As Neebe and Roberts (2015) explain, integrating technology little by little to solve problems and challenges in your classroom is a great start and then it becomes easier to continue implementing as well as expanding to more complex usage of tech tools (pp. 11-12, 17). I do have a handful of useful tools that I employ regularly in my high school Spanish classroom - websites like Edpuzzle, This is Language, Lyrics Training, Newsela, etc are very helpful in giving my students target language input, especially when I need a break or for sub plans. Others, like Gimkit, Quizlet, and Kahoot are great for vocabulary practice at the beginning of a unit, since students struggle with creating with the language if they do not have a firm grasp on vocabulary and grammatical structures. Flipgrid and Charlala are great time-savers for conversational practice. 

I definitely feel that I am working towards "shooting for the moon" with implementing more and more technology each year, but most of these websites are not used every day and do not overlap or interconnect, as they each practice very specific and unrelated objectives. In the future, I would like to be more organized with all of the tools I have learned about thus far. I could then be more prepared to use them during lessons and try to develop tasks that require students to integrate skills from multiple sites, such as creating digital Integrated Performance Assessments (IPAs). Until I am able to design and implement full IPAs, I would love to use more technology to assess my students on individual skills, because that could "save class time, preparation time, and lots of paper" (Neebe & Roberts, 2015, p. 11). I am familiar with several edtech tools that allow for digital assessment (Schoology, GoFormative, Socrative, Google Forms, Padlet, PearDeck, etc.) but I have not yet created any assessments using any of these platforms. I know that there are many benefits to giving students digital assessments, but along with never having used any of these tools for assessments, I worry about my students' spelling and grammar (they tend to be worse when using technology) or their desire to immediately use Google Translate or similar sites. I would also like to begin using SeeSaw and/or Linguafolio as these sites allow for growth assessment and assessing multiple modalities on the same platform.

References:

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

RSS feed - https://anchor.fm/s/1b9f593c/podcast/rss

Script:

Hola, fabulous teachers and techies! I’m Lauren Wisniewski Shoemaker, and thanks for joining me today as I talk about the Web 2.0 tool PowToon and how it can be used for student assessment.

In PowToon, students create a slide deck, similar to PowerPoint, but with additional bells and whistles that transform it into a short, animated movie. Students can choose from several design templates and hundreds of graphics and also have the option to upload their own images and videos. These options really provide the voice and choice ideal for performance-based assessments. 

As a Spanish teacher, I personally love the voiceover/narration option. And the limited time constraints, per slide and overall, really force students to summarize and synthesize the information being communicated. 

PowToon can be used for a variety of assessment types, depending on content, objectives, and other factors. So, what exactly can students do with PowToon? They can create informative presentations, present How-tos, teach content-based lessons, design marketing promotions and PSAs, or write an animated story, and these are just a few ideas. Since PowToon can be so easily adapted to fit an infinite number of topics and projects, the possibilities are endless!

When finished, students can download presentations as PPTs and PDFs, but PowToon also allows for direct sharing on social media platforms, giving students a more authentic audience as well as holding them more accountable than just sharing presentations with their teacher or class.

So, what are your thoughts? Does PowToon sound like a Web 2.0 tool that you could use for student assessment? Have you ever used PowToon in your classes? 
Ciao for now! 

Reflection:

For a person who doesn’t like hearing her own voice on recordings, I really enjoyed making this Podcast episode. I struggled far more with searching for a Web 2.0 tool that could be used across content-areas and grade levels (many that I use seem to be more language-specific) and writing the script, than I did with recording and publishing the actual podcast.The script was necessary for me, but if I were to record podcasts on a regular basis, I would probably sound more natural without one, but waste more time during the recording process. I misread the instructions and thought that our podcast had to be under 2 minutes, and so found myself recording and rerecording multiple times per section until the timing was just right. Anchor was very user-friendly, and I like that I had the option to rename recordings, organizes sections, add music and transitions, and download the audios. It’s also nice to have a library of audios for things like Intros and Outros that can be recorded once and then reused. One frustrating thing for me is that I wished that there was an editing component to the sounds/music (to shorten them) or the ability to play transitions as part of the background during certain sections or lines.

