World Languages Teachers, Cultivate Student Agency by Personalizing Learning Using Interactive Technology!

Purpose & objective

Participants will be able to:
*chunk instructions for creating various videos, webpages, podcasts, interactive books projects
For Personalized Learning:
*utilize Padlet to solicit students' input for Co-Planning
*co-plan productively with students
*generate ideas of how students can demonstrate mastery
*generate various mastery-based assessments strategies
*customize websites that are not world languages-specific, to support ISTE standards and student empowerment
*facilitate students self-assessing, reflecting and setting goals using the ACTFL Can-Do proficiency statements
*implement self-reflective and goal-setting questions based on exemplars and templates
*interact with Voki, Padlet, Seesaw, Adobe Express, Book Creator and other artifacts generated by students (These will be models and I will provide templates).
*collaborate on Padlet with ideas based on the artifacts I share (They will receive a copy of the link for future planning and ideas).

Outline

I. Opening: Brief introduction of self and my why
II. Objective of session: Learn how to cultivate student agency through Personalized Learning using interactive technology in world languages lessons
III. Provide link for Padlet for participants to share ideas and collaborate throughout
IV. What differentiation means
a. Share list of strategies to implement in world languages classroom
V. Share sites that I use in my Spanish classes
a. Give brief synopsis of each and that I will provide samples
VI. Samples of what differentiating instruction using interactive technology can look like
a. Share one link at-a-time of student generated differentiated products
b. Solicit ideas to be placed in the Padlet (It will be shared with participants at the end)
VI. Discuss how students can self-asses
a. How to implement Can-do Proficiency self-assessment
b. Integrating Seesaw or any e-portfolio for recording reflections
c. Listen to samples of students’ goal-setting
d. Using sites like Adobe Creative Cloud and Voki to create a goal setting project
VII. Closing
a. Summarize what we have learned
b. Briefly discuss what participants believe they can implement in their planning within the next two weeks

Supporting research

*Katherine Schrock: https://www.schrockguide.net/passion.html

*(NCSSFL-ACTFL) National Council of State Supervisors for Languages and American Council on the Teaching of Foreign Languages Can-Do Statements for
Proficiency Self-Assessment: https://www.actfl.org/resources/ncssfl-actfl-can-do-statements