Curriculum Brainstorm

Motivational Techniques

holistic feedback on papers, address content and strong points
students self-evaluate their own in-class use of Spanish
group students creatively i.e. Best place to eat = get to know each other
3 to 5 min opening discussion in Spanish on articles in IDS
drop the lowest quiz and homework grade
learn everyone's name in first week

Critical Thinking

best realized accomplishment in Spanish; and desired new one
discuss relationship of grammar knowledge to spoken proficiency
create flow charts: how Spanish is acquired
summarize yesterday's class, list on board to compare perceptions
students prepare orally a Spanish statement i.e. compare, appraise etc.
read poem, do recall protocol w/o resources: how meaning constructed
predict an exam: students use key words to web the best possibilities

Creative Thinking

do a 'creative by design' writing assignment in Spanish
avoid over-identification with ideas through role reversal
wet inking: My best teacher used to....
relate the story via the perspective of a minor character

Cooperative Learning

'partner checks' for new grammar structures
let groups design a test, actually use them
prediction using: title, illustrations, prior knowledge, skimming etc.
group designs quiz: personal interdependecne=all know answers

1) Ideas which require little instructor preparation and can be used repeatedly:

Motivational Techniques

group students creatively i.e. Best place to eat in Bloomington
3 to 5 min opening discussion on articles in IDS

Critical Thinking

summarize yesterday's class, list on board to compare perceptions
students prepare orally a Spanish statement i.e. compare, appraise etc.
'partner checks' for new grammar structures

Cooperative Learning

prediction using: title, illustrations, prior knowledge, and skimming

2) Ideas requiring more time and the week of semester in which I will use it. (These ideas must dovetail with a department-generated syllabus, for example in weeks 5,10, and 15 we write compositions. The weeks listed cue me as to when they are appropriate.)

Motivational Techniques
Week(s)

5,10,15-holistic feedback on papers, address content and strong points
8,15-students self-evaluate their own in-class use of Spanish
8,16-drop the lowest quiz and homework grade

Critical Thinking

2-discuss relationship of grammar knowledge to spoken proficiency
3-create flow charts: how Spanish is acquired
4-predict an exam: students use key words to web the best possibilities

Creative Thinking

6-avoid over-identification with ideas through role reversal
9-wet inking: My best teacher used to....
15-students relate the story via the perspective of a minor character

Reflection Paper.

As I reflect on the lists, I am drawn to the ideas that are very concretely stated--that makes them doable. What becomes important for me is that I can put the strategy into practice with limited planning time. Also I must be able to coordinate these new ideas with a less than flexible syllabus which my supervisor creates (and enforces). I don't usually admit that I am also strongly pulled towards ideas that sound fun. I want a classroom to resemble a great little café--where individuals talk about what they passionately care about.

Motivational Techniques

Giving holistic content-focused feedback on student compositions communicates to students that I want to dialogue with them-- that I see them as interesting folks who want to master a second language.
Asking them to evaluate their own performance in class means that they become aware of their own responsibility for learning. Actually recording the grade implies the question of respect and integrity.

Critical Thinking

Taking the time to explore the relationship between grammar and proficiency in a foreign langugage will allow me to reorient many students who find our departments' method confusing. We may be able to slay a dragon or two, and provide some solid reasoning for why we emphasize active learning.

Creative Thinking

Providing design processes which can lead students to produce creative work serves some excellent goals. It lowers students' inhibitions when they must interpret a poet if they see themselves as poets. It gives them new insight as to the process of writing. It builds confidence in the students and encourages them to find their own voice for self-expression.

Cooperative Learning

Using partners for a one minute check on a new grammar point makes sense. It ends the boredom of the grammar instruction(we all know about that), while it allows the student a minute to relax and talk. Because they know that they must respond, I feel that most students will not want to appear 'dumb' or 'out-of-it' and so will be more focused while I'm talking.