Stephanie Herrera-Module 4 Application Assignment
- 1. Module 4 Application: May I please order a(n)…? Stephanie Herrera CI5313 Curriculum & Instructional Design for Multicultural Classrooms August 5, 2015
- 2. Curriculum intended for: All students, with a large population of students with disabilities in grades 9 and 10 (Spanish level 2) Subjects included: Spanish and Math Objectives: Students will identify vocabulary related to a unit of study on food. Students will show their classmates what meal is preferred and how much is wanted at a Spanish-speaking restaurant by using question words, culture phrases, and food and beverage vocabulary along with numbers. Curriculum Design
- 3. Standards met: 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2.2 Students demonstrate an understanding of the relationship between products and perspectives of the culture studied. 4.1 Students demonstrate understanding of the nature of the language through comparisons of the language studied and their own. HSN. Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (ACTFL, CCSS) Curriculum Design
- 4. Bloom’s Taxonomy levels used in the curriculum unit: Remembering Analyzing Evaluating Understanding Applying Creating Application of Bloom’s Taxonomy
- 5. Peer presentation at a restaurant: 1.) Groups of 4 or 5 students are given scripts with different scenarios at restaurants. 2.) Groups take turns performing their skits. 3.) Peers must pay close attention and watch what is being performed to recognize what vocabulary and grammar is being used from this unit. 4.) Students record in “t-chart” strengths/weaknesses in vocabulary/grammar they see from each scenario acted out. 5.) Students then develop their overall rating of each scenario on a scale of 1-3, with 1 being the weakest and 3 being the strongest. 6.) Peers then explain their evaluations. (Kraus, Sears, & Burke, 2013) Research-Based Methods
- 6. Flipped Classroom in and out-of class: 1.) Video is shown on the Smart Board of how students should complete assignment at home through their laptops 2.) Students note-take from lecture displayed in video (through words or drawing). 3.) Students complete activities on laptop based off of vocabulary in this unit. 4.) Teacher analyzes comprehension of how flipped classroom benefits this specific group of students as a class. 5.) Teacher explains how further instruction can now be allowed when flipped classroom is incorporated into lessons in the unit because of teaching out-of class through computer technology. (Velegol, Zappe, & Mahoney, 2015) Research-Based Methods
- 7. Direct Experience: 1.) Teacher will take students to a Spanish-speaking restaurant that is covered by the school through the department funds we have every year to integrate into our curriculum. 2.) Students will use the current vocabulary and grammar learned in the unit to order food and beverages in the target language. (They may have notes with them on an index card) 3.) Students will discuss experiences from the restaurant back in the classroom as a class. (Fisher, Frey, & Lapp, 2012) Research-Based Methods
- 8. Students may choose from 3 different options: 1.) Perform a skit portraying a Spanish-speaking restaurant scene to portray vocabulary, grammar, and numerical count, addition, and subtraction, and even some fractions if needed. 2.) Draw a picture with the restaurant scene in mind & include written dialogue to go along with the picture that contains all of the same elements from the first assessment choice. Assessment
- 9. continued… 3.) Pre-record a scene at a restaurant portraying all of the required criteria from the unit. *All three options require the students’ work to be displayed in front of their peers one way or another to demonstrate competence in the unit. Assessment
- 10. ACTFL. (n.d.). Retrieved April 26, 2015, from http://www.actfl.org/node/ 192. Fisher, D., Frey, N., & Lapp, D. (2012). Building and activating students’ background knowledge: It’s what they already know that counts. Middle School Journal, 43(3), 22-31. High School: Number and Quantity » Quantities*. (2015). Retrieved August 1, 2015, from http://www.corestandards.org/Math/ Content/HSN/Q/#CCSS.Math.Content.HSN.Q.A.2 Kraus, S., Sears, S.R., & Burke, B.L. (2013). Is truthiness enough? Classroom activities for encouraging evidence-based critical thinking. Journal of Effective Teaching, 13(2), 83-93. Velegol, S.B., Zappe, S.E., & Mahoney, E. (2015). The evolution of a flipped classroom: Evidence-Based Recommendations. Advances in Engineering Education, 4(3), 1-37. References