A while back I mentioned that designed my curriculum last year around the resources available on senorwooly.com and a few of you asked me to share my resources. Things have been up in the air with what I was going to be teaching next year, but I'm happy to announce that I WILL be using the same curriculum next year, so I'm going to fine-tune it and make it available to everyone on TPT - with permission from Jim Wooldridge. Although it's not the first unit I teach, the song ¿Puedo ir al baño? is available to view for free online, so I am making this unit available for free so that you can see if my style works for you.

I am working on additional units in the order that I teach them and am hoping have at least one quarter of materials available by the end of August. I use these units for Middle School Spanish, but they would also work for Spanish I. On a related note, my students are earning Spanish I credit over the course of two years, but the high school program is more traditional, so I will eventually be adding materials that connect to their textbook (En Español) to ensure they meet the high school expectations as they move into Spanish II, although I think they will easily exceed those expectations in terms of proficiency :).

This is a comprehensible input-based unit that also utilizes technology and cooperative learning. All slides and handouts are included with the unit. Resources from SenorWooly.com used with permission.  Please note that these units are a work in progress (as teaching always is) and I would love to have feedback!  As I learn what will best serve others' needs and create the complete set of units, this unit will be updated.  Please private message me any feedback about things that need to be modified or changed. Thanks!

¿Puedo ir al baño? Complete Unit (FREE)

UPDATE (October 16, 2016): Due to my experiences over the past few months, I've had a "rebirth" of sorts into the CI world.  Due to this, I have taken some significant steps away from using Kagan as a main method in my classroom and instead focusing on simply storytelling and communicating compelling and comprehensible methods.  However, Kagan and the underlying principals of cooperative learning do still have their appropriate places and are used often in my classroom - just not as extensively and not in the same way that I was using them before.  I do still feel that cooperative learning is essential in my classroom for a few reasons - it demonstrates my faith in students to figure something out on their own, allows them to build relationship through supporting one another, adds variety to the classroom, and especially because it gives me an opportunity to hear how they verbalize their internal processing of the language - I occasionally realize that the class was "understanding" something in a different way than I intended, and this gives me a quick break from instructing to monitor and adjust instruction as we move forward.  I generally use teacher-centered instruction to co-creation of stories, which forms the backbone of the language that we use in class.  The cooperative activities (and therefore Kagan) come into play when students are processing input together, such as re-reading a story that we co-created.  There are excellent structures beyond Kagan that utilize cooperative learning, such as the "Running Dictation" or any variation thereof.  As long as students are engaging in Positive Interdependence, have Independent Accountability, have Equal Opportunities to participate, and are Simultaneously Interacting, then all of the benefits of true cooperative learning are present and valid.

UPDATE: For a summary of most useful Kagan structures for CI instruction as well as specific activity ideas, click here.  For a comprehensive list of Kagan structures and ideas, click here.

I started my CI journey at the beginning of my career when I taught in a TPRS classroom.  In fact, we could actually go even earlier when I observed my would-be master teacher at work during my teaching program and was amazed by what he was doing, so I requested that I be placed in his class for student teaching.  I'd never heard of Comprehensible Input or TPRS, but I was hooked!  I have been 100% on the CI boat from the very beginning and it shapes everything about my classroom, from the activities we do to assessment to the posters I have on my wall.  When it comes to foreign language teaching CI is king.  Of course, I know I'm likely preaching to the choir here, but I wanted to make it clear where I stand in terms of the importance and superiority of CI.  I also want to make a comparison:

I was introduced to Kagan two years ago during a staff development activity.  Since then, my school as worked to become a "Kagan" school, complete with our own certified Kagan coach on staff and complete professional development days dedicated to official Kagan training and credits.  At first I was resistant to using Kagan in my classroom - I argued that I needed to be the one providing input because students can't possibly learn correct language without a proper model!  I resisted for the entire first semester.  Then, I had the opportunity to observe our Kagan coach at work (he teaches middle school math) - and I was hooked.  Again, I was amazed by the energy and engagement levels of students at all levels and I had to have that same thing in my own classroom!  Kagan, like learning about CI and TPRS, has again revolutionized my classroom and I won't go back to how things were before.

Before I go any further, I should point out that Kagan can be a LOT to process, but it's best to take it little by little.  Just like CI (and especially TPRS), misunderstanding and misapplying the Kagan methodology is likely to end in frustration and abandonment, claiming "it didn't work for me."  I believe it can and will work for you as long as you are careful and really know what you are doing.  If you are new to CI, focus on developing your CI skills first.  That is the foundation of your language instruction.  Once you are ready to dip your feet in the Kagan pool, keep reading and follow the "next steps" at the end of this article.

