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Brenna and Amanda's Final Script!

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Amanda and Brenna’s

ETC 447 Final Video Script

Video	Audio
Standard 1, Part 1 Promote, support, and model creative and innovative thinking and inventiveness. What slide/graphics:	A Def: To me, this part of the standard represents the teacher utilizing technology boldly and confidently in their classroom. When teachers show their students the endless tech possibilities and everything they can accomplish together, they are demonstrating innovative thinking and inventiveness. B Example: A teacher could give their students a common problem and have them use technology to solve it.  For example, the students could design a machine that could help mothers get ready in the morning.
Standard 1, Part 2 Engage students in exploring real-world issues and solving authentic problems using digital tools and resources. What slide/graphics:	B Def: To me, this standard represents the idea that students can use technology to explore our World.  With this, the students can get interested in different problems around the world and work towards solutions. A Example: A potential lesson for students is having them research current news through an unbiased resources (NPR, The BBC) and study the real-world issues. After using technology to deepen their understanding, they can create some kind of blog, news report, etc. with their authentic solution as a demonstration of their problem-solving strategies.
Standard 1, Part 3 Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. What slide/graphics:	A Def: Promoting student reflection is an essential component to teaching. When teachers utilize collaborative tools such as blogs, surveys, or a feedback form they are helping their students to clarify and deepen their understanding throughout the entire learning process. B Example: For one of our lesson plans, Amanda had her students create dinosaur blogs.  This depicted their conceptual understanding of their chosen dinosaur, as well as allowing the student to communicate with each other.
Standard 1, Part 4 Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. What slide/graphics:	B Def: The most important part of this stand deals with building the students collaboration skills.  These skills can be developed through multiple strategies - face-to-face or virtual. A Example: As a lesson this could look like student’s having a virtual penpal that communicates through email, engaging in people’s blogs by responding and creating their own posts, or simply watching educational videos like TED Talks and engaging in what the speaker has to say. There are a multitude of ways for teachers and students to engage in virtual realities
Standard 2, Part 1 Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. What slide/graphics:	A Def: Technology is everywhere and in order to properly prepare your students for their futures, they need to be savvy with technology. By having digital tools and resources throughout lessons and in your classroom, as a teacher, you are exposing your students and helping to get them interested in a variety of technology B Example: Instead of having students fill out an exit ticket using a slip of paper, a teacher could post a question on various social media and have the students solve it there.  This would help connect their interests with technology.
Standard 2, Part 2 Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. What slide/graphics:	B Def: This standard puts the students in charge of their learning through their goals, management, and keeping track of progress.  I think this standard give the students the biggest choice and most control in their education because it focuses heavily on their personal interests. A Example: To me this would look like having technology readily available to students at all times. That could be by having a computer section in your classroom, having a cart of ipads for students or chromebooks, letting them interact with the smart board. It’s encouraging students to use the tech in the classroom and surrounds areas to deepen their understand of the world and become excited about all the information they can uncover!
Standard 2, Part 3 Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. What slide/graphics:	A Def: Not every student in your classroom is going to have the same learning styles. Instead of trying to teach a “one size fits all” curriculum teachers need to customize and personalize learning activities. They can do this through utilizing technology and having students use the tech and tech settings that work best for them to maximize their learning. B Example: When completing a unit on Sea Life, a teacher could have her students film a movie, make a powerpoint, create a brochure, or video game to display their knowledge of the subject.  The key is to allow the students to shine in their own ways with their diverse talents.
Standard 2, Part  4 Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching What slide/graphics:	B Def: Testing is key in guiding instruction and what better way to test your students than using technology!  A teacher must use various formative and summative testing to spice up the student’s education - it’ll prevent them from getting bored too.  There have been a variety of apps created to integrate technology into the classroom. A Example: The teacher can create a variety of different activities and tech based projects to have students showcase their knowledge. The teacher can also create different surveys and feedback forms for students to fill out to gage what they enjoy, what they want more or less of. This helps create an inclusive tech based classroom community where students are learning and teachers are receiving authentic assessments.
