Monday, November 18, 2013

Lesson Plan Module

Najoua Benothmane





Lesson Plan:




https://docs.google.com/a/email.wm.edu/file/d/0B61lrUekmlTMcHBJeGdaM0prOFk/edit




Link to Prezi Project

http://prezi.com/qjancgwd7f7f/edit/#1_24309637


Reflection






This project gave me an opportunity to apply my background knowledge and use my collaborative skills to explore a subject, the Fibonacci sequence that I find very fascinating. I believe this topic enabled me to find ways to interact with teachers that would have been difficult in a general school setting, where teachers are often separated by walls. With the Fibonacci sequence as a common topic, the walls did not exist anymore.  I saw possibilities. Possibilities for teachers to interact with each other and connect their subject. I saw possibilities for the students to think of art and math as being useful to each other. I saw students developing their abstract and critical thinking and therefore “thinking out of the box”. This module has been a very exiting journey for me, one that has passionate me and encouraged me to explore further. I also felt that I was getting into an unknown territory as well. Lesson plans were scarce on the internet which necessitated more research and additional work. It was worth it as I intend to teach the lesson I created in my own classroom, whether as part of an art lesson or a French one. I also believe that this lesson can be used by other teachers, in a more interdisciplinary way. What is important is really finding the perfect ratio of time per subject taught, making sure to allocate the maximum time to the main subject. I wanted to integrate many ways of representations and expressions as well to reach all learners  I addressed Principal 2 by providing the students with a possibility to write (pen and paper) their answers in the guessing activity. I also made sure to implant a variety of activities in my lesson ( Principal 3). These activities are a physical game ( Ball Toss game), guessing game which is leaned more towards writing and drawing which doesn’t use words spoken or written, silent learning through visual aids such as videos, Google Earth and Le Louvre Interactive. I will be assessing the students informally all along during the lesson. Their final formal assessment will be done with their Prezi, PowerPoint of science board presentation. I used Prezi to model the product I was expecting from the students,  because I believe it works for differentiate learning and this technology connects really well with the content focus.  Overall, I believe that this project can be really fun and engage the students. The Fibonacci Code is really about numbers and images which make Prezi a great support tool to convey the intended meaning and the understanding of the students.  It feels like a game, a puzzle where students had to explore the internet to find images and create their own final “big picture”. Students will be learning without knowing it.

Nowadays, students are used to technology.  Prezi being an online tools will definitely create interest.  It is animated and you can zoom in and out on the topic of your choice. You can jump from one slide to the other at a click of a button. It is web based and can be viewed from anywhere.  Options and choices of pictures related to the topic are easily accessible through Google images. Prezi can be viewed as a full screen mode and has several well-conceived and attractive templates to choose from. Students can use several slides but are not required to. Prezi allows them to create, insert squares and add any content they want. The circles or squares will be used like the PowerPoint slides in a way.  Students will enjoy its non-linear format contrary to PowerPoint. They can also insert his own pictures, from home.

The project can be adapted to any level of French. Whether the student is a beginner or a more advanced learner, the project can be adapted to any skills. It is a great mean for visual learners to express themselves. It has a lot of colors and fonts.

The challenge for the student trying to do that project is first of all the need to have access to a computer and a good internet connections. Students may also find it frustrating moving around the canvas as it is animated. Students can only move, enlarge or shrink pictures but cannot edit them. To create a Prezi presentation, students need an email address and a password. If for any reason, their email becomes invalid and they forget their password, there will be no way for them to retrieve their work on Prezi. It is also public and students will have to pay to make it private. Some students may suffer from motion sickness with the use of this technology.

