Spinning Plates: 30 preguntas for planning
When I am planning my lessons for the week, there are several questions I try to ask myself–actually about 25. A part of me feels like I have to ask myself all of these questions every day to be connected, but that can’t be right. There simply aren’t hours in the day.
Maybe I keep too many plates spinning, and if I narrowed my focus, I wouldn’t have so many questions to answer.
I just don’t see any plates I’m willing to set down, though.
Still, I figure if I have all of the questions written out, I can at least consult them at some point during each week (preferably well before I have to, you know, actually do the lessons), and thereby make the whole overwhelming alphabet soup at least a little more ordered.
PBL Questions
Some questions I need to answer to keep projects moving forward. I firmly believe everything we do should somehow lead up to a real, concrete communicative situation some time before the end of the course. So here’s what I consider to make that happen:
- What is the next step in the project?
- What do we need to discuss to move forward with the project?
- What can they read/listen to introduce the topic?
- What can they read/listen to expand on the topic?
- Where and how do they need to pause and reflect?
CI Questions
- How can I break down instructions in comprehensible language?
- What essential verbs can they use with this?
- What yes/no questions can I ask?
- What open-ended questions can I ask?
- Can they understand the text, or should I break it down PQA style?
Interaction Questions
- What can they discuss in groups?
- What can they create in groups?
- What excuses for movement can be built in?
- Is there a tech tool that could make this easier/more interesting?
- How can I get a quick read to see if everyone’s with me?
Notes Questions
- What previous notes can help with the task at hand?
- Is there any new information (vocabulary, texts, structures) they need in their notes to refer to later?
- Are there any patterns of errors I need to reinforce with notes?
- What should those notes look like?
- Can they do something active with the notes?
Differentiation Questions
- Is there something Spanish III/native speakers don’t need to be doing?
- What could they do together or independently instead?
- How much time will they have to work without my help?
- What do they need to have in front of them to be able to work without me?
- Can they prepare something Spanish II would benefit from interpreting?
Culture Questions
- What does this have to do with culture (product? practice? perspective?)?
- How can this prepare them to reflect on their own goals/identity?
- How can this connect them to the broader world?
- How can this help them observe and appreciate cultural differences?
- How can they express their observations and connections?
4 Comments
Laura Clark · January 20, 2017 at 2:31 pm
Thank you for writing all of this out so explicitly! I often feel like I have major ADD when I am trying to plan and this really helped me understand the competing priorities that I am trying to address to make sure my learners get THE BEST language class they can.
Laura Clark · January 20, 2017 at 10:31 am
Thank you for writing all of this out so explicitly! I often feel like I have major ADD when I am trying to plan and this really helped me understand the competing priorities that I am trying to address to make sure my learners get THE BEST language class they can.
Laura Sexton · January 20, 2017 at 3:55 pm
Exactly why I HAD to write it out!
Laura Sexton · January 20, 2017 at 11:55 am
Exactly why I HAD to write it out!
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