In my classroom, students could collect and analyze data on different pop-culture topics related to our content. Students could analyze why so many Americans don’t travel overseas or why so many students nowadays listen to rap music. I think it would make an excellent comparison with the habits and culture of Spanish-speaking countries (for example, why do meal times differ between the U.S. and Spain, or why do Americans prefer Football instead of Soccer, etc).

Analyzing data is a skill that is required in so many different professions in one way or another. However, this generation of students is often not expected to think deeply because they can usually Google answers or ask an adult for “help”. My students sometimes have difficulty using common sense or problem-solving skills and I believe that more should be expected from them so that they are successful in the future. I think that involving culturally-relevant and interesting topics for students to research and analyze will keep students engaged and acquiring important 21^st Century skills they will need to be successful.

 

The Nation's Report Card. (2014). Technology and engineering literacy assessment. http://www.nationsreportcard.gov/tel_2014/files/TEL_contextual_infographic.pdf   

Bloom’s Taxonomy helps teachers to think about what skills they want students to practice and it allows for reflection if teachers notice that they are not moving students into the categories requiring Higher-Order Thinking Skills, as these allow students to truly demonstrate the depth of their knowledge acquisition and are the skills that students will need in their future careers. The Revised Taxonomy, complete with specific skills in the forms of action verbs, along with the additions of digital actions, are of great benefit to teachers as the action verbs often directly correlate to specific student learning objectives and “I can” statements. The specific skills at each cognitive level are helpful to teachers in scaffolding and differentiating assignments for various student abilities. They can be used as a frame of reference for assessment purposes and used to conference with students about content as well as progression through the different categories and skill-sets. For example, “You are doing very well with identifying and listing the vocabulary words in the reading, but you are still struggling with the inferential comprehension questions. So, here’s what we can do…”.

The Revised Taxonomy shows that there are many ways to use technology in the classroom to practice and assess both the Lower-Order and Higher-Order Thinking Skills. I personally find the addition of the digital skills very helpful as I attempt to incorporate more educational technology because they can be used as a reference before planning lessons/assessments with technology so that teachers can identify which types of skills students will be practicing or demonstrating and choose a digital tool that aligns with the skill. Likewise, if teachers are reflecting upon material from previous years or a new idea for a lesson or assessment, they can check to see where the student output skills would fall and then use the Revised Taxonomy to make changes and adjustments. Lastly, I appreciate the variety of skills, both traditional and digital, in each category as they can provide support for teachers who would like to differentiate assignments or products while still keeping students all in one cognitive skill category. For example, all students may create a final product, but students may choose to animate, film, blog, or create a podcast to demonstrate mastery of the content while staying within the “Creating” category.

This article discusses the types of tech involved in makerspaces, such as Green screens, 3D printers, soldering stations, robots, and more. It offers suggestions on ways to get started building a Makerspace area/program and gives examples from school districts like Spring Hill and Harmony. It encourages Makerspaces as a way to build 21^st Century skills like critical thinking as well as entrepreneurial skills (collaboration, learning from mistakes), however, this article focuses mostly on STEM subjects since students are envisioning, hypothesizing, creating, and revising in order to problem-solve and create a tangible product. 

 

This article discusses the benefits of innovative and critical thinking skills and mentions how the use of makerspaces can support those skills. It goes back to the constructivist ideas of Piaget and explains how his theory did not only apply to the STE(A)M subject areas, but the school system in general. It supports the idea that soft skills like creativity and critical thinking work alongside collaboration when thinking about the future employment skills and shares examples of how these skills and Makerspaces can be integrated with all subject areas.

This EdTech magazine article discusses the integration of coding and robotics into the district curriculum beginning in the elementary levels. It provides the example of Hubbard Woods School and the Winnetka Public Schools District 36 and describes how they have piloted a program to include various coding and robotics skills into each grade level. With this method, there isn’t a need for a complete robotics curriculum in grades K-12, since it is disseminated slowly through the courses, but it still allows every student to be exposed to the skills since they are built into the curriculum and not as a separate after-school activity.

 

This Education Week article references coding and robotics in the STEM classes and the soft skills that all students will need when they enter the workforce. However, it also cites the need and examples of introducing robotics into language, arts, and music classes. It continues with the fact that students can engage with the material and content of the course while interacting with coding and robotics skills. It allows for students to find their creativity and show what they know in an increasingly-important new way. 