This project connects to UDL Principle 2 by allowing multiple means of expressions and engagement. Students have options to demonstrate their knowledge of the content on the Fibonacci sequence by creating sequence in the slides they select. They can label the slides anyway they want. For example, in my model of technology product, I used the Fibonacci sequence to show the number of images in each slide. Students that like internet, are visually oriented, like interactive and animated options, will find this way of showing their knowledge rewarding. Students can write and choose pictures.  It is accessible to learners that have problems writing, using a pen. Alternatives to marking with pen (Guideline 4: Provide options for physical action. Checkpoint 4.1 Vary the methods for response and navigation). They just need to type. Students with visual impairment can increase the font size of their text. Prezi allows for composition in multiple media such as “text, speech, drawing, illustration, design, and video” (checkpoint 5.1).
As a visual person, I believe that the use of technology I selected in my lesson fit well with my pedagogical approach of teaching. Technology such as Google earth or the Le Louvre Interactive will provide a support and reinforce the culture aspect of the lesson, an important factor in world languages.
In designing my lesson, I was constantly referring back and forth to the Learning Activity Technology approach. It helped me see clearly, at a glance what technology was more suitable for type of activity . For example, when I needed an activity that involved images, I referred to the taxonomy and found my answer.  YouTube, Prezi, PowerPoint were some of the option, and I integrated them in my lesson.
 
 
PLN Reading

 

 
I believe in the importance of  having a professional learning network (PLN) in order to be updated with new technologies,  which will make our teaching better in the long run. Through my technology learning  journey, I kept being amazed and fascinated  by the effect a simple technology can have on the motivation of students.  Therefore, to keep up with novelties in that field,  I will make sure to stay connected to any source that will provide me with ways to improve my teaching and bring interest in my lesson. One website that I liked to refer to is the AATF one:  http://frenchreview.frenchteachers.org/. It gives me me with access to French literature and articles at the click of a mouse. Education week is another one that I will use as well.  (http://www.edweek.org/ew/index.html). Swem library(https://swem.wm.edu/)  is great source of papers and article related to any subjects, including innovation in technology. I was doing some research of ways to use Skype in the classroom and I found articles on peer tutoring online, in the target language. I am interested in  knowing more about using Skype in the classroom and I found the website “ Skype in the classroom” rather interesting (https://education.skype.com/).  LinkedIn and Facebook are also good ways to create connections.
Another important website that I will cherish is : www.cengage.com.
This is a video about the importance of technology in teaching from this site:
http://www.youtube.com/watch?v=bciR1m6EpXc
The most important idea that I will keep is about the type of conference that can provided to students from the article “Worked for Me: Two Types of Student-Teacher Conferences” whereThe first is the consulting conference where the student comes with questions and asks specialized advice, looks for specific feedback and focusses on either getting critical feedback or finding solutions to the critical feedback” and the second is a coaching conference.
 
The most important image that I will keep from this blog is this one:
 
 
 
I
 
 

 

 

 

Sunday, November 17, 2013

Latin I - Technology Integration Lesson Plan

Lesson Plan: https://drive.google.com/a/email.wm.edu/file/d/0BzPqB0Kis2laZVVaWjBvanNidEU/edit?usp=sharing

Link to Prezi story: http://prezi.com/1lnukjxgv8h7/?utm_campaign=share&utm_medium=copy

Reflection:

How do you address one or more UDL principles in the lesson to meet the needs of diverse learners? 
In my lesson plan, I have addressed the UDL Principle 1 (multiple means of presentation) in two ways.  First of all, by showing a video to introduce the concept of the imperfect tense, and also by showing a video that explains the concept, in addition to my explanation.  Secondly, I have presented the story that should inductively teach the concept via technology, instead of the traditional method of reading straight from the textbook.  

I have addressed Principle 2 (multiple means of expression) by allowing students to communicate their emerging understanding via pen and paper, as well as writing a note on their iPad using the “Notes.”  This is not my preference since I want the students to have something to add to their binders, but it will be the student’s choice, since many prefer to type than to write. 

I have addressed Principle 3 (multiple means of engagement) by providing a variety of activities, and by planning to give students a choice of activities at the end of the lesson.   

How do you see the use of technology connecting with the content focus? 
In my opinion, the use of technology is very closely connected to the content.  I did not select some tech-related activities from my LAT planning guide because,  although they were connected to the content, they did not deliver the exact kind of content that I felt was appropriate at this stage (i.e. first introduction to a new concept).   

How do you see the use of technology connecting with the pedagogical approach you’ve selected? 
I envision the use of technology connecting with the pedagogical approach I selected in several ways.  First of all, this lesson is more student-centered than teacher-centered by giving them access to the story they can engage with at own pace on individual iPads, rather than whole-class instruction which is more teacher-centered.   I was aiming to achieve more convergent learning with his lesson and bringing students together to write definitions will help to ensure this. 

