Monday, February 20, 2017

The Flat Classroom Experience: Virtual Valentines 2017 (...with an update on Snapchat)

Does anyone still read this blog? Ha. I wouldn't blame you if you didn't...seeing how I haven't posted for going on a year. When you decide to switch schools each year (two schools in two years,) you might be like me, and need the time to adjust to the new campus culture and curriculum. Oy. Both transitions were rather smooth, actually, but the blog, Twitter, and the additional flat learning experiences I like to include have been neglected.  Until now!

So, in my last post, I said that I'd share about the task learners' did in my class last spring when I entered the absolutely entertaining world of Snapchat. We're going to scratch that idea because I've decided that the (video) camera, along with its filters and tools, are a great addition to any project, but not really a tool I want to use in class just to use it. I still believe it offers fantastic opportunities for learning on a variety of topics of interest, like outdoor adventure, for example, but that's a personal choice for learners. I'll leave a photo here, though, to show you a student example of a snap with a short French expression and the category for the photo. They had to submit their snaps with the text on Canvas, the chosen LMS of the district. They enjoyed it, but it didn't take off in any way that inspired me to make it an integral part of the world language experience. By the way, my new school is out in the countryside, so there isn't good phone service to use Snapchat anyhow.

As I mentioned above, we are beginning to enjoy some flat learning experiences again now that I feel settled into the new school. As a matter of fact, last week, we participated in the K12 Valentine Project 2017, and sent virtual valentine cards to English learners in Morocco and French learners in Kentucky. Below is the link to the wiki I made for the cooperating teachers to access all of the cards and some links to learn about our town, school, and state. I must share that one of my learners has been to Morocco because his father comes from there, and we learned that one of the students in Morocco is from South Carolina originally. How cool is that!  If you'd like to see more of this project as it happened in classrooms around the world, check out the Twitter project hashtag #k12Valentine. 

Stay tuned! I might blog again soon about the Skype session we will have with a United Nations peacekeeper later this week. I'm just not going to make any promises. hehe

Thursday, July 21, 2016

Lifelong Learning with Snapchat

Spring Break 2016 started out like several others have over the years with a flight to Colorado and a happy reunion with best friends, Keri and Aaron. On the agenda: hugs, good food, and plans for local adventure! This year's week of Colorado vacation, however, included an exciting discovery of a new-to-me social media tool. I must tell you that prior to the past few years, it was becoming the norm that I would sign up for a new learning tool while in Colorado or at least while I was with my besties. In fact, the first time this occurred was when I road tripped from South Carolina to Colorado with the aforementioned BFFs, and joined Facebook during a stop in Texas. Jump ahead two years to the Spring Break Colorado Snow Storm of 2009. That's when I joined Twitter and revolutionized my professional life, thanks to discussion and collaboration with educators from around the world.

                        On the road through Texas. CVogel 2007

While my interest in connecting with educators on Twitter has waned a bit since then, it's still my number one go-to forum to discuss all things education. That said, I am not so interested in using Twitter to connect my learners with French speakers around the world at this point. Hmm. I miss the excitement of using social media as a learning tool in the classroom. I get great value out of it, personally, but I want to continue down the path of teaching digital literacy and global citizenship by way of meaningful projects and, possibly, with the help of the latest tools.

Guess what. I am happy to report that the SOCIAL MEDIA EXCITEMENT IS BACK! As of early April 2016, I can call myself an active Snapchat user! Yay! It was fun exploring Snapchat while being in one of my happy places -- Colorado! What's more (significant,) I've already invited my students to use Snapchat to learn and share, but I'll tell you more about the initial, classroom experience in the next blog post.

                              Snap logo interpretation by me!

My millennial best friend Leah, (who's my go-to contact when I need to know what's cool to people much younger than me,) told me a while back that I should join Snapchat, but I really wasn't inspired based on what I understood of its use and the lack of education-related social media posts on the tool. (It's possible that they existed earlier last school year, but none popped up in any of my feeds.) So, you might wonder what or who convinced me to sign up for the seemingly most popular social media tool for teens at the present time. In fact, inspiration came from a Facebook post by Outdoor magazine about two professional American climbers -- Adrian Ballinger and Cory Richards -- who decided to attempt to summit Mount Everest without supplemental oxygen and snap their way to the top. Oh my gosh! This sounded so fascinating to me, so I immediately made an account, and texted my millennial BFF for assistance with setup.

