Phase 1: Analysis for Learning and Teaching Needs
Step 1: Determining relative advantage
Problem: Students feel embarrassed communicating with peers and as a whole class in Spanish. This is a very important problem because students need to communicate with their peers in order to create meaningful relationships to use the target language. This is crucial because students sometimes don’t have the opportunity or ability to practice their Spanish with native speakers. By communicating with their peers in-class or online, they will be able to gain confidence and express their feelings, reactions, or share information. By using the target language in class or online they will be able to immerse themselves in the language.
Solution: Students will communicate through an information exchange activity to practice their Spanish with peers. Their use of the QR-code will allow the students to view the vocabulary on their phone if for some reason they need help remembering. After completing the activity, they will need to post a Flipgrid for the whole class to view their packing products and tourist attractions. Flipgrid will allow the students to take time out of the class to practice their Spanish. It will also allow them to record as many times as they please until they feel comfortable posting the video, they find the best. It will eliminate the intimidation they would feel presenting in the classroom and feel more comfortable with their responses. Not only that, but they will be able to respond and provide individual attention to their peers.
Step 2: Assess Tech-Pack
Content Knowledge: Students are able to engage in conversation with peers to negotiate for meaning to express their reactions, feelings, or share information in the target language.
Knowledge of pedagogy: Students will interact with their peers to evaluate the importance of their personal items to pack on vacation.
Knowledge of technology: Flipgrid allows students to interact with peers through video discussions. This is a great way of students creating presentations for all students to view and respond to. Additionally, the use of a QR-code allows students to access articles, books, or handouts by scanning them on their phones. In this situation, students have access to their vocabulary at the tip of their fingers and don't have to run back to their desks for their book. On the other hand, the use of Google Docs allows students to access the documents anywhere and collaborate. A special feature from a google doc is the "Accessibility" button. This allows students with disabilities to make the document accessible to them. Finally, the use of Survey Monkey allows students to respond to surveys for student reflection, peer or teacher feedback.
Phase 2: Planning for Integration
Step 3: Decide on objectives, assessments
Lesson Overview: I created this lesson to increase oral communication in the classroom through a graduate class. I didn't have the opportunity to apply it in the classroom, but I want to transform it to integrate technology. In order to start the lesson, students will be notified that they are going on a trip. They will be prepared because students have previous knowledge of vocabulary and ordinal numbers.
Unit: Vamos de viaje
Objectives:
1. Students will be able to use their vocabulary knowledge on personal products and ordinal numbers to communicate with students how they will organize their suitcases.
2.Students will be able to present by creating a Flipgrid explaining how their packing options will be a good fit for the tourist attractions they will be visiting.
3. Students will be able to engage with students by creating a Flipgrid responding to their grids in the target language.
Lesson Instructions:
I: Students will be given a paper handout, but it will also be available in google doc for them to access it on their computers. The teacher will instruct them to read the scenario at the top of the page.
II: The teacher will instruct students to move to Paso 1. Students will individually read the instructions and select the three places they will like to travel.
III: Students will then move to Paso 2, where they will stand up to exchange information with their peers in the target language based on Paso 1. Before doing so, the teacher will model the useful expressions provided. Students will have four minutes to complete Paso 2 and will end up with only one partner.
IV: Students will move to Paso 3 to individually rank their personal items. They will have a QR code available in case they forget a vocabulary term. Next, they will move to Paso 4, where they will communicate with their partner in the target language to compare their ranking and come up with just one at the end.
V: Students will then move to Paso 5 where they will individually exchange information with other peers. This will allow them to reevaluate their ranking list based on the information they just exchanged.
VI: Next, they will go back to their original partner to discuss their findings to rearrange their suitcase.
VII: Paso 7, Students will then need to create a Flipgird in order to present their final arrangement of the suitcase. Not only that, but they will need to use their computer to research three tourist attractions in that particular place. They will then indicate if the items they have brought would be perfect for visiting those attractions.
VIII: After creating their grid, students will need to listen and evaluate their peers' responses. Additionally, they will need to provide peer feedback on their use vocabulary, tenses used, props, and ordinal numbers.
IV: Students will complete a survey on SurveyMonkey on the communication activity in class and Flipgrid for teacher feedback.
ACTFL World-Readiness Standards for Learning Languages
Communication
--> Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
--> Interpretive Communication: Learners understand, interpret and analyze what is heard, read, or viewed on a variety of topics.
--> Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, and viewers.
Step 4: Design integration strategies
Students will need to receive direct instruction through each step of the hand-out. As students are working through the steps, they will move to constructivist strategies because they will be working with partners and as a whole class. For example, when they work as a whole class to find their traveling partner and to work with a partner to pack their personal items. Not only that but they will also be working individually on their Flipgrid when they post their initial grid. Also, when they are evaluating three peers' videos on their packing results and also on providing feedback on their vocabulary and props. They will continue to work individually when they complete the survey to provide feedback to the teacher.
Step 5: Prepare instructional environment
Handout: Students will each be given a copy of the handout at the beginning of the class.
Phone: They will need to have their phone with them to use the QR-code which will make viewing the vocabulary at their reach.
Computer: Students will have to access a computer to search three tourist attractions on the particular place they would like to travel with a partner. If students would rather use their computer to complete the handout, it will be available to them on google docs. Additionally, they will need to have access to a computer to post a grid on Flipgrid and respond to three peers. Not only that but it will be needed to respond to a survey on SurveyMonkey.
Accessible to students with disabilities: The handout in the Google doc has the accessibility turn on for screen reader, braille support, collaborator announcements, and a screen magnifier.
Phase 3: Post-Instructional Analysis and Revisions
Step 6: Analyze results
The teacher will be able to assess if the students were able to apply the vocabulary and knowledge they have shared through collaboration with their partner into the video. Not only that, but the teacher will be able to assess if students were able to interpret the information learned from the tourist attractions search to their personal items. Also, the teacher will ask students to provide feedback through a survey on how the information gap activity can improve and the use of Flipgrid.
Step 7: More revisions
The teacher will be able to make revisions once she has watched the videos from all of the students and see if they were able to meet the objectives and standards. Additionally, after the teacher has reviewed the feedback from the survey in order to improve the activity and understand if the use of Flipgrid was beneficial for students. From there, the teacher can make improvements to the lesson such as creating a podcast or blog instead of a Flipgrid.
Reflection...
I decided to reach towards this information exchange lesson to apply the TIP model because it needed technology integration in order for students' learning to succeed. The use of the TIP model allows the lesson to have accessible information at the fingertips of the students, to provide support such as feedback, and to express themselves in a comfortable environment. Through the feedback of my peers, I was able to include peer feedback on the videos and on the lesson. I was able to learn that I need to be able to know the best ways to assess students' outcomes because I definitely missed it and I haven't done it as much. Learning about the TIP model makes it easy to reflect on each aspect of my lessons and my students' learning with technology.
I like the information you added in Step 2. In particular, you did a good job of explaining the benefits of using the various types of technology you plan to use. The reflection at the end also serves as a good overview of why you used the Model and outlines your thinking about the process. Well done!