Telling Time in Spanish...and a great web 2.0 tool: Educreations

It has been a long time since I created a new learning digital artifact. But, since my 6th grade son needed a little help in Spanish class, I decided to give him a lesson, and record it at the same time, in case any of his friends or peers also needed a review or different perspective of that particular lesson.

I love my iPad, and especially how seamless the device is when it comes to mashing images, video, and voice. I always preach to educators that I meet at conferences and get-togethers how important and dynamic of a tool the one little iPad can be. Believe me, I love my laptop, but creation-wise, I am absolutely smitten with the iPad! 

So, before starting the Educreations video recording, I went on Safari on my iPad and grabbed an image, which I saved to my Camera Roll by pressing the image once. Next, after clicking on the + sign, and opening a blank slate, I added the image, and wrote the title of the video. Next, I clicked record, and spent the next 10 minutes teaching my son the lesson, listening for his responses, and taking notes in different colors the whole time. At the end, after clicking the red microphone (as in to finish), I saved the project as a public file on the Educreations site. 

If I want to export the video further, I would have to pay an upgrade fee. I do not feel that is necessary, as the Educreations application gives me an option to copy the link or even to embed my video. 

See my completed artifact below. Hopefully, you can use this as an example to "spread the learning," especially in the case of an absent student who may need to catch up with a lesson he missed during class, or a student who perhaps wishes to "rewind" a lesson so he can slowly absorb the material without the pressure of time constraints.




Image retrieved from: http://etc.usf.edu/clipart/48400/48481/48481_nclockb.htm

Gracias, and hope to connect again with you soon! 

Centers in the WL classroom - Feliz Cinco de Mayo!

Whether it is because you want to bring an exciting new aspect into your teaching methods, or you would like to encourage more movement and active learning, or perhaps you want to differentiate learning, there are various reasons to implement “centers” into the World Language classroom. 

On this particular occasion, I was able to volunteer as a cultural guest speaker in order to share my knowledge of the “Cinco de Mayo” celebration of Puebla, Mexico. The lesson and centers were used in Spanish 1 classes consisting of students from Grades 6 - 8.

The lesson began with a 2-minute video to introduce the “Cinco de Mayo” historical background. Next, using Haiku Deck (and 2 decks), I introduced 20 new vocabulary words through images, oral response and pronunciation “gimmicks,” along with a little TPR. Finally, students were separated into six groups of 3-4 students for centers for small-group play. 

Centers:

-Tierra de Dulces (Candyland) - using stuffed colorblock die, 4 game pieces (Go-go’s), a gameboard (hand-made on foam board), and the Haikudeck cards (images printed on cardstock as a PPT, with 9 slides on each page, cut apart) Students move along, while identifying cards by naming the correct word/phrase in Spanish.

-Lotería (Mexican Bingo) - Using a simple “table” in Word/Pages, within 16 boxes, I copied the images randomly into the boxes, and then labeled the Spanish terms under each image. Second, I randomized it and made 3 different boards. Third, I made a black-and-white copy of the PPT (9 slides on each page), cut them out, and placed them in a SOLO cup (for individuals to draw upon). Taking turns, students would draw one card from the cup, and give the group a clue or riddle, in Spanish. All of them would place a penny, or Bingo marker on the word, if they have it. First to get four in a row yells Lotería and wins the game.

-Matamoscas (Fly Swatter) - I wrote the names of all the vocabulary words in Spanish on the board in random “directions,” and handed 2 of the 4 students a swatter. I then called words aloud in English (or gave a riddle), and then students hit the correct Spanish translation. The students took turns in teams of 2. Whomever got the answer correct first, received the clue card and held onto it until the end of the game. Whichever team acquired the most clue cards won.

-Cabeza Arriba (Head’s Up) - created with the Card Creator app and allowing students to use my cell phone, a group of 3-4 students played the game. This game resembles Charades, but backwards. Whomever gets the most points (or most answers guessed correctly) wins. 

-Tiny Tap - Students can independently create an interactive question-and-answer session using the images from Haiku Deck, and their own voice/written questions to test for comprehensibility.
http://www.tinytap.it/games/gp6b/El-Cinco-De-Mayo

-Thinglink - Students can independently create an interactive “photo” where they add their voice/video using the images from Haiku Deck to demonstrate understanding.

Hope these activities prompt your own creation of CENTERS, whether it be for “El Cinco de Mayo” or any other vocabulary unit you have. Happy active learning!

https://www.youtube.com/watch?v=tCQRu5wrgHk&feature=youtu.be&list=PLYK2BbSsW-TGw9fZYH1P9rHHuFmY1EJAk

Haiku Decks:


Cinco de Mayo - Created with Haiku Deck, presentation software that inspires


Cinco de Mayo - Vocab - Created with Haiku Deck, presentation software that inspires

All my files can be found here:

https://drive.google.com/open?
id=0B67mXQuLomI0fms5dnJzV0lrbjFmYkZtaGRJTEkwODhUdkloMVJfb0RWcDVjR09rcW5hMHM&authuser=1

Uno más: Here is another resource I have from a teacher from Schoology:
http://www.creativelanguageclass.com/whats-new/celebrate-the-cinco/