Creating my Innovation Plan
One of the early assignments in the DLL program at Lamar University was the creation of an innovation plan. After doing some research, I decided that I wanted to establish an in-class blended learning environment in my traditional classroom. While the high school where I teach offers some blended, or hybrid, learning opportunities within our course of studies, we have never had enough students register for the online language options for the courses to run. Additionally, I believe that frequent face-to-face instruction is important in world language learning. There are incidental speaking and listening situations and cultural learning opportunities that arise in the traditional classroom that are not recreated as effectively in a completely remote learning environment. Through my research, I came to understand that a blended learning environment has potential benefits for world language learners. It allows for personalized learning in a way that whole group instruction does not.
When I first learned about differentiated instruction as an undergraduate student, I saw its value, but I had difficulty implementing it. I could not imagine a way to differentiate instruction for each of the one hundred students I teach everyday, so I opted to provide a wide variety of activities for the entire class. While I may have reached more learners, I was not individualizing learning for them. Fast forward twenty years, and technology and accessibility have made differentiated, personalized learning a more attainable goal. By using new technology and incorporating elements of blended learning into our traditional bell schedule, I find that I can provide opportunities fort students to focus on the skills where they are the weakest, thus making learning more individualized. This environment also gives students more responsibility for their own learning.
Implementing my Innovation Plan
I began to pilot my innovation plan at the beginning of the 2019-2020 school year with my French II Honors and French II College Preparatory students. I wanted to see if the in-class blended learning environment could be as effective for my reluctant learners as it was for self-motivated, or perhaps I should say grade-motivated, students. Although my French II Honors students were hesitant to try something new, they eventually came to see the value of having more freedom to develop their skills at their own pace. As for the French II College Preparatory students, while they required more monitoring, most of them enjoyed and benefited from the in-class blended learning environment. When students are not intrinsically motivated, I think that there is a temptation for teachers to try to control the learning environment for these students. What I found, however, was that these students responded positively to taking responsibility for their learning. At first, it was worrisome to relinquish that control, but many students rose to the occasion when they were relieved of the yoke of some traditional class structures.
Unfortunately, the pilot of my innovation plan was cut short by COVID-19, but we did complete several units of instruction before this occurred. Through the process, I learned that many students are reluctant to try new ways of learning if the traditional way is working for their GPAs. Because of this, I know that I need to be more clear with future students about how a new way of learning can benefit them, even if it feels uncomfortable at first. Additionally, I know that I do not have all of the answers. No one does. It is important that I listen to my students. They have some excellent ideas. This summer I am working to incorporate their feedback into creating an even more significant learning environment for future students. I look forward to establishing in-class blended learning in the other courses that I teach as well.
Learning from Experience
There are several changes that I will be making as I move forward with my innovation plan. First, I want the blended learning environment to be a part of almost each class period. During the pilot, I provided traditional learning for about two weeks, and then students worked on their skill development activities for three or four consecutive days. I plan to break vocabulary and grammar instruction into smaller lessons that will last about ten to fifteen minutes each day. The remainder of each class meeting, students will have the opportunity to work independently, in small groups, or with me to meet their individual learning needs.
I will also include more project-based learning that incorporates vocabulary, grammar topics, and culture, while allowing students to have more choice, ownership, and voice in their learning. My goal is to eliminate traditional testing in the next few years in favor of performance-based assessments. As I work toward that goal, I will continue to seek feedback from students and to reflect on how students are doing as quizzes and tests begin to disappear from their learning environment. It will also be important to look at scores on the Advanced Placement French Language and Culture examination to be sure that in-class blended learning and project-based learning is effective.
Influencing Others
One of the most surprising realizations as I have implemented my innovation plan is how open many of my world language colleagues are to incorporating some of what I am doing into their courses. I have been offering some professional development opportunities with one of my colleagues, and they have been well-received. Perhaps we will offer sessions beyond our department at some point, but we are not there…yet. For now, it is good to know that world language students beyond my classroom are benefiting from my innovation plan. The journey continues.
Growing my Classroom 