What is Kagan?
​For those of you unfamiliar with Kagan, it is a style of cooperative learning that provides structures/strategies to increase engagement and accountability.  However, the full Kagan methodology is just that - a methodology.  Like with CI, most teachers have to re-think their classroom paradigm and have some philosophical discussions about the what, how, and why of teaching and learning.  However, those that teach and assess using CI have already made most of those same paradigm shifts.  In particular, Kagan emphasizes student-centered teaching and personalization, learning through communication and interaction, building a positive and supportive classroom environment, and moving from teacher-controlled classrooms to student-driven lessons where mistakes are OK!  For many teachers, these can be radical ideas - I would argue that for many CI teachers, these ideas are standard and best practice.  In many ways, Kagan and Comprehensible Input are made for marriage.  However, just like with any real marriage, careful considerations must be made in order to make the marriage a success:

• First, CI must always come first in a foreign language classroom.  This is your content.  It determines your objectives and goals for what you are teaching.
• Kagan is the how, and like everything else in your classroom, the structures you choose to use and when you choose to use them is driven by the content.  Match the structure to the CI content, NOT the other way around. Don't use Kagan structures just to use a Kagan structure - it should enhance instruction, not drive it!
• Most Kagan structures are output based, but there are a handful that are input based.  There is an underlying assumption that students will collaboratively process the content through communication - or in other words, language that they've already acquired.  However, for us, the acquiring the language IS the content.  That means that our list of useful Kagan structures is limited when we're looking for something that is truly CI, but that doesn't mean that the usefulness of Kagan is limited.  You're not supposed to use every Kagan structure or use Kagan for a certain amount of time.  Rather, as stated above, start with your CI content and objectives, then match the appropriate structures when and where needed. (It is definitely worth noting, however, that many CI strategies do use output to measure understanding, such as retells or free writes, and Kagan can often be employed in these areas to both boost engagement and give variety).
• I contend that CI classrooms do elicit output on a regular basis as a formative assessment, although it may not be in the foreign language.  For instance, students are regularly asked to translate sentences into English to demonstrate understanding - this is output!  Technically, "teaching to the eyes" is output in the form of body language (although not a very tangible one nor one one that can be easily translated into the all-important data we are often asked to provide to support and inform our teaching).
• Many of the activities we are already doing are one step away from being a Kagan structure because it is simply good teaching.  Oftentimes, adding the Kagan structure helps take these activities to the next level to reach their full potential for student learning.

There are four fundamental components to every Kagan structure for engagement, summarized by the acronym PIES (which every other teacher understands to be a fruit-filled pastry, while I understand to be "feet"!).  If one of these is missing, the structure will not work as intended:

• Positive Interdependence - students must rely on one another in a positive way to achieve their goals. (This is where proper Kagan grouping comes into play - every group and every grouping must be intentionally heterogeneous in their proficiency levels or you don't have the expertise required in order to help students grow.  Kagan grouping is a MUST if you intend to use Kagan, so be sure you don't "skip" that part of your Kagan training or reading).
• Independent Accountability - Every student has their own role and contribution that can be measured separately from other students.  No one can "check out".
• Equal Opportunity - Each student has the same opportunity to participate.
• Simultaneous Interaction - Depending on the Kagan structure, at least 25% of students are actively and visibly engaged.  For most structures, this is 50% or even as high as 100%.  When using a Kagan structure, I become the facilitator and can quickly and efficiently glance around my room.

PIES is where I feel that Kagan is a complement and can even compensate for some of the weaknesses in the TPRS method, particularly for those teachers that struggle to keep kids engaged in stories.  If you can tell a TPRS story and do PQA and know that every single one of your students is comprehending, acquiring, and mastering the material, then don't change a thing!  Don't fix what isn't broken.  However, if you are like me, you may have students that just aren't engaged or maybe you just don't know for sure they're being reached.  For me, Kagan adds that one last nail in the coffin - it gives me a chance to make sure I've reached every student, do a formative assessment of them (and of myself!), and gives the students an chance to demonstrate what they've learned (however you decide to measure that).  With Positive Interdependence, my students learn to rely on one another and use each other as resources rather than just me (again, make sure you use heterogeneous Kagan grouping!).  With Independent Accountability, every student must demonstrate that they have met my standard and no one gets missed in choral answers or "group work" (this is not your grandma's group work or collaboration).  We can argue that traditional TPRS methods, such as choral response, give everyone an "Equal Opportunity", but for me this simply is not true.  Even when "everyone" is invited to respond, not every does (or can) respond at the same speed of the class.  This is particularly true for our slow processors that get "beat to the puch" so to speak.  Kagan structures ensure that all students have a chance to get engaged with what they are learning (and, more than that, the have to get engaged in their learning!).  The same can be said about Simultaneous Interaction.  If it isn't already evident by now, making sure that all students are engaged in a meaningful way is one of my biggest struggles with TPRS, and students are often "waiting in the wings" to be called on.  This is particularly true of the PQA phase or any time we do "popcorn" reading.  Simultaneous Interaction and Equal Opportunity ensure that all of my students are getting equal "star time" in my classroom in a way that is meaningful to them (and me!).  Again, you may be a pro at TPRS and somehow manage all of these things at once - I've seen it done at an artful level!  I will continue to work toward that.  In the meantime Kagan makes up for things I lack and enhances the things I already do.

How do I use Kagan in a CI classroom?

