2. Design and develop digital age learning experiences and assessments
Design and develop digital age learning experiences and assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards•S.
A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
B. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
C. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
A. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
B. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
C. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
D. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
Classroom Review Games / Formative Assessments
To the right I used Google Drawings to create an image that represents all of the classroom review games that I use for Spanish. Websites such as Kahoot, Quizlet Live, Quizizz, and PollEverywhere are great websites for assessing student knowledge. All of these sites allow me to quickly verify what my students know and do not know. I can provide them feedback immediately on incorrect answers and I can use the data provided by these "games" to adjust my teaching. Many of these apps will summarize what were the most frequently missed questions and I can use that information to reteach difficult concepts or words. One great feature about these "games" is that students are not required to use their real name. This way the students affective filter is lowered and they feel safe to answer a question without having to worry about an incorrect response. I use all of these websites so that the students don't become disinterested with one. ISTE #2A, 2D, 3D |
Insert Learning
Insert Learning is a Chrome extension that can turn any website or even Google Document into a HyperDoc. This allows students to have all of the necessary information to complete a task in the same place. For example, on my Google Document that I have created I added a Quizlet Flashcard set, a YouTube Video, questions and answers, and even a discussion board. Normally all of these items would be spread out over Google Classroom but Insert Learning allows me to compile all the necessary features into one location. This is especially a great feature for my special education students but is also nice for all general education students too. I currently only have the free edition, and only have access to 5 lessons, but I am considering upgrading as students have enjoyed the ease of these lessons. This would be a great way also to differentiate materials as I am able to assign lessons to specific students. For those of higher abilities I could add additional tasks that require higher levels of learning. ISTE #2D, 3D |
Spanish I Websites (Portfolios)
This year I began experimenting with student websites which would serve as Portfolios. Some classes tried Weebly and others tried Google Sites. I wanted to try several sites to see which was more user friendly and which one allowed us more options of uploading our work. Originally Google Sites did not allow us to embed some of the projects we had created. However, a recent update has changed this feature. The websites on Google Sites were more appealing to the eye as they did not have as much freedom in regards to customization. The weebly users tended to have a wider variety of color from page to page or even section to section. Next year portfolios, using Google Sites, will be a requirement for my Spanish I students. They will not only learn Spanish but will learn some digital literacy skills. Students will state their goal for each chapter, collect and post evidence of progress towards that goal, and then reflect on their accomplishments. I feel that learning to create a website, learning how to embed content from other sites, and learning to how goal set are all important skills for students to have. I hope that they learn a wide variety of digital skills as well as Spanish. Here are some images of student work with their Weebly Website. ISTE #1A, 2A, 3A, 3B |
Fakebook Project- Classtools.net
To view an example of Fakebook, a tool that allows students to create a fake Facebook page, please click HERE.
Students were learning about breakfast, lunch, and dinner items in Chapters 3A and 3B. As one of their projects students were required to create a Fakebook page for their fictional restaurant. They were required to add the menus they had created using other websites such as Canva or Google Drawings. They also had to leave "reviews" from clients that had visited their restaurant. Since we were working on noun and adjective agreement as well as the verb SER the clients had to say things such as, "the food is delicious" or " the pastries are horrible". The creation of this page allowed me to see if they understood those two grammar topics.
The students had set expectations but they were able to choose the restaurants, the clients, and a number of images as well for the page. This project allowed them a bit of creativity while still demonstrating the level of mastery they had attained for these two chapters.
This along with other websites I discovered while taking Tech Tools for Teachers.
ISTE #1A, 2A, 2D, 3A
Students were learning about breakfast, lunch, and dinner items in Chapters 3A and 3B. As one of their projects students were required to create a Fakebook page for their fictional restaurant. They were required to add the menus they had created using other websites such as Canva or Google Drawings. They also had to leave "reviews" from clients that had visited their restaurant. Since we were working on noun and adjective agreement as well as the verb SER the clients had to say things such as, "the food is delicious" or " the pastries are horrible". The creation of this page allowed me to see if they understood those two grammar topics.
The students had set expectations but they were able to choose the restaurants, the clients, and a number of images as well for the page. This project allowed them a bit of creativity while still demonstrating the level of mastery they had attained for these two chapters.
This along with other websites I discovered while taking Tech Tools for Teachers.
ISTE #1A, 2A, 2D, 3A