Schoology for Fall 2016

Last year, 2015-2016 our school went 1:1 with iPads. It was an exploratory year for both teachers and students and we embraced technology well. By the end of the year we were comfortable with Google Classroom and students were in the routine of accessing flipped lessons in various forms, creating evidence of learning using a variety of digital tools and submitting work in Google Classroom. We are now ready to refine our use of technology in the classroom, not just for the sake of trying more sophisticated tools, but more-so to develop and organize content and tasks that are in line with Connected Learning and 21st Century Skills.

Schoology as an LMS
Our school district just subscribed to Schoology as a learning management system or, as per their website, an "assessment management system" (AMS). Schoology can be compared to Moodle in that the teacher can set up the entire course and reveal content to students as the course progresses. However, Schoology K-12 is designed especially for the school setting and Moodle is open-source, meaning freelancers can design content that may not work on students' devices, like iPads. I know a lot of teachers love Moodle and have worked tirelessly to develop their courses on it, but with Schoology, more time can be focused on developing meaningful and relevant course content for the teacher who is less techy. Since Schoology is a district-wide incentive, I can set up my courses and give students a code to join my class. There may be other hoops to jump through to get students to join a class if your Schoology account is not tied to a school subscription and school issued student accounts. Here is what I have been able to do with Schoology so far.

Differentiation
In Schoology, I first created courses - 8th grade Spanish 1 and 7th grade FLEX Spanish. Once I created courses, I added folders to each course, color coding them for the different tasks. I am beginning to add content to each folder. One thing I'm looking forward to is facilitating differentiation with Schoology. In this video, the teacher uses the advanced tool feature to designate a task to a group of students or to an individual. The student can only see the task assigned to him or her and cannot see tasks assigned to other students. There is a "differentiating" dialog tool that confirms who the task is designated too. The teacher can also set a grading group for selecting students.

Assessment
Designing quizzes in Schoology is intuitive. In this video, the teacher explains the different types of quizzes you can create- dragging items in order, true/false, multiple choice, fill in the blank, short answer, a timed question, and matching. For World Language assessment I think the dragging-ideas in-order quizzes will be a valuable tool for interpretive assessment. I like that there are numerous settings that allow the teacher to customize the quiz. The teacher can imbed videos or whatever content for the prompt and select tools for the student to use in his/her response, like a microphone or audio-video. This is especially relevant for interpersonal or presentational assessment in World Language.

Here are some ways language teachers are mashing up other tools with Schoology.
Google Drive - There is a Google Drive app in Schoology that allows the teacher to incorporate content created in the Google Drive. Shauna Polson says mash-up of Google Drive and Schoology makes content creation, instruction, and delivery more effective.
Nearpod - NearPod allows teachers to make interactive presentations for students. Sra. Spanish likes NearPod because it limits how much the teacher can give to the students before it assesses understanding. This works well for TPRS. Nearpod lessons can be imbeded in Schoology.
Edpuzzle - Edpuzzle has been an invaluable tool for me. I created a couple of interactive video lessons myself, but mostly I've been able to search for interactive instructional Spanish videos and use them. Now I can imbed Edpuzzle lessons right into Schoology!

Last year I used a lot of different tools for instruction and assessment. Students had to look at the agenda on the board if they weren't listening to know which tool to go to or where to submit work. Now, with Schoology, I can post an agenda that holds them accountable, imbed lessons from the creation tools and have students submit work all in the same system.

Blogs I follow

It's important for teachers to network with colleagues locally, nationally, and internationally in order to be relevant and provide students with the experiences they need to be 21st century learners. I am following a Spanish teachers and leaders in World Language education on Twitter, Pinterest, Facebook, and now I am deciding on an RSS feed. The posts in Bloglovin' show up in a list form and if you click on a blog widget, the posts look like Pinterest. I like the visual aspect of it.Here are three blogs that I subscribe to and why.

1. Language Coaching by Amy Lenord

Señora Lenord is tireless in keeping up with issues in world language instruction and proficiency-based language learning. She has posts on topics that include student and teacher successes and limitations, strategies, resources, theories, language chats, workshops, ideas from other professionals, etc. It's easy to click on her page and learn about something new in the field of World Language, especially Spanish.

I just read her post called, "Dammed students changing my mind about control and its connection to profiency." She compared the students to water and teachers to engineers who must create channels, dams, etc. to lead students to proficiency. She argues that know matter how hard you try or want the students to acquire certain vocabulary or language, you cannot force them; you can only channel them in the right direction. She dives into topics like maintaining trust that the activities and tasks lead to a higher proficiency, creating tasks are doable, making sure students feel and are successful, having clarity in directions and goals, designing prompts that allow for multiple pathways.