Standard 3, Part 1 Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. What slide/graphics:	A Def: This is a really important part to the standard. By becoming fluent in specific technologies, it is much easier to work other forms of tech. This is important once a teacher to model and teach to your students. B Example: Throughout the semester, the students will build their technology proficiency.  This can be monitored by teaching the students how to use iPads and then switching to Google Chromebooks - they’re both owned by Apple so they will operate similarly
Standard 3, Part 2 Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. What slide/graphics:	B Def: This standard focuses on student collaboration again - they need to get used to working with their peers for group projects!  It is important that they learn to use various technologies in a creative manner with their partners. A Example: Collaborating with others is a critical component to teaching and learning. As a teacher I plan to have and continuously update my teacher website filled with critical information. I will also utilize some kind of platform like Class Dojo to keep parents always up to speed on our class events and send them pictures of students and what we are doing. This helps keep everyone in the loop and connected to our classroom.
Standard 3, Part 3 Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats. What slide/graphics:	A Def: There are many ways to relay information to students, parents, and peers. By using different forms of tech (class website, digital newsletter, Remind 101, Class Dojo). It is imperative that there is an open flow of communication between teacher students and parents. B Example: Creating and Posting a class website will help students, parents, etc. stay up to date on upcoming and past assignments.  Trust me, parents will love this!
Standard 3, Part 4 Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. What slide/graphics:	B Def: It’s time to get tech savvy!  It is important for the teacher to brush up on a variety of technologies to make sure the students are understanding them and using them to their advantage. A Example: It is so important to always try to improve your practice. By trying to stay on top of the digital world and new technologies being worked on or released, helps model that excitement for students. By following tech blogs, watching videos, and subscribing to newsletters and magazines immerses your classroom with the important of up and coming technology.
Standard 4, Part 1 Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. What slide/graphics: Screenshot of first powerpoint	A Def: Being safe on the internet is a must for every digital citizen, especially our students. With the internet comes great responsibility. When technology is utilized in the classroom students need to know what is expected of them when researching or simplifying exploring. Educating on copyright, intellectual property, and the appropriate documentation of sources is a must for all tech users. B Example:  In terms of ethics, it is always fun to relate examples to your students lives!  For example, which of these are good used of technology?
Standard 4, Part 2 Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. What slide/graphics:	B Def: Each of our students brings a variety of skills and needs to the classroom - we need to figure out how to juggle them to support our kids! A Example: Since there are so many different technologies available to support students, they need to be utilized. We have equipment that can help our students be successful, schools need to do everything in their power to make certain that they do. This could be laptops or ipads for every student, sprouts, virtual reality goggles, smart boards, interactive tables, the list goes on. Appropriate digital tools for all our diverse learners!
Standard 4, Part 3 Promote and model digital etiquette and responsible social interactions related to the use of technology and information. What slide/graphics:	A Def: Since there is so much access to the digital world, students need to learn how to appropriately use it. Cyber bullying is a national problem. By modeling and promoting digital etiquette and social interactions we help students learn about how to be kind and respectful to one another regardless of if it's a face to face interaction or between screens. B Example: In this movie, the main character becomes a victim of cyberbullying.  This movie will put cyberbullying into perspective for your classes.
Standard 4, Part 4 Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools. What slide/graphics:	B Def: It’s time to get multicultural!!! This standard deals with the teacher building ties with people of different cultural backgrounds in order to bring people together. A Example: Creating a classroom that is connected to not only their communities but communities around the world is a great way to promote global awareness. In the future when Brenna is teaching in Korea and I’m either teaching with the Department of Defense or in California, our students will be pen pals. This will help our students connect to one another regardless of distance and promote cultural understanding.

