For my GAME plan I created two goals
to better technology integration in my classroom. According to Dr. Ross in our learning
resources technology is a great way to meet the needs of all learners
regardless of their learning styles or special learning needs (Laureate
Education Inc., 2010a). This idea is
crucial to the goals I made because one of them deals with differentiation and
the other is focused on promoting unique, creative thinking in the
classroom. The first goal I created is
to personalize
learning activities to address the diverse needs of my heritage speakers using digital
tools and resources. The second goal I
created is to model creative and innovative thinking and inventiveness through
integrating new technology tools in my lessons.
The
resources that I will need to carry out my GAME plan are the internet to look
for tools and tips to use with my students, the help of work colleagues and
Walden colleagues for suggestions, the technology tools contained within my
classroom and computers to allow students to learn with technology. I will also need to use the data I have
collected so far from my action research to inform my use of technology with my
heritage speakers.
Some of the additional information that I
needed was address in the learning resources this week. Because our resources were focused on
differentiating instruction with technology, the information greatly helped me
with my first goal. The information that
most struck me was the video that talked about differentiating for culturally
diverse students and gifted and talented students. My heritage speakers are both culturally
diverse and ahead of the standards in my Spanish class. What changed my thinking the most was where
Dr. Ross discussed the idea that culturally diverse students should be seen as
an asset and share what they know with others to move beyond the proficient
level (Laureate Education Inc., 2010b).
Of course I realize that these students have an amazing skill set that
can be beneficial to the class and to me but I had not thought about how I
could use a tool for differentiation for then where the other students in my
class could gain from what they learned in their differentiation. It made me think that my heritage speakers
could create something like a voice thread based on a writing sample they do
and other students could comment or ask questions about their project. In this way students could interact with the
heritage speakers, support their learning and learn with them. This sort of project could also support my
action research project as I work to finish it up before that Major Assessment
deadline. Do my Walden colleagues have
any additional suggestions or feedback on this idea?
The steps
that I have been able to take so far are talking with my work colleagues to
discuss technology tools that they use in their own classrooms that I could use
to promote creativity and differentiation.
So far their suggestions have included a flash card app that students
can download to their phone, blabberize.com, and the Zambombazo website where a
man named Zachary Jones uses new and authentic ways to teach Spanish. One of my Walden colleagues also suggested
Voki in my blog post last week. I think these
ideas are a good start and my next step needs to be to investigate these
resources and others a little further so I can incorporate new technology ideas
starting next week. I also hope that I
can share my ideas with colleagues to get feedback on whether or not they have
tried the technology tools I find and I also hope to incorporate any
suggestions of my Walden colleagues. I
anticipate putting my game plan into full action!
References
Laureate Education, Inc. (Executive
Producer). (2010a). [Webcast]. Meeting
student needs with technology part one. Baltimore: Laureate Media.
Laureate Education, Inc. (Executive
Producer). (2010b). [Webcast]. Meeting
student needs with technology part two. Baltimore: Laureate Media.
Jennifer,
ReplyDeleteI am so glad to see that you are also working on your action research project!
I think using your heritage speakers is an excellent idea! They are basically that many more teachers in your class. Your heritage speakers will feel important and useful in your class, whereas in their other classes they are likely the ones asking for help.
Also, if their classmates they are helping are in their other classes, they could begin to form study partnerships. This could result in overall better test grades for both parties involved.
Finally, what better way to practice a language then to speak with someone who is fluent in it? I know our AP foreign language students have to do this to prep for the AP test and they say this is one of the hardest things to do!
Danielle McDonald
Hi Danielle,
DeleteI am glad that you think the ideas with my heritage speakers would work. I like to have them work together or with my accelerated students to enhance their learning as well as the learning of others. I try to be careful to use them too much because I have read studies for my action research that they can feel uncomfortable if they are used as experts too much. On the flip side it is good (yet sometimes intimidating) for the other students to work with native or near-native speakers. It is difficult to teeter on that line! This is why I think a voice stream might be so good. The other students can listen and record responses on their own time, the heritage speakers can benefit from their input and both parties can feel confident about their learning. Thank you for your comment!
Jenny
Hi Jennifer,
ReplyDeleteI can be the first to agree with Dr. Ross on the idea that technology is one of the best ways to meet the needs of ALL learners – regardless of their needs. In my own classroom for student with significant multiple disabilities, I have seen the impact that technology has on their academic, communication, and functional skills. It’s amazing.