2. Schoology

I subscribed to the Schoology blog because this is the new tool I will be using this coming school year. I am setting up content on Schoology and need to check this blog for posts on how to use features, updates to the features, and to how educators are using this learning management system.

3. SraSpanglish

I am following Sra. Spanglish. She has an ongoing collection of presentations and videos that promote proficiency-based language learning, project-based and inquiry-based language learning. She offers ideas for how World Language teachers can implement these kinds of tasks. I like her page on interactive notebooks and using stories.

4. Mis clases locas

My students have been reading Pobre Ana by Blaine Ray. I've been using some TPRS strategies and reading guides. I am looking to incorporate for reading into my curriculum. I happened upon the blog "Mis clases locas" and am pleased that there are a wealth of resources on teaching novels in Spanish class. I am looking forward to picking new novels with my colleagues and this site has helpful information about novels and strategies using the novels.

A story from a Heritage Spanish speaker

 "Mi familia mexicana-irlandesa Americana, pero no Chicana Yo soy de los Estados Unidos. Mi familia consiste de dos padres, dos hermanastros mayores, una hermanastra mayor, y un hermano menor. Mi padre es un inmigrante de México. Él es lo único de su familia aquí en los Estados Unidos. Por eso, solo puedo ver a mis familiares en su lado de familia cuando yo viajo a México. Como adolescente, yo viajaba allí por unos veranos para conocer a ellos. Una vez nos visitó mi prima. Cuando fui a México la primera vez, fui con mi padre. Tuvimos varios reuniones con familiares. Mi padre tiene siete hermanos; entonces yo tengo muchos tíos y primos. Todos hacían un esfuerzo de conocerme y dar saludos a mi papá. Una reunión estaba en la mansión de mi prima. Su esposo era dueño de una compañía grande. Tuvieron una piscina y patio grande y pájaros exóticos en su yarda. Comemos carne asada, tamales, elote, y más. Escuchamos música Pop en español como Juanes, Maná, y por supuesto, música mariachi. También reunimos con otros familiares en lugares más planos. Las casas de mis otros tíos no fueron grandes. Todas las casas son hechos de adobe (cemento).

Mi madre es americana. Los abuelos de mi madre, mis bisabuelos, eran de Irlanda del Norte (entonces, fueron ingleses). Cuando me voy a una fiesta familiar, usualmente está en la casa de mis tíos en el lado de mi madre. No tengo tantos primos como en México, solamente cuatro. En estas fiestas, no hay música. Mis familiares americanos le gustan sentarse a las mesas y charlar sobre lo que están pasando en sus vidas sociales, sobre noticias locales, y de políticos. Depende de la estación, estamos adentro o afuera. En el otoño, usualmente un partido de fútbol americana está en la tele. En el verano, jugamos el voleibol en la yarda de mis tíos o nadamos en la piscina de mis padres."

Storytelling: A Unique Family Experience

Storytelling: A Unique Family Experience

Why should we tell our family story to others? If we don't learn each others' stories, we may assume that others' experiences are the same as our or we may generalize that people of the same culture have the same family story. In a unit on family and house in Spanish class, students are setting out to understand the Hispanic family. It is easy to generalize about Hispanics based on studies and accounts from the past. For example, this study Culturally Sensitive Interventions by BD Rivera, informs educators that Hispanic/Latino children often act inferior, for instance, looking away when an adult is talking to them. Generalizations reinforce or instill stereotypes.

 This video created by UMBC explains why it is important to share personal stories. I love that generations within a family share their experiences through digital storytelling.
 Spanish students at UMBC also created personal stories, but they are made private.

 My intention as is to share stories publicly, so that we as a community can learn from them, while keeping identities concealed to protect the authors. Spanish students and heritage Spanish-speaking students created a snapshots of their family life. They thought profoundly about the following essential questions: What is my family-life like? and What is my house like? Many of these students are blessed to be a part of a multicultural family. In their writing they reflect on valuable time spent with family members, the benefit of being a member of a multicultural family, and the style of the home.

 Here is one snapshot:

Mi familia mexicana-irlandesa, pero no Chicana

Customized Learning in Spanish Class

Many Americans who went through a foreign language (now World Language) program in schools say that they cannot speak the language they studied and they're surprised that they remember a few words. Those that did become proficient immersed themselves in real settings with native speakers and that they were motivated to learn the language.

How can world language programs immerse students in authentic settings with native speakers and motivate students to learn? There are many language education approaches that have been proven successful like TPRStorytelling, communicative approaches and  immersion. Which one is the best?

According to educators in Maine, the best approach is the approach that meets the needs of the individual. The article 10 Key Components of Customized Learning describes components of an education system that is standards-based and individualized. Custom Learning is defined as a deliberate plan that allows learners to be successful with content at their own pace and in a way that works for them.