1. Determine my objectives.  This is where your CI methodology will drive instruction.  These should be specific,  measurable, and answer the following questions: What will the student be able to do after this lesson?  How ill I know they can do it?  There's a bit of a catch on that second question because it does require some sort of output from the student.  It's not enough to say that students will understand a story - how do we know they are understanding?  In Storytelling and PQA, we measure their understanding by responses to questions.  Thus, I usually write these objectives as "TSWBAT demonstrate comprehension of a story by responding to questions in Spanish" or "TSWBAT answer personal questions in Spanish" (which, it's worth mentioning, are both output-based measures).
2. Decide how I'm going to teach those objectives (skill development phase).  Instruction is always CI-based, so I pull from my CI toolbox.  At the same time, I think about what will make the method most effective.  For example, I'm going to have students do a reading activity - great!  However, I know that some students will read faster than others, some are ready to move on before others, and some students will fall through the cracks.  How can I fit everyone's needs?  Kagan allows each pair or group work at an appropriate level and speed, allowing high students to get higher while my low students are able to meet the basic objectives that are expected of them.  I can walk around and monitor my students (who are trained to ask for help when they collectively don't know the answer) and provide assistance when necessary.  I rarely have to provide re-direction because the students hold each other accountable (this goes back to positive interdependence - it takes both of us to meet the objective!).  Now, an already great activity is even better.
3. Decide how I'm going to measure student learning (formative assessment phase/closure).  During skill development, I've already been doing formative assessments.  However, do I really know that everyone got it?  And how do I make sure the students know they got it?  For my CI classroom, this is where Kagan is an essential component of my day.  I reflect on what every student should be able to do by the end of an activity (or entire lesson) and scroll through my list of Kagan activities to find one that matches the skill they've learned.  Have we done PQA at a level that I feel comfortable with students reading a previously used PQA question word-for-word to another student, and the other student using a sentence frame in order to answer that question?  Yes?  Then Quiz-Quiz-Trade or Fan-N-Pick is perfect!  It also gives me another opportunity to pack in some comprehensible input in the form of reading even if the kids butcher how to say the words (which they shouldn't if they've had enough input!).
4. Review my lesson.  Is it founded in solid CI principles and best practice?  Have students had enough CI input prior to this lesson to be adequately prepared/Is it matched to student ability and proficiency, especially the level of output being elicited?  Will all students learn what I want them to learn (and how do I know that all students got it)?  Is it the most effective way to achieve that goal?  I must be able to answer "yes" to all of these questions - if not, it's time to revise.

To really make this process efficient, I keep a catalog of CI strategies and Kagan structures handy to flip through during steps 2 and 3.  I recommend that you develop your own personal catalog of the structures you've tried (meaning that you didn't just give it a shot once, but actually did it 3-5 times and ensured you followed every step every time) and found most effective for your classroom, along with the specific activities and objectives that you've used them for.  I'm working on categorizing Kagan structures by the types of CI activities that they pair well with, including whether they are suitable for input or output activities.  At most, you may only ever use 5-10 different structures during a given year - this again emphasizes that you are not expected to use every Kagan structure, just the ones that work best for you and your content area!

How do I get started?
First, get familiar with what Kagan really is and how it looks in the classroom.  Do a little bit of reading to understand the fundamentals and familiarize yourself with some of the most common structures (see The Essential 5).  If possible, attend a conference (you'll want to start with the "Kagan Structures Level I" 4-day workshop).  If you can't go to a training or attend a conference, then you should read the Kagan Cooperative Learning book.  However, DO NOT read this book front to back - that would be far too overwhelming!  Start with the essentials - I recommend reading about the Seven Keys for Success (Chapter 5) and previewing the Structures (Chapter 6).  That should be enough to get started - look over the other chapter headings and read/apply as it suits you.  There is a LOT more to true cooperative learning that just what is in those two chapters, but it's enough to get the very basics down.

Next, group and label your students appropriately.  If you've read about teams and grouping in the book above, you'll know the what and why for this.  I skipped the heterogeneous groups and went straight to the structures my first time around - it was ok, but not really what it could have been because I had the blind leading the blind.  I really saw the benefits of Kagan when I had my students grouped properly - my high students were processing information on a deeper level as they had to explain to their partner(s) why they know that word means "they live" instead of "he lives" (it has an n!), while my students at lower levels were getting quality input, all while building a positive relationships and value for one another.  Don't make the mistake I did - if you're going to do Kagan, do it right the first time and carefully assign those groups (I recommend purchasing the Team Tools software to make this a breeze!).  Then, make sure students know their letters and numbers (Kagan style - see the book!) - these help with the facilitation, management, and efficiency of Kagan activities.  For those without desks (I'm hoping to join your ranks next year!), you can label your chairs with the group names, numbers, and letters and then teach your students who their "group mates" are so they can quickly move their chairs to be with their groups.

