My first Ed Puzzle activity

Between student teaching and my classes at Montclair's State University, it's been a while since I've posted anything on my blog. But here we are, done with grad school and looking for a job.  While I send out resumes and substitute teach for a while, I have decided to stock my teaching portfolio with fun and exciting lessons.  I have decided to post my very first EdPuzzle activity since it's still fresh in my mind.

I will use it as a formative assessment as part of a cultural unit I teach about immigration.  The objective is to assess student listening / reading skills as well as comprehension and knowledge of some literary terms.

Let me know your thoughts!

World Languages - Deepening students' understanding of cultural perspectives

UNIT GOALS - Students will practice receptive and productive skills while deepening their understanding of Spain"s ancient and modern cultures and history.

Through a series of Internet activities students will compare and contrast information found in authentic materials as well as electronic information sources related to the unit.  They will also demonstrate comprehension of oral and written instructions connected to daily activities through their responses.  Continuing with the use of technology, students will exchange information in student-centered activities that will include familiar as well as unfamiliar topics.  Finally, they will compare cultural perspectives using authentic materials and technology with their choice of technological tool.

I have based this lesson plan using Padlet.  All of the activities are student-centered and mostly based on collaborative learning because it offers students the opportunity to practice the four cornerstones language acquisition; listening, reading, writing and speaking.

The students will receive an instructional sheet for the various activities.  The sheet will instruct them to go on Padlet by accessing the Internet.

Activity #1
Padlet
Objective: Students will be able to establish prior knowledge of Spanish vocabulary pertaining to tourism prior to the unit. At the end of the activity they will be able to assess for themselves how many more words they have acquired.  One I introduce how Padlet works, students will answer four questions regarding important landmarks in Spain as a whole class for practice. 

Cooperative learning: In pairs the students will compare and contrast their own cultures with the cultures that have influenced Spain's ancient and modern cultures.  They will read the slide presentation on Padlet titled "La Mezcla de Culturas en Espana".  They will compare their own cultural practices and products with Spain's and write 5 similarities or differences using a Venn Diagram.

Activity #2
Wordle

In groups students will create a word wall using Wordle.  The words should include tourism vocabulary as well as places they would like to visit and any cultural products and practices particular to Spain's culture they have prior knowledge of.

Activity #3
Objective: Students will be able to practice receptive skills, (reading and listening)  by watch ing a video pinned on Padlet titled "Rastro de Madrid".  After watching the video the students will be paired and will research additional "things to do, places to see" in Spain by using their preferred technology tool. Students will be given a graphic organizer to keep the places and things to do in order.

Project:  Using the information from Padlet and their "Things to do, places to see" graphic organizer, students will be able to design a brochure of a day-trip around Madrid including descriptions of the sites their importance.  The brochure must include a time schedule, mode of transportation, images and tourist information such as important phone numbers and emergency contacts.  The brochures will be printed and placed in a brochure stand for all to enjoy.

Activity #4
Slideshare

Objective: Students will be able to practice writing skills in the target language by creating a story about their virtual trip to Spain using free online app, Slideshare.  They will describe the one place they enjoyed the most, how they arrived there, what they did and what they enjoyed about it.  They will share each of their stories on the Smartboard as they read them to the class. 

Activity #5

Wordle
At the end of the unit students will revisit their word wall and expand it using new vocabulary, places, customs, foods, etc. they have discovered on their virtual trip.

Further reading...

I have posted a source site on Padlet which includes fables and short stories from Spain. Students will be encouraged to read them on their own time, but must show evidence by writing unfamiliar words, phrases in their journals.  They can also write any ideas or concepts they learn from the stories.

World Language Technology Matrix

Pedagogy and Technology

Integrating 4 Interactive apps for ESL Instruction

Instructional Strategy: Cooperative Learning
App: Skype
Alternative Apps: FaceTime, Google Hangouts
Link: Skype

This app can be used as a supplement to in-class language practice from home.  You can set students up in community groups, preferably pairing strong language learners with weaker learners.  A topic would be predetermined in class (i.e. "What do you do after school") group members could meet online and practice productive language skills at a designated time.

Instructional Strategy: Assess proficiency
App: Duolingo
Alternative Apps: Byki, Mango
Link: duolingo

With this language app students can pick lessons according to their level of competency. Skills are considered "learned" when they complete the lessons within that particular skill. Features such as "retry" and "timed practice" challenge the students while reinforcing that particular skill set.  Duolingo measures which questions the students struggle with and the types of mistakes they make and compiles the information in order to address their weaknesses with more exercises and practice time.  Teachers can monitor progress by logging into each student account.  It's highly interactive and an engaging way to learn a new language.

Instructional Strategy: Compare and Contrast, Adapt Content

App: Subtext by Renaissance Learning

Alternative App: PDF Printer

Link: Subtext

Subtext is a digital reading platform that allows classroom groups to exchange ideas in the pages of digital texts. It’s easy to set up a closed group for your class to help students collaborate and stay focused as they read. Students in a closed group can only see notes from their teachers and classmates. You can also layer in enrichment materials, assignments, and polls— creating opportunities to engage students and foster analysis and writing skills. 

Instructional Strategy: Adapt Content, Share and Ideas and Opinions

App: Explain Everything

Link: Explain Everything

Explain Everything is an interactive whiteboard tool that allows you to annotate, narrate, animate and manipulate and edit photos, backgrounds, texts and images.  You could use it as a storyboard for ESL where students would see a series of slides and write their own unique story.  Teachers can import authentic material for reading and analyzing.  This tool can be used for all four language learning skills, reading, writing, speaking and listening.

Flipped Classroom

Coming from a news media background it's probably redundant to say that I believe in the power of technology in order to keep us informed and knowledgeable.  As technology has reshaped the way we learn, as instruments of instruction, we need to include and keep up with technology-based learning in the classrooms at a rapid rate.

The flipped classroom can be a powerful tool in the contexts of World Languages and ESL.  
When the flipped classroom technique is balanced with good teaching and classroom activities that promote student engagement, learning can become more meaningful and independent.  Encouraging teachers to move beyond the passive lecture format and hve them assign videos that introduce content for homework the day before the lesson can help the teacher assess prior knowledge and aids in determining what information needs to be imparted so that the students begin the lesson/unit "on the same page".  

Flipping the class allows teachers to place the primary focus of the instruction on active vs. passive involvement which can create lasting and strong learning strategies.  Needless to say, the task of keeping teachers an integral part of the learning process requires that teachers not necessarily depend on technology, but figure out how they can make these tools work best in the classroom.

Using web-based learning in the World Language setting is powerful because of its visual impact and the ability to pause / play the material so students can work at their own pace in the convenience in a relaxed environment without the time constraints of the classroom.