Concurrent Design: Instructional and Motivational Strategy Planning

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Concurrent Design: Instructional and Motivational Strategy Planning

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Table of Contents

Table of Contents .................................................................................................................................. 1

Revised Goal Statement ................................................................................................................................ 2

Revised Units and Clustered Objectives ....................................................................................................... 2

WBI Strategy Worksheets ............................................................................................................................. 3

Overview for the Entire WBI Course ......................................................................................................... 3

ORIENTATION TO LEARNING ................................................................................................................. 3

INSTRUCTION ON THE CONTENT .......................................................................................................... 4

MEASUREMENT OF LEARNING ............................................................................................................. 5

MOTIVATIONAL STRATEGIES ................................................................................................................ 6

Unit 1: Laying the Foundations The Building Blocks of Spanish ............................................................ 8

ORIENTATION TO LEARNING ................................................................................................................. 8

INSTRUCTION ON THE CONTENT .......................................................................................................... 9

Unit 2: Framing the Walls Building Up Your Vocabulary...................................................................... 11

ORIENTATION TO LEARNING ............................................................................................................... 11

INSTRUCTION ON THE CONTENT ........................................................................................................ 12

Unit 3: Installing the WindowsAsk Me and Ill Tell You ...................................................................... 14



Unit 4: Constructing the Space Using Verbs in the Present Tense ...................................................... 17



Unit 5: Adding Personal Touches Pulling It All Together ..................................................................... 21



Factors Affecting the WBI Design for Beginning Spanish 1a ...................................................................... 24

Media Selection for WBI Beginning Spanish 1a.......................................................................................... 25

Identifying Types of Media for Beginning Spanish 1a ............................................................................. 25


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Revised Goal Statement

Upon completion of the WBI course Beginning Spanish 1a, students will be able to read,

write, and communicate in Spanish using basic grammar and vocabulary, and the

present tense.

Revised Units and Clustered Objectives

I. Laying the Foundations - The Building Blocks of Spanish(Objectives 1.0 1.2.2, 2.1.1 2.1.2, 3.0 3.1.2)

II. Framing the Walls - Building Up Your Vocabulary(Objectives 2.0, 2.1, 2.2 2.3.1)

III. Installing the Windows - Ask Me and Ill Tell You(Objectives 3.2, 4.0 4.3)

IV. Constructing the Space - Using Verbs in the Present Tense(Objectives 2.3.2, 5.0 5.2.2)

V. Decorating It All - Pulling It All Together(Objectives 2.2, course wrap up)


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WBI Strategy WorksheetsOverview for the Entire WBI Course

ORIENTATION

TO LEARNING

OVERVIEW OF THE INSTRUCTIONAL STRATEGIES FOR

Beginning Spanish 1a

1. Provide anoverview of

entire WBI

course.

Learners will be introduced to the WBI course Beginning Spanish 1a by:

A welcome statement describing Spanish as an exciting language to learnfor personal, social, and professional reasons.

Video of the instructor welcoming the learners and introducing herself inSpanish with English subtitles.

A slide show with glimpses into the daily lives of Spanish-speaking people(family gatherings, cultural events, tourism and entertainment, business

encounters, etc.) with background music, captions, and narration.

Photo of the instructor with contact information.2. State the goal

and main

objectives.

Short video of people explaining why learning Spanish is an importantlanguage to learn.

Main goal and objectives of the WBI course are listed.3. Explain

relevance of

the WBI.

The video, pictures, and music will provide the excitement for learners toenter the Spanish speaking world.

Learners will be invited to participate in an opening icebreaker.4. Assist learner

recall of prior

knowledge,

skills, and

experiences.

Opening icebreaker asks learners to demonstrate how much they alreadyknow about the Spanish language and Hispanic culture.

The icebreaker discussion helps learners get to know each other. Learners will share a photo, a short biography, and any personal

experiences theyve encountered with Spanish or Hispanic culture

(vacation, acquaintances, music, books, art, etc.)

5. Providedirections on

how to start,

navigate, and

proceed

through WBI

Directions on how to use the website are included. Link to a site map. Links to useful tutorials and how to use the LMS. Directions given to set up a WordPress blog for classroom activities.


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INSTRUCTION ON THE

CONTENT



1. Present contentinformation.

Each unit will progress the same. Each unit is divided into two

passes (Unit 4 is divided into three passes). Learners will progressthrough the following strategies for each pass (2xs per unit) after

each unit introduction slide show and video are presented.

