Even though I like to think of myself as a smarty smart pants, sometimes I am a really slow learner. I’ve been doing a TPRSish style of teaching for about 2 years now and the other morning, I was reflecting on something that the coach said during the workshop I attended. One of my fellow attendees asked if he used thematic units or just taught whatever happened to come up. He explained that you can do it either way (and it’s a matter of preference) but his focus was on the high frequency vocabulary, so his style was stories strictly based on trying to get students to learn said high frequency vocabulary.
When I did the switch, I still kept my thematic units – I just made stories to match. However, I figured out this year that it meant that I still have a hodgepodge of different strategies going on, and they’re not meshing very well anymore. I can’t focus on high frequency vocabulary AND all the bonus vocabulary at the same time, if that makes sense. There’s simply too many words. On top of that, when I taught thematic units, I could remember that in this unit in this class, we learned these words. Well, that doesn’t necessarily happen anymore, because some units are more story-focused and some are not nearly repetitive enough for students to acquire that vocabulary. I can tell you right now that my Spanish 2 students this year are not going to remember a thing from the recipes unit, and that is 10,000% my fault. I didn’t do the reps. I got lazy.
The Spanish 2 class is the one that is actually bringing my problem to light, because the recipe unit used to go in the spring. My problem was, however, that part of the unit involves cooking and sharing food (yay!) but it always landed during Lent and wrestling season. With a high Catholic population in my school plus very serious wrestlers (especially around conference and districts), I felt bad that some of the students couldn’t fully participate. I decided to move the cooking unit to the fall, and push the childhood unit to the spring.
So here I am in the spring, and about to teach this childhood unit. Except, it is not a good unit. My unit plan goes something like: PQA, PQA, PQA, some stories I guess, Pobre Inocente embedded reading+watch the episode of Modern Family. We did the Pobre Inocente story before Christmas (it’s a Christmas story, after all) and that’s really the only chunk of this unit worth keeping. You see, the childhood unit is a legacy unit left over from when I used to teach by grammar point – of course, it’s the unit where we introduce the imperfect tense. But… this year, my Spanish 2 students have been using imperfect and preterite together from the beginning. It makes no sense to have a unit where we focus on just one of the two past tenses. On top of that, after coming out of my fall semester black hole, I can’t remember what words we’ve focused on in preterite and which in imperfect. I know they can’t apply the rule to conjugate, but how many of our high frequency verbs did they really acquire? This is a problem. I don’t know. And if I don’t know what they don’t know, I can’t lead them to the next chunk of words.
This also affects part of my behavioral plan, the preferred activity time. The way I do it involves earning points for both time on task and individual points for participation (using ClassDojo). However, I only use this system when we are working through a story as a group. So if I do a lot of non-story specific or individual tasks then the students don’t earn any points and therefore have no minutes accrued when it comes to use their time on Fridays. It hasn’t become a problem… yet. But it could be, so I worry.
So this is my paradox of priorities. Do I stay with the thematic units, or do I restructure everything around stories and high frequency vocabulary? There’s always something that has to give if I’m going to take pieces of something else – I only have so many days to work with them. But it would certainly be easier if I knew exactly what basic structures I taught that EVERYONE knows and everything else is nice-to-know since I can’t control that anyway. But then should I just do random stories, or switch to a novel-based format? I don’t have the answers yet (and I probably will change my mind another 20 times in my teaching career, even if I do think I have AN answer). But I’m thinking hard about it.