This lesson plan involves more structured learning, which is appropriate for middle-school Latin I learners. I have also planned for a variety of interactions - whole-group instruction, pair-work, competition, and individual work. 

What is the relative advantage of the technology(ies) used in the lesson? 
 There are several benefits to using technology in this lesson, rather than a more traditional approach.  The Prezi story breaks up the story into manageable chunks and enables me to provide more images to assist comprehension than are available in the book.  In addition, the students in my CT’s class are more engaged simply by reading from an iPad rather than a textbook, even if the content is the same.  

The “Lady Baba” video provides a humorous and contemporary hook to grab their attention.  The major advantages to using a website to practice formation of tense are that it provides instant feedback; it provides feedback in private; and it refreshes to provide more exercises.  This means that students will get more practice than they would working as a whole class, or with examples from a workbook.

What was your overall experience like designing this lesson using the Learning Activity Types approach to technology integration planning? In other words, how, if at all, did this process help you to zero in on appropriate and effective technologies to approach the lesson?

PLN Reading Response


A Personal Learning Network is a deliberately cultivated network of both people and resources that help a teacher grow professionally.  At first, this can seem like yet another task to add to a teacher's floor-length "To-Do" list, but the key for me will be to find ways to fit this professional development seamlessly into my everyday activities. Otherwise, it will be something that, as in the second reading, gets pushed until the summer months.  

I already use Facebook daily, so it is an easy thing to begin following some of my favorite educational resources like Edudemic and Edutopia.  This will help me to keep me up to date on educational news, pedagogy, and professional development opportunities, at the same time as I keep up-to-date with family and friends. 

I particularly like the idea of starting to visually learn via Pinterest.  So much of a teacher's life is consumed with reading, that it seems like Pinterest could be an efficient way to gather new ideas.  I learn well visually and didn't realize that there was an entire “Education” category on Pinterest.  (I thought it was just for planning weddings!!)  I enjoy keeping scrapbooks of ideas and information elsewhere and can see myself using this medium to curate ideas, projects, and lesson plans.

But the most important idea that I took away from this reading was the reassurance from the first blog that it is ok to stay low-key, which fits my personality.  After all, this is my PERSONAL learning network and it needs to fit the ways I learn best as well as my own individual professional needs.  I don't want to join every chat or engage in Twitter everyday (or at all).  But I do want to read others' blogs, and maybe one day, when I feel I have something really worthwhile to contribute, I may start my own.  


Monday, October 28, 2013

Technology Management Plan.  French 1

Learning goal:

Students will demonstrate their understanding of the way a table should be set using the appropriate target language vocabulary and expressions. They will be able to distinguish between the different restaurant styles and use the correct register to order food in a restaurant in France.

Brief description of what the students would be required to create:

Students will create a Prezi presentation on the correct way to set the table in a French restaurant. They have the option of selecting a register that applies to the selected restaurant, whether it is a fine dining, a fast food, a bistro or a café. They will then label each item using the target language.


BEFORE

In order to ensure that students will use their time productively in class or at home, I will need to think ahead of time on the best way to have them realize this project. Before assigning this project, I will make sure that all students in my class have the ability to do it. If not, I will provide an alternative for them to show me their understanding. I will start by giving them options to demonstrate their learning.  I will provide several means for students to express themselves.  They can show me their learning on “how to set the table” through a simple poster project where they will have to select, cut, paste pictures of items relating to the learning goal. Students can also create PowerPoint or do the project at home with PREZI, on a flexible timeline, using their personal computer. It’s like a flipped classroom project in a way. For students that don’t have access to computers or internet at home, they will be given the opportunity to work on their project in the school’s computer lab. This project will be due two weeks from the day it was assigned, giving enough time for the students to complete it.
Students will use their assigned school email and create an account to access PREZI. For copyright respect, I should mention that students will have to cite any source they will be using for their pictures. 
Students can collaborate and work on group to edit and add or make any change. This project will be used as part of the summative assessment where students will have to reproduce through role play the way to set a table. They will work in group of four and each student will be assigned a part. For example, one student may research food to put on the plate, another one select spoons; plates …Each group will select a different type of restaurant and the corresponding register.  They will choose from fine dining (star restaurant), bistro. Brasserie, café,  fast food. Students will label each items using the target language ad will give a name to their restaurant.
Students can collaborate from anywhere as long as they have an internet access and a computer.
They can invite other students to collaborate through PREZI;


