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.
2a. Teachers design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
4b. Teachers address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
Students are preparing projects to present orally to the class. Their projects will incorporate technology (Prezi or Glogster) and be a collaborative effort between two students. This project is primarily to assess presentational speaking skills, although some value will be given to the collaborative effort put forth by each student as well as the value of the content presented. Students in the class will receive another grade for listening to the presentations of their classmates and taking notes on the key points of each presentation.
Students have role-played and/or reenacted various scenes from Destinos.
Students collaborate with classmates on a daily basis to formulate both written and oral works in the target language. At times students are given the opportunity to work with a classmate to complete a quiz. Answers are at times written and at other times orally recorded.
Students are encouraged to incorporate technology into many homework assignments.
Students, at times, learn new grammar concepts by listening to popular Spanish songs where the targeted concept is repeatedly used.
Students have the opportunity to view specially selected foreign films that delve deeper into cultural/historical topics studied in class, thus strengthening their classroom learning.
Students have visited the Meadows Museum to experience Spanish art first hand. They followed their visit with a short written paper centered on one paiting that they had a strong reaction to.
Students collaborate to find connections between what is known to them in their present environment and what is unknown and new to them from the Hispanic world. The present their findings orally to the class.
Students experience oral input in Spanish from a variety of native speakers representative of the various native accents in the Spanish-speaking world. (Spain (both Madrid and Andalucia), Argentina, Puerto Rico, Mexico, California, Cuba.)
Students work individually with immediate feedback in construction meaning in the target language. Individual white boards allow for immediate feedback from the teacher. Vocabulary and verb tenses are frequently addressed with this strategy.
Students frequently generate oral and written sentences, paragraphs as well as longer passages where they are encouraged to personalize and be creative.
Students collaborate in small groups to brainstorm reactions to financial questions, and then express those ideas in grammatically correct sentences using appropriate verb tenses. Answers are typed into word documents on laptops and emailed to the teacher. some students prefer to handwrite their answers.
Students work in pairs to research artists from the Spanish speaking world. After gathering sufficiant data, the students create a "Day in the Life" of the artist, a short documentary in written form to be presented in class.
Students are assigned readings that are not previously introduced in class. They must summarize, sometimes in English and sometimes in Spanish, the content of the reading. Readings that are new to the students are also regularly included on major tests. The students must answer a number of questions on each reading.
Prior to watching an episode of Destinos, the students must think about the title of the particular episode and formulate a couple of questions about they think they will see in the episode. Afterwards, the students orally compare what they thought was going to happen with what actually did happen.
Homework is graded in a variety of ways to give all students an opportunity to be successful. At times a completion grade is awarded. Sometimes it is completely graded for written accuracy; other times students are asked to volunteer to answer several questions they think they know the answer to and they are graded on that small sample. If students do not volunteer, I call on them.