A little more about your class:

German 102 and 203 (language courses that are part of the language requirement sequence); undergraduate level; 25 students and 18 students, respectively; in person teaching modality, meeting twice a week for 75 minutes and three times a week for 110 minutes, respectively (the latter course is an intensive course in which they complete two semesters 201, 202 in one semester).

The issue you’re addressing:

The overarching issue for me is reaching as many students as possible. So this incorporates getting and keeping students’ attention, building community, working collaboratively as a class, lowering anxiety and stress, and using “ungrading.’

Tell us a bit more about your teaching innovation:

I implemented a variety of teaching innovations in both courses, throughout the semester and at the end of the courses.

Throughout for both:

1. I brought in regular snacks and treats.
2. I provided flexibility and soft deadlines on assignments, and let them catch up at the end of the semester and submit missing homework assignments as part of our review.

At the end of the semester, collaborative, anxiety-lowering “ungrading” innovations for each specific course.

For German 102:

1. Gave them opportunity to give input about what they would like to do on the final exam
2. time in class to review and write up possible sections for the grammar, vocabulary, listening and writing sections of the final.
3. I am incorporating these into the final exam as appropriate.

For German 203:

1. Piloted creating an “unessay/unfinal”; gave choice of a final project or final exam and the majority of the students chose to do a final project (they came up with the topic for it in consultation with me).
2. Students collaborated on a Google doc to create the project requirements as well as assessment rubric and a self-reflection writing, all based on the learning goals of the course.
3. Gave them options about how to present their projects – in class, as a recording, and even as a more public option of awards ceremony presentation.

Your initial takeaways: 

These innovations have greatly improved morale and engagement – both my own *and* the students’! We are still meeting the learning goals for the courses but with more participation, enthusiasm and a sense of community. Students have told me they enjoy working together, having input on their finals/creating their own projects and generally having more flexibility and choice. I will definitely be doing ALL of these innovations going forward!

Suggested “podcast pairing”:

Cate Denial on “A Pedagogy of Kindness” (Tea for Teaching podcast)

Robert Eaton and Bonnie Moon on “Improving Learning and Mental Health in the College Classroom” (Teaching in Higher Ed podcast)

https://open.spotify.com/episode/6S42u7HOF4QmhKTwNyLKOY?si=54fcb7eb624148f8