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/
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