My essential idea after many rounds of brainstorming was that students would self-select their station work after analyzing their individual data and creating their own personalized weekly learning plan.
We use iPads for games and other online learning apps on a regular basis. Students have tracked their progress on apps only as far as getting so far = stickers/rewards. Goal setting wasn't involved, nor were specific goals related to skills students needed to learn. This could be a simple addition to our stations to make classroom learning with iPad apps more effective.
Hi Diane:
I am wondering, does your school support iPads for students in your class? or, is it required that they purchase their own. Is this an online class or a face-face class?
I've used google forms for sending surveys to staff before. I've NEVER thought about how cool it would be to use for students and collecting answers on quizzes or analyzing the answer responses they submit. I probably would use this more if I was teaching in the upper grades... Any ideas for K-2 ESL uses??
For young people without a personal connection to an immigration story, these websites, games, multimedia news pieces, and more, can help put a human face on an abstract debate.
For students with first-hand knowledge of the immigrant experience, they can find validation of their stories and/or those of their friends and family.
they can help students step back for a big-picture, historical perspective on U.S. immigration
The foreign born population map information says, "The culture and politics of the US have always been profoundly shaped by the material and emotional ties many of its residents have had to the places where they were born".
analyze migration patterns for the whole country over time
This unique interactive resource can be a valuable supplement to a lesson or unit about U.S. immigration.
Not free (9.99) but sounds like an amazing learning experience.
Players approve or deny someone entry to a fictional country, basing their decisions on an ever-increasing number of virtual documents they must read and analyze.
Flipping the Classroom. By Cynthia J. Brame, CFT Assistant Director Printable Version Cite this guide: Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick,...
A very recent article, published August 2016. from Vanderbilt University website. This paper praises on the idea of the benefits of the flipping classroom across disciplines (humanities, economics, sciences, etc.)
This article can lead to think beyond those disciplines and to deepen into the already going research on this subject applied to World Languages.
Also, you can discuss why certain companies make different products for different countries. I saw one commercial for a lemonade made by 7-Up. It is always fascinating the different flavors that each company makes worldwide.
This seems a great means to motivate critical thinking and intercultural understanding through an interpretive task. Why are some "flavors" popular in certain regions of the Spanish-speaking world? How do they compare to the flavors popular in my community? What does this tell me about the cultural differences and similarities between the regions? Finally, using commercials as interpretive activities may provide useful starting points into further research and critical thinking-- e.g., in what other ways do stores advertise differently for the audiences we study?