Tech-Infused Unit Final Reflection

As I reflect on my revised unit plan, am I pleased with how its focus has changed. Although the vocabulary and grammar content has not been altered, the culture component has been enhanced through authentic experiences and cultural exchange. Students will connect with German high school students through the platform ePals, discussing their interests in regards to sports, activities and freetime in both German and English. I made these changes to help my students see the value and application in what they’re learning in my brick and mortar classroom. In turn, the hope is that my students will become global collaborators.

Additionally, I will have my students self-reflect on their learning as a culminating aspect to unit. The American Council on the Teaching of Foreign Languages (ACTFL) published an article in its publication, the Language Educator, “Taking the Next Step and Empowering Students with Self-Assessment.” The article encourages students to self-assess through periodic reflection and revisitation of goals in order to promote growth (Mack & Sweet, 2017). My goal through this self-assessment piece of the unit is to empower students to take ownership of their learning.

The use of ePals is the first part of the project, the research part. Once students acquire the information, they will then use Adobe Spark to create a product to share with their American peers. Through the use of this program, they will learn digital citizenship and use creativity to present their partners to our class. Lastly, they will Skype with their German ePals and realize how small the world really is.

I believe that students will be more engaged in their learning because of the authentic nature of the task and the motivation to make friends across seas and use their language skills with real German teenagers. Students will inherently see the value in what they’re doing, put more effort into their work and therefore learn more from the unit. Adding self-reflection to this unit will further enhance their experience. In another article from The Language Educator, “Reflection Empowers Learners,” the author argues that by first igniting curiosity, then engaging them with a related experience leads to learning and application and subsequently empowered learners (Rankin, 2017). Empowering students with confidence and practical knowledge is the desired effect of this project.

The most difficult part of this change is managing my students through ePals. Finding the right classroom in Germany, with the correct corresponding number of students, and relying upon these students to respond in a timely manner may be challenging.

Through this online exchange, students will practice their German, build new friendships, expand their world view and gain understanding of German teenage life. I am most excited at the prospect of these friendships extending outside of the classroom and the school day. Social media connectivity will extend their learning past ePal emails, into their everyday lives and interactions for many of them.

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References

Mack, S., & Sweet, G. (2017, August/September). Taking the Next Step and Empowering Students with Self-Assessment. The Language Educator, 12(3), 37-39.

Rankin, B. B. (2017, August/September). Reflection Empowers Learners. The Language Educator, 12(3), 34-36.

My tech-infused unit plan

The unit that I am modifying is the third unit in German I, a unit that focuses on language production regarding sports and activities. I chose this unit because I felt that it was lacking in authenticity and a culminating integrated performance assessment. I also want to set the bar high for expectations in the German classroom. Prior to this unit, students have used a lot of scripted phrases for asking and answering personal questions. They now have more freedom to use the present tense fully and independently.

In terms of the content of my unit, I am not changing much. I teach on a rotational model, and will continue to do so. The unit will last 12-15 days on block scheduling (85 minute periods). Each day I will begin class with a short time (10-15 minutes) of whole group instruction or activity, then students will rotate through 3 areas: direct instruction with me, independent work, and collaborative work. At the end of class will come back together as a whole group to add closure (10-15 minutes).

The big change that I will be making is integrating a culminating project that I will weave throughout the unit. I will combine creative communication and global collaboration through the use of epals, Adobe Spark and a Schoology discussion forum. First I will use epals with a classroom in Germany. I hope to make this an ongoing part of my class, from the beginning of the semester until the end, even from level to level. Friendships can be formed and real connections can be made.After students exchange information in German and English about sports and activities in the United States and Germany, including their likes and dislikes, students will present their German student using Adobe Spark Video or Page. After completing this creative digital project, students will post to a Schoology discussion thread, including a comparison in English about how German and American youth are similar and different in their interests. Lastly, students will view the submissions of and reply to their peers.

I am making this change to create an authentic project based learning experience where my beginning German students can be creative and innovative. The American Council on the Teaching of Foreign Languages (ACTFL) published an article in its publication, The Language Educator, “Driven Learning: How Project-Based Learning Creates Purpose” (Sexton, 2013). Sexton writes: “Project-based learning is an approach that actively demonstrates to students how language learning touches their lives, how it can help them answer their questions and solve real problems, and how it connects them to their community and the world.” I want all of those things for my students and believe they can be achieved through a culturally authentic project experience.