Finally, use the lesson planning steps above to carefully select the structures that will support and enhance your instruction.  Start small with simple structures (your first few structures will likely come from The Essential 5), and only try one or two Kagan structures at a time.  It will take 3+ tries to really make a structure work, so don't give up!  Double check and make sure you are following all of the instructions and steps.  If you realize you missed something or students are confused, don't be afraid to pause the class and clarify.  I usually teach structures like this:

1. Display written instructions along with an image (the Kagan cartoon images are easily found online if you do a Google Image search for the structure).  Keep these simple.  I provide the instructions in both Spanish and English so that I can stay in the target language, but students get a CLEAR idea of what I'm asking them to do (or I will ask for permission to speak in English, as I sometimes do if there's something we really need to be clear on).  Having the image helps them "lock in" the idea of the structure, much like TPR does for CI language structures.
2. Explain the steps.  I read through the steps as I point to the instructions to "prep" students for the general idea of what we will be doing.
3. Model the structure. I use a group of volunteers and we /practice demonstrate what happens during the structure while the rest of the class watches.
4. Check for understanding. In English (after asking permission to speak in English and granting them permission as well), I ask students questions about what I expect them to do, and they tell me.  If I have solid and correct responses, we're ready to start.

I do all four steps for the first 3-5 times we do a structure, which should be in the space of two weeks to make sure students are "locking in" what the structure is and how to do it.  Again, start small with structures you're going to be using a lot anyway - it's worth teaching it and teaching it well.  Once students seem to "get it", I only do steps 1 and 2, and eventually only step one and tell them to do "Quiz Quiz Trade".  NOTE: I do not change the names of the structures into Spanish for a few reasons.  First, they are not high frequency words and can sometimes even be meaningless in the other language.  Knowing them in Spanish would be of almost no educational benefit in my opinion.  Second, I want efficiency.  These are teaching and classroom management terms, not content.  Third, we need consistency.  If other teachers are using Kagan (or, if you are a Kagan school like mine), using the same terminology supports what is happening in all classrooms using that particular structure (or even using Kagan at all since the general expectations for student engagement are the same).  This also underscores the importance for consistency in the structure itself - in addition to compromising the structure's efficiency, altering the structure or skipping steps can create inconsistencies with other classes and students who say "So-and-so does it this way."

Follow the steps above, and you should be well on your way to an effective CI/Kagan classroom.  Please leave any questions below and let me know if I can be of any assistance - I would be happy to be your "virtual Kagan tutor"!  I will update this post once I have the "catalog" of Kagan structures matched to CI strategies that I referenced above.  Happy teaching!

As I'm reflecting on the year so far, I figured it was a good time to invite input from my Beginning Spanish students on what they'd like to see happen in the future.  Overall, I've been very happy with my Beginning Spanish classes and would have been satisfied to keep doing what I'm doing.  But, hey, maybe there's something I'm missing?  So, I decided to put the question out to my sixth and seventh graders and see what they have to say - and I'm so glad I did!

I labeled three areas on my board ("I like...", "I don't like...", and "We should...") and passed out sticky notes to each group.  I invited them to write their feedback on the post-it notes and stick them on the board under the category it went with.  I set the timer for 5 minutes and they were very engaged in writing the notes!  Afterward, I went through what was on the board with them and responded (eliminating the suggestions like "taking naps" and "no homework", etc.) as well as asked for clarification on what they wanted to see happen.  I have to admit that I was pleasantly surprised by all of their great suggestions (and I have to admit it gave me the warm fuzzies to see all of the wonderful things they wrote about class so far, with nothing mean or negative - I love my kiddos!).  Here are some of my big take-away's from this discussion:

Students love Señor Wooly!  In fact, there weren't any notes that said they didn't like the songs, but a few that asked that I don't use any more non-Señor Wooly songs because they're just not up to par with those on the website.  There were a few that said they didn't like the Nuggets for homework, but once I told them that they were going to have homework, they all agreed that the Nuggets are better than anything else I could assign.

Students want to play games and use their devices to learn and review, namely using Kahoot.  They report that they do it in other classes and that they pair up if they don't have their own device - and they agreed to "teach" me how to make it work.  Overall, I want to do more review, so I will build in all of the requests for games by using them for review.  Another activity that they suggested that they do in other classes involves giving hints and pictures of a spot in the world, and have students use their devices to figure out "where in the world" that place is.  This could be an interesting way to introduce cultural activities or even have little mini-lessons in under five minutes.

Overall, students seem to enjoy the classroom environment and activities.  These are things I already knew, but it's nice to hear them say they enjoy the teamwork, I'm building rapport, that I interact with them, that I'm joyful, and "awesome possum" haha.  There were a number of different things they expressed that they enjoyed about class, and multiple students specifically said it helped them learn Spanish.

Students want more learning options.  There were a number of students that want to act things out, make up songs, make up dances, do projects, etc.  I could address this two ways.  First, I could mix things up a little more.  Although I address many learning styles, I can often get into some of the same routines with these activities.  Students want to mix things up more with different activities.  Second, I can assign tasks and projects with menus, allowing students to express their learning in different ways.  They also don't want to present in front of the class - I could easily accomplish this by having students present in groups and using a variety of Kagan structures.  Some items they suggested for menus include: arts and crafts, act out, make up songs and dances, translate authentic resources like songs and cartoons, etc.

Students want to move and interact.  I can easily build in these activities with Kagan.  They want both opportunities to do Kagan class-builders to "get it out" of their system (referring to talking to each other) as well as opportunities to practice talking in Spanish.  I will have to look for opportunities to get the up, moving around the classroom, and talking to each other in Spanish during class time.  Some even wanted to go outside.  I'm sure I could accommodate that from time to time.

