Tre's Take on Teachers & Technology

Weblogging

2005-05-05T09:36:00.000-07:00

The semester has come to an end. I've have thoroughly enjoyed my time in IT 3210. I definitely will use what I have learned in my future career as an educator. Weblogging was fun and I will keep up with it and continue to blog.

E-Portfoloio

2005-05-05T09:34:00.000-07:00

My Learning Environment E-Portfolio can be found here.

Final Reflection

2005-04-21T10:13:00.000-07:00

Compared to the beginning of the semester, I feel completely prepared to enter the classroom and use technology in a lesson. I have been introduced to many new technologies and ways to implement them. Before taking this class, I only knew of Microsoft Office products, Corel Draw, the Internet and a few others, now my "library" is growing.

Being that I now have the knowledge of the technologies available, the only thing I think could help me use it in the classroom would be access to the technologies. I am fully motivated and eager to use technology in the foreign language classroom; however, should I be employed in the future at a school that does not have technology resources available, I may not be able to use all of what I have learned in this class. I don't think that the lack of technology resources will have a great impact on my teaching because students were being taught before technology was present.

In my opinion, technology can help teaching and learning, if used correctly, because it provides alternate methods of teaching and learning. If the capabilities of the technology are not known, then it will not be helpful. To keep up with the changes in technology as I move through my teaching career, I plan to continue to blog and research. Many internet resources were presented to me in this class and I plan to use them.

I really enjoyed this class and am glad that it was a requirement for education majors. I intend to use everything I have learned here in my future. Not only the software presented, but also the Internet resources that Mrs. Davis shared with the class.

Software and Website Evaluation

2005-04-14T10:32:00.000-07:00

I chose to evaluate Inspiration Software (you can read about Inspiration here). I would recommend this concept mapping software because it is fun and easy to use.

The website I chose was Spanish Grammar Exercises. I would definitely recommend this website to Spanish language teachers and learners alike. This website provides many different drill-and-practice activities as well as listening activities. It is easy to navigate and not too busy.

Digital Divide Network

2005-04-14T10:13:00.000-07:00

Are there ways in which we can help low-income parents become more active
in their children’s learning? Are there simple tools or resources that can make
a difference? At Computers for Youth (CFY) we are pursuing the answers to these
questions. A non-profit organization, CFY has provided nearly 5,000 low-income
children and families in New York City with home computers and many support
services over the last five years.

This is from an article in The Digital Divide Network by Kallen Tsikalas and Elisabeth Stock. Their research found that by providing these low-income homes with refurbished computers, the parents/caregivers are provided with new ways to participate in the child's education. Parents use the computers to push the child to higher learning. I think it is important for each child to have access to computers, if they are guided on how to use it. If the child only knows how to play games on the computer, this is not elevating their learning. CFY provides the students with free technical support, which I think is good to keep them encouraged to try new things with their computers (i.e., programming, research, web page design).

Spreadsheet TIPS

2005-03-31T09:10:00.000-08:00

Project Name
What vowel occurs most in the Spanish language?

Description of Learning Goals and Standards
Grade Level: Any beginning level class, Content: Spanish
- Upon completion of this activity, the student will be able to create a spreadsheet and include charts/diagrams.
QCC Standard:
18 Topic: Communication: Presentational: Present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.
Standard: Present information gathered from a variety of sources such as informal conversations, class presentations, interviews, readings, and media sources.
NETS-S Standards:
1 Basic operations and concepts
-Students demonstrate a sound understanding of the nature and operation of technology systems.
-Students are proficient in the use of technology.
3 Technology productivity tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Rationale for Technology
Bringing Exel into the foreign language classroom was a difficult task, but it allows students to learn a new software that they can use in other classes. An advantage of this technology is that students work together to solve problems and to create presentations. A disadvantage is that Excel would probably not be used (by students) in the foreign language classroom a lot.