I want their time of learning German to be motivating, more enriching and for their memories from class (and beyond) to carry with them throughout their lifetimes. In another article from The Language Educator, “Designing for Motivation” (Lungaard, 2017), Lungaard discusses four key components to motivation in the classroom: attention (creating interest), relevance (ownership), confidence (expectation), and success (outcomes). She says: “Designing for motivation asks teachers to understand that learning must be rewarding and satisfying for all students.” I hope that through the introduction of this project, my students will find relevance and take ownership of their learning. Instead of simply talking about themselves or their classmates, they will have the opportunity to introduce us to their new friends from across the ocean.

The Key component of Customized Learning that are addressed in this project are multiple pathways and formative feedback (Muir, 2012). In terms of multiple pathways, some students will use a very scripted paragraph to report on their German epal and other students will write freely. In this way, students will be appropriately scaffolded and experience similar outcomes of success. Students may also choose how to present their project, either through video or page using Adobe Spark.

Formative feedback will be also be addressed on a daily basis during direct instruction on the rotational model. During this devoted time to individualized instruction, I will coach students through the project, providing formative feedback and progress monitoring. I will check their work and provide guidance and encouragement.

The ISTE standards for students this project addresses are Creative Communicator (6a, 6b and 6d), and Global collaborator (7a).

The Creative Communicator standard states that “Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.” Moreover, my students will (a) choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication, (b) create original works or responsibly repurpose or remix digital resources into new creations, and (d) publish or present content that customizes the message and medium for their intended audiences (ISTE, 2016). Through the use of Adobe Spark, students will create original work and present it to their classmates.

The Global Communicator standard states that “students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” My students will (a) use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning (ISTE, 2016). Connecting my students with students in Germany through the platform of epals will facilitate this standard glowingly.

Through the introduction and integration of this project, I hope that my students will take ownership of their learning and widen their understanding of the world while they learn German.

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References

ISTE. (2016). ISTE Standards for STUDENTS. Retrieved from http://www.iste.org/standards/for-students

Lungaard, G. (2017, August/September). Designing for Motivation. The Language Educator, 12(3), 43-47.

Muir, M. (2012, May 23). 10 Key Components of Customized Learning. Retrieved July 12, 2018, from https://multiplepathways.info/2012/05/23/10-key-components-of-customized-learning/

Sexton, L. (2013, November). Driven Learning: How Project-Based Learning Creates Purpose. The Language Educator, 8(6), 34-36.

Creative Communication and Global Collaboration in the WL classroom

Of the many topics we have discussed so far in my graduate class on the topic of creating a tech-infused classroom, creative communication and global collaboration are themes that ignite a passion in me, because I feel most able to improve upon and succeed in these areas.

As I reflect upon a unit of instruction that I would like to enhance, my thoughts turn to my unit on sports and activities in my German I course. During this third unit of the course, students really begin to put language together in meaningful ways, and I feel I can extend their learning.

I would like to combine creative communication and global collaboration through the use of epals, Adobe Spark and a Schoology discussion forum. First I will use epals with a classroom in Germany. I hope to make this an ongoing part of my class, from the beginning of the semester until the end, even from level to level. Friendships can be formed and real connections can be made.

After students exchange information in German and English about sports and activities in the United States and Germany, including their likes and dislikes, students will present their German student using Adobe Spark Video or Page. Through this platform, students can use pictures and record their own voice talking about the German student or create a page about them. After completing this creative digital project, students will post their videos or pages in a Schoology discussion thread, including a comparison in English about how German and American youth are similar and different in their interests. Lastly, students will view the submissions of and reply to their peers.

In the scholarly journal, Foreign Language Annals, published by the American Council on the Teaching of Foreign Languages (ACTFL),the topic of technology and the future of language teaching is addressed. “In addition to collaborative writing, collaborative learning activities have often been constructed around project-based experiences. Project-based learning experiences engage students in real-life tasks that take place in important and authentic contexts” (Kessler, 2018). The future of language instruction is on collaborative, authentic tasks. I believe that incorporating penpals into this project will meet that need.

The Key component of Customized Learning that are addressed in this project are multiple pathways, learning process management and formative feedback (Muir, 2012).

In terms of multiple pathways, some students will use a very scripted paragraph to report on their German epal, by basically filling in the important information. Other students will write freely. In this way, students will be appropriately scaffolded and experience similar outcomes of success. Students may also choose how to present their project, either through video or page using Adobe Spark.

