Assignment 4B-MAT 675

Annotated Bibliography

This is the last assignment of the class! I feel like I have learned a lot of creative ways to integrate technology into the classroom, and how to make it more fun and hands-on for myself and my students.

The book that I chose was Using Technology with classroom instruction that works.  

It's written by Howard Pitler, Elizabeth R. Hubell and Matt Kuhn. It provides answers to what the text calls “critical questions” around technology and classroom instruction. Explores mobile devices, social networks, and web-based multimedia tools. Outlines how technology should be applied and covers specific instructional strategies for achieving success with technology.

About the authors:

Howard Pitler is a senior director at McREL. He conducts workshops and trainings for K–12 teachers and administrators on research-based instructional strategies, technology, and pedagogy; conducts technology audits for districts; and works with school and district leaders using Power Walkthrough classroom observation software. He holds an Ed.D. in Educational Administration from Wichita State University, an M.A. in Music Performance from Wichita State, and a B.A. in Music Education from Indiana State University. Howard is an Apple Distinguished Educator, a Smithsonian Laureate, and was a National Distinguished Principal. He has been published in several journals and is co-author of Classroom Instruction That Works, 2nd Edition; Handbook for Classroom Instruction That Works, 2nd Edition; and Using Technology with Classroom Instruction That Works.

Elizabeth Ross Hubbell is an educational technology consultant at McREL. She conducts workshops and training for K–12 teachers on research-based instructional strategies and technology integration, writes curriculum models for online classes, conducts technology audits for districts, and trains school and district leaders in using Power Walkthrough software. Prior to McREL, Elizabeth served as a building-level curriculum director and elementary teacher, where she focused on combining 21st century learning environments with Montessori philosophies. She holds an M.A. in Information and Learning Technologies from the University of Colorado–Denver and a B.S. in Early Childhood/Elementary Education from the University of Georgia. Elizabeth was one of four national finalists in Technology & Learning's Ed Tech Leader of the Year 2003. She has been published in several journals, including Principal, Montessori Life, and Learning & Leading with Technology and is co-author of Using Technology with Classroom Instruction That Works; The Future of Schooling: Educating America in 2020; and Classroom Instruction That Works, 2nd Edition. Elizabeth has presented at a variety of national conferences, including ASCD, ISTE, and NSBA's T+L conference.

Matt Kuhn is a principal consultant in curriculum and instructional technology with McREL and a Google Certified Teacher. He conducts teacher professional development nationally in instructional technology, technology leadership, mathematics, and science. He has been published in several journals, including Principal and Learning & Leading with Technology, and is also a coauthor of What We Know About Mathematics Teaching and Learning, 3rd Ed. He has worked in U.S. national laboratory technology outreach and was a science and mathematics teacher in grades 6–12. He is also a former K–8 school principal. He has a B.S. in Aircraft Engineering, an M.A. in Science Education, and a Ph.D. in Educational Technology Administration from the University of Denver.

This is a great book for those new and ready to take the step into 21st Century learning.  Most important is the integrating of technology focusing on Marzano's high level strategies and Bloom's cognitive levels of thinking as a package leading to more rigorous and relevant learning.

Overall, I found this book to be very helpful in this class because its topics lined up perfectly with the topics of the class! The book was detailed, yet easy to read and understand.

H. Pitler, E. R. Hubbell, M. Kuhn, & K. Malenoski. (2012). Using Technology with Classroom Instruction that Works. Alexandria, Va.: Association for Supervision and Curriculum Development. 242 pages. 

Asignment 4A-MAT 675

Assignment 4A - Standards Based Interactive Game

5to Repaso

                                                Number of Teams                   1 team 2 teams 3 teams 4 teams 5 teams 6 teams 7 teams 8 teams 9 teams 10 teams 11 teams 12 teams

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Description: 

This game is a jeopardy-based Spanish game that includes vocabulary words, interrogatives pronouns and verb conjugations for Elementary Spanish.

Standards:

Standard 1.2: Interpretive Communication
Students understand and interpret written and spoken language on a variety of topics. 

I created this game where students must identify the vocabulary words, interrogative pronouns and verb conjugations for the month.  They will review everything by looking at a visual aid game and selecting the correct answer. This game is a great teaching tool to reinforce the knowledge acquired during this unit; and it is a great way to review before the monthly test.  This game will keep my students’ attention. I developed a game with vocabulary that we have practiced before so that they will recognize.

