All goals have been accomplished!
1c. Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
1d. Teachers model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
2d. Teachers 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.
1C. My students have contributed to several Wikis. Some of the Wikis contain embedded audacity files that the students must listen to prior to responding in writing. The students have then done peer editing of their Wiki posts.
1C. Students have watched Hispanic movies with thematic ties to topics discussed in class, and then written papers discussing the connections. (Carlos Saura's Carmen for flamenco and culture of Sevilla, La Historia Oficial for the disapperance of Argentines in 1970s, Ay, Carmela, La Lengua de la Mariposa, El Viaje de Carol, and Pan's Labyrinth for Spanish Civil War.)
1C. Students have chosen two Hispanic works of art, each from a different genre, to compare and contrast in a written paper.
1D. The students have visited the exhibit The Prado at the Meadows to experience first hand the works of Goya, Velázquez, El Greco, and other Spanish masters. They have followed the museum visit with a paper focused on a work of their choosing in which they detailed the work's artistic and historical significance.
1D. My students have used the Glogster technology to prepare a digital poster over a selected topic, and they have presented their research to the class orally. The students in the audience prepare a critique of each presentation and deliver it to the presenter. In addition, each student completed a self-evaluation of their own work as well as a peer-evaluation of their partner's work.
1D. With colleagues I watched the ACTFL web broadcast on performance-based assessment.
2A. Students have used Wikis, Glogster and Prezi. They have also completed a webquest over the Mexican muralists of the 20th century.
2A. Students have role-played a variety of situations.
2A. Working in groups, students have collaborated to create a modern adaptation of a scene from the Destinos series. They were free to be as outrageous as they wanted to be. The resulting scenes were exceptionally well done. They were graded for correct usage of the Spanish language, pronunciation, variety of vocabulary included, and risk-taking among other things.
2A. The Students have created a continuing story using the Wiki.
2A. Students have listened to a variety of songs in Spanish, analyzing grammatical constructions and copying sentence structure into their own writing. Both new grammar and reinforcement of previously learned grammar were studied through the lyrics to popular songs.
2D. I have collaborated with my department members to create a series of performance based assessments to be used throughout the year. I used one of them on my first trimester exam. Students were asked to write a short essay comparing and contrasting a work by El Greco with a recent photograph of the same view of Toledo, Spain.
2A. Students research Spanish tapas online to discover a variety of recipes. Then, in small groups they visit one of the restaurants in the area that specializes in tapas. The students sample the tapas they researched and write in Spanish a one page paper comparing their research with their actual tasting experience.