It took me a little while to understand how to navigate, add neat "famous friends," and post, but I was able to watch the climbers from the comfort of my home on the other side of the globe in the meantime. Because of the time difference, I mostly watched them in the morning before I left for work and sometimes late at night. I looked forward to learning about the joys and fears of that most amazing (and quite reckless) adventure. I won't spend too much time on my Snapchat inspiration, but just know that my own personal learning was tremendous, thanks to their snaps.  Oh, and Cory summited without supplemental oxygen on this first EVER Everest climb while Adrian, who had already climbed it 6 times with supplemental oxygen, had to turn back just meters from the top due to the beginning stages of frostbite. (See my list of people to friend below.)

From there, I decided to google famous Snapchat users to increase my learning and entertainment. Wow! I never dreamed that I would see so much of the world and learn so much! Snapchat IS indeed a great tool for lifelong learners like me to discover new things, or learn more about something you already love, through the lens of a new-ish camera. It should be noted that you can also use the drawing tool to unleash your inner artist.

                              Snap and drawing by me! :)

Here's the list of some of the people I follow. For now, my account is private, but I will probably make a school account soon, and will update the blog with that information at that time.


For Lovers of the Outdoors:
adrianjb : Adrian Ballinger - professional climber / adventurer
crichardsphoto : Cory Richards - professional athlete & Nat Geo photographer
emilyaharringto : Emily Harrington - professional climber, adventurer, speaker
everestnofilter :  the account Adrian & Cory used for the Everest climb in April/May 2016
columbia1938 : Columbia Sportswear - They share great tips for outdoor adventure along w/products.
usinterior : Interior Department - USA park rangers share what they are doing in the national parks.
thenorthface : The North Face - They also share outdoor adventures, but aren't too active, overall.

For French Learners and Francophiles:
crdepirate : Coeur De Pirate - Canadian singer-songwriter from Montréal
jeromejarre : Jerome Jarre - Comedian YouTuber from France
noholitablog : Noholitablog - Fashion blogger in Paris (Even if you have little interest in fashion, it's great to listen to her speak French. She loves Drake's "One Dance," fyi. :)
davidlebovitz : David Lebovitz - Pastry chef and food blogger in Paris (He snaps the city of Paris,
uses French vocab at times, and shares great cooking/baking tips.)

For Comedy:
batdadblake : Bat Dad - a father who dresses like Batman & playfully "monitors" family activity
itsdougthepug : Doug the Pug - All I know is that this little dog has a lot of costumes. :D
lilswag79 : Kevin Hart 4 Real - comedian (He does curse a lot, so be warned if that offends you.)

For Food: 
allrecipes : Allrecipes - one of the most well-known free sites to find all sorts of recipes
davidlebovitz : David Lebovitz (again) - It's great to see what he's cooking up in the City of Lights.
migrationology : Mark Wiens - Food & Travel - He travels. He eats. Repeat.
thekitchn - The Kitchn - site that offers recipes, tips, and other information on food-related topics

Screenshot from a video snap of prosciutto & mozzarella in Italy.

For Art:
geeohsnap : GeeOhSnap - Norwegian Snapchat artist, graphic designer and illustrator
lacma : Los Angeles County Museum of Art - snaps of art with hilarious captions
salliasnap : Sallia Goldstein - Snapchat star (engineer by day; artist by night)
(Check to see if your local museums (or ones in nearby major cities) have a Snapchat. I follow three of them in the Carolinas.)

For Government & Politics:
whitehouse : The White House - See all sorts of neat events that happen on the daily.
(Some politicians snap, so look for your favorites, too.)

Lastly, you should know that there are Snapchat stories anyone can discover. Depending on what's going on in the world, you can watch it unfold from the comfort of your own home.

Hope you feel inspired to set up an account and explore what there is to offer if you haven't already done so. If you are already snapping, who are your favorite people to friend? Please share in the comments! I would love to know what else is out there. As you may already know, there are lots of people who have not tried out this fun and educational tool yet!

In my next post, I will share the details of a Snapchat task my learners completed last spring along with student samples. Stay tuned!

Happy Snapping! Happy Learning!

Saturday, February 13, 2016

On Student Voice : Seating and Other Classroom Comforts

Student voice. Seems like it's been a hot topic of discussion for the past several years. However, I'm not so sure it makes its way to many classrooms. Perhaps it's like many other trendy topics that explode and then slowly fade to an occasional ember. When I was in the process of obtaining my alternative certification after earning my B.A. and M.A. in French literature, the conversation was focused on the concept of backward design. Were educators talking about turning the tables to empower young learners to use their voice for good in those days?  Hmm. Well, Twitter wasn't around back then, and who reads listservs, so I guess we'll never know.