Learning process management and formative feedback will be addressed together. I teach on a rotational (hybrid) model in my classroom where I group students in three clusters based on ability. During this project, one of their rotations will be direct instruction. During this devoted time to individualized instruction, I will coach students through the project, providing formative feedback and progress monitoring. I will check their work and provide guidance and encouragement. I will break down the project into smaller chunks, and work with students who struggle to manage a multi-faceted task.

The ISTE standards for students this project addresses are Creative Communicator (6a, 6b and 6d), and Global collaborator (7a).

The Creative Communicator standard states that “Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.” Moreover, my students will (a) choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication, (b) create original works or responsibly repurpose or remix digital resources into new creations, and (d) publish or present content that customizes the message and medium for their intended audiences (ISTE, 2016). Through the use of Adobe Spark, students will create original work and present it to their classmates.

The Global Communicator standard states that “students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.” My students will (a) use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning (ISTE, 2016). Connecting my students with students in Germany through the platform of epals will facilitate this standard glowingly.

To take this project one step further, I believe that using Skype with our German penpals would further authenticate this experience. A study conducted in the article, “Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video-Synchronous Computer-Mediated Communication,” resulted in improvements in interpretive listening and speech rate, in addition to participants increased level of satisfaction (Kato, Spring, & Mori, 2016). I think it would be a great way to finish the unit, and my American students can even present their German penpals their projects.

I am excited about how this project can improve student learning in my classroom. I believe that it is a far more authentic task than just talking about themselves or their peers. I love that it involves global collaboration, helping students to experience how small the world really is. This project also allows for students to communicate and collaborate creatively through digital means. Lastly, students are able to interact with their peers and provide appropriate feedback. I can see this project being memorable and long-lasting for students through all levels of German.

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References

ISTE. (2016). ISTE Standards for STUDENTS. Retrieved from http://www.iste.org/standards/for-students

Kato, F., Spring, R., & Mori, C. (2016). Mutually Beneficial Foreign Language Learning: Creating Meaningful Interactions Through Video-Synchronous Computer-Mediated Communication. Foreign Language Annals,49(2), 355-366. doi:10.1111/flan.12195

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals,51(1), 205-218. doi:10.1111/flan.12318

Muir, M. (2012, May 23). 10 Key Components of Customized Learning. Retrieved July 08, 2018, from https://multiplepathways.info/2012/05/23/10-key-components-of-customized-learning/

Developing Students’ Knowledge Construction Skills

The development of knowledge construction skills for K-12 students is a topic of importance in our current educational climate. If schools begin to teach research skills, digital citizenship and about plagiarism, it will continue with students throughout their lives.

However, the nature of my courses (high school German & Spanish) requires little research, as most all content is delivered in the target language and research-based projects are not possible until the highest levels of language instruction (level 4, AP/IB). Typically I allow students to use Wikipedia as needed when researching a German city or person, because of the nature of the assignment, and the small likelihood that information will be incorrect. I also instruct very little on research or citation expectations. I expect (perhaps incorrectly) that my 9th grade and older students get that type of instruction in ELA, and that it's redundant for me to cover. I now believe it to be worthwhile to spend 5-10 minutes before beginning a project instructing students on where best to find their information, how to organize it, and how to cite it. Also, if I teach these skills in German level 1, they can carry them through the rest of their levels.

In the Oct/Nov 2016 edition of The Language Educator, published by the American Council on the Teaching of Foreign Languages (ACTFL), one of the focus topics involves the discussion of connecting literacy and language learning. “Accomplishing this standard of learning in the language classroom becomes more accessible by combining the use of online search engines and social media platforms, as the former allows students access to digital texts and the latter enables online self-expression” (Morgan, Miller, & Koronkiewicz, 2016). This article really helped me to see the value and application of such skills in my world language classroom. Here are a few ways that I feel I can improve upon my instruction of knowledge construction skills in my high school WL classroom.

Diigo
I am a big fan of Diigo for personal academic use. I like the ability to annotate articles and keep them in one organized location. Highlighting with various colors and adding comments helps me to process what I’m reading and more easily reference it later. I believe that my students can also make use of this during their research, whether in English or German. Creating an additional requirement on project assignments of using 2+ resources other than Wikipedia would help them to broaden their variety of resources also.

