IMovie for the IPAD - SO EASY!

For this project I used IMovie - I wanted to created a video/photo story for a class I am teaching so I filmed various staff members at my school acting as though they were sick. My students are learning different illnesses in Spanish when we get back from break.  This video was so easy to make using the IMovie app for the IPAD.  The application doesn't have as many options as the software on a PC/Laptop does but it is easy and makes this type of technology easy to make and easy to use with students.  Here is my video:

Voice Thread - Students will be speaking!

The two Voice Threads that I chose to comment on are very different and I believe were created with different objectives in mind.  The first Voice Thread was by Kayla and was regarding hobbies.  I liked this Voice Thread because it was simple and I believe the objective was to review vocabulary as well as  have students use language to express personal information.  I think this was a great way to get students speaking in the target language especially because they were able to express their interests or hobbies.  The second Voice Thread I commented on was by Erin, and was about Mexican Culture.  This was an interesting Voice Thread because it was informational and set up more like a lesson on Mexican Culture rather than a review activity or follow up activity.  This would be a great way to introduce information to students and also get their reactions to culture information taught in the class.  I think both Voice Threads were great ideas but had extremely different objectives.  I can see using both types of Voice Thread in my classes to not only teach the material but also get students speaking in the target language.

Mi libro

I wrote the following short story using Bookr, Mi aventura en el centro commercial to use with my Spanish 1 classes.  I am very excited about this tool and I can't wait to start using it in my classes as well as have my students start creating stories!  With the short story I created, I plan to use it as a reading comprehension activity in which I will give students questions they need to answer as they read the story.  Additionally, this will foster a writing activity in which the students will have to describe what they will wear to a party with their friends.  I can see using this tool in all levels, it is a great way to get students writing and reading without fear or apprehension because there are pictures for help and the amount of text can be minimal.  I am really excited about this! Learning objectives for this lesson are the following:

1. SWBAT identify various vocabulary related to shopping.
2. SWBAT describe their ideal party outfit in Spanish.    

Photo by The Field Museum Library

In a Digital Storytelling World....

Digital storytelling is not a new form of storytelling, in fact according to this digital story telling website it has been around since the early 1990s thanks to pioneer, Joe Lambert.  As the name suggests digital storytelling is the art of telling story through technology.  Normally the story is between 2 to 10 minutes in length and the author will use a variety of multimedia in order to further enhance the story.  There are 7 major elements that are needed which include point of view, a dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing.  These elements help to make a digital story more powerful for the viewer.  This art form can be used not only by educators but also by students.  Several uses of this tool for student learning include but are not limited to the following:

1. Students can create their own stories in the target language about various topics.
2. Students can work collaboratively with a group to create a chain story (one in which one person starts the story and then the next person continues it).
3. Students can create a book report/prezi based on a teacher made digital story in the target language.  

A serious kind of game...

The game I found online is called Farm Tribe which is a game about creating and cultivating a farm.  I wasn't able to actually play the game as I have a Mac and the website told me that there was only a downloadable version for PC (I tried multiple games and this was the case).  The objectives of learning would be related to vocabulary development as well as listening skill development.  The game talks to you and has directions in Spanish - this would help students improve their reading/listening skills.  I would give students a quiz/assessment in which I gave them the same directions used in the game and assessed their action.  I would also compile a list of frequently used vocabulary words from the game and use that as a way of assessing the vocabulary development.

Not so casual games...

     This week we have dedicated to the very popular world of gaming and how to incorporate games into the second language classroom.  Gamification means taking parts or the underlying principals of games and applying them to non-traditional areas in order to increase engagement of participants.  Games can be used in language learning because games themselves have a unique way of engaging those using them.  In the following video, Tom Chatfield discusses many factors that are responsible for users intense engagement such as rewards, feedback and an element of uncertainty.  The type of game that I feel would be most beneficial from a language perspective are the "escape the room games".  In the game, Lost Cabin , a player must solve various puzzles to escape the log cabin.  I played the game 2 times and then got frustrated so I went to youtube and found the walk-through video which takes a player step by step through the game.
     I would use this game in a variety of ways and over 2-3 class periods during a unit on house vocabulary.

1. I would use screen shots of various rooms in the house. Students would be required to label various items in Spanish in order to familiarize themselves with the vocabulary.  
2. Next I would put students into groups and they would watch the walk-through video together.  Students would write down directions in Spanish as they are watching the video.  This way students have a step by step guide to win the game in Spanish.
3. The next class period students would actually play the game. One partner designated as the player and the other as the director. 
4. Students would play the game (without looking at the walkthrough) and if a student is stuck (in the target language) their partner will give them hints/tips to win the game. 

My learning objectives for this lesson are that the student is able to label house vocabulary as well as create directions in Spanish.  Students would be able to use informal commands in creating these directions.  I would serve as a helper when needed with directions or assist students that become frustrated.  After students are done and have successfully won the game, the next class period they would take a formative assessment in which I would use the same pictures from the game and students would need to label the relevant vocabulary.  This is only one way you could use an "escape the room game" with students.  It could also be used as a listening exercise.