Coding

Scratch Project

Click the Spacebar to begin. Click the clothing item to hear a pronunciation and if available to change the color. Click the Green Flag to reset.

App

Use in the Classroom

The lesson will take place during the French II clothing unit. The students will have to use Scratch to create a character to dress up while incorporating sound and sentences. They will then have to incorporate a paragraph into Scratch to describe what their character is wearing in French.

Using Scratch, the students will create a Fashion Game where they will have to dress a character.

I think that including coding and creating apps into my lessons is going to be helpful. Even though coding can be a challenging process, I think that it’s a wonderful opportunity to get my students to be creative. I love giving them new things and watching them take it and role with it to see what awesome things they come up with. It also taps into the multiple intelligences. You might have some students who are talented with coding and app creating and this gets them interested and motivated.

Application

This week’s assignment was a terrific opportunity to show some of the design principles for instructional multimedia. First, in the Scratch project, one principle that I used was the Spatial Contiguity Principle. by labeling the icons in the menu, the user knows exactly what each icon is for. Secondly, in the Scratch project I used the Voice Principle. When the user clicks on the item of clothing, they will hear my voice with the correct pronunciation.

Reflection

This week was more difficult and more time consuming than most of the other weeks but also one of the weeks where I felt I learned and grew the most. Mostly because my starting point of coding and app creating was at a 0.0. Although I took some computer programming classes in high school, I don’t feel that you can compare to what we did then and what today’s coding it. I did see some similarities in the Scratch program. I think that knowing how to create an app is very useful. With the amount of time that people are on their phones, putting information on an app can help reach your audience very efficiently. This can be something that can be beneficial for the students to have a back ground in to put on their resumes. 

Evaluation and Assessment

Multimedia Assessment




Poll 





Rubric

Use in the Classroom

This week it was very interesting designing the three different assessments. I think that the three different methods of obtaining information each have their own uses in the classroom. Students will be expected to complete the assessments to evaluate how much they have learned in the lesson. We do several projects in my classes and the tools we used this week will help me gauge how much material was learned. I really like doing a variety of projects because it hits the “creating” level of Blooms taxonomy.

Application

The design principles for instructional multimedia that I took into consideration in the this is The Segmenting Principle. The Edpuzzle assignment is a perfect example of the use of this principle. You segment the lesson so that students can work at their own pace and master material before moving on.

Reflection

I have a different perception on the use of technology. I really enjoyed the Edpuzzle assignment. I really think that it could be extremely useful in a world language classroom. You can choose a video in French and have the students answer questions about it. This is very beneficial to a teacher and student. For the teacher you can get instant feedback on the understanding of a lesson. For the student, they can work at their pace and go back to listen to the parts of the video they need repeated. I used the poll assignment to conduct a survey whether the students will be taking French next year. It is very important that we know numbers for next year and this is a fantastic way to do that. The rubric website, Annenberg Learner was awesome. It’s so easy to create a rubric. A task which is not very exciting.

Augmented Learning: QR Codes

Use in the Classroom:

For my artifact I chose to make a poster about Paris. The Paris unit is a part of the French II curriculum. I’m always looking for ways to differentiate my instruction during this unit because it’s strictly cultural and it’s a nice break from the normal routine. So, the students really enjoy it.

Students will have to explore the different topics that I have included on the posters. I will have a few posters made so the students can move around the classroom easily. By exploring the topics about Paris, they will gain a new perception about Parisian life and culture.

I can foresee students not being able to accomplish this activity because they my not have a cell phone or smart device with them at school that day for a variety of reasons. I also need to check to see if the students will have access to the sites. Since some are on YouTube, they may be blocked by the system.

Application:

When designing the lesson, I considered the design principles for instructional multimedia. First, The Spatial Contiguity Principle by which I put a brief description next to the QR code making the information easily accessible. Secondly, The Segmenting Principle by which I am having the students work at their own pace by scanning the code answering questions and then moving onto the next one. The resources themselves follow many of the principles are well.

Reflection:

I had a pretty frustrating week in the classroom when it came to technology. I struggled just to be able to play a simple DVD on my laptop (Creators Update is awful). So, I’m struggling on the basic level. However, learning about the augmented learning in the classroom was extremely interesting but right now in the classroom I’m fighting other battles. I look forward to using my artifact and seeing how the students respond. I really liked using the QR code generator. I thought it was easy to use. I also had to chance to go back and use another site that I previously used to create the poster artifact. I’m glad that I was able to get back into piktochart and learn more features and get more comfortable with the site.

Videos

Part 1:

Copyright Learn French with Alexa

I chose an instructional video on a subject that I’m discussing right now in my French I class. It’s about how to conjugate one of the most important verbs in the French, être. It’s the first verb they’ll learn and can be difficult for some beginning language learners. I have a wide range of ages in my French I classes. At the high school, I have 9-12 graders, between 14-18 years old, in each of my two classes. At the junior high I have all 8^th graders, 13-14 years old.

The video is appropriate for my content as it aligns with the curriculum for level I. I like this video because it is extremely easy to follow, and the narrator very clearly explains the information and concepts. The video also enhances the lesson that I prepared in class. The video is a good example of a few of the principles for design. First, it uses the Temporal Contiguity Principle. As the narrator is explain how to form the conjugation of the verb, the words and letter show on the screen. Secondly, she presents the information that follows the modality principle by speaking the words as well as showing them on the screen. 

Part 3:

Using video in a world language classroom can be a useful too. I would like my students to use video to record them selves having conversations on a variety of topics. It’s important for students to be able to hear themselves speak to correct themselves. It also allows me to evaluate their pronunciation and can go back and listen to them several times. The students can write and create their conversations using their creativity. The only factor that could influence the success or lack of success of the idea would be a student’s lack of access to technology, but if I sign out the language for a day, that should be sufficient time for them to complete it.

The video that I created will be used as an introduction to our crepe food day. This follows The Pre-Training Principle which says that students can make better connections to material if they are already exposed to the key concepts beforehand. This supports creativity in the classroom by allowing the students to focus on the design aspect instead of the comprehensive aspect.

I thought this week was a helpful experience. I never knew about the free online software that is available to use. I really liked using Adobe Spark to create my video. It was exceptionally easy. I didn’t want to use a program which would have taken a long time to learn. I just don’t have the time right now. Now that I know that there’s those programs out there, I can start to plan some different lesson plans in the future.