This article explains using analytics technology to collect educational data in order to perform data-driven decision making. However, it cites the need for teachers’ data literacy to be able to understand and analyze the data that is collected and then use the data to drive changes in instruction and assessment. It also mentions that teachers are still not equipped to analyze the data due to a number of issues, including limited access to data and lack of time and support. Lastly, it lists the 3 types of analytics analyzed by the Educational Data Analytics technologies.

 

This article details the different types of analysis that Analytic Technology can provide to teachers in order to inform their instruction. For example, it describes find students’ problem areas before standardized assessments occur. It also cites using Big Data to monitor student progress and assessments, which have improved overall student performance in districts that have employed Big Data systems. Finally, the data provided by Analytic Technology can allow teachers to gauge the engagement of the class, and digital learning paths can allow students to advance through coursework at their own pace.

This article addresses the issue of equity from many different angles. Immersing the students in a culturally-authentic VR activity allows students the benefit of almost experiencing an event, lifestyle, or culture rather than just learning about it via notes and textbook images. Not only does it discuss the benefits of VR in a language classroom where students can be exposed to native language, culture, geography, etc, as it is very difficult (and expensive) to plan field trips to other countries. It also touches on other types of equity, such as allowing student who are slower learners the time and personalization to acquire the same information. VR engages learners, inviting them to have a more hands-on role in the learning process and with the content itself. It also gave an example of immune-compromised or terminally ill students missing classes the opportunity to take virtual tours of the classrooms and get caught up on their learning, also reminding them that they are still part of the class.

This article touches on the benefits of VR in the classroom as well as the types of technology available. Among the many benefits, again, is the idea of equity. VR brings the outside world in, allowing students who have never traveled or who are financially unable to travel access to the same VR experiences as their classmates. Along with the high levels of engagement the VR brings to the classroom, VR can also open students to experiences that they have never heard about or were afraid to try in real life. They can test the waters of a number of different experiences that could change the whole trajectory of their life and career. 

This article by The Edvocate lists several benefits of including AI in the classroom. It begins by mentioning the fact that AI can help teachers become more efficient while at the same time enhancing the learning of our students. One of the biggest takeaways from the article is the fact that AI can perform some daunting and time-consuming tasks, such as grading and data analysis, allowing teachers more time to focus on content, instruction, and professional development.

 

This Forbes article again reiterates that the main job of AI in education is not to replace the teacher, but rather to give the teacher more time to focus on the students. AI can make administrative tasks like grading and attendance easier for teachers, allowing them to spend more time building relationships with, and teaching, students. Another benefit of AI in the classroom is its ability to personalize and differentiate student learning by collecting information and data to better help students at all levels and to tailor activities to meet their needs.

This article includes the variety ways that IoT can be implemented across many different aspects of the school system. It cites that school safety, student performance, and cost-saving are three major benefits of implementing IoT. It then continues to dive deeper in to the classroom applications, including things like personalized learning, engagement, special needs accommodations, and more. Schools could then focus on whichever of the major benefits that they most want to improve.

 

This article defines IoT and discusses the ways in which it can solve current educational issues. The article mentions common educational problems such as data collection, personalized learning, safety/security, and efficiency in the form of human-to-machine interaction. However, it also cites some implementation issues, such as privacy, financing, and furthering the gap between digital availability and lack thereof.

Slide 2: During this period known as the Reconquista, the Christians waged wars in attempts to regain the land controlled by the Moors. But, far from the northern battlefields, the southern cities of Córdoba, Sevilla, and Granada flourished. After Córdoba and Sevilla fell in the 13^th century, Granada became the capital of the Kingdom of Granada, the last region of the peninsula under Moorish control.

Slide 3: Granada was ruled by the Nasrid dynasty beginning in 1238, and its founder, Muhammad 1, began construction of the Alhambra, a “city within a city” composed of a palace, medina, and military fortress. The construction lasted 120 years and was completed by subsequent rulers of the dynasty. 

Slide 4: Within the Palace lies the Court of the Lions. Imitating the layout of Spanish-Moorish houses, this rectangular patio is open-air and paved in white marble. In the center sits a fountain made of 12 white marble lions and a large basin with a complex hydraulic system in which the lions project water into channels that flow from all 4 sides of the patio.