Vocabulary A & B (& C) - New vocabulary will presented viaaudio/visual presentation with narration.

Grammar A.1-3 & B.1-3 (C.1-3) - Grammar will be presented viadirect instruction such as text, audio/video lectures, etc.

o Elaboration of content will be done via Examples and non-examples Text-based descriptions Graphics

Long term project Reading lecture or web search assignment Listening assignment Oral dialogue E-pal assignment or project

2. Provide learning cues. Appropriate strategies will be suggested Essential questions posted throughout unit to be answered via

threaded discussion or email

Graphics will be used to guide learners though unit3. Present opportunities

for practice. Drill and practice Exercises Games Role playing Web search / WebQuest Virtual Field Trips Group or individual investigations Questionnaire Dialogue writing and presentation Projects, portfolio, papers Flashcards Journal

4. Provide feedback onpractice performance.

Peer review Instructor responses to learner practice Feedback from LMS


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5. Provide review of andclose the unit.

Review previous learning throughout unit Text or audio Wrap-ups

MEASUREMENT

OF LEARNING



Assess

performance

Beginning Spanish 1a is an introductory course. Learners whoparticipate in this class are not expected to have any foundation for

Spanish. No pretest or diagnostic evaluation will be given.

Throughout each unit pass practice assignments will be assigned.Student progress will be evaluated and remediation will be

recommended and implemented in order for students to be successful.

El mundo hispanois a long term project that is added to over thelength of the course. It incorporates vocabulary and grammar concepts

as learners utilize Web search investigations to find out more about

Hispanic culture. A completed written report and narrated

presentation will be submitted upon completion of the course.

Beginning Spanish 1a is a comprehensive course. Due to the buildingblock nature, learners will receive formative evaluations after each

unit pass with a quiz, and at the end of each unit with a test. All

assessments will use a combination of multiple-choice, true/false, fill-

in-the-blank, short answer, essays, and an oral section. Listening,

reading, writing, and speaking portions will incorporate vocabulary use

and grammar concepts. At the end of the course students will take a timed final exam

incorporating all vocabulary and grammar concepts presented

throughout the course. The final exam will be timed and a proctor

instructor will mediate the exam. The exam will be comprised of

listening, reading, writing, and speaking sections, and multiple-choice,

modified true/false, fill-in-the-blank, short answer, essays and oral

portions will be included.

Advise scores for

performance or

provide feedback

on progress

All practice assignments, Essential Question discussions, and gameparticipation will receive feedback from the instructor and peers, and

are graded based on completion.

Feedback will be given via email, shared files, chat, and journalcomments.

E-pal assignments, the long term project El mundo hispano, andaudio/visual presentations will be scored based on guidelines,

checklists and rubrics.

Formative quizzes and unit tests will be scored based points for correct


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responses, including spelling, punctuation, and pronunciation (for oral

sections).

Final exam will be scored as a percentage. All assessments will be posted using their schools LMS with comments

so learners can self-monitor progress.

Remediation will be encouraged, if necessary.

MOTIVATIONAL STRATEGIES


For Orientation to Learning

Use a slide show that invites learners to enter into daily activities of the Spanishspeaking world. (establishes relevance)

Use an icebreaker to learn about participants personal experiences.(instills confidence that learner already has some knowledge of the Spanish language)

Share a photo and short paragraph of introduction(helps participants to identify with other classmates and begin building community)

For Instruction on the Content

Opening videos shows native speakers the same age using Spanish in real life situationsthat mirror participants interests and lives.

(establishes relevance)

Essential Question discussions bring together the class as students share and respond toquestions. This allows them to get to know each other and experience a learning

community.

(establishes inclusion in learning community)

Vocabulary building activities focuses the participant on specific topics that increasetheir language abilities.

(focusing attention)

Grammar lessons and activities develop participants abilities to communicate withothers. (instill confidence in communication skills)

El mundo hispano long term project gives participants possibility to investigate topicsof choice within given parameters.

(develops choice) Listening activities allows participants to practice learned vocabulary and grammar

concepts in context.

(instilling confidence)

E-pal assignments give students the opportunity to practice their emerging languageskills in a community.

(establishing relevance)


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Oral practice and presentation(engendering competence)

For Measurement of Learning

Instructor provides constructive feedback on assignments that receive a completiongrade.

(focuses attention and instills confidence in learners)

Peers interaction and feedback(establishes inclusion and develops positive attitudes based on relevance to learner)

Formative quizzes and tests, and summative exam(facilitate satisfaction and engender competence)

For Summary and Close

Learners will be encouraged to maintain contact with classmates and to find local andinternational activities where they can continue to practice, add to, and improvedeveloping language skills.

