All in all, I have found this project to be extremely helpful, in aligning technologies with teaching strategies in order to meet particular standards. I was very excited to begin using this lesson plan due to the fact that it tied together grammar and cultural learning. My completed matrix,which can be found here, ultimately demonstrates how the alignment of the three categories previously listed aids student learning.
Initially, I found that using a PowerPoint presentation
projected from a laptop would enhance the lecturing process, making it easy for visual learners to grasp concepts as they hear them. Additionally, pictures found on Google Images would also help the students associate concepts with images, thus further helping all learners acquire the new skills presented to them. These tools are also helpful in guiding group discussion and by the end of the lecture each student will be able to analyze the data presented to them in a technology rich environment by being able to make preferences and expressing likes and dislikes in the target language. Additionally, after the lecture portion, students will then use computers with internet access, as well as provided links, to conduct research on various cultural aspects. By doing so, they will be able to name cultural products by locating and analyzing information from a variety of sources and media.
Moreover, the use of a PowerPoint projected from a laptop is a great way to guide a question and answer activity. This way students will not only be able to exchange information using the words that they have learned during the lecture, but they will also be able to analyze data and identify solutions to questions posed, thus promoting innovative thinking. In addition, showing a YouTube video in class followed by subsequent questions, will allow students to analyze data and identify solutions once again. Consequentially, I will be able to exchange information relevant to themes using digital media as well as inspire student reflection.
Furthermore, by recording a dramatization of a text performed in class on a Flip recorder, posting it to YouTube, and replaying it in class using a laptop and projector, I as an instructor will be able to note if students comprehend the values of the written messages they are acting out. I will also be able to note if the other students in class understand the text. If they are not I will be able to replay the video and identify the moments they do not understand and work with them to ensure that they fully understand the entire passage. The use of these technologies in combination with the teaching strategies will allow students to demonstrate their comprehension of written messages and analyze data from a variety of media through a relevant learning experience.
Likewise, a similar process is carried on later in the lesson with the viewing of another YouTube video and post video inquiry. In fact, the only difference that can be found in this activity is that the students demonstrate their understanding of oral messages instead of written ones. However, this activity not only allows students to analyze data and solve problems, but also promotes their reflections. Though I will be able to complete a check for understanding with the inquiry process, I will also be able to carry out another formative assessment through the use of the iClickers and online grade book. The responses recorded from the iClickers will show me if students understand the material while automatically logging grades into the online grade book. All in all, I will be able to identify if modifications must be made to the lesson while still providing students a variety of assessments.
Another formative assessment used in the lesson involves the use of online dictionaries, newspapers, and the internet to create a presentation (PowerPoint, Prezi, etc) on a laptop that will eventually be projected and given to the class. With these tools students will conduct research, discuss, and ultimately collaborate to father a media presentation. In the end, the contributions made to the team to produce the media rich work will demonstrate group expression, model collaborative knowledge, prove that students can locate information from media sources, and communicate information effectively using media. Each of these standards are also achieved in the activity in which students create and act out skits using a laptop and PowerPoint to organize their ideas. Flip recorders are used to record the skits and YouTube to replay them, thus ensuring that students have means to review material covered in class.
The last assessment provided again calls upon the use of online
dictionaries, newspapers, and the internet. This time students are to use the same tools to conduct research and create an individual media rich
presentation. This time however, individual expression will shine as students use the media to effectively communicate.