To help students understand what I expect from them, I will provide visual aids by demonstrating in the classroom how to use Prezi. I will also show them a final product of a presentation that I would have prepared as a model on how to set the table. Students will be given the opportunity to ask questions and demonstrate their understanding about my expectation. For that purpose, I will also select the weaker student and ask him/her to tell me what the directions for this project are. If he/she understands, it will tell me that students have understood my expectations. To make sure that students will follow my directions, I will provide a sample picture of how a table is set.



DURING

I will provide a list of vocabulary that I will judge useful for that project. This will help the student concentrate on the task and my expectation, a sort of guideline. Because it is a continuing project, students will have to show me how far they are on a regular basis, weekly basis. To make sure that all the students in the group are participating equally, each student needs to provide the approximate amount of time spent on the project as well. The list of time will count as their homework. Students will be provided with my email just in case they need to reach me for assistance if they encounter any challenge at home during the creating process of this project. They can even invite me as collaborator to help them. Of course, during class time, I will be available for any questions and clarifications.
The types of challenges they may encounter during that process are not being able to share Prezi and collaborate, not having internet connections, forgetting to save the work, working with students that need larger fonts and having another students reduce the size these same fonts, agreeing on images…
The challenge for the student trying to do that project is first of all the need to have access to a computer and a good internet connection. Students may also find it frustrating moving around the canvas as it is animated. Students can only move, enlarge or shrink pictures but cannot edit them. To create a Prezi presentation, students need an email address and a password. If for any reason, their email becomes invalid and they forget their password, there will be no way for them to retrieve their work on Prezi. It is also public and students will have to pay to make it private. Some students may suffer from motion sickness with the use of this technology.
For that reason, it is important for me to monitor their progress by checking their work on a weekly basis and by collecting the time sheet on  a bi-weekly basis.  


AFTER


Students will use this this project to present the restaurant and register of their choice. They will demonstrate the reasons of their choosing one item over the other. If they chose fine dining and added hamburger and French fries, they will be asked to talk about their choice and why they think it is appropriate to that register or not. They will be assessed on their use of the correct register for the type of restaurant they selected. They will also earn points for their writing skills (labeling of items) in the target language. Finally they will be also judged on their creativity for which they will earn points as well.
The students will be given feedback by me and by the other students. Students will rate each project except theirs and write what they liked and didn't like in each one of them.
This project will become an individual, a group and a class project.

Wednesday, October 23, 2013

Technology Management Plan - Latin


This project would function as the summative assessment for the unit “In Villa.” The relevant mastery objectives for this unit are listed below:

·         2.1 Cultural Practices - Students will list the names of rooms in a Roman house and describe the standard layout of Roman houses.
·         2.2. Cultural Products - Students will describe various features (such as the atrium, the lares and the impluvium) and be able to explain their existence in relation to specific Roman practices.

Taking on the role of a Roman real estate agent, students will create a presentation with the aim of selling a Roman house. Using visuals, text, and narration students will describe a Roman house and the rooms inside using simple Latin sentences.  Narration must be a mixture of English and Latin. This project will allow students to share their understanding of a Roman villa, what the rooms were used for, and how they relate to each other.  Voicethread.com is a possible option for creating the presentation, since it allows for easy upload of images as well as textual and audio commentary. This will be an individual project to be completed at home as a means of assessment. 