Learners will be encouraged to take the next course that will continue to grow theirlanguage skills.

(Both promote competence, enhance meaning, develop attitudes, and establish

inclusion)


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Unit 1: Laying the Foundations The Building Blocks of Spanish

(Objectives 1.0 1.2.2, 2.1.1 2.1.2, 3.0 3.1.2)

ORIENTATION

TO LEARNING

DETAILED INSTRUCTIONAL STRATEGIES FOR



unit

Welcome and introduction to Unit 1 is presented. Two short visual presentations:o Slide show with narration: Initial introduction dialogue between

three people using foundational vocabulary and phrases.

o Short video of student writing a letter home describing her hostfamily.

2. State mainobjectives

andperformance

outcomes

In an audio recording in a conversational voice the instructor statesthe main objectives of the course which are: to read in Spanish using

beginning grammar, vocabulary, and the present tense; to write in

Spanish using beginning grammar, vocabulary and the present tense;

and to communicate in Spanish using beginning grammar, vocabulary,

and the present tense.

All objectives are included in the text-based information.3. Explain

relevance of

the

instruction

Learners hear via audio recording and text-based informationo How the Spanish language is influencing the world in

entertainment, business, and education.

o Of the need for bilingual skills in all areas of life as the Spanishspeaking population increases in the United States.

o How knowing Spanish leads to better opportunities in the future. Learners are told that this course is the foundation upon which the

Spanish language is built and the tools and techniques can be applied

in other language acquisition as well.

Learners also hear how by learning Spanish they become more adeptin the English language as well.

4. Assist learnerrecall of prior

knowledge,

skills, and

experiences

(Because this is an introductory language course, no prior knowledge

will be assumed.)

Learners brainstorm any words or phrases they might know as relatedto specific categories such as: food, folk / cowboy lore, names of

places (i.e. cities, states, geographical features, etc.), and otheruncategorized words or phrases.

Learners share their brainstorm ideas via WordPress blog and post thelink to the classroom in order to establish a link between learners and

instructor.


Directions for Unit 1 given at the beginning of the page containing thelesson information.


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how to start,

navigate, and

proceed

through unit

Assignments given after a text-based lesson is given. Learners are directed to use the Socorro! (Help!) page for help or

technical assistance.

Learners are directed to return to the home page upon completion ofUnit 1 and await the beginning of Unit 2.

INSTRUCTION

ON THE

CONTENT



1. Presentcontent

information.

After the Welcome and Introduction, slide show and video presentation for

Unit 1 the text-based content for foundational skills will present:

Paso 1A:

Essential Question: Why is spelling so important in Spanish? Vocabulary: Greetings, Introductions, and Farewells Grammar:

o Punctuation and written accentso Pronunciation of vowels and consonantso The verb ESTAR

Begin long term projectEl mundo hispanovia Web search: Quin habla

espaol en el mundo?(Who in the world speaks Spanish?)Paso 1B:

Essential Question: What could happen if words are not pronouncedcorrectly in Spanish?

Vocabulary: Family and People, Numbers 0-31 Grammar:

o Gender and number agreemento Definite articles with nounso The verb SER

Listening assignment with simple questions and answers: Hola! Cmoests?

E-pal assignment: Write and peer edit a dialogue Oral dialogue: Record e-pal dialogue

2. Provide Recommend students create vocabulary flashcards with which to


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learning cues. practice.

Essential questions:o 1A Why is spelling so important in Spanish?o 1B - What could happen if words are not pronounced correctly in

Spanish? Graphics will be used to guide learners though unit

3. Presentopportunities

for practice.

Games: Twenty Questions (Welcome and Introduction) Essential Questions: Journal and peer response Vocabulary practice: Flashcards, Drill and practice Grammar: Exercises, Drill and practice Long term project: Web search, individual investigations Listening assignment: short answer E-pal assignment: Dialogue writing and presentation (speaking), role

playing Oral practice: Record e-pal dialogue

4. Providefeedback on

practice

performance.

Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling, punctuation, grammar, and vocabulary Instructor responses to learner practice of grammar assignments and

written and oral e-pal dialogue

Instructor answers any questions that arise during unit Feedback from LMS

5. Providereview of and

close the unit.