Spanish Review for 5^th Graders Jeopardy Game

https://jeopardylabs.com/play/5to-repaso

Assignment 3B-MAT 675

Technology Integration Lesson Plan

Your name:	Viviana Rodriguez
Date:	June 19, 2016
Lesson Title:	El Menú (Menu)
Grade Level:	5th Grade
Technology Standard (NETS-S)	Standard 1: Creativity and innovation:  Students demonstrate creative thinking, construct knowledge, and develop innovate products and processes using technology. Standard 2: communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Standard 3: Research and information fluency: Students apply digital tools to gather, evaluate and use information. B. Locate, Organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources, and media. Standard 4: Critical thinking, problem solving, and decision making. B. Students Plan and manage activities to develop a solution or complete a project
Subject Area/Content Standard:	Content: Standard 2.1:  Students address topics related to self and the immediate environment, including:                  l. cuisine and recipes. Communication: Standard 3.3:  Present to an audience of listeners, readers, or ASL viewers. Standard 3.6:  Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.
Subject Area/Content Standard:	Culture: Standard 1.1:  Students associate products, practices, and perspectives with the target culture.
Technology tool/software:	Computer, Internet Browser, Microsoft Word, Publisher, Microsoft power point, Projector.

Preparation

Prerequisites: What do students need to know prior to this lesson?

Students should have knowledge of internet browsing on a computer and typing on a computer. Also, they need to have a basic understanding of Microsoft word, PowerPoint and Publisher.

Context: Where does this lesson come in the unit?

This project will take place over a two week period (They only have class twice a week). The content will be introduced at the first lesson with some flashcards and a brief explanation.  I would bring the attention to this topic with pictures and a video about the food in Spanish.  I will explain them that we will make a menu using Microsoft Word/Publisher and an oral presentation about the menu in the restaurant with Power Point/Projector. They will learn vocabulary about food in Spanish.

Vocabulary: What concepts will be learned or reinforced in this lesson? How will you make the concepts development part of the lesson?

Vocabulary will mainly consist of food in Spanish.  They will learn the vocabulary about food in Spanish.  The students will create a Menu for the restaurant.  They will need the new words in order to create this Menu.

Materials: What resources are needed to make this lesson successful? What will you need to prepare in advance?

Students will need an assortment of restaurant menus from a variety of kinds of specialty restaurants. Copies of restaurant Menu planning sheet (but they are free to create their own).  As the instructor I will need to prepare in advance the technology and be sure everything is working very well.

Objectives or Learner Outcomes

How will the learning be measured and assessed?

General Goal(s):

In cooperative groups, students will work in the developing of the menu.  They will learn new words about the food in Spanish. Based on the California Department of Education-Performance Task Rubric (CA Dept. of Ed., 2007).  The rubric will grade:  Format, vocabulary, prices, labels, foods, number of food items and sections in Menu, Graphics/Pictures. Overall presentation, oral performance.

Specific Performance-Based Objectives:

In cooperative groups students will recognize and write the new words about the food in Spanish.  They will work together to create and develop this assignment.

Anticipatory Set (Lead-In)

An "attention getter" to focus students’ learning?  A discussion or activity to activate students’ prior knowledge?

Students will play Bingo and memory game in order to learn and identify the new words.

Step-By-Step Procedures

Instruction: List procedures for what will happen first, second, and so on to teach what you expect the students to learn. EL strategies should include some consideration of language development.

WEEK ONE/DAY ONE: Menu Project is introduced to students by teacher. Teacher arranges students in small groups in order to start working in the Menus.  Teacher asks the students to brainstorm name of foods (in English first, then in Spanish) for the restaurant menu.  Students should discuss all the elements that should be included in the Menu. DAY TWO: Students to work in a rough draft menu. Students work in the project now in the computer. WEEK TWO/DAY ONE: Students present project rough draft to the teacher. Projects are revised and students to begin to rehearse the presentation Students will work in the final menu.  Students will work on reference pages. DAY TWO: Students turn in final project Students will do the Power Point presentation. Students’ grades are distributed with notes from the teacher.

Guided Practice (2-3 sentences): What activities will the students engage in to practice the learning? Include some time when the students are working with partners or in small groups. Be sure to include how you will check for understanding throughout each stage of your lesson. Write out high level and/or open-ended questions to ask throughout your lesson.

Students will discuss in groups the different kinds of foods for the menu. Students will design a menu for the restaurant. Students will work in Microsoft word/Publisher and Power Point for the final work.

Lesson Extension (advanced students): What activities or alternatives will you provide for those who finish early and want to explore the topic more?

I will provide some worksheets and software about the food. Games with the program Kahoot about Spanish vocabulary.

