Redefinition

Redefinition

In order to review vocabulary and/or a grammar content, Sp2 students have been encouraged to make groups of 4, use one phone, grab images and 'create a story' based on those images. The results have not been necessarily successful.


I recently took a class with Brian Gadus (K13) on how to create books using iPads. In a real short time I was able to create a mini-promo on La Alhambra and I loved it!  It is my intention to use this tool next year.



I also want to incorporate screen casting to have a go at some  flipping to begin the process of improve the use of time with the new schedule.

Last June I took a class with Michael Najar, but copying with the new schedules we have had this year I didn't include this great tool in my practice, but I will make every effort to do so even if in small steps.

Modification

Modification

Students in level 4 had to research on an assigned Spanish-speaking country to later on participate on a jigsaw activity that I call 'Mini-United Nations' in which they become 'ambassadors for their assigned country.

They self-select their group and organize the way they will do the research following the Project Outline whose final objective is that students familiarize themselves with different cultural aspects of 'their country' and can later on exchange information with other 'ambassadors'.

The class reserve lab time and spends two sessions exploring the topic. Later on they assemble a packet and become 'Ambassadors' that will represent their country in three jigsaw groups with 'ambassadors from different countries'.  Students enjoy this project and the jigsaw activity is culturally enriching.

Here is an example of one group.

Augmentation

Augmentation

Sp. 2 students begin to create projects, based on given guidelines, to present their interpretation of vocabulary and content learned in the different units. 


In order to do this I request they type their work in a Google doc. Many students are familiar with the tool and it is easy for them to do their work, receive feedback and modify their work according to teacher’s suggestions.

Here is one example of how a Sp2 student could use Google.doc tools to enhance his work. There is still not sharing with other classmates, but it is an improvement to just type and wait for traditional teacher 'correction'.

Substitute

Substitute

One aspect in my introductory level language sections that is still for the most part, in the No Tech or at best in the Substitution Stage is testing. During the first quarter, students are mostly tested with set of closed questions posted in Schoology. 

They have to select the correct answer for each one of them with several options given.  It is efficient and easy to do because students do the work in the school lab. I have justified this aspect thinking that it takes time to integrate a Sp2 class composed of mostly freshmen.

They have to adjust to the new school, new friends, new teachers, new campus and new teacher’s ways. 

In addition, they come from all places; from within the district, from other districts in the state, and from other states, so it is fair to say that they all are at a different stage in their target language learning process and testing this way simplifies one aspect of the whole process.

About SAMR

 

Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. 

SAMR can be used to reflect upon how teachers are integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition? 

Source:
https://www.commonsensemedia.org/videos/introduction-to-the-samr-model