It started with my Evernote daybook – I was editing and reviewing my classes and I thought “Why do I have units by ‘chapter’ and not theme?” Indeed – why? If you’re already here, and this is long gone in your teaching then these musings may cause more nostalgic thoughts than insight. If you are like me and gradually, sometimes it feels glacially, making lasting change in HOW you do things – then perhaps you have found what I found. What have I learned as I organized by ‘thematic unit’ and NOT by ‘number? Well…
You’ll See What Your Focus Has/Hasn’t Been – Wow – does my Yr 2 class need work. When I erased the chapter titles I saw that what I thought were ‘themes’ weren’t. Instead I had disparate grammar points held together by previous textbook/workbook support. Did I feel awful – all this talk about meaningful learning and it sure wasn’t here in this course. But – what I did have were some great interactive inter-personal orals – that I can see are the ’emerging’ themes for this Yr2 class. For my other courses I did finally “see” my thematic units – now without a meaningless number in front of them – and it shows me that I am on the right track. I’m even abandoning a thematic unit I attempted in my Yr4 course in the past because I see how it no longer fits with my other units (and frees us up to spend more time on them!)
You’ll Open Yourself Up to “What They Really Need AND When They Need It” – So if you are no longer ‘bound by the book’ then you can give students what they need – when they need it . This is a great ‘aha’ moment when it happens and I wrote about it last year with regards to vocabulary. But this year it really allows me to look at all the incidental language my students asked for in a unit and work in pop-up grammar lesson points when needed. I started doing this last year as well but now with the words gone I’m free to add as it works and finally answer the question “Why can’t my students express an opinion until Ch. 7?”!
You’ll Find New Resources to Enhance Your Theme – So no more textbook to march through. I will still use some of the dialogues or stories in my teaching – in part as they provide reading with equal opportunity for student access in my character-based language (something Authentic Resources are challenging for as I’ve written before). But I’m now able to supplement with other visuals, video clips, infographics etc. It allows me to ‘step sideways’ from what the unit focus was dictated by the text to be – and really find the ‘hook’ that the unit should be.
You’ll Find More Meaningful Ways to Check For Learning – No textbook – and therefore – no workbook. Okay – there will be some use of some of the exercises, especially as my students learn any of the three orthographies we use in Japanese. I may also find some readings or listening parts that are ‘authentic’ and fit a theme but I decide when/how to use them – the ‘number’ doesn’t! It also means that I, okay we as a class, can get more creative, and more varied in how learning is demonstrated. Imagine a class where we decide as a group, or small groups, how understanding of something will be shown, do that, and share. Wow…and I’ll not need to write “Workbook Chapter 4 Exercise 2, 5, 9” on the board ever again.
If you are moving along on the road to no textbooks, or workbooks, as I am – it can be an unsettling thing. Certainly the encouragement and leadership of the #langchat PLN has helped immensely. I look forward to the day when all of my courses, and classes, are where I want them to be. In the meantime I am revelling in, and feeling a little bit of ‘good nervous’ in erasing the word ‘Chapter’ from my class vocabulary. Onward!
PS – I work a lot with an Evernote and my daybook in the cloud. I’ve put together a collection of my posts on using this to organize my teaching life if you are curious!