Description of Lesson Implementation
-Students are randomly put into groups of 4-5.
-The teacher reviews vocabulary from previous chapters.
-Students are asked to hypothesize the occurrence of each vowel (a, e, i, o, u) in the Spanish language.
-Each group will share with the class their numbers and each group will create a spreadsheet in Excel containing the guesses of their classmates.
-The spreadsheet should contain: group guesses, minimum number, maximum number, average, and actual findings.
-Students are directed to the “Data Sheet” worksheet which contains 20 random vocabulary words previously chosen by the teacher.
-Each group calculates the occurrence of each vowel and creates two charts to be inserted into the spreadsheet. The first table is of the actual findings and the second is the average of the class guesses.
-Students are to write a brief statement of their findings and print the worksheet to be turned in.

Assessment
Students will be assessed on: completion, formatting, formula usage, followed directions.

Other Places to Use this Solution
Excel can be used in the classroom to keep grades and attendance.

What I Learned and What I would Improve it Next Time
While creating this assignment, I learned how to create a spreadsheet and incorporate charts. I’m not sure how else to bring spreadsheets into the foreign language classroom.

References/Resources Used
Microsoft Excel
Georgia Learning Connections
NETS-Students

All About Blooms

2005-03-24T10:14:00.000-08:00

Knowledge - Describe your family using the correct spanish vocabulary.
Comprehension - Explain the uses of 'por' and 'para'.
Application - Give an example of a formal command and an informal command and when to use each.
Analysis - Contrast the preterite tense and the imperfect tense.
Synthesis - Plan your family vacation: where will you go, what will you do, what will you bring?
Evaluation - Recommend places to visit while on a family vacation. And tell why.

Publisher TIPS

2005-03-24T09:41:00.000-08:00

Project Name
Viva Espana!

Description of Learning Goals and Standards
Grade Level: 9-12, Content Area: World Geography
-Upon completion of this activity, the student will be able to describe a country of his/her choice. The student will be able to describe the country in the form of a brochure or newsletter listing country location, interesting facts, and culture.

QCC Standards:
4 Topic: Physical Geography Cultural Geography
Standard: Explains how regions may be defined by cultural or physical features or by combination of both.
13 Topic: Location Place Interdependence
Standard: Explains how knowledge of locations and their characteristics is a key factor in understanding human interdependence
30 Topic: Cultural Characteristics
Standard: Identifies the cultural characteristics of a region (e.g., Europe: Romance, Germanic, Slavic languages; three branches of Christianity; Industrial Revolution; economic development; 20th century wars; Cold War; and European Union)
44 Standard: Determines appropriate map, globe, or chart to illustrate a data set.

NETS-S Standards:
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Rationale for Technology
The use of Microsoft Publisher allows the student to demonstrated knowledge of the content area while learning new software. An advantage of this technology is that it allows the student to be creative.

Description of Lesson Implementation
The day before students are instructed to pick a country of their choice and brainstorm about the country (i.e. location, culture, currency) and are guided through Microsoft Publisher, demonstrating how to use it. When students return, they are allotted 50 minutes to create brochure/newsletter and publish. This is a self guided activity.

Assessment
Students will be assessed on completion of the activity, use of Microsoft Publisher (graphics, design, and content). Students should be creative and use complete sentences to present the information.

Other Places to Use this Solution
This solution could be used as a review at the end of a unit. Teacher/students could create newsletters to send home to parents.

What I Learned and What I would Improve it Next Time
I learned how to use Microsoft Publisher and how to incorporate it into the classroom.

References/Resources Used
Georgia Learning Connections
National Educational Technology Standards for Students
Fodor’s See It Spain

Visual Literacy

2005-03-17T10:36:00.000-08:00

On Annette Lamb's webpage she talks about different ways to incorporate visual literacy into the classroom. One activity that caught my eye was Science Speculations. In this activity the teacher is to copy science related photos that would be good for discussions about some aspect of science and paste them into a PowerPoint presentation. Use the pictures to start class discussions or use in journal writing. Mrs. Lamb provides several links from which to find pictures. I like this activity because it is thought provoking. Can you think of other ways to incorporate visual literacy into the classroom?

Powerpoint TIPS

2005-03-17T08:50:00.000-08:00

Project Name: Que haces en el fin de semana?

