5.++Artifacts+-+Face+to+Face+and+Online


 * Select artifacts that represent your teaching and learning strategies. ** ** Write reflective statements for each artifact, elaborating on why it was selected and its meaning and value in the portfolio. **
 * __ E-Portfolios __: My 7th graders have all started their own E-Portfolios for their work this semester. I gave them a page on my wiki and have given them some freedom to personalize. They created Wordles using adjectives to describe themselves and then uploaded their podcasts that they created for our Olympic unit. They learned about documenting the source of images online because Wordle requires that you credit the site if you use a Wordle image. I gave them specific requirements for how to set up their page, but also told them they could personalize as long as it didn't detract from their Spanish work. I told them that navigating their site should be easy enough for their grandmothers to be able to go on and find their great examples of Spanish work with no difficulty. Some did awesome jobs. Below is a screenshot of one sample page (I edited out his real name, Spanish name Federico is still visible:
 * [|Los números.pptx] : This Powerpoint document was created for my 7th grade first year students after they have had a short introduction to numbers. Since so many students know their numbers when they get to 7th grade from other sources, I tend to go quickly, but this activity is used on the Smartboard to review the numbers. It asks students to identify numbers in a timed activity. There are several levels so students can be successful at least in part for the activity. I selected this for that reason. I would say that this speaks to **__differentiated instruction__** in that I've created portions that will work for various levels of student ability and preparation in the same activity.


 * []: This website by the Mint Museum of Art is an offshoot of a travelling exhibit which ran in 2001 and 2002. In this website, students can investigate the Meso-American Ballgame that held a place of prominence in ancient American societies. They can explore the Meso-American world, learn about the game and even play it when they have finished their investigation. This is a great way to engage students in the culture. It has a definite hook, in that the graphics are amazing and the carrot at the end is enticing. The information is organized and easy to access. They almost learn the information without even realizing it, just to get tot he game portion of the activity. This activity is an example of **__authentic materials__** in the classroom. It is the closest you can get to the real thing in the classroom.


 * http://vietsville7.wikispaces.com/ : This is my 7th grade class wiki. This first page chronicles my foray into Podcasting this semester. I created two podcasts with accompanying worksheets for students to complete after learning about numbers, sports and Olympic events. The culminating event on their study of the Olympics was for the students to create their own podcasts about any aspect of the Olympics they chose. These activities are examples of d__**ifferentiated instruction**__ for the **__audio learner__**. They also work for the **__visual learner__** when combined with the worksheets where students can organize the information they are hearing. This audio activity develops the aural skills in linguistic development. My two podcasts and all my students' are available at: www [] The worksheet that I created for students to use with my first podcast is available to download here:


 * 7th Grade Delicious project: As a way to integrate cultural knowledge into the course, one of the 21st Century Skills, I created this project in which students would find and share resources on various aspects of Hispanic culture. The document with the assignment can be downloaded here:

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 * Select artifacts that represent great examples of interaction between teacher-students and students-students from your practicum course. ** ** Write reflective statements for each artifact, elaborating on why it was selected and its meaning and value in the portfolio.
 * ¡Bienvenidos a los crucigramos interactivos! Por favor sigue estas reglas:
 * 1) Necesitas alternarte.
 * 2) Sólo puedes escribir una pista y añadir una palabra a cada crucigrama en el mismo turno.
 * 3) Otra persona necesita escribir una pista y añadir una palabra antes de que tú puedas tomar tu próximo turno.
 * 4) No puede intercambiar las palabras entre los dos crucigramas. Uno es para las palabras de "El tiempo" y el otro es para las de "Las tiendas."
 * 5) Ten que escribir tus pistas en las listas apropiadas abajo del cada crucigrama.
 * 6) Al fin de tu pista tienes que escribir tu nombre y el número de tu turno en el juego.
 * 7) Necesitas poner un número en la primera caja de la palabra que añade, si ya no hay uno.
 * 8) Después de entrar tu palabra, ve a las listas de pistas y pon el número de tu palabra en la lista apropiada. Esto es importante para que sepan tus compañeros de clase la última palabra que fue entrada en el crucigrama.


 * Para recibir crédito completo (20 puntos) por este cometido, necesita añadir por lo menos 4 palabras y pistas a cada uno de los dos crucigramas.