Adaptations (For Students With Learning Disabilities):

Flashcards, Alternative Assignment (Individual), Assignments read to student, Extended Time, Use of Visuals. Depending on the disability, assistive technology as an iPad, or communicative tablet will be used. (CAST, 2014)

Connections (to other subjects)

At the end of this project, student will have learned the following which can be applied to other areas of study: Efficient teamwork sills (Social studies). Oral Presentation (Public Speaking, English and Spanish). Presentation skills (Business, English and Spanish). Multimedia skills (Computer science, Art, and Design). Creativity and innovation; and communication and collaboration (ISTE, 2014)

Independent Practice

What will you do to have students practice the learning independently?

They can work on worksheets and software about different kind of food.  I have been using Kahoot and I really like it.

Closure

Reflect on Anticipatory Set

Ask the class to raise their hands to contribute to a discussion of what they already know about the name of the food in Spanish.  Write a list on the blackboard.  If this project has success it is possible to make similar projects in the future. They will have fun while they will learn.

Lesson Evaluation

MENU RUBRIC- Total Points_____/28 pts possible

CATEGORY	4	3	2	1
Format	Exceptionally attractive with lots of color and proper menu format is evident. One is able to open up menu to view sections	Attractive with lots of color and proper menu format is evident. One is able to open up menu to view sections.	Basic without much color and not very appealing to the eye. Proper menu format is confusing but sections are evident.	Unattractive and no color were used and very confusing. Proper menu format is not evident and sections are not separated.
Vocabulary	All vocabulary words are very readable and are accurate	Vocabulary is mostly readable and mostly accurate.	Some vocabulary is hard to read and some inaccuracies are evident.	All vocabulary is hard to read and most of the text is inaccurate.
Prices	All foods are listed with prices in pesos and are realistic.	Most foods are listed with prices in pesos and fairly realistic.	Some foods are listed with prices in pesos and are not very realistic.	No foods are listed with prices in pesos.
Labels	All sections are correctly labeled and there are no spelling errors.	All sections are labeled correctly and there are 1-2 spelling errors.	Some sections are labeled correctly and there are 3-5 spelling errors.	One or less sections are labeled correctly and there are 6-10 spelling errors.
Foods	All foods are Spanish/Mexican/South and Central American and there are no spelling errors. There are 3 or more foods in each section.	All foods are Spanish/Mexican/South and Central American and there are 1-2 spelling errors. There are at least 3 foods in each section.	Most foods are Spanish/Mexican/South and Central American and there are 3-5 spelling errors. There are 2 foods in each section.	One or less foods are Spanish/Mexican/South and Central American and there are 6-10 spelling errors. There are less than 2 foods in each section.
Number of food items and sections in Menu	Include 4 -5 different sections of food Included 3-4 choices under each section	Include 3 sections of food Included 2-3 choices under each section	Included 1 or 2 sections of food Included only 1 or 2 choices of food under each section	Did not divided menu into section Listed some food choices but not in any particular order nor under a section like drinks or main dish
Pictures	Pictures go well with the text and there is a good mix of text and pictures.	Pictures go well with the text, but there are so many that they distract from the text.	Pictures go well with the text, but there are too few and the brochure seems "text-heavy".	Pictures do not go with the accompanying text or appear to be randomly chosen.

References

National Standards in Foreign Language Education Project. 1999. Standards for Foreign Language Learning in the Twenty-First Century. Yonkers, NY: National Standards in Foreign Language Education Project.

 CAST. (2014). UDL Guidelines – Version 2.0 – Principle I. Provide Multiple Means of Representation. www.udlcenter.org/aboutudl/udlguidelines/principle1

CAST. (2014). UDL Guidelines – Version 2.0 – Principle I. Provide Multiple Means of Action and Expression. www.udlcenter.org/ aboutudl/udlguidelines/principle2

ISTE. ISTE Standards – Students. www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

Lewis, B. (n.d.) Anticipatory Sets. www.k6educators.about.com/od/lessonplanheadquarters/g/anticipatoryset.htm

Roblyer M.D. & Doering, A. (2013). Integrating Educational Technology Into Teaching (6^th ed.). Upper Saddle River, NJ: Pearson Education.

Assignment 3A-MAT 675

Project-Based Learning PBL

Traveling to the Spanish speaking countries during Multicultural Week for 5G

California Common Core State Standards: ((World language content standards for CA)	Standard 1.3.  Identify cultural borrowings. Standard 2.1: Practices of Culture Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.  Standard 2.2: Products of Culture Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.  Standard 3.1: Making Connections Students reinforce and further their knowledge of other disciplines through the foreign language.  Standard 3.2: Acquiring Information Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Standard 4.1. Demonstrate culturally appropriate use of products, practices and perspectives to others.
Objectives: Learning Goals:	Students will work in collaborative groups to research information about the physical geography, climate, and culture of Spanish speaking countries. Students will create a product that demonstrates their knowledge of Spanish speaking countries. Students will be able to describe the geography, climate, and culture of Spanish speaking countries in a presentation of their product.
Instructional Plan for Active Learning and Engagement Strategies:	Students will be put into groups and have the opportunity to select a Spanish speaking country to work on it. Each group will work on the Spanish speaking that they selected and research information about it. Groups will put together their findings in a presentation for the class as their audience during Multicultural week. The groups are free to use different ways for the presentation.  Boards, power points, bring food or a dance. ·       ·

