A look into my current classroom
|
Welcome to my classroom! I currently teach German levels 1-5 and Introduction to Psychology. My students range in age from freshman to seniors in high school. My district has a 1:1 netbook/Chromebook program, so technology integration is a large part of my instruction.
Whether they are in German or Psychology class, I want my students to have a positive, engaging, collaborative, and authentic learning experience. I want them to leave my classroom with a positive experience of school and feeling cared about. I base my curriculum off of the goal of students reaching mastery of the topic and being able to apply it to real world scenarios that relate to their daily lives. Read below for some of the ways I use educational technology and assessments to meet those goals. |
Integration of Technology to Enhance Student Learning
Below are descriptions of some of my favorite technology tools and how I use them to enhance student learning. These are technology tools that I use frequently in class, some daily. These tools enhance what I know to be good pedagogy and help me reach my goal of guiding my students toward mastery of the content. These technology tools make my classroom more organized, interactive, collaborative, and authentic.
Google Classroom with Google Docs
I use google classroom daily as my learning management system (LMS). This provides one central place for my students to see what has been assigned, stay on top of due dates, and share their work with me. Using this LMS creates an organized system for both me and my students so we can spend more time on communicative, authentic activities. Using google docs allows me to give feedback to my students, and allows them easily collaborate with each other. As a google educator, I look forward to integrating more authentic resources, like current German YouTube videos or podcasts for my students. |
GoFormative
This tool allows me to reach my goal of assessing my students' progress toward German proficiency. If you watch the video by GoFormative creators that is linked to the right, you can see a demo of how to create and use assessments, and give feedback using this tool. I love that it allows me to give feedback immediately and help my students before the summative assessment has taken place. I look forward to using their new features of integrating recordings, videos, and pre-existing documents to help my students succeed. |
|
Screencasting I use screencasting to give additional support and resources to students. I love creating these videos because students can use them as a study tool, to get extra practice when they need more help, and can watch them to catch up when they have been absent. I also plan to expand my screencast collection to include multiple layers of differentiated videos so all students will be more supported and challenged. To watch sample screencast video, click on the image to the right. |
Blended Learning
My upper-level language classes are often split, meaning two levels of class are taught during the same hour in the same classroom. In the last three years I have taken on this challenge by creating a blended learning classroom, meaning that I work face-to-face with one level while the other level works independently (or collaboratively) on an online assignment. This blended, independent learning environment will prepare them for what they will encounter after high school. This online course module (linked here) is an example of a unit taught using a blended learning environment.
My upper-level language classes are often split, meaning two levels of class are taught during the same hour in the same classroom. In the last three years I have taken on this challenge by creating a blended learning classroom, meaning that I work face-to-face with one level while the other level works independently (or collaboratively) on an online assignment. This blended, independent learning environment will prepare them for what they will encounter after high school. This online course module (linked here) is an example of a unit taught using a blended learning environment.
Units and Creative Student Work
Below are some examples of units and student work that I feel demonstrate the objectives of my classroom. I want my students to be able to share what they learned in authentic, meaningful ways that connect to the real world. Whether they are creating a technology-based product or a simulation of a historic event I want my students to create work that will build skills they will need after high school and have a meaningful connection to the content they have learned.
Semester Project - Student Resource Website Whenever possible I like to make the semester exam a comprehensive project for students to share what they have learned with others. In the past I have had students create their own German teaching website that they will share as a resource to other German learners. Students create their own content, timeline for completing their project, and showcase their own unique website design. An example image of a student's past tense lesson using a ShowMe video is to the right. |
Divided Germany Unit Students learn about the political, cultural, and historical background that led to the division on Germany into East and West. Another focus of this unit is the Berlin Wall, a symbol of German citizens' daily lives during this time in history. Students recreate famous pieces of Berlin Wall graffiti to get a real-life perspective on this part of German history and culture. This graffiti is displayed in the slideshow to the right. |
|
German Art Unit and Museum Project This unit introduces students to German, Austrian, and Swiss visual, written and performance art. Students develop their ability to share and support their opinion, and reinforce how to agree and disagree with others. The culminating assessment is creating our own art museum where students either create a replica of a piece of art that inspired them, or create their own original art based on a style we discussed in class. Students have also performed music originally written by German composter. The school is invited to the museum to learn more about art in German-speaking countries. |
|
University of Michigan German Day When I taught in southern Michigan I took students to a yearly German competition put on by the University of Michigan. German students from around the area compete with skits, art pieces, and musical performances based around a different theme each year. Examples of artwork that my students created and entered in the competition are displayed to the right. |
|
All pictures are my own. Student work shared with permission