Last Friday, I conducted a confidential survey at the start of each class.  It was top secret because one section asked students to write down two people with whom they do not work well. I did not think that one up on my own. In fact, a student asked me to do it last semester, so I decided to include it on the survey, especially since this student takes French again now, and can see that I listened to her. While teenagers are learning how to handle (difficult) relationships, it's fine with me to lessen the trouble I'm going to have when a new seating chart comes out. Furthermore, students occasionally have valid reasons for keeping distance from some of their peers.

Anyhow, the survey allowed me to find out the following preferences:
-location in the room (front, middle, back, near the teacher)
-desk arrangement (quad, pairs, semi-circle, alone, other)
-lighting (one or two sets of overhead lights, lamps, natural light on bright days)
-who not to be seated by in the class

After school on Friday, I read through all of the surveys, and tallied the number of times students wanted a particular seating arrangement. Please note that they could check all that applied. (By the way, there are 42 students in total in the French program at my new school this semester.) 

Quads (the arrangement of all desks until now:)  23
Group of 3: 1
Pairs: 11
Semi-Circle: 6
Alone: 4
No preference: a few (I didn't take tally these.)

Original quads that were kept as is
for learners who prefer them.

Perhaps for the first time in my public school teaching career, I did not have too many complaints about the new setup. It was a tad challenging to rearrange the room, and I don't know how I'll do it when I need more desks for bigger classes, but we'll tackle that when it happens. The semi-circle only has 4 desks in it, and it's not a very circular shape, but it works, and students made comments in favor of it.

If you'd like to see and/or use the survey, you can access it on my wiki here. Here's a look at the new setup!

for students who want to sit near me
and/or use the outlet and/or make up work
the semi-circle with a grouping for pairs in the corner

for groups of 3

Finally, here are a couple photos of alternative seating. I'm under the impression that students hurry to class in order to score some of these before everyone else arrives. Moving forward, we might need to come up with a plan to share these options with other classmates. 

The French bistro set and table are near
our beautiful view of the school grounds. 
My kind Spanish teacher colleague shared
this extra seat with me. It's been a hit!

Hope you enjoyed this look at our classroom. Feel free to share a photo of your classroom design in the comments. Educators love peaking in each other's rooms -- such a great way to get inspiration! 

Saturday, January 23, 2016

Update: The French-Only Classroom Revisited

If anything motivates me to carve out time for a blog post, it's when a member of my PLN asks me to explain how I do something. Thanks, @CathMus , for inspiring me to publish an update!

She asked me how I keep my high school learners in French during our time together. I half-jokingly replied that I do it with carefully planned lessons. All kidding aside, that is the main ingredient, but there's also a need for accountability… the form of food.

We've been attempting to stay in the target language for almost five years now, but our methods have evolved over the years. I will share the changes I've made below. Here's the original post I wrote about the first, successful French-only method I employed:

This past August, I began a new educator journey at a public high school, located one hour north of the private school where I taught for the past seven years.  The fall semester was a 90% TL fail, in part, because I was overwhelmed with all that comes with a transition to a new school. I had to adapt my lessons from the 50-minute, year-long courses to a 90-minute, semester schedule. It takes carefully structured lessons to make 90% TL happen, and that was just not my priority in the fall. That said, the spring semester is off to a promising French-only start. With a few changes to the original policy, it seems to be going well so far.

The Updated French-Only Policy:

Teacher: If "caught" speaking English 10 times, the teacher must make brownies for the class in order to start back at 0 points.

Students: If the student is not "caught" speaking English a total of 10 times at the end of four weeks, s/he will receive candy or another sweet. (Students can reach 9 English points and still get the reward.)

English Freebies: Students can write a question on the mini whiteboards in English without earning a point. They can also speak English in "Le coin anglais," or "English Corner," but both feet of any English speakers must be in the zone.

Results (as of Week Two:) 

-Many of my learners are already showing signs of better classroom command comprehension that wasn't clearly observed last semester. (I must add that my clothesline of frequently-used expressions has also been downsized. I group survival phrases by theme now. Why I didn't do this before, I'll never know…  For example, the restroom and water questions are posted right above the door now, instead of along the clothesline with every other question.)

-Students are buying in to this reward system. Who doesn't want candy???

-I'm back to holding myself accountable for my use of French in class.

-I'm intentional, more so than last semester, about how I design my lessons for a 90-minute class during which comprehensible, French transitions need to occur.