Reflection

            Project-Based Learning helps students to apply everything they learn into real-life experiences.  In addition, PBL provides the opportunity to students to work together and find answers on their own.  I found this activity I chose to be engaging because it involved learning about others’ culture, technology and more.  There is not a secret that most of the students think reading is boring; therefore this kind of activity is helping them to learn while they are having fun.  The main goals of Project-Based Learning is critical thinking, collaboration, and communication and I feel that this project help students to do all of those things.  It also allows students to have the free range of displaying their different talents with a variety of programs.

References

American Council on the Teaching of Foreign Languages. 1986. Proficiency Guidelines. Hastings-on-Hudson, New York: American Council on the Teaching of Foreign Languages. http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

American Council on the Teaching of Foreign Languages (2013). NCSSFL-ACTFL Can-Do Statements Progress Indicators for Language Learners.http://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements.pdf

 National Standards in Foreign Language Education Project. 1999. Standards for Foreign Language Learning in the Twenty-First Century. Yonkers, NY: National Standards in Foreign Language Education Project.

National Standards in Foreign Language Education Project (NSFLEP). (2013). Worldreadiness standards for foreign language learning. Alexandria, VA: Author. Retrieved from the ACTFL website. http://www.actfl.org/publications/all/world-readinessstandards-learning-languages

21st Century Skills

 21st Century Skills

What will you have to do to become confident of your 21st Century Skills as a learner and as a teacher in Digital Literacy?

What are 21st Century Skills Anyways.  The 21st Century Skills are the skills needed to be successful in today's world, such as critical thinking, problem solving, communication and collaboration. 

According to Cornell University, Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.

One of the big challenge as a learner and as a teacher in these days is learning coding skills and then be able to teach them to my students.  In order to become confident of my 21^st century skills I will need to practice and study really hard.  It is also important to keep in mind that we are facing diverse students in today’s classrooms.   I will find students with a lot of experience and knowledge in digital literacy, but at the same time I will have students with minimum experience in digital literacy and then the challenge is going to be huge.  I need to prepare myself to all these challenges.  Therefore, I need to create a plan on the digital literacy for the class but always keeping on mind every student as an individual. 

References

Comparing frameworks for 21st century skills. https://books.google.com/books?hl=en&lr=&id=aGYXBwAAQBAJ&oi=fnd&pg=PT79&dq=21st+century+skills+in+education&ots=waf3DW8ZZL&sig=nb1acO0hdAoTMzeBPZLZonKoxZM#v=onepage&q=21st%20century%20skills%20in%20education&f=false

ISTE - International Society for Technology in Education http://www.iste.org/

ISTE Self Assessment http://www2.gwd50.org/hughesc/eP_Self_Assessment.pdf

Learner/Teacher in the 21st Century

How do I describe myself as a learner in the 21^st Century?

There is not a secret that technology in these days is everywhere; and education has changed and evolved accordingly. As a learner in the 21^st Century I need to keep on mind all these technology in my learning. I consider myself a visual learner; this is the reason I enjoyed visual projects and videos.  

As a learner I try to develop the learning skills needed in this new technology era.  I know that the four C’s are really important.  In this new changed, and evolved education, the four C’s: critical thinking, creativity, communication and collaboration are playing a huge role in learning; and as a learner and an online student all these skills are developed really well through the technology. 

During this new technology era, I am able to learn in different ways that enhance my learning styles. I enjoy online classes, electronic books and so many resources that are helping my learning.  

How do you describe yourself as a teacher in the 21st Century?

         According to Mark Surman the digital literacy is the fourth art in the 21^st Century learning; and the reason is because we live in a digital world.

 I think as an educator in the 21st Century I always keep on mind all my diverse students and their learning styles.  Also, I set up expectations from my students as producers.  I like to take advantage of all the talents and interest they have.  Because the world is changing, the technology is also doing that.  This is the reason that I need to learn new technology and continue my learning/teaching process.  It is imperative to go digital if I want to have my students' attention.  I believe PBL and collaborative activities are enhancing all these new learning skills. 

Therefore, it is important to teach the students how to code because they are using so many and different devices but the students do not really know how to use them.  According to Surman, we should take advantage of the interest of the students for the technology and teach them how to code.

In addition to that, it is my responsibility to teach the students how to be a digital citizen. They need to understand that they should use the technology effectively but also with responsibility.