How can the customized learning be applied to world language instruction?

20th century foreign language course of study:

• Traditionally, foreign language teachers bought into a textbook series. Each student got the same hardcover textbook and a workbook. The textbook company decided on the content. The teacher focused on listening, speaking, reading, and writing separately. Ancillary supplies included audio tapes of speakers giving one-liners in the target language and students could also watch videos created by the textbook company for each chapter. All students moved on to the next unit of study regardless of how they performed in the previous unit.

21st century Custom Learning in World Languages:

• Shared vision: World Language teachers need to be in agreement about the essential components. 
• Curriculum Content and Organization: Less is more when it comes to curricular essentials. Teachers come up with a short list of essentials that all students must acquire during a unit of time. The curriculum is clear to students. 
• Climate of Voice and Choice: Often teachers and students prefer one approach over another. Teachers and students need to have the opportunity to make choices. Students can easily achieve the standards and have time for in-depth, personalized study. Allow students to develop specialized language so that they can leave the program being able to communicate in fields such as medical, automotive, sales, etc.
• Learning Progress Management and Formative Feedback: World language teachers facilitate learning first through thought-provoking lessons guided byessential questions. Then they provide formative feedback as the student uses higher order thinking (HOTS) to analyze, evaluate and demonstrate their understanding. Instruction in the lower order thinking includes vocabulary building and understanding grammar so that students can communicate their ideas. 
• Multiple Pathways and School Structures: The school is designed so that students can learn in different ways. Some can learn the traditional way, use technology to complete flipped tasks or do an internship, for example.

One-size-fits all instruction is out and customized learning is in. Motivate students by letting them control how the content can be applicable and practical to their lives. Evoke students' interest in authentic topics, give them the lower-order knowledge the need to perform at the higher-order level. 21st century world language students can and ought to achieve proficiency through customized learning.

Reliable Sources, Even in Spanish Class

If you let kids loose on the Internet and ask them to summarize what they learned, be prepared for absurd responses. In It must be true, I read it on the Internet: Elusive 'tree octopus' proves how gullible web generation is, Donald Leu recounts how students were convinced that wrong information was correct and then shared that information with others.

It is important to reiterate to students that not everything on the Internet is true, even in Spanish class. Students need to check multiple, reliable sources to validate and information. In Spanish class, students should learn about the conquest from the perspectives of  the conquistadors and also from the native people that the Spaniards encountered. Both recount history in very different ways. Christopher Columbus (actually his name was Cristóforo Colombo, and then Cristobal Colón ) reports his own biases about the Taíno people in his diary to the king and queen of Spain. Teachers, ask students, "What was Colón's purpose in writing a diary to the king and queen of Spain? What did he want?" Decedents of the Tainos, historians and scientists and recount different versions of what happened. Ask students, "Who is the author and what are his resources?" Students also need to evaluate the author's purpose, read reports from multiple sources and perspectives, and draw their own conclusions.

Unfortunately, misleading or bias reports may lead to bullying and racism that leads to generations of oppression. Here is how some modern day indigenous people reacted to the celebration of Columbus Day. Requiring students to draw their own conclusions after researching information from varying sources is not just higher order thinking, but also responsible citizenship.

BYODevice to Spanish Class

In the 21st century Spanish classroom, students learn and develop their listening, speaking, reading, and writing in 21st century ways with the use of devices. In 5 Instructional Shifts to Promote Deep Learning, Susan Oxnevad suggests creating essential questions, guided lessons, and opportunities for students to demonstrate their knowledge in creative ways. She describes a classroom in which there is no "front of the classroom," the class is busy and perhaps noisy, and the teacher is a facilitator. The flipped classroom is a great way to differentiate to meet the needs of students' abilities and interests. However, flipping, in my mind is one way to make a lesson great. I am not convinced that all lessons need to be flipped. Students may prefer a direct lesson from the teacher. Teachers ought to use a variety of best practices and techniques to maintain student interest.

My school has adopted a Bring-Your-Own-Device (BYOD) policy and the students are able to access the school WiFi on their personal devices. We have school iPods and I have a couple of iPads that students can borrow. Many students have their own iPods or iPads.

Here is a flipped lesson for a Día de los Muertos research project:

Lesson: Students watch instructional videos on Día de Los Muertos and an overview of time periods in Spanish history.

App:      30 Hands (iOS)

Project:
1. Each student is assigned a muerto famoso (famous dead person).
2. Students research biographical information and why the person is most famous.
3. Students record a voice narration for each image.
4. Students can publish and upload their presentation (.mov) to Google Drive, My Big Campus, Dropbox, and other web platforms.

Discussion: Students watch each others' projects and discuss.