If you have an accountability plan (other than grades) to keep learners in the target language, what do you? If your system has evolved over the years, please do share what has worked for you.

Happy Communicating!

Sunday, November 8, 2015

Relationships: World Language Advocacy in Education

Bonjour! Hello!

After spending a few months settling in to my new school, I'm happy to sit down and write a quick post. As of last week, I stepped down as a moderator of the weekly Twitter #langchat, so I'm hoping that I'll use the extra time to blog more regularly while exploring new possibilities in world language teaching and learning. Please feel free to contact me if you have a mini or long-term project in mind. If you like to think outside of the box and have an idea that's just been taking up space in your head, let's chat!

So, the inspiration for this post came to me yesterday while in attendance at the annual fall workshop for members (and possible recruits) of the South Carolina chapter of the American Association of French Teachers. We were a small group, sadly, but we had rich discussions, mostly in the target language, before heading to the local French restaurant for some crêpes and/or croissants.  The workshop was geared more towards university French, but there were elementary, middle, high, and university educators all in attendance -- Bravo!

What was fantastic about our time together was the fact that we chatted about advocacy and, specifically, the need for better relationships between high school and college/university faculty. While our language teaching and learning methods don't always compliment each other, we were all on the same page regarding our desire to build and sustain world language programs in all of our schools. Of course, there are many examples of strong relationships between secondary and post-secondary institutions, but this is not the case in many areas of the U.S. and perhaps elsewhere in the world, and it's easy to know this fact if you talk to a few language professors.

What can we do right now to better advocate for world language programs of study? I argued that all of the efforts to tell folks about conferences, resources on social media, and any other opportunities do not always make a difference. The desire to make change MUST come from within, and this is applicable in so many situations, including educator professional learning. A driving force for change in one's personal or professional life can most certainly come from interactions with others. The bottom line: relationships matter. 

While we sometimes have community or school events to enjoy together, there is not always a strong relationship between professors and, specifically, high school educators. We're all busy, but it would be great if we could reach out to one another and propose a coffee meetup to discuss what we could do to not only entice high schoolers to study a language beyond the required number of years, but also to encourage them to continue their language study in college.  Email is great, but it doesn't have the same power as a one-on-one conversation in a nice coffee shop atmosphere. 

It is not forgotten that not all educators live near a college or university, so this can be a real challenge for face-to-face communication, but a coffee meetup via a videoconferencing tool could be the solution. What a great opportunity to find out how both (world language) departments could better establish partnerships for the benefit of the learners -- who are the reason for what we do -- as well as our programs that we work so hard to grow.

Here are some ideas for an initial meetup:

-Find out what types of college majors are offered that include a language component. Let's face it, only a small percentage of people are going to study literature or linguistics after high school. We need to get the information out that there are lots of pathways one could take if s/he enjoys languages. (One might think this info is widely shared already, but it just doesn't seem to be the norm.)          

-Find out if a university professor or adjunct faculty member could visit the local high school to share ways that a students could incorporate a world language in to his or her program of study. (I learned that there are more and more programs that are now offering degrees that include a world language (e.g. political science and French or dental hygiene and French. Who knew?? )) At any rate, we ALL need to know what kind of choices young people have these days. It's 2015. The world is changing, and language programs have to change, too.  

-Get a conversation going about what we actually offer in our classrooms. If we don't REALLY know what's happening at the high school or university, how can we help each other prepare our learners to choose a pathway that includes world languages? Conversations need to happen. And it wouldn't hurt to have those chats over coffee or tea in a nice ambiance. 

-Find out what opportunities are actually in place for study abroad. There has been talk of summer programs for language learners that would help lower the cost that goes along with a semester or junior year abroad. Do our learners know about these options? 

-As for elementary and middle or middle and high, world language educators also need to have a coffee meetup to discuss (and take action) to strengthen enrollment. 

This can all seem overwhelming, especially since our time is stretched thin, but the message I gleaned from our conversation yesterday was that we just need to get conversations started and take small steps to build partnerships. Our profession depends on it. I can say that my plate is super full at the moment due to the transition to a new school, but I am inspired to reach out to the language department at two nearby universities. As a matter of fact, if a university professor reached out to me and asked if I'd meet at the local coffee shop for a chat, I would be more than happy to take an hour out of my afternoon to do so. I'm hoping that the university professors I'll soon contact will feel the same way. (I'll update this post once I make some progress on that front.)