** *This activity is an interactive crossword puzzle. The students take turns to create it. The teacher starts it with a word and a student adds a definition or a clue for it. Then he/she adds another word to the crossword puzzle and the next student has to write a clue. It continues until each student has written 4 clues. I like this activity because it makes the students work together to create the puzzle, but the students are ultimately responsible for their own piece of the puzzle. They practice collaboration and written skills in the language. I also put high value on students being able to describe vocabulary in the target language - not just having a list of Spanish-English translations. The skill to circumlocute is very important and this is excellent practice integrated with student to student interaction. **

>> > ** I include this as a great example of student to student interaction because the students really needed to communicate over a sustained period of time to complete this webquest. It is rather involved and there were a lot of sub assignments before this final project was due. It show collaboration as well as critical thinking. They used source documents, took and defended a position based on their research - all __21st Century skills__. **
 * Eva Duarte de Peron webquest. Students completed a tweaked version of a very popular webquest on Eva Peron. The students worked in groups of 4 to research Evita's life and her influence on Argentina. Over the course of 4 weeks, they completed the webquest and submitted a final project with their position as to whether Argentina should honor the anniversary of her death as a heroine or not. Here are a couple of examples of the final projects:[[file:Eva Peron NO.ppt]]


 * Conversation in private thread between Sra. and student after that student told me that she would be going to Stanford next year in my introductory conversations with the class**:**

I have to read second hand that you have decided on Stanford!!!! I hope you received a good financial aide package. Sra.
 * __Sra:__ ** Hola Olivia,

** __Olivia__ ** __:__ Hola Sra, Yeah I'm pretty sure that's where I'm going. They offered to pay for more than half and I've applied for a lot of scholarships so let's cross our fingers! Olivia

** __Sra:__ ** Hola Olivia, I will say a few prayers and also keep my fingers crossed! Sra.

** __Olivia:__ ** Hola Sra, Thank you so much! Your prayers are greatly appreciated.  Olivia


 * **This conversation is fairly typical between the Senora and the students - a little friendly ribbing and then some serious support. She is kind and affectionate with them and this transcends the computer format. Anyone that thinks you cannot create a warm affective environment for students in an online course should see these conversations in the students private threads.**

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 * Select artifacts that represent difference and similarities, advantages and disadvantages. Write reflective statements for each artifact, elaborating on why it was selected and its meaning and value in the portfolio.
 * ** This is an example of a disadvantage on online coursework. You have a harder time keeping a handle on work that is turned in late, not turned in at all, motivating kids to do the work, etc. This is a message on the announcement page in which the teacher is trying to get the kids to do some work! **

 **Sun, Mar 14, 2010 -- Permanent -- //A reminder from your sponsor - That's me - I am not happy!//** //Week 21 Formal Writing 10 or 11// [|//View//] //Click View to post your:
 * //I was just checking the wikis. There is an awful lot of work not being done. Do you read the information on the folders when you go there? I did not put individual folders in the lessons for the week, but you know you have the work to do. The checklist for Week 24 noted that there were revisions to be made. Two people have done so out of 10. A third person asked, but still did not do the work. We have been doing the same process. When you are in college, the professor is not going to be holding your hand and giving you a reminder every week. You need to step up to the plate. You took an AP class, now let's starting be responsible AP students. The missing work is noted below.// **
 * //Gracias,//**
 * //Sra.//**

Week 21 Formal Writing assignments. Week 22 Group Edits of Formal Writing assignments. Week 23 Peer-edits of Formal Writing assignments.// **//Week 24 Revised Formal Writing assignments.//** //Week 23 Formal Writing 12 or 13// [|//View//] //Click View to post your:

Week 23 Formal Writing assignments. Week 24 Group Edits of Formal Writing assignments.// **//Week 25 Peer-edits of Formal Writing assignments//**


 * **// Webquests are a great example of advantageous nature of online courses. This webquest asks students to do research and take on various roles in the presentation of the material. The master teacher allowed the students to chose their roles and then they worked both independently and within their small groups to complete the quest . This is an example of an activity that lends itself to the web, whereas in a face to face class, students do not tend to work so independently. //**

URL: [] **Description of process: Speak Spanish in Valencia WebQuest: The Process ** You are travelling with a group of students from class, so your class should be divided in groups of four. Once you have found your group, follow the steps and answer the questions found in your "text box":

1 - Each person in the group will have to decide what aspects of the trip wants to experience according to his/her personality: geography and weather, food, culture and fun. Decide which of the roles you will take for your group: Who do you want to be?