Description of Learning Goals and Standards:
Grade Level 9 – 12, Content Area: Spanish
-Upon completion of this presentation, students will be able to list activities they like to do on the weekends as well as discuss weather using correct verb tense, plurality, and gender/number agreement.
-QCC Standards:
2 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
Standard: Express likes and dislikes, emotions, and agreement and disagreement.
15 Topic: Communication: Interpretive: Understand simple spoken and written language presented through a variety of media in the target language based on topics such as self, family, school, etc.
Standard: Demonstrate Novice-Mid proficiency in listening, viewing and reading comprehension.
19 Topic: Communication: Presentational: Present information orally and in writing that contains a variety of vocabulary, phrases, and patterns.
Standard: Give basic information about self and others including school, family, activities, etc.

Rationale for Technology:
The use of PowerPoint to introduce this new vocabulary provides an alternate method of presenting the information. The presentation provides visual examples as well as asks questions while allowing the students time to respond. An advantage of this activity is that it provides the teacher/student an alternate method of teaching/learning material. A disadvantage is that having the lights off in the classroom provides students with an opportunity to not pay attention.

Description of Lesson Implementation:
Step One: The teacher shows PowerPoint, reading the questions while students respond. Students are to only respond orally, there is no writing in this step of the lesson.
Step Two: Teacher will present a number of photographs collected before hand. The teacher will select two objects and ask students, "¿Te gusta hacer____en el fin de semana?" ("Do you like to do _____on the weekend?") Students will respond affirmatively or negatively in a complete sentence in Spanish to express their preference for the item. The teacher will then ask the class to remember the preferences expressed by their peers, "¿Le gusta ______ en el fin de semana?" ("Does he like_____on the weekend?") The activity will conclude with students asking the teacher her preferences for the items.
Step Three: Students will be given a handout in which they work in pairs to complete. The students will draw a picture depicting the items/activities listed on the worksheet and write sentences expressing whether or not they like the items/activities. Students will hand in worksheet at the end of class.

Assessment:
The handout will assess the students’ learning. After completing this activity, the students should use correct verb tense, plurality, and gender/number agreement when expressing likes/dislikes of items/activities.

Other Places to Use this Solution:
This solution could be used with upper level Spanish students as a review and also at home with parents.

What I Learned and What I would Improve it Next Time:
I learned that presenting lessons with other methods (PowerPoint versus lecture alone) keeps students attentive and more involved.

References/Resources Used:
Georgia Learning Connections
PowerPoint Software

Mid-Term Reflection

2005-03-03T10:09:00.000-08:00

Since I wrote the Initial Reflection Paper, my expectations for what I hoped to learn in this course have changed greatly. I knew I wanted to learn new programs, but never imagined the possibilities. I never thought that I would design a web page, let alone a web page for use in the classroom. I was introduced to web logging and Blogger. The term “blog” was still new to me (had only heard it once or twice before this class). My summer will be spent studying abroad and I plan on using a web log to share my trip with friends and family; something I would not have know much about before taking this class. Upon completion of this course, I intend to be fully capable of integrating technology into the foreign language classroom. This was an initial concern of mine–how does one incorporate technology into foreign language learning beyond overheads and PowerPoint? In the past few weeks, I have answered that question.

I feel I have grown tremendously in the course to date. I look forward to going to class each week. When the semester started, I was unsure of myself (with the use of technology), but I am much more confident now. I have learned a great deal about the technology resources available to teachers (i.e. Filamentality and RubiStar) and ways to incorporate them into the classroom.

I feel I have gained a better understanding of how to tackle challenges. The main challenge being to keep students interested in the content. Had the technology of today been available when I was in school, I would have paid much more attention in history and English class. WebPages and Inspiration are great tools to keep students interested in the content by doing hands on activities.

The things I am doing differently with technology than before I took this course are blogging, webpage design, creating rubrics, and using Inspiration. All wonderful tools that I never imagined using (or imagined they would be so easy). I am glad to have taken this course early in my curriculum for I believe it will help me with my student teaching.

Inspiration TIPS

2005-03-03T08:17:00.000-08:00

Project Name: Hola, Que Tal?

