Group items tagged

“Multiple choice helps lower the affective filter–the interpretation in itself is a higher order skill.” She went on to say, “Multiple choice shouldn’t be end goal, though.” @AMor3liana said, “I think multiple choice is an ok option at the beginning of the school year. It gives some students that extra boost of confidence in the target language.”

In the flipped teaching model, students “front load” their language abilities by learning vocabulary and phrases independently before each class. Teachers can then build on what their students have already learned, practicing and applying that knowledge in class through com

Planning a dig ital s to ryte lling ac tivit

WKHVFRSHRIWKH project should be ambitious, but not beyond the limits of practicality

I provide the correct answer (present indicative or infinitive) in the form of a comment on the same tweet. This gives students who follow the Twitter feed and receive notifications an opportunity to quiz themselves in real time.

In both cases, students understand that I am paying attention and rewarding their efforts and attention to detail, and feel that their hard work is being recognized.

There is great power in positive reinforcement

I ask permission first

my view of the textbook is that it should be a resource for learning, not as a primary source

advice to help postsecondary learners get the most out of their current reality of learning remotely.

) orientation learning goals and conten

assessment

approach

he orientation should

boost students' confidence for success online, foster a sense of community among students, faculty, and staff, equip students with the tools necessary to be positive community members, facilitate academic preparedness and skill-building (e.g., time management), provide support and engagement resources, and give students the opportunity to use the technology they will encounter in their courses.

As in any other learning experience, educators should first identify the desired learning outcomes of the student orientation

nteractive Learning Objects (ILOs): Campus leaders should think through how content will be delivered in order to achieve course objectives and consid

(LMS), or virtual campus, creating a student orientation course within the same virtual space fosters a seamless experience for students

Modality: Think

The course learning outcomes can also help inform what topics should be reinforced in live sessions.

Course location:

employing an ILO where students have to respond to academic integrity scenarios will enable them to relate to the material better than if they simply read an informational page about academic integrity.

acilitated v

e counterbalanced with how the onsite orientation is assessed (with consideration toward creating an equitable experience).

digital badge in the LMS.

to teach students how to become successful online learners. More specifically, we hoped to boost students' confidence in learning online, equip students with the tools necessary to be positive community members, and give students the opportunity to use the technology they would encounter in their courses.

and build basic competency in the digital tools

time-management tip

the importance of study groups,

how to practice "netiquette" (

"Start with Why"

We created an assignment that included the self-enroll link and directions with screenshots on how to locate and submit the completion badge.

A well-planned online orientation is essential for student success ahead.

First, let’s talk resources; here are some of my “go-to” music websites for Spanish. Feel free to add your own comments with additional sources that you like to use.

For #authres: Bilblioteca Musical: http://musicaenespanol.weebly.com/ LyricsTraining: http://lyricstraining.com/ Zambombazo {Cancionero}: http://zachary-jones.com/zambombazo/tag/cancionero/ TodoELE {Canciones}: http://www.todoele.net/canciones/Cancion_list.asp El Mundo Birch: http://elmundodebirch.wordpress.com/2014/03/30/spanish-music-database-updated/ Youtube {different channels}: https://www.youtube.com/ MTVTres: http://www.tr3s.com/ Los40: http://los40.com/ For non-natives/ELE: Rockalingua: http://www.rockalingua.com/ Senor Wooly: http://www.senorwooly.com/ Realidades I, II y III {Canciones de HipHop}

This tool can be used in any discipline, with any grade. What a neat way to begin class, end class or assign as an independent practice activity. By embedding music videos into eduCanon, the teacher can pose questions about the actual video or the music lyrics that may appear. Here is a sample video I created in English using a great silent film source: Simon’s Cat

-Have students describe how they feel when listening to the music, in #140charactersorless: write a mini story to go with the music & emotions, post to Twitter or a learning management site used {Edmodo, Schoology, Canvas, etc}, share their stories in small groups, collaborate using Google Docs to create a unique tale based on the music they hear, present their stories to the class {act it out, swap stories with another group, re-enact silently: have classmates reinvent the original story}