I love how you personalized your first GAME plan goal to deal specifically with the needs of your students who come from diverse backgrounds. Our resources this week gave us many examples of the ways we can use technology for ELL students. Because many of these students may have the social, but not academic language skills, it is important that we are able to provide them with age-appropriate texts, etc., that will cater to their language skills (Laureate Education Inc., 2010). And we have to remember that although these students may fall behind due to communication and language barriers, it does not mean that we should be giving them materials that are not age-appropriate. Technology can prevent this from happening – while allowing ELL students to shine and share their talents. Your idea for having students use Voice Thread would be a great way to do so (and incorporate your goal for using differentiation strategies)! By allowing students to leave feedback and comment on one another's Voice Threads, you are incorporating the collaboration and communication skills that you want your students to master, while allowing them to do so in a format that will be more comfortable for them. If they don’t feel confident enough to record a comment, they can type it instead. I really think that this is a great idea that could easily be incorporated into your Action Research. Your success and comments with this project could also be included in our Diversity Major Assessment.
The other tools you have mentioned (blabberize, Voki, and Zambombazo) sound like neat tools that will engage and motivate your students when they are practicing and learning new language skills. You definitely seem to be on the right track with your GAME plan, and I can tell you truly care about the diverse needs of your students. ELL/ESL blogs (Larry Ferlazzo has a great one - larryferlazzo@edublogs.org) may also provide you with some great tools and resources. I find so many ideas through special education blogs!
Best of luck… great post!
-Rachel
References
Laureate Education, Inc. (Executive Producer). (2010b). Meeting students needs with technology: Part two. Baltimore, MD: Author.
Rachel,
DeleteThank you for agreeing with and reinforcing what I am doing. I think that the work I am doing with my GAME plan will increase my learning, it ties well to our Walden studies and will compliment my ending portfolio. I think it is sort of a triple threat!
I am looking forward to using Voice Thread with my heritage speakers. Because of all of the positive feedback on it I think I will definitely move forward with that project starting tomorrow.
Thank you for the blog suggestion. I will be checking that out as part of my GAME plan this week. I appreciate that you are so good with blogs and can find so many resources to share through them!
Jenny
Jennifer-
ReplyDeleteI also like Dr. Ross’s suggestion that cultural diverse students should be assets and not obstacles. I have always seen students, even when I was in the States, as enriching the class with diversity and adding much to the dynamics of the class. This year, I have been able to use this a great deal. Japanese classrooms are very homogenous but all students have had one or two classmates before who are culturally different from typical Japanese. At my current school, I have a great combination of students in my international courses. International means that they study courses that prepare them for a more international career. This does not mean the student make-up must be “international”. However, it tends to be. I have a great deal of students who are from China and the Philippines. Their opinions and perspectives on issues are a great element to the class discussions and projects. For example, we read an article on Rosa Parks and standing up for your rights. I took a poll, by a show of hands, who would resist like Rosa Parks and who would get up and go to the back of the bus. All my native Japanese students raised their hand to say they would simply go to the back of the bus without conflict. All my non-native Japanese firmly raised their hand to say that they would resist. I believe that day in my class, every student learned something new about themselves, and about where they come from native and non-native to Japan. Later we also discussed discrimination in Japan and read about some experiences. Many students never knew discrimination exists in Japan, but the non-native Japanese were able to tell of personal experiences that helped us all know about Japan a little more.
The topics I chose, I believe, were “safe” enough for students to explore without worries of being offended or embarrassed. I made sure not to focus on one student and gave students the option to tell of experiences that they saw, researched on the net, or heard from someone. If a student did not want to concentrate heavily on their differences to their classmates, they could easily tell of someone else’s experience. For example, one of my students from China told of a South African’s experience in Tokyo recently. It was a great discussion for everyone. I made the students reflect after with a short paragraph and all expressed that they learned much.
Sorry I rambled on, but I feel that the diversity in the class can add so much to it, especially in Japan, where diversity in the class is still rare in most cases.
It was nice reading your post. Good luck with your plan.
Jeremy
Jeremy,
DeleteYou were not rambling on at all! I think you made a great point and I always like reading your posts and responses! What you did with those students surely made a big difference on the thinking of your students! Diversity and different perspectives add so much to a class. Your post made me think about how my students are presenting their inquiry projects a few at a time in my class and one the other day was really enjoyable for my students. One of my heritage speakers talked about home remedies in the Mexican culture. The students were enthralled! They asked so many questions and took notes fervently on natural healing, ailments and beauty secrets. It is so good for our students to see other world traditions and perspectives! Thank you for posting!
Jenny