Slide 5: Surrounding the patio is a gallery featuring 124 marble columns and ornate stucco carvings. The Alhambra and Generalife Trust say “The proportional and visual perfection of the surrounding arched gallery supported by columns converted this Court into one of the most celebrated and admired of architectural structures.”

Slide 6: The rich Moorish history and intricate architectural designs of the Alhambra are nothing short of breathtaking and it is my hope that one day you, too, will have the chance to marvel at its splendor. 

            Educational games do very well at motivating students to learn or practice content, especially when they are on teams. The desire to compete, earn points, and win can be very strong for many, and sometimes can mask the “boring” content that they are being exposed to. When students collaborate in teams, there is also the added benefit of scaffolding as well as the internal motivation to do well to not let the team down with an incorrect response. 

            Gamification is slightly different and can be employed as much or as little as desired. Unlike introducing educational games here and there to review material, gamification involves creating a videogame-like atmosphere within the classroom. Students complete quests and earn Experience Points (XP) and can use those XP to purchase power-ups and other advantageous items. Students also face challenges and, if successful, they advance to the next level and earn rewards. Quests and challenges can be anything from the whole class being present to a test, quiz, or project. Gamification can reinforce problem-solving skills as students attempt to complete the challenges. However, teachers can also allow for students to move in multiple directions or complete challenges in several ways, both individualizing and differentiating for students. The Teched Up Teacher, Chris Aviles, has been using gamification in his classroom for several years and has many blog posts on different aspects of setting up and switching to a gamified classroom. TeachThought has multiple articles online that offer examples of gamification and specific ways to gamify your classroom if not going “all in”.

However, gamification can be used as a classroom management tool, as Leah Cleary describes here, encouraging class participation and other good behaviors such as arriving on time, bringing completed homework, keeping the classroom clean, helping another student, etc. The benefits of gamification as a management tool are that it rewards students for successes other than just test scores, which can motivate and encourage students who are not the strongest academically. 

I believe that Games and Gamification are two of the best emerging technologies because they are able to truly engage and motivate students both inside and out of the classroom.

 

References

Aviles, C. (2014, February 14). Gamify your class level 1: Xp grading system. Teched Up Teacher. http://www.techedupteacher.com/gamify-your-class-level-i-xp-grading-system-2/

Baum, A. (2018, January 29). GBL vs. gamification: What’s the difference?. Legends of Learning. https://www.legendsoflearning.com/blog/gbl-vs-gamification/

Cleary, L. (2017). Gamification for classroom management. Leah Cleary. https://www.leahcleary.com/2017/08/gamification-for-classroom-management.html

Heick, T. (2017, December 10). On student engagement: How to be as interesting as a video game. TeachThought. https://www.teachthought.com/learning/design-your-class-like-a-video-game/

TeachThought. (2019, January 16). 10 specific ideas to gamify your classroom. https://www.teachthought.com/pedagogy/how-to-gamify-your-classroom/

TeachThought. (2019, September 24). 12 examples of gamification in the classroom. https://www.teachthought.com/the-future-of-learning/12-examples-of-gamification-in-the-classroom/

            As a language teacher, I have always been a proponent of introducing and practicing vocabulary through images as well as words, especially for visual learners. Taking an extra step to visualize a (sometimes abstract) word and produce an image allows students to commit the term to memory and aids in long-term language retention. Currently, I spend a good amount of class time providing my students with auditory language input, but students can often lose focus if not occupied by note-taking (and they end up on their phones or doodling), so I love that this tool can help to maintain student focus while listening and also includes a hobby for many. It also allows for formative assessment when looking at sketchnotes to see how much of the input was comprehended. 

In a similar way, I feel like the Balanced EdTech model supports the idea of the TPACK model. I found the categories of Collaboration/Communication, Access, Ephemeral, and Individualization very helpful in organizing the vast amount of tech tools currently available to teachers and I found myself thinking about the tools I frequently use and which category they would fit into. I liked that this model did not solely focus on tasks and how much technology they employ, but rather it challenges the teacher to think about their goal for using educational technology in the classroom as well as how often they plan to use it, and then to choose a tool that fits with that goal and enhances student learning.