Students want to change seating.  Of course, the request was for "free seating" and I explained that my seating was very intentional so that each person had something to contribute to the group (see information about Kagan cooperative groups for more information on my seating arrangements).   As a compromise, I offered to change seats once per month.  It sounds like I need to get my Kagan group tools set up so it can automate these seats!

Students want to learn about culture.  I need to look for more ways to build culture in.  I'm doing this much better in my higher levels, but we've been caught up so much with Señor Wooly that we don't have a whole lot of culture.  But students want to learn more!

I feel like a total n00b when it comes to my Advanced Spanish class.  I've never taught at this level, nor with this amount of differentiation.  I feel like each day is a struggle to try and meet students' needs at the level that they need it.  Moreover, since all of them are in Spanish IIIH and AP, I feel an obligation to make sure they are satisfied with their elective choice, especially since it goes beyond the two years most students feel like they need for college.  They are here because they truly want to learn what I have to offer.  I have to admit I'm a bit flattered that they would choose this over, say art.  But yet, here they are.  And I often feel like I'm letting them down with first-year teacher issues.

Except, thnere's one big difference: I'm not a first-year teacher and I know I've done more difficult things than this before.  I can do this - I just have to figure out what works.  I keep reminding myself - at least I know how to teach now!  I just need to put the pieces together!  And of course, having an additional two years of classroom management makes me feel like a pro compared to that first year.

 I've tried three distinct curricula with them so far:

1. First, we tried a pure AP curriculum as best as I understood it.  It was way too hard - most of the students were completely unprepared)
2. Second, I switched to a fluency-based curriculum, but that proved much too easy for my highest students and especially my Heritage speakers.
3. Now, I'm using a blend which includes activities from Tejidos (a pre-AP level book) for cultural conversations and authentic resources as a whole class.  All students achieve the basic cultural objectives, and then I split the class with AP/Heritage speakers doing AP-level extensions of the work and the rest of the IIIH class doing fluency-based activities

I like this third approach the best, but I feel like we're still missing the target.  Given that these students are all here because they chose to be, and I have good rapport with them, I figured I'd let them take some of the weight off and tell me what it is they want.  Today was a unit test and we're transitioning to a new unit tomorrow, so it was the perfect time to get some feedback.

As students finished their tests, I drew a table with three columns on the board: "What I like", "What I don't like" and "What we should change"  and filled in a few of my "big" things I've been thinking about in black.  As they finished, I invited them to add their own thoughts to the board in any color other than black.  When everyone finished adding their ideas, I found that I could accommodate everything they'd written and still do my job well.  How awesome!  However, it occurred to me that not everyone may agree with the ideas on the board, so I passed out post-it notes and told them to put a check mark next to the things they liked and an X next to the things they don't like.  They didn't have to put their name and I positioned myself looking away from the board.

When they informed me I could turn around, I was happy to see that there was a high degree of consensus among students.  In fact they all agreed on every item except one - more on that later.  Here is their feedback (my comments are in black, theirs are in blue).

• Things I don't like
  • Appropriate level of material
  • Conversations
  • Cooperative Tasks
  • Un Gancho al Corazon and authentic listening (lots of checks)
  • Spanish IIIH and AP are split (lots of X's and Checks)
  • Talking Circles (One check)
• Things I don't like
  • Lack of focus
  • Lack of repetition, practice, and mastery
  • Reading Log (Lots of students put X's)
  • Having to read the same story many repeatedly
• Things we should change
  • More music (lots of checks)
  • Add more activities that go along with our vocabulary besides reading stories with the vocabulary in it (one check)
  • More conversing/listening/responding in Spanish (x3)
  • Discuss and talk more about Spanish-speaking culture (a handful of checks)
  • Different stories

​
The Good:
Overall, I'm very pleased with the students' suggestions.  Students want to talk in Spanish!  Which is ironic, because I feel like this is what I work the hardest to encourage them to do.  I think that with this expressed desire, I can capitalize on this and structure more activities.  I believe structure is the key - they need to know when to talk (taking turns and for certain periods of time), what to talk about, and how to talk abut it (sentence frames, etc.).  They also want to explore culture more, which is something I've been moving toward using the Tejidos activities and addressing the AP exam themes.  I'm not sure I'm seeing quite the payoff from listening to Un Gancho al Corazon, but it's a powerful motivation tool and the students love it.  I can use that to my benefit by encouraging them to work hard for me and then reward them with Un Gancho.  They also didn't completely oppose anything that I suggested was good or needed change.

The Bad:
It was pretty evident to me students did not find the reading log valuable.  Instead, they requested worksheets.  I personally feel that the reading is more valuable and I would get value from it.  However, this is a place I can give in, especially since they gave me an alternate type of homework that I could use to be meaningful.  I'll probably start with Conjuguemos and grammar-type worksheets.  That seems to be what they want - I'll load class with Comprehensible Input and let them work out the grammar at home.  Win-win!