BEFORE
To think about ahead of time so that students can use their time productively at home:
  • Since Voicethread.com is a Web-based tool, it will be necessary to arrange for student logins with the in-house IT specialist, in order to protect student identities.  Voicethread allows you to purchase a license for the whole school or district. Otherwise, individual accounts must be created.
  • Since the work will be completed at home, it will be necessary to navigate some digital divide issues. First of all, the objective is to demonstrate knowledge of the rooms in the house, accompanied by appropriate Latin sentences and commentary. Therefore, a digital presentation is only one option. Students can also create Powerpoint presentations, or posters with the oral aspect presented in class.  If a student does wish to use Voicethread and does not have Internet access at home, since it is a Web-based tool it can be used at a public library.
  • I have created a sample product for students to be able to see, which provides a vision of my expectations.  The most important thing that I discovered while making the product is that this could not be accomplished as one piece of homework.  The process needs to be broken down into manageable chunks.
Development Process:
·         Choose whether to design own house, or use an existing house in Pompeii as a model.
·         Homework # 1 - Research a house, identify a layout, and find pictures to match each room (digital/analog).
·         Homework #2 - Upload images to Voicethread.com/photocopy/draw images
·         Homework #3 - Write Latin sentences to accompany your narration – these will not be proofed since this is a summative assessment.
·         Homework #4 - Write commentary and record, and type Latin sentences into Voicethread.  Proof-watch. Submit.


DURING
To consider while introducing and implementing the work both in class and as they continue to work on the project outside class:
  • The vocabulary will already have introduced, studied and practiced in other contexts, as will the grammatical structures necessary.  The simplest way to communicate expectations is by showing them the pre-made product and to create a clear, well thought-out rubric.
  • I expect that Voicethread will be a new tool for almost all the class.  Therefore it would require a brief introduction before the second homework.  Having used it, it is fairly intuitive, but students may need guidance as to how to upload images, type in text and make a recording.  
  • By breaking up the task into smaller chunks, students will have an opportunity each day to ask questions and I can touch base with them after section and monitor their progress.
  • As a Web-based tool, Voicethread is at the mercy of slow Internet speeds and connections, which may make uploading and manipulating a potential challenge.  This is not something I can help with, beyond suggesting they use a different computer (e.g. library), or switch to a more traditional route.
  • The greatest challenge will involve identifying appropriate images of each room, which is why I have identified two reliable sites where they can begin their search.  In addition, I have books that can also be used for research purposes.  Another challenge will be composing accurate sentences, but ideally we will have done enough practice in class leading up to the project that students can feel confident with this aspect of the project.

AFTER
To ensure that the students come away with the key understandings you want them to at the conclusion of the project:
  • After the final submission, we could have a performance assessment in class, where a house they have not previously studied can be shown (i.e. a virtual simulation), which could be accompanied with a formal quiz to identify the rooms and to translate sentences about each room.  It would need to be in a format like this, rather than siml aksing questions of the class, to ensure all students end the unit with the same key understandings.
  • After the fourth homework, students who wish to gain peer feedback (or just to show-off what they’ve done) can present their submissions to the class. This can easily be done in the classroom with the teacher’s computer and the projector.  Those students who created a Powerpoint presentation or a poster will be required to give their presentation orally to the class.
  • The work will be assessed in three parts – their use of images, the accuracy of their Latin sentences, and their pronunciation/English commentary. A written rubric will be provided, detailing the minimum number of images and sentences required.
  • For the Voicethread submissions, I can add my own commentary to their presentations, so they can go back and listen to their own presentations with my feedback.

Friday, October 18, 2013


Multimedia Product
 
" Let's set the table"

French 1/ Unit on Food/Restaurant 

Objective:

Students will demonstrate their understanding of the way a table should be set using the appropriate target language vocabulary and expressions. They will be able to distinguish between the different restaurant styles and use the correct register to order food in a restaurant in France. 

This project will meet these ACTFL standards: 

1.       Communication:

Being able to order and request food and eating or dining practice in the target language culture

- Interpretive objective: Students will be able to interpret images of common objects in a restaurant

- Presentational objectives: students will set a table and perform table manners

- Interpersonal objectives: role play between a server and a client 

2. Culture:

- Discuss differences between eating habits in the U.S. and the target language culture

3. Connections/Comparison/community

Compare and contrast eating habits and dining experiences in the U.S. and the target language culture

Distiguish between formal and informal register 

Performance assessment:

Presentational: write a description of the typical three meals of the day 

Suggested vocabulary:

To set the table, cup, plate, bowl, spoon, glass, dish, knife, fork, tasty, sweet, lunch, dinner, tablespoon, spoon, good appetite, awful, bitter, salad, cookies, frozen, sour, hot, cold, menu, snack…

Grammar related to that lesson :

Verb aller ( to go)
Present tense of vouloir
Present tense of prendre
Present tense of boire
imperatif
 

Prezi Activity:  

The activity will be used as part of the FOOD and Restaurant Unit that will be taught in the spring, French 1.


