Phase 1: Analysis for Learning and Teaching Needs
Step 1: Determining relative advantage
Problem: Students feel embarrassed communicating with students and as a whole class in Spanish.
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.
Phase 2: Planning for Integration
Step 3: Decide on objectives, assessments
Lesson: 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.
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 able 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.
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
Directive to constructivist strategies: Students will need to receive direct instruction through each step instructions of the hand-out, but they will move to constructivist strategies when they work as a whole class to find their traveling partner and then as pair to pack their personal items. Not only that but when they are working individually on their Flipgrid.
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 assess to a computer to search three tourist attractions on the particular place they will 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.
Assessable 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 to the tourist attractions they will visit. Also, the teacher can ask students to provide feedback on how the activity can improve from the information gap activity 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 her students and see if they were able to meet the objectives and standards. Additionally, after the teacher has reviewed the feedback from students on ways the lesson could have improved. From there, the teacher can make improvements to the lesson to the materials such as creating a podcast or blog instead of a Flipgrid.
For this challenge, I used a lesson I had created to increase oral communication but I never had the opportunity to use it because our platform changed. This particular lesson focused on oral communication, an information exchange activity, used to increase the interactions and the target language with the students. I wanted to integrate technology for students to have the ability to present the information to the whole class on Flipgrid. This tech tool will allow them to fully develop their ideas without having time constraints in class and be able to express themselves without having that pressure in class.
Feedback...
Did I forget to include a particular step?
Would I include the ISBE standards in the plan under phase 2?
I would like more feedback on Phase 3. I had trouble with this phase.
I really enjoyed the fact that you are using the QR code. I have been wanting to use those in my class, but have not gotten around to figuring out the ins and outs of it.
I also do a vacation project in my class and my kids love it because they get to create and be free to go anywhere.
For the flipgrid, I do encourage the peer evaluation! You could use that time to discuss with your students how to be good digital citizens and the difference in the criticisms (great teaching moment!).
Otherwise, I believe this looks awesome!
There are two steps in Phase I. You explain the relative advantage for Step 1, but it looks like Step 2 where you use the Tech-Pack model is absent. There is a good explanation about the technology you plan to use and the standards are well described. I think if you revisit step 2 and explain the reasoning behind the technological, pedagogical, and content knowledge you will have a strong TIP plan.
This is great. Your ideas and incorporation of the QR-code is so cool. I like have how you have thought of your students with disabilities as well and how that will be adapted. Great thinking. In regards to your questions I always look at the standards as a whole but you can look at it more specifically by task, if this helps with where to incorporate them. For step 3, a thought could be add in some student reflection with a survey or peer-editing of the video, although some may be shy to share their video. The peer-editing is to allow students to listen to their peers and then learn from others. Nice job.