The Controversial:
There was sharp disagreement in feedback about splitting the class.  It appeared that the majority of the class (we assumed the IIIH students with easier work) was happy with the split, while four students (we assumed these were probably the AP students) did not like the split.  Some of the more vocal Heritage students were upset because "it's not fair" that they are doing harder work.  They asked if they could get the "AP" on their transcript, which cannot happen because they don't have credit for Spanish IIIH (nor are they getting the full AP curriculum).  However, this is one of the issues that I'm not going to budge on - I will not sell them short by giving them material that is too easy for them, nor will I give the rest of the class work that will set them up for failure.  It looks like I need to have an honest discussion with them about how and why I am differentiating the instruction, and why I'm doing it for them (it's sure to make my life easier!). 

Overall, I think this gives me a good "checkup" on where we are, what my students want, and what they need.  I'm excited to move forward with these activities with the hope that I'll have more buy-in and motivation since the activities match their desires, resulting in more motivation and learning on their part.  Plus, I'm excited to do the things that they want to do as well!  It will be interesting to see how these next few weeks go with new strategies based on this conversation.

I'm on round three of adjusting my curriculum for my "Advanced Spanish" classes.  I have fifteen students in this class.  Some are students that started Spanish I with me in my first year teaching, continued with me to Spanish IIH, and now have me for their third year in Spanish IIIH (I have to admit I feel a bit flattered that students would voluntarily choose to stick with me that long).  One student is a Spanish IV AP student who I had for the first time last year.  Others took Spanish I and IIH at various times with other teachers and have landed in my class with varying degrees of proficiency.  Three of my students are Heritage speakers, one of which is an 8th grader who was in my Beginning (Middle School) Spanish class last year and I encouraged her to take a placement exam so that she could go straight to Spanish IIIH this year.  My highest studentcan read, write, speak, and comprehend Spanish as well as, if not better, than me.  My lowest student struggles to comprehend TPRS-style stories and formulate complete sentences.  And, yet, I must meet the needs of ALL of my students.

In other words, this year is going to be a crash course in differentiation.

This week, I switched my approach for the third time, and it's the approach I'm most happy with.  During the first two or three weeks, I tried to stick with the AP curriculum.  However, as hard as my students tried, it felt like all of us were swimming against the current and simply beating ourselves up.  So, I told them to scratch that, and let's start fresh.  Some students were briefly frustrated that the projects they'd started wouldn't count, but they were happy to go along with the new curriculum when I suggested we could go back to the old one so that their assignments would still count (love and logic!).  The new curriculum was an adaptation of Jalen Waltman's complete lesson plans for Spanish III.  I used her lesson plans at the end of last year and LOVED them, so I was back in my comfort zone.  I also incorporated a discussion piece (the students call this "Circle Day"), where we all sat in a circle with just our chairs and I started the day with a "Pregunta del Día", usually from the Waltman lesson plans.  From there, each student was expected to contribute to the discussion at least two times (I marked this in my grade book) and we simply talked!  Used once or twice per week, these worked really well and students got some really great experience with authentic and organic conversations completely in Spanish!  The desks removed the physical barriers to conversation and forced students to participate since they were all present in the circle.  Now, the students usually ask as they walk in "Is it a circle day?".

Unfortunately, though, this curriculum proved too easy for my Heritage speakers.  It is more focused on fluency, and these students need to start interacting with the texts and discussions at a higher level (they've been happy to play along thus far though!).  So, I adjusted my curriculum a third time, and I think I've finally found the right balance.  In an effort to move my students toward tasks that they will eventually see on the AP exam, I am using the Tejidos textbook which focuses on the AP Themes in a highly structured way.  Many of the tasks can be adapted for my lower students, while some are most appropriate for my AP/Heritage students.  Thus, sometimes my students are all working on the same activities while at other times they are almost literally two different classes.  While AP/Heritage students are tackling more difficult tasks, I supplement the curriculum with fluency-based activities from Waltman's lesson plans for the rest of the class.  Luckily, thanks to Kagan, I can structure these activities so that my primary role is facilitation.  I can move in between groups and assist them where necessary while they continue learning whether or not I'm there.  For example, this week we are focusing on the structure of Hispanic families.  All students completed objectives related to the families and built their cultural knowledge.  We are halfway  through this mini-unit (called an "Hilo" or "Thread" in Tejidos), but here's how we tackled the first three days (and were quite successful!):

​Day 1: Write an email describing your family.  (All students completed all activities - my AP/Heritage students sit together in a group to facilitate a faster-paced and more complicated discussion according to their level.  The remaining students are seated in Kagan cooperative learning groups of varying levels to assist one another and help them grow).

• Warm-up: Students silently responded to questions about the ethnic origins and structure of their own family on their whiteboards.
• Conversation: Students used the warm-up questions to ask their partner a questions, get a response, comment on the response/ask an original follow-up question, and then switch roles.
• Descriptions (Vocabulary): Students looked at pictures of different families and created three vocabulary lists (members and similarities, physical descriptions, descriptions of character and personality) to describe those families
• Discussion: Students took 30-second turns to describe each family picture using the vocabulary lists they created.
• Email: Students wrote an email (similar to the email task on the AP exam) that described their family by answering questions modeled after the day's lesson and correctly formatted with salutations and a question for the recipient

Day 2: Describe, discuss, and compare traditional and modern Hispanic families. (Students sat in the same groups as before, but the groups mixed for the latter half of the lesson).