Instructor will provide:

Summary of vocabulary words and phrases and their pronunciation Summary of grammar points Give a pre-view of the topic for Unit 2


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Unit 2: Framing the Walls Building Up Your Vocabulary

(Objectives 2.0, 2.1, 2.2 2.3.1)

ORIENTATION

TO LEARNING


Unit 2: Framing the Walls

Building Up Your Vocabulary


unit

Welcome and introduction to Unit 2 is presented.o Slide show: Cognate buildingo Video: grammar and vocabulary building


and

performance

outcomes

In an audio recording in a conversational voice the instructor states themain objectives of the unit which are: begin to develop working

repertoire of vocabulary; use correct vocabulary pronunciation; use

vocabulary phrases without equivalent English translations.

These and subordinate unit objectives are presented in text-based notesat the beginning of the unit.

3. Explainrelevance of

the

instruction

Learners identify an encounter they had outside of the class where theyheard or saw Spanish used in a real-life situation.

Learners post their impression in their WordPress blog.


knowledge,

skills, and

experiences

Learners choose two graphics and brainstorm as many words in Spanishas they can to describe it. (Complete sentences are recommended but

not required at this point.) Dictionary use is permissible.

Learners share their graphics and descriptions via their WordPress blog.


how to start,

navigate, and

proceed

through unit


Assignments given after a text-based lesson is given. Learners are reminded to use the Socorro! (Help!) page for help or




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Unit 2 continued

INSTRUCTION

ON THE

CONTENT


Unit 2: Framing the Walls Building Up Your Vocabulary

1. Presentcontent

information.


Unit 2 the text-based content for building vocabulary will present:

Paso 2A:

Essential Question: How does where we live affect who we are? Vocabulary: Seasons, Months, , Numbers 32-100, Days of the Week,

Times of Day,

Grammar:o Telling the date and timeo Preposition de with definite articleso Adjective agreement

Continue long term project,El mundo hispanovia Web search: Cmo

es el mundo hispano?(Whats the Hispanic world like?)

Paso 2B:

Essential Question: How can differences make us stronger? Vocabulary: Descriptive Adjectives, Talking about the weather Grammar:

o The verb HAYo The verb HACERo Contrast SER and ESTAR

Listening assignment: Cmo eres?(What are your like?) E-pal assignment: Create a questionnaire for your e-pal that gathers

the following information: phone number, date of birth, favorite time

of year is and why, and a brief description of themselves. Oral presentation: Record a descriptive paragraph

2. Providelearning cues.

Recommend students create vocabulary flashcards with which topractice.

Recommend students create flashcards for verbs and conjugations Essential questions:

o 2A How does where we live affect who we are?


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o 2B How do differences make us stronger? Graphics will be used to guide learners though unit

3. Presentopportunities

for practice.

Essential Questions: Journal and peer response Vocabulary practice: Flashcards, Drill and practice Grammar: Exercises, Drill and practice Long term project: Web search, individual investigation Listening assignment: Short answer E-pal assignment: Questionnaire, write descriptive paragraph Oral practice: Record e-pal descriptive paragraph


practice

performance.

Peers respond to Essential Questions journal entry E-pal edits dialogue for spelling, punctuation, grammar, and vocabulary Instructor responds to learner practice of grammar assignments and

written and oral e-pal descriptive paragraph



close the unit.


Summary of vocabulary words and phrases and their pronunciation Summary of grammar points Give a pre-view of the topic for Unit 3


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Unit 3: Installing the Windows Ask Me and Ill Tell You

(Objectives 3.2, 4.0 4.3)

ORIENTATION

TO LEARNING


Unit 3: Installing the Windows

Ask Me and Ill Tell You


unit

Welcome and introduction to Unit 3 is presented.o Slide show with narration: Simple Question and Answerso Video: grammar and vocabulary building

2. State mainobjectives and

performance

outcomes

In an audio recording in a conversational voice the instructor states the mainobjectives of the unit which are: change subjects to subject pronouns,

communicate using simple and complex questions and answers; using

negatives.

These and subordinate unit objectives are presented in text-based notes at thebeginning of the unit.


the instruction

In pairs, learners brainstorm why using questions are important in everydaysituations and write a summary of their discussion.

Learners create a list of questions they use regularly to find out information fora game of twenty questions.

Learners play a game of Twenty Questions with a partner and record theirdiscussion.

Learners post their brainstorming activity via shared document in Word Press. Learners upload their recording and submit it to their WordPress blog.


knowledge,

skills, and

experiences

Learners complete an interrogative questionnaire questions regardingthemselves and write paragraph using the information.