EasyBib 
In terms of citation, I used to just require students to keep a running list of resources that they use. But, since I require them to write for me using MLA format, as is practice in their ELA classes, I see value in asking them to cite appropriately also. Unless they are already using a preferred citing tool, I will ask them to use EasyBib because it links directly to their district-provided Google accounts and will be a consistent tool to use throughout high school.

In an article published on integrating digital literacy in language instruction, three key reasons are given: digital literacy is an essential skill for participation in today’s digital world, teaching digital literacy involves teaching vocabulary, and students learn by practicing (Webber, 2018). I believe that increasing expectations for research, organization and citation in my classroom will give students digital literacy skills and help them to develop knowledge construction skills simultaneously.

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References

Morgan, W. J., Miller, A., & Koronkiewicz, B. (2016, October/November). Digital Literacy and Social Media in the Language Classroom. The Language Educator, 11(4), 32-35.

Webber, A. A. (2018, June 04). Integrating Digital Literacy and Language Instruction. Retrieved July 3, 2018, from https://edtech.worlded.org/digital-literacy-second-language-instruction/

Teacher Controlled Components of Customized Learning

Customized learning is the newest initiative to improve our educational system, and with good merit. Allowing students to create their own pathways to graduation will ultimately prepare our learners for post-secondary success.  

In the article, 10 Key Components of Customized Learning, there are five teacher affected keys to customized learning: climate of student voice and choice, instruction for low order thinking, instruction for higher order thinking, formative feedback and multiple pathways. I believe that teachers have a strong responsibility and inherent ability to provide these opportunities to their learners.

In terms of student voice and choice, I believe that students will take ownership of their learning if they are allowed to give input as to what and how they would like to learn, when appropriate. Starting a course with a simple via Google Forms to poll student interests is a great way to start this conversation. Another way to create this atmosphere of student input is to allow students to choose their groups or partners when possible.

The next component is instruction for lower order thinking. In my courses of world language instruction this comes naturally, as I am teaching a skill. However, gone are the days of rote teacher lecture to relay information. Technology integration through applications like PearDeck allows for student interaction and increases student engagement. Also, teaching on a flipped classroom model is an effective way to use teacher time in the classroom for practice and not instruction. The American Council on the Teaching of Foreign Languages (ACTFL) published an article in its publication, The Language Educator, “A new approach to language instruction - flipping the classroom” (Muldrow, 2013). This article from 2013 introduced world language educators to this concept, encouraging them to think outside of the box and devote classroom time to practicing and extending and not just instructing. I feel like I am able to address this concept the best in my classroom, through the use of instructional screencasts and interactive slide presentations. My students acquire grammar and vocabulary content successfully through these methods.

The third component is instructing for higher order thinking. I struggle the most with this, as the nature of world language instruction is vocabulary and syntax acquisition as opposed to deep thinking on global concepts. However, through the topic of culture, which is essential to world language instruction, higher order thinking can be achieved in the world language classroom. In the most recent publication of The Language Educator from ACTFL, an article entitled “The Big Impact of the Little i: Shift From an ‘Isn’t-that-Interesting’ Approach to Culture to Developing Intercultural Competence” (Ritz, 2018), this topic is addressed, by encouraging WL educators to create units around cultural themes, integrating the culture with the vocabulary and grammar content, and thus deepening students’ cultural understanding and knowledge. Higher order thinking instruction is the component that I need to work on the most in my classroom. I find it so difficult to dig deeper when I can’t discuss deep concepts in the target language until students reach the highest levels of instruction. I believe that instructing more deeply on culture, even in English at times, can meet this goal.

Formative feedback is another component for educators in the customized classroom. Online applications like Kahoot and Triventy make formative assessment and feedback easier than ever before, while also making it fun for students. This practice is essential for driving instruction and practice in the classroom.

The last component is multiple pathways. This is the hardest of the five components, in my opinion. In theory it sounds great, but in practice it can be a logistical nightmare. However, when using a rotational or hybrid model of instruction, this process can be streamlined. Classes can be split into three groups and there can even be smaller groups within those three groups. Teacher-focused time with student groups, taking up a third of rotational class time, can look different for separate groups. Those that need more language acquisition practice can focus on that, whereas more advanced students can create projects using their already acquired language skills. Through this model, student learning is truly differentiated and varying student needs can be met.