Description of Learning Goals and Standards:
Grade Level 9 - 12, Content Area: Spanish
-Upon completion of this activity, students will be able to list ways meeting/introducing people (both familiar and formal), list expressions of courtesy, and different ways of stating greetings and farewells in Spanish.
-QCC Standards:
1 Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
Standard: Use basic greetings, farewells, and expressions of courtesy, in both oral and written forms.
10 Topic: Communication: Interpersonal: Demonstrate skills necessary to sustain brief oral or written exchange in the target language.
Standard: Use formal and informal forms of address.
-NETS-S Standards:
1 Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
3 Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Rationale for Technology:
The use of Inspiration in this activity gives students an alternate way of doing a worksheet. The students have fun using technology while learning the content.

Description of Lesson Implementation:
-As students enter the classroom, they are directed to keep their textbooks closed.
-The teacher reviews the material: describing ways to say hello, goodbye, expressions of courtesy, introducing yourself and others, and asking how someone is doing (pointing out both the familiar and formal forms). (15 minutes)
-Students are assigned a number from one to six (depending on the number of students in the class, there should be four students per group). Each group is assigned a computer station.
-Students are directed to the Hola, que tal? activity.
-Within each group, students take turns at the keyboard and fill out one of the four family nodes. (20 minutes)
-Students discuss their answers with classmates.
-The activity is printed and turned in at the end of class.

Assessment:
Students will be assessed on the use of Inspiration and completion of the activity with correct responses.

Other Places to Use this Solution:
This activity could be used as a review for upper level Spanish language learners.

What I Learned and What I would Improve it Next Time:
While creating this activity, I learned how to use Inspiration in the foreign language classroom. How I would improve this activity next time is upload pictures representing each family group.

References/Resources Used:
Georgia Learning Connections
NETS for Students
Inspiration software

Chapter 9 Thoughts

2005-03-02T21:42:00.000-08:00

In chapter nine of Educational Technology in Action, M. D. Roblyer states the following as one of the benefits of adding multimedia/hypermedia materials to education:

Variety of channels for communicating information - Supplementing text-based information with pictures, video, and sound captures students’ attention; using multiple channels makes it more likely they will understand and remember
concepts.

I totally agree with this because most students learn better when media is presented with the information. I can attest to this because, as a student, I understand concepts and ideas better if I can see it. To just hear/read about something doesn’t do it for me; I have to read at least twice to fully grasp the concept. What do you think about adding multimedia/hypermedia materials to education?

Web Page Documentation

2005-02-23T16:45:00.000-08:00

Project Name: The River of Life

Description of Learning Goals and Standards:
Grade Level: 10 - 12
Content Area: Biology
Upon completion of this web activity, the student will be able to 1) list and describe the functions of the components of blood, 2) list and explain two blood disorders, and 3) describe the roles that blood plays in the circulatory system.
QCC Standard:
15 Topic: Cardiovascular System: Blood
Standard: Analyzes the composition and function of blood.
15.1 Differentiates between the cellular components of blood in terms of morphology, function, and origin.
15.2 Analyzes the composition and role of blood plasma.
15.5 Describes common blood disorders in terms of origin, manifestation, and treatment.
NETS-S Standards:
1. Basic operations and concepts
--Students demonstrate a sound understanding of the nature and operation of technology systems.
--Students are proficient in the use of technology.
5. Technology research tools
--Students use technology to locate, evaluate, and collect information from a variety of sources.
--Students use technology tools to process data and report results.
--Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Rationale for Technology:
This technology was chosen because it allows the student to acquire the knowledge from a source other than the textbook. It provides them with the opportunity to learn how to use the Internet to research information while learning about the topic - which is the primary advantage of this technology. A disadvantage would be having to make sure students stay on task, keeping to the links provided and not chatting online on Instant Messaging.

Description of Lesson Implementation:
-Students arrive at the computer lab (if there are not enough computers in the classroom for each student) and login to there workstation.
-The teacher introduces the topic briefly and directs the students to the website.
-The students are to research the links provided to answer the questions, then move to the Big Question, bringing their thoughts together. Students are allotted 35 minutes to complete the activity.
-The teacher will discuss students' findings with the class.
-At the end of class, students will hand in their work.

