Dear High School Principal,
The introduction of a one-to-one Chromebook initiative at our high school as well as the adoption of Canvas LMS have made possible new ways of teaching and learning. As a high school community, we have already begun incorporating blended learning opportunities into our course of studies through hybrid classes and fully online courses. I propose to establish a blended learning environment in my French courses. I plan to pilot blended learning in my French II courses beginning in the 2019-2020 academic year.
As I have researched the blended learning environments that currently exist in other schools, I was intrigued by the idea that Michael B. Horn, Heather Staker, and Clayton Christensen presented in their book, Blended: Using Disruptive Innovation To Improve Schools. They wrote, “…online learning can allow students to learn any time, in any place, on any path, and at any pace…” (Horn, Staker, & Christensen, 2015, p. 10). As part of my blended learning initiative I will be creating and posting tutorial videos related to our content using our learning management system (LMS). This will allow students to customize their learning so that each student can focus on those concepts and ideas that s/he needs to review, and instructional time can be used more effectively for authentic communication practice and assessment.
ACTFL, the American Council on the Teaching of Foreign Languages (2010) recommends that teachers communicate in the target language ninety percent of class time. By providing more review opportunities online, I will be able to use classroom time more effectively for authentic communication. Burke (2015) recommended activities such as daily questioning, narration, role plays, and improvisation. Blended learning will allow students to participate in these communicative activities and others both in class and beyond class time and space.
Implementing a blended learning environment will require some changes to the traditional structure of teacher-directed instruction. Understanding that students will move through their goals at different paces, I will be working with each student to develop personal reading and research goals in addition to communication goals. By allowing students to participate in choosing their materials and topics, students will take ownership of their work.
The goals of language learning should be communication and appreciation of other cultures. Implementing a blended learning environment within my traditional classroom will allow more time for my students to excel at both of these objectives.
Sincerely,
Natalie Smith
References
Burke, B. M. (2015). A collaborative approach can improve world language education. Phi Delta Kappan, 96(7), 69-72.
Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass.
Use of target language in the classroom. (2010, May 22). Retrieved May 1, 2019, from American Council on the Teaching of Foreign Languages (ACTFL) website: https://www.actfl.org/news/position-statements/use-the-target-language-the-classroom
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