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Bob Hershberger Associate Professor of Spanish, DePauw University.

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Presentation on theme: "Bob Hershberger Associate Professor of Spanish, DePauw University."— Presentation transcript:

1 Bob Hershberger Associate Professor of Spanish, DePauw University

2 Who am I?  Professor of Modern Languages (Spanish) at DePauw University  Tenzer University Professor in Instructional Technology  Chair of Modern Languages

3  Proficiencies (skills): Reading, writing, speaking and listening  Content Standards: The 5 Cs:  Communication  Cultures  Connections  Comparisons  Communities ACTFL Proficiencies and Standards

4  Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (speaking and listening)  Standard 1.2: Students understand and interpret written and spoken language on a variety of topics (reading, listening comprehension)  Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (speaking and writing) Communication

5  Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied  Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Cultures

6  Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language  Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Connections

7  Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own  Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own Comparisons

8  Standard 5.1: Students use the language both within and beyond the school setting  Standard 5.2: Students show evidence of becoming life- long learners by using the language for personal enjoyment and enrichment. Communities

9 A bit of history…  My own expertise  Film  Multi-media CD ROMs  ¡A ver!  Cortometrajes

10 The Age of Web 2.0 and Web 3.0  Web 2.0 “allows users to interact and collaborate with each other in a social media dialogue as consumers of user-generated content in a virtual community.” 1  Students are both consumers and producers of media  John Smart: Web 3.0 most defining characteristic will be the mass diffusion of NTSC-or-better quality open video to TVs, laptops, tablets, and mobile devices, a time when "the internet swallows the television.” 2  1  2 Smart, John. 2006. "Metaverse Roadmap: Pathways to the 3D Web."

11 What to make of it  Assessment types:  Teacher  Peer  Public

12 What we (Teachers) make of it: Sample assessment:  3C’s  Content  0:Not related to topic-  5:Perfect example of topic  Culture  0:Does not feature cultural information   5:Significant exploration of cultural phenomena  Communication  0: No treatment given  5: Active summary/interpretation  Be sure your objectives are clear!!!

13 Peer assessment  Question the C’s  ¿Por qué seleccionaste este video?  ¿Qué nos indica este video sobre la cultura de xx?  ¿Cómo vas a presentar/resumir este video a la clase?

14 Public assessment  Threaded conversations/feedback in the target language.

15 What’s coming through the door?  On the consumer side:  Youtube  Ser/Estar    Historias de amor: Pretérito/Imperfecto  

16 How we can teach it…   Cortometraje: “Solo”  Based on what you see in the film short, choose the best verb for each situation. The first verb in parenthesis is always preterite, and the second verb is imperfect.  (Hubo/ Había) un hombre que (vivió / vivía) en Barcelona. Barcelona es una ciudad muy grande, pero el hombre (se sintió / se sentía “he felt”) muy solo. No (hubo / había) muchas cosas en su piso. Un día (salió /salía) a la calle. (Sacó/Sacaba=”to take”) una foto de una flor. (Sacó/Sacaba) otra foto de un perro que movía la cola. (Sacó/Sacaba) una foto de La Sagrada Familia, una iglesia (“church”) diseñada por (“designed by”) el famoso arquitecto Antonín Gaudí.  El piso del hombre (tuvo/tenía) más cosas, pero todavía (se sintió/ se sentía) solo. Un día (sacó / sacaba) la foto de una mujer que (caminó/ caminaba) por la calle. (Brindó/ Brindaba=”he toasted”) la imagen de la mujer en la mesa, pero la imagen (se quemó/ se quemaba=”burned”). El hombre (lloró/ lloraba) cuando de repente (“suddenly”) la mujer (cobró/ cobraba) vida (=”to come alive”).

17 Student-authored material: Audio recordings Un fin de semana hipotética Rubric Content/Culture Accuracy Fluency Vocabulary Pronunciation

18 Student-authored material: Multimedia  More C’s  Content  Culture  Connections/comparisons*  Creativity*  Communication

19 Las partes del cuerpo

20 Options  Audio: Audacity, Skype, MP3  Digital Video: FlipVideo, iMovie  Photo Stories: Microsoft’s Photo Story Maker 3 or Aquafadas’ PulpMotion. VoiceThread  Stopmotion: Brickfilms, Claymotion, Stick people by Pivot  Comics: Comic Life Deluxe and Comic Book Creator  Social Networking sites: Facebook, MySpace

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