Dr. Baros is a dedicated researcher, educator, and LGBTQ advocate. Her areas of expertise are proficiency-based language teaching and creating inclusive environments for LGBTQ students and people.
Someone recently asked about how much time I plan my lessons, especially now that I'm working to differentiate for my classes. While it may look like a lot of work, my lesson planning is even easier and more enjoyable than ever before. Here's what I do:
Step 1: Select contexts and strategies for providing compelling CI
What will my stuents find compelling? I use a variety of contexts for authentic and compelling input for my students. I emphasize auditory input, with the "critical input" activities followed by reading what students heard. Here are a few examples of contexts, although this is by no means exhaustive:
Step 2: Select the language that will be used and how you will make it comprehensible
What will you talk about and how? What do you need to do to "stay in bounds," or in other words ensure that students can comprehend what you are saying and not get overwhelemed or oversaturated? This involves identifying:
When I get to class, I pick word cards that correspond with the story to guide me and to show to my students as I provide input (these are like my verb word wall, but in GIANT magnetic form with Spanish on one side and Spanish/English on the other). For more organic activities, I just have an idea of what language I might use to facilitate the conversation and then adjust the conversation and make it comprehensible as appropriate during class. This does require skill to think on-the-spot about what will be "in" and "out" of bounds, and what you will do with that language. For this reason, I feel that Story Listening, Comprehensible Comics, and other pre-planned activities are easier for new CI teachers.
Step 3: Determine how you will check for comprehension
This can be done a variety of ways, although the teacher must be careful not to raise the affective filter and make students anxious or feel put-on-the-spot. I use a variety of methods, and they differ based on the activity.
Step 4: Determine whether a grade will be attached to an activity, why, and how
This is where each teacher will have to determine what fits with their philosophy, goals, and program. I've changed my grading system three times this year alone, but I do feel that the most recent system might stick because it's easy and authentic. I grade anything that is formative as a completion grade - these make up 50% of their overall grade. Students are letting me know how well I am doing my job - it's my 50%, so as long as they let me know how I did, they get the grade. The other 50% is based on their behaviors aligned with my expectations for them, since those behaviors will lead to acquisition. Because I have pretty clear routines in my class and pre-made forms, this requires no extra preparation beyond printing copies of resources.
That's it! As long as I'm not trying anything new (or blogging about it!), it usually only takes me about 15-30 minutes to plan for all of my classes each day. I take about 15 minutes to plan my weekly outline ahead of time. Then, all that is left to do during the week is picking language to use and writing up the reading and any related materials. Assuming I already have a story, comic, or other context in ind, this takes about another 15-30 minutes to create the resources and differentiate them by class level and student need.
To be completely honest, what takes much more time is finding stories and other contexts to talk about, especially for Story Listening. Selecting the right context and/or story means becoming familiar with many stories and how they might be both compelling and comprehensible for your students. However, this is becoming easier and easier as I build a bank of resources (such as this, this, or this, with more listed here) and listen to stories other teachers are telling. One of my best stories was one I learned as a student of Chinese Story Listening!
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