Are you inspired to reach out to one of your state's colleges or universities or to an elementary/middle school? Why or why not? Do you already have a solid partnership (beyond the once-a-year university language event for a certain number of upper level language learners) with a school in your area? If so, please share what you do in the comments.

Thursday, August 6, 2015

Unit Understandings: Documenting the Learning

Welcome back!  After a whirlwind spring semester and summer full of big changes, it's time to get ready to embark on a new journey as the French teacher at a large (soon-to-be 1:1) public high school near Charlotte. Before I begin this next chapter in my career, I would like to share the template I created last year to help both my learners and me better document the learning, particularly cultural understandings, as we progressed through each unit.  So, here's a breakdown of the development and implementation of this task along with a look at its efficacy. A link to the resource to follow!


The main motivation for developing this template came from a desire to better document (deeper) learning. Since it seems that we're going to reach more learners if we give them guided notes or a template rather than just tell them to take notes, it made sense to create a template that can be easily updated and shared at the start of each unit. Our K-12 learners need to be taught how to organize their thoughts, so it makes great sense to give them an outline with which to work.


The following sections of the unit framework needed more attention by both my learners and me, so these were included in the design: essential and guiding questions, cultural knowledge, and personalized vocabulary. It can be challenging to come back to the essential and guiding questions over the course of a unit; in my case, it's because I forget about them. We also needed to better document cultural knowledge, especially since we don't have a textbook to just refer back to when studying for an assessment. As for the vocabulary, my intention was for learners to have a one-stop location for any vocabulary that they would need to express their interests and ideas.


Please note that this template was implemented in all French courses (1-4AP) in a 1:1 iPad independent upper school. It was converted into a PDF and placed in the DropBox folder for each class after I typed up the unit title along with the essential and guiding questions. Then, learners moved it to their Good Notes app (hopefully, in a unit folder) where they took notes as we moved through the unit. All notes were guided either by whole class discussion or small collaborative groups with whole class debriefing.

End-of-Year Thoughts

Overall, the template positively impacted the learning. In the initial year, the attention to essential and guiding questions over the course of the entire unit was inconsistent, leaving major room for improvement. The cultural knowledge section was completed rather consistently, so this one was the most successful. In fact, learners referred to the document when studying for an assessment. This section helped me evaluate unit themes and essential questions for future revisions. As for personalized vocabulary, I required learners to record new vocabulary when they were researching topics of personal interest, but this did not happen for every unit of study. I do not know if learners recorded any new vocabulary on their own, but I would assume that very few, if any, did do it.  

Moving forward, I plan to better allot time to complete the document and provide more opportunities for learners to demonstrate understanding of what we discussed. I will not be grading work done on this document since it is really just guided notes, therefore, the follow-up tasks will make this work essential.

The Resource

Click here to access the document and feel free to revise it as you see fit. If I make any revisions to it as we move through the school year, I'll update this post.


Please share what you do to document unit understandings in the comments below. I'd love to learn how other educators are helping their learners see the bigger picture.

Saturday, February 14, 2015

Target Language Tunes: One Way to Effectively Use Music in the World Language Classroom

Update, 7/22/15 :  About a month after I first wrote this post in February, I modified the templates, but did not take the time to update my blog. Well, today was the day to make it happen! Click on the link under "Monday" to access the updated version of both templates.

What were the changes I made?  The entire task is in French now. (I left the earlier version of each template up on the site for educators who do not understand French.) There wasn't any reason to have any of it in English initially, in fact; I guess I did it because I created it on the fly and didn't have a lot of time to go over the directions when we first experienced Music Monday. Looking forward to continuing this musical task at my new school in a few weeks! Who knows. I might modify the template yet again. Please let me know what you would add/change. :)


Music moves.
Music uplifts.
Music inspires.
Music empowers.

Let's just say that I can't imagine my life without beautiful, rockin' tunes and opportunities to dance either at small or large venues in cities across the country. Yet, until recently, I rarely played French language music in the classroom or even used it as an interpretive tool for my learners. So, you might ask, "Why the heck not?!?!"  Well, there are a few reasons for this that include the lack of inspiration for lessons that incorporate music, the logistics of planning such a task, and the constant desire to make sure everything ties into the unit perfectly. I'm not one to spend time making a lesson that can only be used once or become outdated. Therefore, I create tasks that can be tweaked slightly, if need be, and used over and over again.

