With friends like these...

I had the great good fortune to present my dilemma at a critical friends group today.  A critical friends group is not critical; instead they provide support, in the form of questions and comments, that help to resolve whatever dilemma a teacher is facing.  Today my dilemma was "How do I introduce a new theme if it does not originate from the students, so that it does not become a list of vocabulary and it is meaningful to them?"  There were 5 stages to the protocol.  First, I shared my dilemma.  I provided background information on the ACTFL levels, what it takes to move up the levels, and about OWL.  Next, I answered clarifying questions.  The group then asked probing questions.  Then I turned my back on the group and became a listener only.  The group discussed my dilemma, and asked "What if...?" questions.  Finally, I turned around and rejoined the group and gave feedback, asked questions, etc.

Here's what I heard my colleagues saying while my back was turned, the questions/comments I want to give my attention to:

• Songs and activities are tools
• Students are more connected
• The teacher can direct the topics-- write questions that lead them where she wants them to go.
• Are themes limiting?
• Memory increases when theme is narrower in scope
• Depth or breadth?
• Teacher does not need to be the sole source of language- where and how could students find language?  Could this be a new use for realia?
• Task based themes, for example, how do I mail something at the post office?
• Project based-- something the kids can create. gives me something to evaluate, and opportunities for self reflection and perhaps more student ownership
• Use a clip board with my cheat-sheet and a check list for participation to keep track
• Record the class, audio only or with a camera, would help with memory (note to self: the video could be posted on the web for students to review and practice with)
• Documenting progress made: individual skills, ability, leading to a different grade breakdown, and show individual progress
• More one-on-one for individual assessment, perhaps during partner activities by observing or participating (note to self: with odd numbers in 2 of my classes, this would be easy. I just have to work with different students each day, and I have to make notes!)
• Recording a class will help me to see the threads, student buy in, and make it more student driven as they see success (gopro, google glass?)
• Expanding the classroom: I can talk about my weekend.  See movies, bring in speakers.  take walks, visit the z-lab, go the the turf field: life and school.  Connect to other departments.
• Have class in the commons: more space, no barriers (my room is small)

A great big THANK YOU! to Carly, Tyler, Laura, and Rachel who came in on their day off to share this critical friends group, and for their suggestions, questions, and encouragement!  I feel affirmed in what I am trying to do, and empowered to grow in this new methodology.  I am convinced that it is best for my students, and certain that it aligns perfectly with the vision of the school.