Paragraph is posted to their WordPress journal.


how to start,

navigate, and

proceed

through unit

Directions for Unit 3 given at the beginning of the page containing the lessoninformation.

Assignments given after a text-based lesson is given. Learners are reminded to use the Socorro! (Help!) page for help or technical

assistance.

Learners are directed to return to the home page upon completion of Unit 3and await the beginning of Unit 4.


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Unit 3 continued

INSTRUCTION

ON THE

CONTENT


Unit 3: Installing the Windows Ask Me and Ill Tell You

1. Presentcontent

information.



Paso 3A:

Essential Question: How do your educational choices prepare you foryour future?

Vocabulary: School supplies, School classes and activities Grammar:

o Forming questionso Relative pronoun queo Ordinal numbers and frequency words

Continue long term project,El mundo hispanovia Web search: Qu

hacen los jvenes?(What do the young people do?)

Paso 3B:

Essential Question: How does where you go and what your say reflectwho you are?

Vocabulary: Places Around Town, In the House Grammar:

o Subject pronounso The verb IR + ao Using negative words

Listening assignment: Student interview about school and activities E-pal assignment: Write a dialogue asking about their school schedule

and activities, and where they go after school and on the weekends. Oral presentation: Un da en la vida(A Day in the Life) narrated

presentation



Recommend students create flashcards for verbs and conjugations


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Essential questions:o 3A How do your educational choices prepare you for your future?o 3B How does where you go and what you do reflect who you are?

Graphics will be used to guide learners though unit3. Presentopportunities

for practice.

Essential Questions: Journal and peer response Vocabulary practice: Flashcards, Drill and practice, Game Adnde

vas?

Grammar: Exercises, Drill and practice Long term project: Web search, individual investigation Listening assignment: Short answer E-pal assignment: Dialogue of daily schedule Oral practice: Visually narrated presentation with captions

4. Providefeedback onpractice

performance.


written and oral e-pal descriptive paragraph



close the unit.


Summary of vocabulary words and phrases, and their pronunciation Summary of grammar points Give a pre-view of the topic for Unit 4


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Unit 4: Constructing the Space Using Verbs in the Present Tense

(Objectives 2.3.2, 5.0 5.2.2)

ORIENTATION

TO LEARNING


Unit 4: Constructing the Space

Using Verbs in the Present Tense


unit

Welcome and introduction to Unit 4 is presented.o Slide show with narration: Present tense verbso Video: grammar and vocabulary building


and

performance

outcomes

In an audio recording in a conversational voice the instructor states themain objectives of the unit which are: use the verb GUSTAR, conjugate

verbs in the present tense, conjugate regular present tense verbs, and

conjugate irregular present tense verbs.



the

instruction

Learners explain the importance of writing and speaking correctly whencommunicating with others.

Learners post their explanation activity to their WordPress blog. Learners read and comment on classmates postings adding additional

thoughts.


knowledge,

skills, and

experiences

Learners create a narrated presentation with visual graphics of thingsthey like and dont like based on specific topics.

Presentation link is posted to their WordPress journal.


how to start,

navigate, and

proceed

through unit


Assignments given after a text-based lesson is given. Learners are reminded to use the Socorro! (Help!) page for help or




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Unit 4 continued

INSTRUCTION

ON THE

CONTENT


Unit 4: Constructing the Space Using Verbs in the Present Tense

1. Presentcontent

information.



Paso 4A:

Essential Question: What do you do to stay healthy? Vocabulary: Food, Sports and other activities Grammar:

o The verb GUSTARo Infinitive verbso Present tense verbs

Present tense ofAR verbs Present tense ofER & -IR verbs


come la gente?(What do the people eat?)

Paso 4B:

Essential Question: How involved are you in your community? Vocabulary: Entertainment and social activities Grammar:

o Irregular first person verbs -oy verbs -g- verbs -z- verbs


lleva la gente?(What do the people wear?)

Paso 4C:

Essential Question: How do clothing and accessories portray yourvalues?

Vocabulary: Clothing and accessories Grammar:


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o Irregular stem-changing verbs -ie- stem-changers -ue- stem changers -i- changers

Listening assignment: Festejamos!(Lets party!) E-pal assignment (2 pairs): Writing project: Plan a party for your class.

Consider the theme, food, music, activities, and appropriate attire.

Write an invitation and create the itinerary. Who will be assigned to

what?

Oral presentation: Audio/Visual dialogue presentation of the plannedparty



Recommend students create flashcards for verbs and conjugations Essential questions:

o 4A What do you do to stay healthy?o 4B How involved are you in your community?o 4C How do clothing and accessories portray your values?