 

Step 1:

Students will use Prezi for this activity.

Slide 1:
 Students will find or create a menu
 Slide 2:
Students will select one type of French dining (fine dining, café, bistro, fast food…)
Students will set the table using pictures of plate, fork, spoon, knife…according to what the selected table in the restaurant is supposed to look like.
Example of items that can be selected for the project:
 
-Students will select a menu relating to this restaurant type and add images of this on their plate ( frog legs, snails, ratatouille…
In the Prezi I created, I added ratatouille to the plate, a traditional meal from the South of France (Provence). I also inserted a bottle of wine “vin de Provence”. The restaurant I created is a fine dining, upscale restaurant.
-Students will label each items using the target language
-Students will give a name to their restaurant (writing)
The final presentation should look like that with the addition of the writing components
 
 
 
Slide 3: Students will describe register for that type of restaurant (writing) Upscale dining so no jeans and sneakers but a more dressed up outfit is required. The time spent in the restaurant is longer comparing to a café or fast food. Formal expression are required and use of “vous” instead of “tu”.
 
Example of Fine Dining restaurant
 
 
 

Step 2:

Students will present their project to the class in the form of role play.  

Reflection: 

Prezi is an online zooming presentational tool. As a student I would enjoy the interactive aspect of that project. It is animated and you can zoom in and out on the topic of your choice. You can jump from one slide to the other at a click of a button. It is web based and can be viewed from anywhere.  Options and choices of pictures related to the topic are easily accessible through Google images. Prezi can be viewed as a full screen mode and has several well-conceived and attractive templates to choose from. Students don’ t really have to use several slides as I mentioned earlier but rather create , insert squares and add any content they want. These circles or square will be used like the PowerPoint slides in a way.  Students will enjoy its non-linear format contrary to PowerPoint.  Student can also insert his own pictures, from home, from his favorite local French restaurant…The project can be adapted to any level of French. Whether the student is a beginner or a more advanced learner, the project can be adapted to any skills. It is a great mean for visual learners to express themselves. It has a lot of colors and fonts. Students can collaborate and work on group to edit and add or make any change. They can have roles where one student is the server and the other the customer. Each one of them has a part and need to write his own text, dialogue. It is great for digital story telling. Students can insert media such as a YouTube videos of a lesson on how to set the table, a French cooking recipe, and much more.

The challenge for the student trying to do that project is first of all the need to have access to a computer and a good internet connections. Students may also find it frustrating moving around the canvas as it is animated. Students can only move, enlarge or shrink pictures but cannot edit them. To create a Prezi presentation, students need an email address and a password. If for any reason, their email becomes invalid and they forget their password, there will be no way for them to retrieve their work on Prezi. It is also public and students will have to pay to make it private. Some students may suffer from motion sickness with the use of this technology.

Overall, I believe that this project can be really fun and engage the students to learn about real life situations and customs. It feels like a game, a puzzle where students had to explore the internet to find images and create their own final “big picture”. Students will be learning without knowing it.

This project connects to UDL Principle 2 by allowing multiple means of expressions and engagement. Students have options to demonstrate their knowledge of the content on “setting a table”. Students that like internet, that are visually oriented, like interactive and animated options, will find this way of showing their knowledge rewarding. Students can write and choose pictures.  It is accessible to learners that have problems writing, using a pen. Alternatives to marking with pen (Guideline 4: Provide options for physical action. Checkpoint 4.1 Vary the methods for response and navigation). They just need to type. Students with visual impairment can increase the font size of their text. Prezi allows for composition in multiple media such as “ text, speech, drawing, illustration, design, video” ( checkpoint 5.1).