I believe students must be encouraged to think outside the box and to engage in collaboration, comparisons, and creation with the information they are learning in their courses. However, the impression I got from both the SAMR and TECH models is that they strongly encourage teachers to take a completely hands-off approach, where there is very little direct instruction and students are left to their own devices to research and create with the content. These models also only focus on the task design and usage of technology in the classroom without considering other factors, such as grade-level, content, standards, learning styles, etc. Although there is no denying that Inquiry-based and Project-based learning are vital to students acquiring the 21^st Century skills that they will need in the future, I struggle with the idea that the SAMR and TECH models expect my students to use technology 100% of the time. In my high school lower-level Spanish classes, the content is the language itself as well as the delivery method. However, students must be exposed to comprehensible language long before being able to communicate. This means that my novice and intermediate low students are rarely able to engage in the types of inquiry-based or project-based learning that the SAMR and TECH models promote. For my students, their ultimate goal of learning Spanish is natural acquisition leading to communication, and so if I were to apply the SAMR or TECH models in my classroom, I would still need to employ the use of the TPACK model so that I could be sure that students are acquiring and using language already acquired in order to produce the new, innovative, and authentic products cited by these models. If I do not make use of the TPACK model, I would run the risk of wasting time due to assigning tasks that do not lead to authentic language acquisition.

Educational games like Kahoot, Quizlet, and Gimkit are something I use frequently, since they work great for language acquisition skills like reading in context and vocabulary practice. I love giving students Spanish definitions to read and they have to select the correct vocabulary word. As Neebe and Roberts (2015) explain, interactive feedback systems work great for whole-class participation and allow for quiet/shy/nervous students to have their voices heard (p. 52). While I have never used Socrative (although I'd like to), I have used PearDeck to interact with students and ask them personalized questions based on their responses. This not only allows me to get to know all of my students on a more personal level, but I am then able to tell them about myself (my thoughts, beliefs, opinions, etc), make comparisons, discuss culture and cultural differences, and ask students to elaborate on their answers/opinions, giving them more input in the target language. The one online tool that I have not yet taken advantage of is online discussion boards. Since my students' ability to communicate in the target language is minimal, and the language they use is very basic, I often have asked opinion- and discussion-type questions quickly in class rather than take the time to set up digital tools in advance. Also, sometimes my questions can begin a debate that I had not prepared for. However, since my discussions are both personalized, allow for whole-class participation, and have the added goal of language acquisition, I think that utilizing online discussion tools like Schoology, Padlet, etc would be beneficial. Students would get experience in real-world communication and discussions in the target language can also help students practice asking questions in Spanish, as that is something they do not get enough practice with (they are usually the ones answering questions, not asking them).

I think in our interconnected world, everyone communicates and collaborates almost daily, including teachers and students. However, since most teachers are isolated in their own respective rooms during most of the day, and since teachers are so busy throughout the day, there is a huge tendency for each teacher to do all of the necessary work themselves without collaborating. Unfortunately this means that many teachers, along with being extremely busy, are not giving themselves the opportunity to grow as learners. I think that so many teachers are "set in their ways" or "stuck in a rut" not out of choice but out of necessity because they feel they have no time or ability to find and implement new activities. Collaboration moves teachers beyond the 4 walls of their classroom and allows us to share ideas (Neebe & Roberts, 2015, p. 62). My colleagues and I use Google Docs for our cohort meeting agendas. If we need to add activities, ideas, or data, we are able to do that ahead of time so that it is already there and we don't need to spend precious face-to-face meeting time to type in all of the information. We can also add links to our activities so that they are quickly and easily accessible. We also have a Google Classroom where we can add and share resources that fit into specific topics as well as leave questions and comments. We are also able to do this whenever WE have the time because these digital tools allow us to collaborate when we each have availability, and then our resources are already organized when we finally meet face-to-face and we can spend more time sharing, discussing, and reflecting rather than typing all of the notes or searching through a folder to find the activity in question.

