Reflecting on BYoD Teaching 2015 Term 1

Teaching with BYoD  Beginning 2015

 

Aspect of teaching with BYoD Description of where I’m at now Description of where to now for me specifically
Resources.

Are available to students and parents online (Ultranet).

All resources available on Ultranet for all Spanish courses.

Planning documentation on T drive for management or staff use.

Refining use of Ultranet and augmenting with Google Drive and blog.

Providing course time of 1-2 classes to introduce each course to their Ultranet locations and resources using an appropriate activity.

Learning Activities.

(Where are you on SAMR?)

Redefinition – courses are ebased, with some use of paper for cognitive learning through motor skills (cultural maps)

Students increasingly use online sites for listening and grammar exercises as I find these. Moving away from teacher delivery of powerpoints to making these and other online resources readily available for student use.

Innovate to overcome student resistance to independent learning activities. Provide scaffolding but insist on completion.

Try more flipped classroom – students are catching on to this idea as other teachers use it.

Plan and introduce tasks from beginning of course which force students to use the resources provided to complete them.

 

Your role in the classroom.

Are you finding yourself free to move about the room working with students?

(Not a serious suggestion: Could you survive without your teacher desk?)

Only part of the time. Continue to develop more TBL activities and include pretests and post tests so students can assess their own learning from the task.
Student Work

What sort of ‘artefacts’ are your students producing in their learning?  Word docs, PowerPoints, Movies, Blog etc.

Recordings with phones and cameras. Documentaries, infographs, pamphlets, powerpoints, prezis, blogs for publishing, vokis, animotos.

Cultual maps and calendars, alebrijes and Calaveras, masks and piñatas, food.

Move from physical production of calendar to eCalendar? Perhaps discuss this with students or present it as an option – some people prefer a physical artefact of learning and there is evidence suggesting that hand produced work is better retained in working memory. (Visible Learning, Hattie)

 

Differentiation.

Are your students given opportunity to:

•     work at their own rate (with pressure from you)?

•     choose (within your guidelines) specific material / context / pathway to follow in order to achieve Success Criteria?

•     choose (within your guidelines) on how to present/share their work?

Most language assessments and activities present students with a matrix of assessment and presentation options. Students work at their own rate, but deadlines still need to be met, which often have to be flexible as student rates are usually slower than required. Differentiation through content – stations and activities present for students in particular at senior level to work at what interests them within a specific topic.

This requires a significant effort and time to produce the required range of resources and plan setup which has not yet been available to me due to increased administrative, appraisal, and departmental demands.

Student Collaboration.

Are the students given the opportunity to collaborate in a structured way?

Yes, students often work in groups or pairs to complete activities or produce work.

However, I have found that students are now partitioning out portions of the work, and therefore not learning anything beyond their small part. While this may mimic workplace situations, the lack of comprehensive learning of a topic is marked.

Some attempts at collaborative work eg Jigsaw, have been disastrous. They need a lot of thought to work successfully.

 

Design collaborative projects that require whole group learning. Continue to try Jigsaw methods.

Learning Intentions and Success Criteria.

How are your students reflecting on their learning, level of thinking and setting goals when they are working independently.

I found in past years that too much focus on reflection both lost time on content and altered focus on L2 acquisition, as it has to be done in L1.

 

Class and Individual SC are clearly reviewed in class openings, as they are written in Spanish and students must interpret these. This provides time for students to internalize class goals.

 

Reflective learning pathways are provided in assessment documents for students to complete.

Continue to ask students to verbalize personal goals during class intros and reflect on these during plenary.
Term 2

What can you trial in term 2?

What activity will students engage in?

What specific technology will support this? (Book Creator, WordPress, iMovie…)

Teaching language (grammar and vocab) through culture – focus on Spain at two levels simultaneously. Supported  by online games to learn autonomias, online resources to create cultural maps, and create infographs and advertisements about regions of Spain and NZ. (iMovie, Class Pinterest site, Youtube, infograph creator sites, Edublogs, Ultranet etc)

 

 

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