• Warm-up: Students traded emails and marked anything the felt was an error, but did not correct the errors.  They checked to make sure all components of the email were present and returned the emails for final drafts due the following day.
• Differences between families: Students looked at "Orgullo de familia" by Simón Silva and "La tamalada" by Carmen Lomas Garza as well as two comparable family photos and formed ideas about what is happening in the photos based on basic information provided.
• Pienso, Veo, y Quisiera Saber (I think, I see, and I would like to know): Groups each selected a different painting or photo and students completed an organizer with these three themes as a group using suggested sentence starters as well as adding their own ideas.
• Discussion: Students shifted groups so that each group had one expert for each photo.  The new groups described their home group's ideas about their photo.
• Comparisons: Students took turns comparing the paintings and photos using key comparison words (more.... than...., etc.)

Day 3: Read and article in Spanish. (Students sat in their home groups and all completed the warm up, then moved to different activities)

• Warm-up: Students answered questions on their white boards about whether they would like to live with a traditional or modern family, why, and compared that to their actual family.
• Conversation: Students used the warm-up questions to ask their partner a questions, get a response, comment on the response/ask an original follow-up question, and then switch roles.
• Reading:
  
  • ​Spanish IIIH students received a TPRS-style story using the vocabulary they've learned so far and read it in pairs using Kagan structures (these make it easy to ensure everyone is contributing and to keep track of how far they've gotten).  Once finished, I gave individual groups the "Preterit v. Imperfect" worksheet and went over the instructions while other groups continued reading.  Then, they worked together to articulate what each sentence meant, why it would be preterit or imperfect, and then conjugate the verb.  Students turned this worksheet in when finished.
  • While Spanish IIIH students were reading their story, I gave the AP/Heritage speakers a packet with a structured reading activity.  First, they discussed their ideas about families and their traditions.  Then, they read the article and answered comprehension questions on a piece of paper.  When finished, the answered multiple-choice questions about the article.  Finally, they answered questions about what they learned as it connected to the overall themes and their opinions.
    

Overall, I was very happy with how effectively students worked throughout the class period, the quality of conversations they engaged in, the cultural ideas they explored, and the products they created with their learning.  Moreover, all students felt that the activities were appropriate for their levels - they were challenged, but felt capable of completing the activities.  I'm excited to see how this unit and structure continues to develop!

I've recently started incorporating Kagan into my AP Psychology classes and have been happy with the results!  As this is a completely new class for me to teach, I found myself back in my first-year teacher shoes stressed about simply structuring the class and getting through the material.  My students were interested and paying attention for the most part, but I realized I'd missed the crucial element of checking for understanding.  Moreover, I often lost time when students wanted to share experiences related to that day's subject matter.  Once I stopped to think about how I could solve these issues, it seemed obvious - Kagan!  Using Kagan structures, I could ask students to apply the principals to their lives, thereby checking for understanding with frequent and active application (meeting course goals), and this way all students would have the opportunity to share in a short amount of time.  I've noticed my classes are now running smoother, students are more actively engaged, and I can listen to be sure that they are correctly applying the psychological principals, demonstrating that they under stand them.  Kagan for the win (again)!

Last year, I was introduced to the Kagan Cooperative Learning method.  I have to admit, I was skeptical at first.  However, as soon as I saw it in action, I was hooked!  I knew I could get more engagement, more comprehensible input, and more communication happening in my classroom if I could successfully transfer Kagan principles to my classroom.

Although I had some success incorporating Kagan into my classroom mid-year, the real strengths are showing this year now that I've had a summer to think it over, truly dive into my lesson plans and modify them to be Kagan-based at least a few times each class, and set up my classroom both physically and with expectations/procedures.  Here are a couple of examples of activities that we've done:

Objective: Read an article in Spanish.

• Kagan Structure: Rally Coach
• How it worked: Students worked in pairs.  Each pair had one copy of the article.  Partner A pointed to where they were reading and translated the sentence, asking for help from Partner B as needed.  Partner B followed along and listened.  When Partner A finished the sentence, they Praised (I have Praise Words in Spanish on my walls) or coached (helped make corrections, then praise).  Students traded roles after each sentence.
• What I liked about it: At a glance, I could see that almost all students were engaged.  They were leaning in toward one another, both looking at the same page, as one student was pointing and reading.  They were asking one another questions and helping each other.  No one was frustrated or embarrassed and it was easy to spot those who checked out on occasion and then redirect them.

Objective: Write sentences in Spanish.