Assessment:
Students will be graded on completion of activity, responses turned in, and Internet use. I will use a rubric to assess the students.

Other Places to Use this Solution:
This activity could also be used as a homework assignment and also, to let parents see what the child is learning at school.

What I learned and What I would Improve Next Time:
While creating this activity, I learned how to create a webpage and a rubric. I would improve this activity next time with more questions and links.

References/Resources Used:
Georgia Learning Connections
NETS
Rubistar
Merk Manual
Encarta
University of Maryland Medical Center

Lesson Plan Two - Revamped

2005-02-21T13:53:00.000-08:00

Project Name
Expressing likes and dislikes Part II

Description of Learning Goals and Standards
Grade Level 9 – 12 Second Year Spanish students.
Upon completion of this lesson the student will: 1) be able to express likes/dislikes of him/herself and of others and 2) recognize and use vocabulary related to the beach.
This lesson meets the following QCC standards:
-Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
Standard: Express likes and dislikes, emotions, and agreement and disagreement.
-Topic: Communication: Interpersonal: Exchange simple spoken and written information in the target language, utilizing cultural references where appropriate.
Standard: Ask questions and provide responses based on topics such as self, family, and school, etc.

Rationale for Technology
The technology used in this lesson is only an overhead projector. The use of the projector saves the teacher time from writing on the board and prompts students to begin work quickly. The advantage is that it saves time. The only disadvantage I see is that the technology is outdated.

Description of Lesson Implementation
-As students enter class, they are instructed to copy the vocabulary from the projector.
-The teacher will turn off the overhead and say each word on the vocabulary list aloud. The students will repeat the words after the teacher.
-The teacher will use the pictures depicting the vocabulary and repeat the vocabulary list.
-The teacher will present a picture that shows something she likes about the beach and use the gustar form to express her likes. She will continue this practice using three of the pictures. The teacher will then ask a student if he or she likes one of the items in the pictures. The student should use the appropriate response. This activity will continue until each student has identified something he or she likes.
-The teacher will show a picture of something that she does not like and will express her dislikes using the gustar form. The activity will continue in the pattern stated above.
-The teacher will then announce the introduction of a game. The teacher throws the bean-bag to a student and asks the student if he or she likes one of the items presented earlier. The student will answer and return the bean-bag to the teacher. The teacher will then throw the bean-bag to another student and ask the student if he or she likes something. The teacher will then ask the student to repeat the "likes" of the first student. This activity will continue with each student adding to the list and having to state the likes or dislikes of the previous students.
-The students will complete the worksheets entitled "Me Gusta" and "No Me Gusta" in class and turn the worksheets in to the teacher for a grade.
-The teacher will announce writing time and ask the student to write about their likes and dislikes within their journals.

Assessment
The students’ learning will be assessed using the worksheets and their journals. The student should recognize vocabulary relating to the beach and state likes/dislikes using “gustar”. The verb should be used with correct conjugations and gender/number agreement.

Other Places to Use this Solution
This lesson could also be used as a review for upper level Spanish students and the overhead can be made into a handout to be used as a study guide.

What I Learned and What I would Improve it Next Time
From this lesson I learned of a way to incorporate a game in the learning of the verb “gustar”; however, I would use other technology with the overhead. I would visit beach related websites and ask the students to find items/activities they like/dislike.

References/Resources Used
Georgia Learning Connections
Likes and Dislikes

Lesson Plan One - Revamped

2005-02-21T11:07:00.000-08:00

Project Name
Expressing likes, dislikes, agreement, and disagreement.

Description of Learning Goals and Standards
Grade Level 9 – 12 Beginning Spanish
Upon completion of this activity, the student will be able to state whether or not he/she likes/dislikes an activity or event; as well as state whether or not another person likes/dislikes an activity or event.

This activity meets QCC standard: Communication: Interpersonal - express likes and dislikes, emotions, and agreement and disagreement.

As well as NETS standard: Technology productivity tools - students use technology tools to enhance learning, increase productivity, and promote creativity.