Artifacts of Lesson 2

Above are my classmates completed family trees.  Overall, my "students" did a great job!  There were several grammatical errors within each, but they all were willing to try - for the most part.  They all began to sympathize with my practicum students as well - my real reason for completing this lesson.  

El Arbol de mi Familia Reflection! :)

1. Why Spanish? I chose to complete my lesson plan in Spanish because I wanted my classmates to change their perspective about English Language Learners education.  Not knowing correct vocabulary, conjugations, or English Syntax are just a few of the difficulties that my SEI students face each day.  My students are also expected to know every single aspect of the English Language, while their Native Speaking Counterparts can get by without knowing the definitions of a verb, adjective, etc.  I think the College of Education doesn’t provide a thorough education for teachers that want to teach in an SEI environment - BME 430 is the only mandatory class for NAU students.
2. Implementation

·         Good Things:  Two of my students were very engaged and willing to try completing paragraphs with their Limited Spanish Proficiency.  It was so cute reading their paragraphs and seeing the errors within each paragraph.  The amount of effort they put in without knowledge was great and I was proud of them for trying!  Considering their lack of Spanish, their scores for the Spanish placement quiz were good - Lindsay got a 6/10 and Amanda got a 5/10!

·         Bad Things: I had a student with a low level of Spanish knowledge and because of this, she didn’t want to complete the assignment.  It was interesting comparing her reactions to Spanish to my SEI students.  I guess no matter what age, no one like doing something they don’t know how to do and looking “stupid”.

·         Maintenance of Standards: My standards emphasized the student’s ability to communicate in creative ways through writing and speaking.  Throughout the lesson, my students were given the creativity to design their family tree and write about their relatives.  I provided the students with a vague rubric to ensure the highest level of creativity and personal expression could be used.  

·         Modifications During LP: Overall, I completed this lesson as I thought I would.  The only modification that was made was allowing one of the students to use Google translate to complete her assignment - she knew very very little Spanish and wouldn’t have completed the assignment without it.  First, I tried to tell her to introduce 3 family members instead of 5, but she found little success within that area as well.  However, I did tell her that the students in my SEI classroom didn’t speak English at the beginning of the year, yet they are expected to complete assignments as is.

·         Modifications: If I were to complete this lesson plan again, I would make sure my students had a strong foundation of Spanish adjectives, I would also grade my students writing and make them correct their mistakes and resubmit the assignment.  While I was in Spanish, my teachers love doing this step because it makes the students focus on their mistakes and understanding grammatically correct Spanish.

3.            Mechanics:

·         Technologies:  Our class used computers, Lucidchart, and Google docs.

·         How were they used: The students each used their own computer to create a flow chart of some sort on Google docs.  Once they were finished with their family tree, they added a paragraph introducing their family members at the bottom of the document.  Finally, the students could share their creations with the other members of the class and edit them.

·         Time Frame:  My lesson plan was within the correct time frame or ran a few minutes late.  This was because my students stayed on task the entire time and kept moving through their instructions - each of the students worked and their own pace and was successful in their own way.

4.            Assessment of Learning

·         Artifacts: I will be submitting the artifacts separately.  Each of my students completed family trees and paragraphs will be uploaded displaying their success.

·         Student’s Success: Overall, there were a lot of errors within each of my student’s paragraphs, but I knew they would be filled with errors.  As stated before, I wanted to change some of my classmate’s perspective about SEI education to help them understand how hard those students work.

·         My Success: I thought the lesson plan went well, and I achieved my overarching goal of making my classmates be English Language Learners.  I’m happy with my students results because they showed a level of attempting and wanting to be successful in Spanish.  If this was a real class, I think my expectations would be higher and they would have more Spanish knowledge.

·         Individual Reflection: I know I should have focused on building my students knowledge of Spanish, but I also think some lessons that need to be taught don’t come from the state standards.  Technically my lesson would have served its purposed based on the standards - just no with the people I taught it to.

·         Classmate Comments: One of my classmates was angry that we completed it in Spanish, but I assumed one of them would be angry that they had to write in Spanish.  The other two students had fun challenging themselves and remembering Spanish.  So, the amount of the Spanish my students remembered influenced how much success and pleasure they had completing the assignment.  As for the tech aspect, they all were successful in creating their family trees.

Lesson Plan Phase 1 - Family Tree in Spanish!

Grade Level: 7th Grade

Subject(s): Spanish

Topic of Study: Mi familia

Time Allotment: 30 - 60 mins

Standards:  For spanish standards, many schools use the 5 C’s - communication, culture, connections, comparison, community

1.0 Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

• 1.1 Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or write
• 1.3 Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers

3.0 Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

• 3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Objectives:

-Students will be able to create a family tree using google docs to demonstrate their spanish knowledge of the simple present tense with 80% accuracy.

Reflection:

Prior knowledge

Before: My students should have a basic understanding of Spanish syntax and vocabulary before we complete this lesson.  Because the formation of sentences is important for their final paragraph, it is important that the students understand the grammar rules - this lesson should be taught after competency of sentence formation is established.

Assessment of PK: Before the students begin their project, I will give them a short quiz about the different aspects of spanish grammar (simple present tense).  This will allow me to assess their level and grade them according to their Spanish ability.  I will be providing informational and vocabulary sheets to my students to help them with their gaps.

Using PK to Plan: I will think about the different ways I can help students whose L1 is English - providing vocab, sentence structure, crash courses in Spanish.  With these tools, their chance of success increases; I will also be walking around helping them during the lesson.

Planning Instruction

Why this grade level: Personally, I think all of our schools should be teaching second languages at younger ages.  When you teach other languages to young children, they are more likely to verbally practice, have a better accent, and develop a deeper understanding.  However, with the current standards, second language acquisition isn’t as popular as it is in other countries, causing me to settle on 7th grade.

