire language. As this situation is new for me and students, these examples allow students to give feedback and provide a jumping off point for target language conversation.
Create a choice board - Level 3
Populate the choice board with free input focused resources.
Rationale
These are all activities that students are familiar with. There are at least 5 no-tech options for students since all students do not have the same access to technology or internet. There is an opportunity to connect while practicing social distancing. There are opportunities for them to take care of themselves in the target language. The choice boards are in English to ensure teachers of all languages understand how a choice board can be used.
Extend choice board through output
Rationale
I am choosing to show examples of off line activities because that seems to be the more urgent need at this time. This example is differentiated for the range of learners in a classroom. As this situation is new for me and students, these examples allow students to give feedback and provide a jumping off point for target language conversation.
Maintain Relationships
Check in with families to see how they are doing.
Provide a way for students to connect with you at specific dates and times.
If feasible, provide opportunities for students to connect with each other on a virtual platform/space.
MAINTAINING emergency REMOTE LEARNING
Tips for Working from Home
1) Create a schedule. Include a clear time when work starts and finishes.
2) Chunk your time. Decide what you need to do daily (ex: grading, responding to communication), weekly (ex: progress monitoring, proactive communication, meetings, office hours), and monthly.
3) Schedule breaks. Eat lunch. Take care of you.
4) Set up a designated work area.
5) Get dressed.
6) If you are receiving a lot of the same questions, set up your automatic response for your email. Include answers and/or links for the most frequently asked questions.
No/Low/High Tech Options
The examples and resources below are designed to support teachers in navigating and meeting all the technology realities of students.
No/Low/High Tech Options for World Language
Reducing Technology Requirements
coming soon
Infusing Technology
SAMR model is designed to help educators infuse technology into teaching and learning.
EPSID Live Youtube Series on SAMR Introduction Substitution Aumentation Modifcation Redefinition