Rationale for Technology
The use of PowerPoint to introduce the new verb provides an alternate method of presenting the information. The presentation provides visual examples as well as asks questions while allowing the students time to respond. An advantage of this activity is that it provides the teacher/student an alternate method of teaching/learning material. A disadvantage is that having the lights off in the classroom provides students with an opportunity to not pay attention.

Description of Lesson Implementation
Step One: The teacher shows PowerPoint, reading the questions while students respond. Students are to only respond orally, there is no writing in this step of the lesson.
Step Two: Teacher will present a number of objects collected before hand. The teacher will select two objects and ask students, "¿Te gusta ____?" ("Do you like_____?") Students will respond affirmatively or negatively in a complete sentence in Spanish to express their preference for the item. The teacher will then ask the class to remember the preferences expressed by their peers, "¿Le gusta ______?" ("Does he like_____?") The activity will conclude with students asking the teacher her preferences for the items.
Step Three: Students will be given a handout in which they work in pairs to complete. The students will draw a picture depicting the items/activities listed on the worksheet and write sentences expressing whether or not they like the items/activities. Students will hand in worksheet at the end of class.

Assessment
The handout will assess the students’ learning. After completing this activity, the students should use correct verb tense, plurality, and gender/number agreement when expressing likes/dislikes of items/activities.

Other Places to Use this Solution
This solution could be used with upper level Spanish students as a review and also at home with parents.

What I Learned and What I would Improve it Next Time
I learned that presenting lessons with other methods (PowerPoint versus lecture alone) keeps students attentive and more involved.

References/Resources Used
Georgia Learning Connections
Gustar

Chapter 6, Scenario 1

2005-02-16T20:47:00.000-08:00

S1.1 To remedy the fact that most groups scored lower on the area of comparing similarities and differences of cultures, Mia could schedule time to discuss students’ findings and limit the time they spend on their production work.

S1.2 As for Lars’ question, I cannot think of any other way than e-mail exchanges for students to communicate with another country.

S1.3 I think Mia could talk with each group and get their comments about the project to learn or give a survey to get students’ opinions.

S1.4 No because it’s better for the students to do the production to help with their learning experience.

Thoughts

2005-02-10T13:38:00.000-08:00

The Internet and its related resources have become such
fixtures of modern life that it is difficult to remember when we didn't rely on
them. It makes sense that resources that permeate so many activities in
our society should also be integrated into students' learning
experiences.

The above was taken from Chapter 10 of "Educational Technology in Action" by M. D. Roblyer. I agree that the Internet should be incorporated into learning experiences. It broadens teacher resources exponentially, adding ease and access. Roblyer states that through e-mail and web pages, a communication bridge is built between students, teachers, and parents. An example of using a museum website was used to demonstrate the accessibility of the Internet to up-to-date information.

My concentration is Spanish and, I have found websites containing lesson plans and different activities on the Internet. Do you have any thoughts or ideas of how I could incorporate the Internet into the foreign language classroom?

Lesson Plan Two

2005-02-10T09:11:00.000-08:00

Title: Likes and Dislikes

Summary: This lesson plan addresses second year Spanish high school students. The learning goals are that the student will express likes/dislikes of different activities at the beach in first, second, and third person conjugations. There are no QCC or national standards listed. In this lesson the teacher uses an overhead projector and photographs to present new vocabulary and a bean-bag game to practice usage. To play the game, the teacher throws the bean-bag to a student and asks him/her a question of like/dislike. The student responds and throws it back to the teacher. He/She then throws it to another student and asks a question. The student responds as well as stating the likes/dislikes of the student before him. The game continues until all students have played. For homework, the students are to write ten sentences about what members of their family like/dislike about the beach.

Evaluation: I believe this is a decent lesson plan. I would modify by adding QCC’s in the objective and alter the way the game is played. I would put the students in groups of three or four and have each group play the game; this puts less stress on the student that has the last turn. I would also incorporate more technology to the lesson, possibly a video showing beach activities.