Standard Alignment: My lesson will help my students build interpersonal communications skills (writing) and improve their grammar.  They will also get the chance to reference their family tree when creating their sentences and have a way to present their writing.

When to Teach:  This lesson should be taught after the students have learned the simple past tense.  After that, this unit would be a great opportunity for them to practice the present tense while using descriptive vocabulary about families, jobs, and characteristics.  This would provide the students with the foundations they need to have the most opportunity for success.

IMPLEMENTATION

Prior Knowledge

• Assess the prior knowledge of the students with a quiz on basic spanish grammar
• Link to quiz https://docs.google.com/a/nau.edu/forms/d/e/1FAIpQLSc7Rzc_Rn1hdzRX4zk1hh3LdFO2e1YJ5XGw-jzqLGTM8YHTuQ/viewform?usp=sf_link

Instruction

• Introduce the computer program (Lucidchart) they will be using to create their family tree
• Log each of the students onto the computers and have them begin working on their family tree
• Pass out vocabulary sheets and basic sentence formation refreshers
• Help the students create their family trees
• Once their family tree is created, have the students save the image and upload it to another google doc
• Here they will write two sentences introducing 5 members of their family and themselves.

Conclusion

• Edit each other’s sentences

ISTE Standards:

• 6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

a. choose the appropriate platforms and tools for meeting the desired objectives of their

creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new

creations.

c. communicate complex ideas clearly and effectively by creating or using a variety of

digital objects such as visualizations, models or simulations.

I focused on this list of standards when creating my lesson plan.  The family tree is a model that the students will create and use to build their writing skills.

Reflection:

Instructional Methods: When I was taking spanish classes, my teacher relied on memorization of verbs, grammar, and vocab - we never applied our information into projects or activities like this one.  I think this lesson gives the students an applicable and fun activity to help them practice their sentence formation and vocab,

Alignment to Methods: Our courses talk about using authentic learning methods - I think constructing a family tree and writing about it will make a memory for my students.  This will help their retention of the vocab and sentence structure as well.

Technology Alignment:

How does your integration of technology support what you know about best practices for technology integration in the classroom? (Use the the ISTE standards and research that you and your classmates did as a resource)

Needs of Students:

How is your lesson designed to meet the needs of all students? ? (Use the the UDL guidelines as a resource)

ASSESSMENT

• Prior Knowledge Test:

I made a quiz on google forms for my students to take to establish their baseline Spanish knowledge.

https://docs.google.com/a/nau.edu/forms/d/e/1FAIpQLSc7Rzc_Rn1hdzRX4zk1hh3LdFO2e1YJ5XGw-jzqLGTM8YHTuQ/viewform?usp=sf_link

• Rubric:

This is the rubric I will be to grade the student's descriptions of their family tree.

	Yes	No
Family Tree Created
Introduced self
Introduced 5 other family members
Minimum of 10 sentences
At least 6 different verbs used
At least 5 different family vocab words used
Edited another student’s work

Reflect on:

Alignment:

Student Success: The students will finish this lesson with a paragraph describing their family, this will show the teacher whether they are understanding the previous lessons and provide the students with feedback about their writing.  I think the best way to display success and knowledge of a subject is to provide an explanation or essay using the skills they should have acquired.

Higher Order Thinking:  When my students have to edit another person’s paragraph, they will have to think about the different grammar rules of Spanish.  This will cause them to focus more on what the paragraph is saying and improve their language skills.

Individual Needs:  This lesson plan hopes to use the student’s background to help tie into writing curriculum.  This lesson plan can also be extended or remediated depending on the Spanish proficiency within each student - some can introduce 3 family members and other can introduce 7.  Our society heavily relies on written language and this helps build their skills in those areas.  

MATERIALS AND RESOURCES

Teacher Example of Family Tree

Hola, me llamo Brenna. Soy una estudiante a NAU y quiero ser una maestra.  Tengo una madre, se llama Lisa.  Ella es una ama de casa, pero ella es una maestra también.  Por la otra parte, tengo un padre, Doug.  Mi padre trabaja por una iglesia.  Tengo dos hermanos, Connor y Patric.  Ellos son estudiantes también, Patric quiere ser un ingeniero y Connor espera ser un poeta un día. En la familia de mi padre, tengo un abuelo se llama George.  Mi abuelo es chevere!  George es un veterano de la guerra de Corea y un veterinario.  La esposa de George es mi abuela, Gloria.  Ella es una ama de casa también; todos los mujeres en mi familia son amas de casas.

I’ll be providing these for my students as well