Introduction
For centuries, foreign language pedagogy in schools consisted of versions of the Grammar-translation Method of instruction. Over the course of the twentieth century, teaching methodology evolved through the Direct Method, the Audio-lingual Method, and the Cognitive Method (Ahamefula, Okoye, Loyce, 2014). The problem is that all of these methods lack opportunities for authentic communication. I am proposing that the teachers in the World Language Department begin to adopt an in-class blended learning environment that will allow us to spend less time focusing on language structure so that more time can be dedicated to providing authentic communication experiences for our students. For more detailed information, please consult my implementation plan.
The Four Disciplines
Discipline #1 – Focus on the Wildly Important Goal
At our first meeting, I will encourage the team to adopt the following Wildly Important Goal (WIG):
Implement blended learning stations in at least two classes using station rotation activities at least 75% of instructional time by May 2020.
The team will discuss the feasibility of the proposed WIG and make adjustments, as necessary.
This in-class blended learning environment is destined first to the World Language Department with the hope that our success will inspire other departments to explore their own blended learning experiences. While we will need the continued support of our IT Department to ensure that sufficient WiFi bandwidth is available, we will not need the support of other teams to make our initiative successful.
One of our School District goals is to extend learning beyond the walls of the classroom. The WIG that I am proposing will allow students to make use of technology to learn more effectively within the classroom, and the use of our LMS to establish the stations will allow students to explore topics outside of the classroom as well.
Discipline #2 – Act on the lead measures
In order to realize our WIG by May 2020, our team will need to establish lag and lead measures. At our first meeting, I will suggest the following lag and lead measures:
Lag Measure – Implement blended learning stations in at least one class using station rotation activities at least 50% of instructional time by January 2020.
Lead Measure – Use station rotation activities during at least one class meeting out of five each week.
Because each teacher in our department experiences his/her unique whirlwind, we will discuss the proposed lag and lead measures and will adjust them as necessary. As we achieve the goals of our lead measure, the team will discuss and come to a consensus on incremental changes to increase the use of station rotation activities.
Discipline #3 – Keep a Compelling Scoreboard
During our weekly WIG meetings, each teacher will make a commitment for the following week. For example, one teacher may commit to implementing a station rotation model focusing on interpersonal and presentational speaking in French IV. Teachers will record the number of total days their classes worked in blended learning stations. Teachers will discuss to consensus the best way to record and publicize progress so that the scoreboard is visible and effective. The following example will serve as a starting point:
| Week 1 | Week 2 | Week 3 | Week 4 | Week 5 Goal | |
| Teacher #1 | 1 | 1 | 2 | 3 | 5 |
| Teacher #2 | 0 | 1 | 2 | 2 | 5 |
| Teacher #3 | 2 | 3 | 4 | 5 | 5 |
| Teacher #4 | 1 | 2 | 3 | 3 | 5 |
| Teacher #5 | 3 | 3 | 3 | 4 | 5 |
Each week, we will ask that one teacher make the commitment of reminding teachers to record their progress. This teacher will also email a line graph (example below) of the week’s report to the department. This responsibility will rotate each week.
Discipline #4 – Create a Cadence of Accountability
Knowing that WIGs can be easily lost in the whirlwind of daily teaching responsibilities, we will convene as a group once a week for the sole purpose of addressing our WIG, lag, and lead measures. During this meeting, we will complete the following tasks, beginning with the team leader:
- Review the scoreboard from the previous week.
- Report on the success of our previous week’s commitments.
- Discuss if the path needs to be cleared in order to facilitate the realization of the week’s commitments.
- Make commitments for the following week.
Recognizing that the World Language Department teaches in multiple buildings throughout our School District, teachers will have the option of attending the WIG meeting using Google Meet or another virtual meeting application.
Stages of Change
Stage #1 – Getting Clear
At our first meeting, we will discuss the purpose of the blended learning initiative and its potential benefits to our students. I will propose my preliminary WIG, lag, and lead measures to the team, and we will makes adjustments to the WIG and lead measure as needed to build consensus and buy-in.
It will be important to discuss the role that each teacher will play and the commitments that each one will make in the 4DX process. Teachers will need to commit to attending weekly WIG meetings, to recording their progress on the scoreboard developed by the team, and to asking for assistance to clear the path as needed. Additionally, I will emphasize the role of accountability. If we do not each follow through on our weekly commitments despite the whirlwind, we, as a group will be depriving our students of a learning experience that will improve their language proficiency and that is better suited to the way that students learn today.
Stage #2 – Launch
As a team we will set the launch date to begin our weekly WIG meetings and commitments. In preparation for the launch, I will encourage early adopters of blended learning to share some of their station activities with the team members. As we continue through the implementation process, I will invite all teachers to share examples of their stations with other members of the team, especially those who teach the same language.
Stage #3 – Adoption
Weekly WIG meetings will continue throughout the implementation process. As teachers report on their progress each week, they will share any stations that were particularly successful. As teachers run into difficulties establishing their blended learning stations, team members will have opportunities to offer and to attend tutorial sessions to help them develop their technology skills. These sessions will be part of the Flex Professional Development that our School District offers.
Stage #4 – Optimization
As teachers become more familiar and comfortable with the 4DX process, they will take ownership of the process itself. Any teacher within the group will be able to lead the weekly WIG meeting. Teachers will expand the use of the blended learning model by reaching out to colleagues in other departments and becoming group leaders themselves.
Stage #5 – Habits
Once the original WIG is achieved, teachers will continue to implement in-class blended learning activities in other courses that they teach. Ideally, every student in every class in the World Language Department will benefit from a blended learning experience where they are free to explore their own interests while developing language skills and cultural appreciation and sensitivity that will allow them to actively participate in global society.
Power of the Influencer Model and 4DX
When speaking of influence, the Six Sources of Influence of the Influencer Model and the Four Disciplines of Execution can be used together to make meaningful change within your school or organization. To read my thoughts on the way in which these two models can work together, please click here.
References
Ahamefula, N. O., Okoye, U. C., & Loyce, C. (2014). Language teaching methodology: Historical development and contemporary issues. Journal of Education and Practice, 5(15), 66-73.
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution:
Achieving your wildly important goals. New York: Free Press.
Growing my Classroom 