• Kagan Structure: Jot Thoughts
• How it worked: Up to this point, students had explored cognates, worked on memorizing some common classroom verbs, and taken notes on classroom items.  The day before, students did an activity where they translated sentences I drew out of a bag (I drew an animal cognate as the subject, one of the verbs, and a classroom object resulting in often silly sentences like "The elephant sits on the stapler).  Having had this modeled for them, they were to create their own sentences using the animal cognates sheet and their classroom verbs and objects notes.  Each group had a stack of small paper squares.  They were to take a paper square and write one sentence on it using the above format, lay it out on their desk, read it to their group, and then repeat.  The goal was to cover as much of their desks as possible with little squares.  I walked around with my Spanish stamp and stamped correct sentences or coached on how students could fix a sentence to make it correct.  I made sure everyone had at least one stamped sentence.  Then, students were to take their notebooks around to different groups and copy one correct sentence for each of the verbs in their notebook.
• What I liked about it: Everyone was working on sentences.  In fact, they enjoyed creating the sentences so much that they didn't want to go get the notes when it was time - they begged me to let them keep writing sentences!  I couldn't believe how a simple structure could turn a would-be boring activity into something the kids didn't want to stop doing.  It was one of those days it felt like the heavens opened and the teaching angels came down to my classroom singing their praise chorus for the students as they worked.  Students were giggling as they made up silly sentences and others were satisfied that their sentences were perfectly practical and made sense.  Everyone was engaged and everyone got correct comprehensible input when it was time to read one another's sentences.  This was an excellent example of positive interdependence as students asked each other questions as they worked and relied on one another to get all of the sentences in their notebook.  I will definitely be doing this activity again!

If you are interested in Kagan Cooperative Learning, I highly recommend starting with their book and the Kagan Structures for Engagement Smart Card.   I also prepared a one-page handout to share with other teachers who are new to the method.  I'll be attending the Kagan 4-day workshop in February and cannot wait to learn more!

Over Spring Break, I had the opportunity to observe a French classroom that did Organic World Language.  While there are still some things I'm hesitant about with the method, I did get a huge takeaway regarding classroom organization.

I've never been a fan of desks.  They're in the way, clunky, and hinder true interaction.  This is a major point of the OWL method.  So what do they do?  Students stand or sit in a circle!  The desks are gone.  Students are all able to see and interact with one another as well as the teacher.

I decided I had to give this a try in my own classroom and did so as soon as I got back.  My initial thought is that I love it - suddenly, my students who don't usually interact are in the front row and able to participate - many of whom did so on their own.  They're able to see what's going on with everyone else and comment on it.  I can see all of them and move freely about my classroom - as can they.  With only two people next to them, classroom management is easy enough to simply ask someone to move to another part of the circle.  We can act things out in the circle or I can bring people to the middle.  If I write something on the board (which is kept to a minimum), students can move around to see it clearly.  No more heads down on desks or texting/reading under desks - and definitely no sleeping!

I can see a few clear issues that are easily solved with the right resources and classroom management techniques - both of which are going to be difficult to adjust in the final quarter of the year, but not impossible.

1. Students want to sit down - I don't see this being as much of an issue when the standard is set at the beginning of the year.  I also think that high schoolers will accept standing up for an hour better than middle schoolers since it's simply what has to be done.
2. Leaning - Students migrate towards areas such as walls and tables where they can lean instead of stand.  This takes some of the energy away and ties students (often in groups) to certain areas, as well as makes the arrangement unequal across the entire classroom.  When sitting down, this takes the form of half-sitting and half-laying, which is worse than the desks themselves.
3. Chairs - traditional chairs/desks will inhibit the free-flowingness of the classroom.  I am willing to provide chairs, but need to do so in a way that students can still move freely and easily.  I think I'm going to manage this by taking a weak spot (for me) and turning it into a strength - I'm going to use the chairs as a resource for much more than sitting.

So what kind of chairs will solve all three of these problems?  Drawing on my youth camp days, I remember using 5-gallon buckets that we upholstered and then packed all of our gear into for a cheap, effective, and unique seat/suitcase.


http://finditmakeitloveit.com/2013/05/5-gallon-bucket-seat.html
How does this solve my problems and then some?

1. Compromise - students may sit, but they cannot lean.  I still have all the benefits of students standing in a circle (and the bucket chairs should prevent there from being a huge height difference if some want to stand and others want to sit).  I also still have the power to take a student's chair away if needed.  They are easy to move (and even come with a handle!) and put away, enabling me to change the classroom configuration when needed (i.e. when we're watching something on the projector/board or taking a test).
2. Resources - I can put everything I need students to have right under their seat!  Think about it - no more passing out/handing in class sets!  Inside, I can put class books (novels and textbooks), white boards (white paper sealed in sheet protectors), dry erase markers, erasers (a sock), clip boards (when we need to write), props for our stories and conversations..... And more!  Other items that might be useful for other classes might include coloring/glueing supplies, the kind that are generally in a cup in the middle of a group or whatnot.  If I really needed to, I could put extra paper and pencils in each bucket, but that's getting a little generous haha.  And, since students have to get up, take the lid off, dig in the bucket, and then put the lid back on to get anything (which isn't a big deal when asking them to but otherwise it's very noticeable), I doubt students will be getting things out that they're not supposed to have at the moment.

My plan is to have students deposit their belongings in a certain area (backpacks/books/phones out of reach!) and grab their buckets for the day.  (This does lend itself to providing paper in the buckets since I rarely ask students to get out paper, but I wouldn't want them trying to dig it out of their backpacks when I do - they can bring their pencil to the circle).  I could easily ask students to simply leave the buckets in the circle and then put away extras/get out any more that we need.  This opens up so many opportunities for activities and especially interactions!

What do you think?  How would you put in your buckets seats and what activities would you do with students in a circle?