As educators it’s important to stay current with best practices for instruction and to realize the role we can play in customizing learning. Focusing on these five components: climate of student voice and choice, instruction for low order thinking, instruction for higher order thinking, formative feedback and multiple pathways, can improve instruction in our classrooms.

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References

Muldrow, K. (2013, November). A new approach to language instruction - flipping the classroom. The Language Educator, 8(6), 28-33.

Ritz, C. (2018, January/February). The Big Impact of the little i: Shift from an ‘Isn’t-that-interesting’ approach to culture to developing intercultural competence. The Language Educator, 13(1), 53-57.

Tech Tool Lesson Example

The lesson I chose to use for my technology integration is in my family unit in German 1. The objective of the lesson is to teach family vocabulary, have students describe their family members using third person narration and to compare German and American families. The culmination of the lesson includes a project using Adobe Spark Video, where students orally describe their eight family members using five sentences each, creating a video that includes pictures of their family members and their own voice recording.

The inner circle of the TPACK model is present in this lesson, as it combines sound content knowledge with the art of teaching and technological knowledge. The technology used in this lesson is not used just for the sake of using the technology, but rather enhances the lesson. The TPACK model emphasizes that technology is just a part of great teaching, it is not the focus.

This lesson incorporates four of the five ACTFL standards: communication, cultures, connections and comparisons. Students have the opportunity to practice all three forms of communication: interpersonal, interpretive and presentational. Culture is examined when we discuss the differences between German and American families using the charts, and through the same activity, students are able to make connections and comparisons.

Here is an example of the Adobe Spark Video that I made for students to use as a guide, along with the project description.

This lesson will be taught in the third or fourth week of level one German instruction. The lesson will occur near the end of the unit, as it pulls together the content they have been working on for the whole unit. Additionally, this will serve as the unit assessment, in addition to a vocabulary quiz.

SAMR vs. TPACK

Today I’m going to review and compare / contrast two models of technology integration. Both models are new to me as an educator.

SAMR stands for Substitution Augmentation Modification and Redefinition. This model was created by Dr. Ruben Puentedura. He likens the SAMR model to moving up a ladder as you use technology in the classroom, progressing from enhancing learning with substitution and augmentation to transforming learning through modification and redefinition. The goal is to reflect on your teaching to move up the ladder to redefinition.

TPACK stands for Technological Pedagogical Content Knowledge and it demonstrates its model through three overlapping circles: Content Knowledge, Pedagogical Knowledge, and Technological Knowledge. TPACK is the arc in the center where all three circles overlap, combining what teachers know with how they teach and how they use technology in their classrooms.

Personally, the TPACK model resonates with me most, as it combines sound content knowledge (in this case, world language content knowledge), with the art of teaching (including know how to assess and appropriately use instructional strategies) and technological knowledge (knowing how to select, use and integrate technology into the curriculum).  I feel that the SAMR focuses too much solely on technology, whereas the TPACK model emphasizes that technology is just a part of great teaching.

Using the TPACK model to reflect on my own teaching and practices, I feel like I have had quite the journey over the past 14 years of teaching. I came into the profession with strong content knowledge in my languages (German & Spanish), and some basic pedagogical knowledge. I advanced to combine the two and then add technological content as the years progressed and technology became more available. I now feel like I try hard to balance all three, but perhaps I’m still not quite in the middle; I balance two at a time. I hope to continue on the path to have a nice balance between all three.

One activity that do in class that I would like to enhance is writing. Many years ago I transitioned into using GoogleDocs with my students so that they can collaborate and I can give live feedback on their writing. I would like to take it a step further though. When students work individually on a writing prompt, I would like to try having them share with a peer for initial feedback and correction. I would also like to utilize an online portfolio where students can keep all of their work over their (up to) four years of learning German or Spanish so that they can see progress. I would use a tool like SeeSaw.  As far as I know, my district does not have a district-wide account, but I am not sure. I will have the opportunity to train on this tool later this summer, so I am interested in its use.

I don’t believe that this tool will take a particularly long time to use. Adding an extra peer edit to a writing prompt will add some time, but having my students house their final writing drafts in SeeSaw should be relatively simple. The only issues I foresee is sometimes going from GoogleDocs to another program. So, I believe that trying it out myself as a student the first time would proactively mitigate any issues that might arise.

My residual question is whether students will see value in having an online portfolio for all of their writing. I guess I’ll never know unless I try.