As we all know, Mondays can be rough as we try to wrap our brains around the pressures of the daily grind.  So, two weeks ago, I finally introduced what we are calling, "Lundi en musique!" which sounds so much better in English (Music Monday!) but what can you do. So, here's how it works:

-Sunday (or before if you're not a procrastinator): Go to a top hits website in the target language and pick a song from the top 40 list. If there aren't any great ones (because the list is dominated by American hits,) pick an artist you've already had in the spotlight and then quickly find a video/song on YouTube that you haven't already presented. French Educators: Check out or  or even Yahoo!'s Musique page .

-Monday: Write the title of the song and the artist's name on the white board. Play the song without the visual as learners are entering the classroom. Place the handout on each desk so that everyone is ready to begin when the tardy bell rings. (Click here to download both the novice and intermediate handouts.)  Once class begins, tell the students what day it is, the name of the song, and the artist. Of course, do all of this in the target language. Next, play the song without the music video. Learners begin completing the first section of the handout. Then, ask them to watch the music video and begin completing the second section of the handout. Let them know that they will have time to finish both sections after the video ends. At that point, let them know that they can move on to the last section if they are ready.  Finally, go over their answers when most of the class has completed the task.

The Handout:  This task allows me to do very little prep since it can be used for any song on any given day. It also only requires 10-15 minutes at the beginning of class on Mondays.  For the novice learners, the sections where they use French are developed for them in the form of a checklist and a fill-in for biographical information so that they can feel success while completing this task in a timely manner.  By guiding them in French like this, I'm hoping that these expressions will begin to sink in. We all know that idioms, such as, "I am ___ years old." in romance languages, for example, are tricky for Anglophones. As for the intermediate learners, they are tasked to write their opinion and some biographical information on their own as this type of communication should be feasible at this proficiency level.

Reflections and Tips:  My learners have experienced Lundi en musique! twice now. After seeing that I needed to tweak the handout after the first week, I made changes to the document the following Sunday. The second go-around was much better received AND I was pleased with the timing, learner interest level, use of the target language, and the feedback I received.

If you decide to try out this task, consider the following:

     -Choose your song wisely. If it's a depressing or super serious song, you might want to replace it with something that will get your learners minds and bodies moving.  The first song I chose was rather sad whereas my choice for the second week was upbeat, a little romantic, and dance-worthy. Needless to say, my learners enjoyed the second selection much more than the first.

     -Encourage even your novice learners to share their opinion of the song/artist along with the biographical information in the target language before switching to English for an interpretive discussion.

     -Inspire your learners to get excited about target language music. When I realized that a group of students were checking out the artist on Instagram last Monday, I knew that this task was going to appear regularly. I had several requests to play some of his other videos, too. Not only was the interest level of my learners high, but they were learning about current top-40 artists. Double win!

    -Explore target language cultures more often than you already do without sacrificing too much of the precious time needed to really dive into a unit. If you teach the AP French or Spanish Language and Culture exam, you already know that music falls under Beauty and Aesthetics, which is the title of one of the major thematic units. This task allows you to throw a little music into the mix, mark it off your list of possible sub-themes to squeeze in, and then concentrate on other topics.  By the end of this semester, in fact, I hope that my learners are going to be able to name more French and Francophone artists/songs then they've ever been able to before.

     -While most all of what we do in the classroom involves preparation for a final assessment on a particular thematic topic, this task doesn't need to be related to the current unit. I have already seen the benefits of exposing learners to current events without worrying whether it ties in. In the level 4/AP course, we begin almost every single day with a viewing of a one to two-minute segment from the one o'clock news on TF1, a major French television network. It is rare that the segment relates to the current unit of study, but learners are exposed to so much more culture than they would be if we respected the boundaries of the unit topic. It does take creativity to transition into the first unit-related task of the day, but it can be done, and it's well worth it!

      -These types of learning experiences are guaranteed to appeal to most of your learners and, ideally, inspire them to continue their world language studies beyond the requirement.

     -Moving forward, I'm going to make a form on which learners can write down their requests for Lundi en musique! We're also going to make a YouTube channel for each class so that we can play the well-received hits in the background while working. Many thanks to Monsieur Fritz (@spkmall), French educator in California, for inspiring me to organize playlists for free and with such ease!

     -I also hope to develop presentational tasks in which learners at all proficiency levels have opportunities to research an artist and prepare their own critique of the song and/or artist. After several Music Mondays, students should feel that they have an equipped toolbox to proceed.

Please take a moment to give me some feedback in the comments. What do you think of this task? Will you try it out? If so, please let me know how it goes. If you already actively use music in your world language classroom, I would love to know what you do.

Happy Listening!