References:

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

As Carol Ann Tomlinson (2014) describes, teachers are tasked with the daunting responsibility of teaching a group of students in one room, but who vary tremendously in their needs, interests, abilities, and experiences (as cited in Neebe & Roberts, 2015, p. 106). Therein lies one of the most difficult challenges in the current education system: How do we reach everyone, despite differences, so that all students can master the content at hand?  Because our learners come from so many different backgrounds and ability levels, I think it is challenging for the teacher to get to know students on a deeper level to learn more about their interests, strengths, weaknesses, needs, etc in order to provide them with as much differentiation as possible. Every learner is different and so trying to meet the needs of 30 individuals at the same time while also attempting to teach the required curriculum in a set amount of time is quite difficult. Teachers, then, would need a good deal of time and forethought for planning purposes, but are instead often left with feelings of anxiety due to lack of time. In an effort to reach all students at their level, and to provide resources that are appropriate and related to the learning objectives, teachers require time to search for and vet resources at varying levels, to brainstorm the different ways for students to process and practice content (and to find or become more familiar with edtech tools that support differentiation), or to develop assessments that provide students with voice and choice or options to challenge or support those who need it. 

In my Spanish language classes, speaking is of great importance to overall communication and students participate in both Interpersonal and Presentational speaking assessments. Both types of speaking assessments are typically completed in person/during class. Rubrics are used, but it is often very difficult to give immediate feedback to each student when more are lined up waiting to be assessed. However, speaking is the mode of communication that develops last, with which students have the most difficulties, and which makes them the most nervous, some refusing to ever use the language in class unless forced. I think giving students instant feedback besides a score would help them their self-confidence as well as help them continue to improve upon their communicative skills and progress through the Proficiency Levels. I can give students face-to-face feedback after they have finished presenting, which would give students the instant feedback that will best help them, but I could also have students record and upload audios on Flipgrid or a Google Form, but I would need to listen to all of the recordings outside of school which would not give them the instant feedback that would be most helpful, but could include audio feedback with a Spanish response (because if I can understand the questions.statements enough to respond, then they are comprehensible), and then I can offer audio feedback on ways to continue improving.

References:

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

In the past, I tried a flipped/blended classroom approach to introducing thematic vocabulary lists which allowed us to spend more time practicing and using the words in context during class. I have since changed my teaching strategy to avoid teaching vocabulary and grammar altogether and to focus more on engaging content. So, if "bells were silent and clocks were frozen" I could expose my students to so much more engaging content (articles, memes, songs, stories, culture, etc) as well as lessons on explicit grammar and vocabulary for those who want it. We could then spend more time in class discussing the engaging sources and dig deeper into the analysis of the songs or lives and culture of the artists. We could create our own stories or modify the endings of traditional stories. We could read current events and make predictions or determine causes and effects or answer hypothetical questions like "Why would you do in that situation?" There are so many more ways to engage students with the Spanish language than teachers have time for in 45-minute increments. Using a blended/flipped environment, for me, would be less about adding informational videos, podcasts, or diagrams for students to learn, but rather exposing them to more authentic, engaging, and culturally-rich resources in an effort to progress their language acquisition. And as they grow more confident and more proficient in their language skills, they will be able to analyze and create with the language at more-advanced levels.

References:

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

As a second (or more) language course, our ultimate goal and all of our standards are related to basic, interpersonal communication skills. The largest roadblock I have is that, in the lower-level courses that I teach, the vast majority of students will have a very difficult time using their basic Spanish-language skills to ideate, create a prototype, and test their product, given that all of the steps would require constant communication and collaboration in the target language. The other roadblock is a curriculum very heavy in thematic vocabulary and grammatical structures that must be "covered" in order to prepare students for the next level of Spanish (that is also heavily vocab- and grammar-based). These curricula obviously do not leave much time for innovation, as they are quite prescribed. I certainly think that innovation can and should happen, but there are a few changes I would need to make. First, I would need to make adjustments to the amount of vocabulary required in my courses, and possibly eliminate some units. I might also have to narrow down options to a problem that spans multiple countries that all students would work with, so that I can provide the proper scaffolding and language necessary for them to collaborate and innovate together.

References:

Neebe, D. & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

Social media has become even more vital to me this year, as I have tried to leave behind my traditional/legacy methods to incorporate more Comprehensible Input (CI) strategies. This change has made me feel like a new teacher again, drowning in my workload and finishing lessons minutes before presenting them. (And I HATE that!). Much like Diana describes in Chapter 10 of Power Up, I made this leap into uncharted CI territory all by myself. Most of my colleagues, while interested, did not make much effort to research the strategies or find/collaborate on activities, but I was determined to improve myself and my classes to benefit my students. By joining several more Facebook groups specifically related to Language instruction using CI, I have been able to purchase resources, read blog posts, and follow some of the experts and practitioners of CI. These teachers are so dedicated to CI, which is much less popular than traditional-style teaching, and so generous with their ideas, materials, Instagram posts, and YouTube tutorials that I was able to survive the switch this year. I also added my name to a CI map that another teacher shared in one of the groups, expressing that I was new and very interested in learning more, and was quickly contacted by not one but two CI teachers in my area who have become my friends and mentors. This school year, while being the most difficult year of teaching to date, has also been my favorite because I was able to build more relationships, and see my students enjoy class more and improve their Spanish at the same time. I don't think I would even have known about Comprehensible Input without joining those first Facebook groups and now it has completely changed the way I teach and the way I view language education. 

References:

Neebe, D., & Roberts, J. (2015). Power up: Making the shift to 1:1 teaching and learning. Stenhouse Publishers.

This was the first Twitter chat that I have attended and I did not have a good experience with it for multiple reasons. First, I found it extremely hard to follow. So many people were responding to each other at different times and on different tweets that it took most posts out of context and were therefore difficult to understand. I also found myself using 2 devices to keep track of people commenting on my tweets and to follow the rest of the conversation. The chat focused on plans for when we return to face-to-face learning. The questions were more reflective in nature including how we are currently teaching, plans and implementation of technology once we return to face-to-face, and how devices would be collected after being loaned out. Unfortunately, Question 7 was one that I would have liked to see responses to, since it dealt with specific tools/programs being purchased by schools. I found it difficult to respond to these very vague questions without repeating what others said, though I answered questions and replied to tweets as often as I could.

I'm not sure what I was expecting, but I was hoping for some concrete ideas, resources, or takeaways, but I didn't get any of those. In fact, I got more out of looking at the hashtag BEFORE the chat started - I found and followed a Spanish teacher prominent in the tech circles and an infographic about how to record your iPhone/iPad screen for distance learning.

I also attended #langchat on Thursday night. After my not-so-great experience on Monday, I was looking forward to a chat with content that I am much more familiar with. The chat had 5 questions (after introductions), but mostly focused on tech tools related to language e-learning for the interpretive, interpersonal, and presentational modes. I was able to participate in answering all of the questions, unlike Monday night. However, most teachers were all mentioning the same tech tools, so besides a Chrome extension, I did not pick up any more tech tools. In fact, I tried to suggest a few new ones to the others and my tweet was missed/ignored.

Overall, I much prefer Facebook for collaborating with others in my PLN, since I am more familiar with it and it is much easier to follow comments and replies than on Twitter.

I think portfolios are important in all classes as a way to demonstrate student learning and progress throughout the year. It is important for not only teachers, but students and parents to see what they are able to do and how much they have grown/improved in their learning. Portfolios hold teachers accountable for giving assessments that require higher-order thinking skills rather than those that only ask for regurgitation of facts (Remembering level of Bloom’s) and are easy to grade. They are also great for publishing student work to a larger audience (student accountability) and can also be shared with teachers as students move on to future courses. This sharing provides future teachers a glimpse of students’ growth from the previous year and can immediately identify the strengths and weaknesses of students before they have even entered the classroom, allowing them to begin compiling assignments and lessons that help students continue to develop their skills and improve upon their weaker areas. 

In language classes, specifically, students often lose/forget a lot during the summer months. But since language courses (as well as others) build on each other, portfolios can be very telling of how well students are at applying vocabulary and grammatical structures as well as assessing their overall communicative skills. This year, I moved away from activities and assessments based on memorization and application of individual grammar topics and towards instruction based on communicative-competency and skills. Many of my students struggled with this change in the beginning of the year, requesting vocabulary lists and conjugation charts. In just short of 1 full school year, I have seen them go from barely able to answer a question with more than 1 Spanish word to interpreting authentic texts and speaking and writing in not only comprehensible (if not grammatically-correct) sentences, but also compound and complex sentence structures and elaborating in the target language using transitional and prepositional words and phrases. Unfortunately, while I can see some amazing progress from my students, they have not been able to see how much they have improved. As I continue in my journey to help students grow in their communication skills, I want to incorporate an ePortfolio so that they are able to see how far they have come. And since I grade using Proficiency Descriptors, students will also be able to set goals and check to see how they are progressing towards meeting those goals and what work still needs to be done.