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.
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