Hybrid Learning Across the Three Modes: The Interactive Model

Remote, distance, virtual, or hybrid learning can present numerous challenges for teachers accustomed to face-to-face teaching and learning. While the specific strategies and technology tools that are used in a virtual environment maybe different than those used for in-person teaching, the same principles of communicative, proficiency-based world language education must drive instructional decisions. The Interactive Model (Shrum and Glisan 197) is a framework for structuring student learning across the three modes of communication—Interpretive, Interpersonal, and Presentational—beginning with Interpretive communication as a platform to launch students into the Interpersonal and Presentation modes. This model has been identified as a "high-leverage teaching practice" by Glisan and Donato (70), and while it certainly should be applied in classrooms for in-person learning, it additionally provides a clear framework for structuring a learning sequence in a hybrid or virtual learning environment. The Interactive Model shifts away from traditional reading or listening comprehension exercises toward using authentic reading or listening material for authentic discussion. Table 1 presents a comparison between the two approaches.

Before beginning the Interactive Mode, the teacher selects an authentic resource (text, audio, video, etc.) that connects to the theme of the unit. The Interactive Model includes five phases, as follows:

1. 1. The Preparation Phase

2. 2. The Comprehension Phase (parts 1 & 2)

3. 3. The Interpretation/Discussion Phase

4. 4. The Creativity Phase

5. 5. The Extension Phase (optional)

To illustrate the phases of this model, we will explore an example from a thematic unit on technology for a French 2 high school class, with a course proficiency target of Intermediate Low. An authentic resource has been chosen that connects to the theme: the 2017 music video Mon précieux by the singer Soprano, in which he sings about his love for his cell phone, which he calls his "précieux." The song is about how the cell phone has taken over the basic functions of life, including friendship, love, and even just the simple act of looking up at the sky. For example, Soprano begins by singing to his cell phone: Ta douce mélodie me réveille chaque matin. Avant même d'embrasser ma femme je te prends par la main. Puis je te caresse le visage pour voir si tout va bien. Tellement inséparable qu'on part ensemble au petit coin. Having selected an authentic resource that is level-appropriate and engaging for this age group, the following outlines how this resource could be used following the phases of the Interactive Model.

Table 1.

Comparison of Traditional Reading/Listening Exercises with the Interactive Model

The Preparation Phase

The Preparation Phase is intended to establish a purpose for learning, preview new content, and engage learners on the topic. In other words, it is both a hook into the learning as well as a chance to equip students with tools for success before they actually read or listen to the authentic resource. The following task frame and student learning outcome establish a purpose for viewing Mon précieux, and communicate to students what they will be able to do as a result of working with the music video and other related materials:

Learning Target: I can argue for or against cell phones and social media.

Task Frame: Can cell phones replace human, face-to-face interaction? Given the increased use of technology these past few months, along with necessary social distancing measures, you and a friend are debating this important question. You have decided to make a vlog for your website arguing for or against cell phones. First, you will need to spend some time looking at different perspectives to strengthen your argument.

With a purpose for viewing established, the teacher can begin the lesson by asking students to share how often they use their own cell phones and for what. The teacher then asks students to describe what is happening in different screen-shots of the music video so that they begin interacting with the resource to preview content. In the classroom, this can be done by showing screenshots...