Spanish -ar Imperfects, Miro, Podcast & Collaborative Kahoot
The Georgia state standards are very vague and do not have to align with End of Course Tests (EOCs). The Georgia standards that best correlate with this lesson plan are MLII.IP2A-Written exchange of the target language, MLII.INT1C-understands instructions, MLII.P1D-uses written mechanics such as conjugating in the past imperfect, and MLII.CCC5B-uses technology in the target language.
The ISTE standards are so enjoyable (I sound so much like a Teacher-nerd when I write stuff like this: A person who enjoys following standards!?) to work with. The students had been conjugating verbs in the past imperfect for a few days, but I had been the instructor making students conjugate verbs “old school” (2x3 cells- singulars on the left, plurals on the right, etc.). The students began to show their knowledge as an empowered learner when they either 1) mapped the conjugations and translations with Miro or 2) Explained in a podcast about their conjugations and translations. These standards are from standards 1C and 1D creating an empowered learner. My students have been using computers with a student to computer ratio of 1:1 for approximately 3 years. They are quite skilled at maneuvering through computers and the Internet. With their Miro mind maps, the Canvas podcast, and the formative assessment Kahoots, the students shared their innovative designs such as found in the innovative designer (4A). The standard I finished with is 6C being creative communicators. I have been teaching for 30 years. Not every student can be pleased, but as a whole, the students were energetic and upbeat creative communicators as they collaboratively created their Kahoots for formative assessments of the past imperfect. The general consensus was that they wanted to collaboratively create more formative assessments to study for their final exam.
The students were required to create either a Miro mind map or a Canvas (our Cloud-based learning systems) podcast to explain Spanish, past imperfect verb conjugations, and finally to create a Kahoot collaboratively. Between the mind map and the podcast, differentiation was bestowed so the students could choose whether a visual or audio presentation suited them best. The Kahoot was a collaborative effort to work together as they create their own formative assessments before the summative assessment of conjugating Spanish imperfect verbs. The students had measurable objects to create maps, conjugate verbs, translate sentences, and list imperfect rules. There was also a rubric to make sure the students transferred their webs to the Kahoot formative assessments.
Language acquisition and communicating in a target language is the pinnacle of studying a foreign language. It is real-world relevant and definitely connects to life outside of the classroom. Collaboratively working with their Kahoots will build schema to communicate effectively with the world outside the classroom. The differentiation takes place when a student can choose to physically write (Miro) or speak (Canvas recording) about conjugating verbs in the past imperfect then using them correctly in oral communication. We have quite a few students who have anxiety, and in the beginning of a learning a target language, they may be insecure with speaking the language, so writing out a mind map of conjugating is an appropriate avenue for them. There are also visually impaired students who, with help, could orally record with the podcast.
There were a few students who could not hear themselves with the regular computer microphone. I made sure with our media department could provide some headphones with microphones. The headphones worked perfectly. We were very fortunate that the Miro link with the mind mapping worked correctly. No tweeking was necessary. Creating the Kahoots went smoothly as well. Instead of all the students hooking into the overhead projector, the students rotated and played the games over the shoulders of their classmates. I did not give any homework assignment to our lesson plan, so there was 100% digital equity in my classroom.
I wanted my students to be empowered learners with learning past imperfect verb conjugations. I decided that they could 1) map the conjugations and translations with Miro or 2) Explain the conjugations in a podcast. Once again, the majority of the students were ready, willing, and able to complete the task. The next time, I will devote the whole time to webbing because quite a few of my ESS students needed extra time. I will provide an enrichment activity with the people who get done sooner in the future: They will web some new verbs before creating Adobe Sparks. Trouble shooting wasn’t too much of an issue. Out of 62 computers, only 3 froze or would not submit a URL to my canvas. For those issues, I simply restarted the computers or graded the map from their screen. The podcasts were turned in nicely where the process to submit the media recording went smoothly. There were some content issue in Spanish, but there were no glitches with submitting the recordings. The students who used Miro were very innovative designers. Their use of text size, fonts, square or ovals, placement of the six conjugations was very diverse. I was proud of the differentiation. When the mind maps and media recordings were finished, the students transitioned smoothly into being creative communicators. I was so glad that immediately some of my groups communicated that they had no idea how to create a Kahoot. It took some extra time, but it was necessary and valuable. They can now create Kahoots so they can create formative assessments for themselves and their friends. We have 10 sets of Kahoots from my students, and they will be very useful as we study for the finals soon.
Once again, I have been teaching for 30 years, but I still love seeing my students learn with new and innovative strategies. The mind mapping with Miro, Podcasting with our Canvas, and creating Kahoots for formative assessment collaboration was a win for this veteran teacher of Spanish.