Lesson Plan One

2005-02-10T09:10:00.000-08:00

Title: Gustar
Summary: This lesson plan addresses grades 9 -12 at level 1 Spanish. The learning goals and outcomes are clearly stated: the student will express likes/dislikes of an item/activity in Spanish as well as express likes/dislikes of a classmate; as well as the QCC Standard it meets: Express likes and dislikes, emotions, and agreement and disagreement. In this lesson, the teacher uses a Power Point presentation to introduce the use of "gustar" and assesses the students understanding with a worksheet.

Evaluation: I believe this is an excellent lesson plan for introducing the use of the verb "gustar". The objectives are clearly stated, though not in the ABCD format discuss in class. The plan provides the Power Point file as well as the handout file for the teacher to download/save for use in the classroom. The activities provide the student with time to understand the use and practice in a partner activity before being assessed. I think that using Power Point to present the information provides students with an alternative method to learning the material.

Internet Activity

2005-02-03T15:20:00.000-08:00

Today we had a WebCT Vista online assignment. I was unable to access Vista, so i hyperlinked it to this blog in hopes that I will be able to access it later. The assignment was very helpful. I was not aware that specialty search engines existed, I only new about yahoo and google. It also talked about the BIG6 which addresses information literacy.

On my search for ideas to help me with my LEP, I came accross a website for spanish language teachers with lesson plans and ideas. I believe this website is useful to many because it was linked to alot of the websites I came accross. I am also interested in teaching English as a Second Language and came across this ESL site that provides lesson plans, but you have to be a member and there is a fee.

The first day of class was overwhelming for me as we discussed all of the activities which would be done in/out of class. With each subsequent class meeting, however, a new lightbulb lit and I am growing more comfortable with the different resources available and am becoming more confident.

Initial Learning Environment Plan

2005-01-30T22:44:00.000-08:00

Members of the Design Team: myself, Trephauna Simon
Metaphor/Theme being used in the Learning Environment: use of "gustar" and verbs like "gustar"
Targeted grade level for the Learning Environment: ninth-grade, elementary spanish level 1
Initial idea of the overall goal for creating the Learning Environment: students will communicate likes/dislikes using the verbs "gustar", "encantar", "fascinar", "molestar", "caer bien/mal", "interesar", and "importar" with correct conjugations.
Sample QCC’s to be addressed in Learning Environment:
- express likes and dislikes, emotions, and agreement and disagreement.
- ask questions and provide responses based on topics such as self, family, and school, etc.
- initiate, participate in, and close a brief oral or written exchange.
- use formal and informal forms of address.
- demonstrate Novice-Mid Proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics.
Initial ideas for activities:
- students will identify correct verb and verb tense used in sentences on handouts.
- in pairs, students will discuss likes/dislikes.
- in groups of four, students will create powerpoint presentations of their likes/dislikes using above verbs.

Initial Reflection

2005-01-20T14:14:00.000-08:00

While in this course, I hope to brush up on my computer skills as well as learn new programs that I may incorporate into the classroom. Being that the only time I have spent in the classroom was for observation; my level of experience is novice. The elementary classroom I observed did not have a lot of technological tools. The teacher used an overhead projector and kept roll/grades on a laptop provided to her by the county. The other technologies that I have been exposed to are power point and WebCT. I am a Spanish major here at GSU with a concentration in Teacher Certification and am eager to learn how I can incorporate technology into the foreign language classroom.
I have a limited knowledge of the classroom technologies available, so, this class will be a great asset to me. I am only familiar with the basics: Microsoft Office Suite, Corel Draw, Internet, and e-mail to name a few. To incorporate technology into the classroom is a great benefit to the students. As technologies become more advanced, we as educators are simply readying students for society. In the classroom, technology should be used as a supplement to lecture. Students learn differently and the use of different medias will ensure that everyone is reached.

Teacher-to-be Response

2005-01-20T10:34:00.000-08:00

This afternoon I read a blog from a fifth grade student. His assignment was to give advice to a teacher-to-be. Every sentence kept a grin on my face. His advice included: be nice, but not too nice, give a 20 minute reccess, make learning fun, and have fun with your students. It was nice to see what an actual elementary student finds to be key characteristics of a good teacher.

My First Post

2005-01-13T13:11:00.000-08:00

This is my first weblog. I am curious to see what this may bring.