Introduction to Course Activities

Welcome to my course activities for the class INDT 501: Instructional Technologies. Here you will find a list of links to each activity I designed this semester, including a brief description and reflection of each. In addition, I will cover the ISTE standards that are met by completing each activity. (Spanish Holiday Lesson Plan)
–Description: This activity is designed for 20 Spanish 1 students and provides them the opportunity to work in groups and create a Spanish comic strip using the program Comic Life to depict the customs and traditions of a Spanish winter holiday. Within these groups, students will be assigned individual roles that will interdependently contribute to the completion of the assignment. Afterwards, students will present their work to the whole class and share with their classmates the customs of their given holiday.
–ISTE standards: “Digital Citizen” 2c (using and sharing intellectual property), “Knowledge Constructor” 3a (effective research strategies) and 3c (creating meaningful artifacts), “Creative Communicator” 6c (communicate complex ideas using a variety of digital tools)
–Reflection: Overall, this activity’s strength is in the design of groupwork, where each member participating has a single task they must complete in order to contribute to the larger project as a whole. However, a flaw in the design is the lack of ISTE standards listed on the original file (as listed on the webpage). In addition, this could be an activity that would require more than one class period and would need to be amended to account for that. Other than those things, I think that this lesson does a great job in teaching students individual responsibilities while working in a group setting so that they may be able to learn how to work collaboratively and efficiently in the future. (Twine Internet Smarts Tutorial)
–Description: This is an interactive activity designed for students in a Spanish 1 class and teaches them the importance of their digital identity. By walking students through a real world scenario involving them and their friend Preston, they have the opportunity to decide how they respond and understand why their decision was either correct or incorrect. This interactive story was created using the digital story-making tool “Twine”.Afterwards, students would be responsible for creating their own “Facebook Pages” for a hypothetical student living in a Spanish Speaking country.
–ISTE standards: “Digital Citizen” 2a (awareness of permanence of digital identity), “Knowledge Constructor” 3a (effective research strategies) 3c (curate resources, meaningful digital artifacts)
–Reflection: This lesson is highly interactive and discusses many relevant issues to 21st Century students, such as digital identity on social media, while also providing them more information about the importance of controlling one’s online profile. However, the twine story could stand to apply more directly to Spanish in particular, since I would be teaching a Spanish class. The tutorial is completely in English, since I would be instructing a Spanish 1 class, and would need to more directly relate to the content covered in the rest of the class period. Still, I think this activity does a great job in “speaking students’ language” and capturing their interests and attention. (Amazon Rainforest Webquest)
–Description: This webquest is designed for a Spanish 2 class of around 25 students and assigns them individual roles to collectively research and design a creative story, in Spanish, about the Amazon Rainforest. Based on their interests, students will choose a role, complete the assigned research by the teacher and contribute 2 pages to the story, including an image and text. Students will be asked to use the program Canva to design their book and then submit it digitally to the teacher by email.
–ISTE standards: “Knowledge Constructor” 3a (effective research strategies), “Global Curator” 7c (Students contribute constructively to teams)
–Reflection: Out of all the activities I designed this semester, this is the one I spent the largest amount of time designing. I think it does a great job in encouraging positive group work practices of each person equally contributing to the end product and provides students with a list of resources to investigate in addition to guiding questions that help them understand what facts are crucial.Out of all the activities I designed this semester, I think this one is the strongest and I do not have any points of critique about how I could improve it. (Student Recipe Blog)
–Description: This activity is designed for around 26 students in a Spanish 2 class and will take up 2 full class periods to complete. Students will first have the opportunity to video-conference via Google Hangouts to talk with a real chef at a Mexican restaurant about the importance of food to Mexican culture. Afterwards, students will pick a simple recipe either from home or online and translate the recipe to Spanish, including pictures, and design a blog post for this recipe that will be posted on the class recipe blog. Finally, students will compare their recipes to that of another student from a class in a Spanish Speaking country (due to the teacher’s international collaboration with teachers from other countries) and create a Venn Diagram comparing the recipes.
–ISTE standards: “Digital Citizen” 2c (sharing and use of intellectual property), “Global Collaborator” 7b (collaborative technology to work with others) 7c (constructive contributions to group projects)
–Reflection: This assignment ensures students have the opportunity to use tele-communicative technologies in the classroom, in order to bring their learning to a realistic context. Also, this is a great opportunity for students to work more closely with students from other countries and appreciate the customs and traditions of these nations.A possible improvement upon this lesson could be the chance to video-chat with a classroom in another country during the class period about their recipes, however I avoided incorporating this into the original lesson due to difficulties of time zone differences and school schedules. (Dream Flipped Classroom)
–Description: For this activity, students will review classroom vocabulary and prepositions of location at home, using a teacher-prepared list on Quizlet and video resources on Youtube. Then, students will participate in a “simon says” style game to test their knowledge of prepositions of location, and a Quizlet live battle will refresh their memory of the vocabulary. Then, students will draw their dream classroom and label the vocabulary words that appear, leading into a group assignment of taking pictures around the classroom and describing the images using their vocabulary and prepositions. Each group of 4 students would be responsible for creating a 10 slide/page presentation with a picture taken in class and a sentence describing the image per page, using either Canva or Google Slides.
–ISTE standards: “Creative Communicator” 6a (choosing appropriate platforms to meet objectives of communication) 6c (digital objects to communicate complex ideas)
–Reflection: While this activity is simpler in nature than some of the other activities I have designed, I feel that it does a great job with accessibility to students outside of the classroom. Anyone with an internet connection can access the content I am asking for students to review the night before. In addition, students have the chance to apply these terms and concepts in class, rather than by themselves at home, and work together to create something collaboratively in groups. A possible improvement of the flipped design could be a video made by myself about prepositions of location, rather than relying on a YouTube video made by someone else. Still, I feel that this activity fully captures the experience of a flipped classroom and improves the efficiency of the learning environment.