Graphics will be used to guide learners though unit3. Present

opportunities

for practice.

Essential Questions: Journal and peer response Vocabulary practice: Flashcards, Drill and practice Grammar: Exercises, Drill and practice Long term project: Web search, group research, Listening assignment: Short answer E-pal assignment: Web search, writing assignment, role play, Oral practice: Audio/visual dialogued presentation


practice

performance.


written and oral e-pal activity



close the unit.


Summary of vocabulary words and phrases, and their pronunciation Summary of grammar points


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Give a pre-view of the topic for Unit 5


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Unit 5: Adding Personal Touches Pulling It All Together

(Objectives 2.2, course wrap up)

ORIENTATION

TO LEARNING




unit

Welcome and introduction to Unit 5 is presented.o Slide show with narration: Present tense verbso Video: grammar and vocabulary building


and

performance

outcomes

In an audio recording in a conversational voice the instructor states themain objectives of the unit which are: recall and produce correct

vocabulary and grammar in reading, writing, and communicating.



the

instruction

Learners write, read, and record a reflection about a typical day theyspent with their friends.

Learners post their activities to their WordPress blog. Learners read and comment on classmates postings adding additional

questions and reflections of the similarities to their own lives.


knowledge,

skills, and

experiences

Instructor provides a checklist for students to follow as they preparetheir reflection story.

Learners create lists of words that they can use to complete theirreflection story.

Checklist with word list is posted to their WordPress journal.5. Provide

directions on

how to start,

navigate, and

proceed

through unit

Directions for Unit 5 are given at the beginning of the page containingthe lesson information.

Assignments are given after a text-based lesson is given. Learners are reminded to use the Socorro! (Help!) page for help or


Learners are directed to return to the home page upon completion ofUnit 5 and await final instructions.


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Unit 5 continued

INSTRUCTION

ON THE

CONTENT



1. Presentcontent

information.



Paso 5A:

Essential Question: How can you change your world? Vocabulary: Travel, Numbers 100-1000 Grammar:

o Review basic sentence structureo Review agreemento Review simple and complex question and answer structures

Continue long term project,El mundo hispanovia Web search: Dgame

adnde vas y que haces! (Tell me where you are going and what you are

doing!)

Paso 5B:

Essential Question: How has this course changed you? Vocabulary: Grammar:

o Review regular Present Tense verbso Review irregular Present Tense verbs

First person irregular Stem-changing verbs

Listening assignment: Viajamos!(Lets travel!) E-pal assignment (2 pairs): Writing project Using the information you

have learned in your long term project El mundo hispano and other

activities, create a travel itinerary to two different countries. Includetransportation, activities, food, with graphics.

Oral presentation: Audio/visual narrated presentation with captions2. Provide

learning cues.


Recommend students create flashcards for verbs and conjugations


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Essential questions:o 5A How can you change your world?o 5B How has this course changed you?

Graphics will be used to guide learners though unit3. Presentopportunities

for practice.

Essential Questions: Journal and peer response Vocabulary practice: Flashcards, Drill and practice Grammar: Exercises, Drill and practice Long term project: Web search, group research, Listening assignment: Short answer E-pal assignment: Web search, writing assignment, role play, Oral practice: Audio/visual dialogued presentation


practiceperformance.


written and oral e-pal activity



close the unit.


Summary of vocabulary words and phrases, and their pronunciation Summary of grammar points Give a pre-view of the topic for Unit 5


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Factors Affecting the WBI Design for Beginning Spanish 1a

Class size

Class is limited to 20 students based on the inexperience of learners online courseexperience, limited experience of the instructor, and the interactivity level of the WBI

design.

There are several types of assignments that are included: performance - completion,projects, discussion, presentations, and paper-and-pencil formative quizzes and tests,

and a final exam.

This is the first time the course has been offered and the instructional strategies andhybrid design are being tested. Larger class size may be considered as the WBI becomes

more familiar to the learner and the instructor.

Navigation and Learner Control

The Web page for each unit will follow the same template. The order of content will bethe same and buttons and links will be displayed in the same manner and position on

the page.

Icons and graphics will be the same for each identified section of the course. Learner control is limited. Content must be completed in a sequential manner. Mastery

of ordered content is considered building blocks for the overall course.

Due dates will be clearly stated for each activity. Assignment submission requirements will be stated and maintained throughout the

course.

Feedback

A Frequently Asked Questions (FAQ) page with answers will be available Answer keys to practice assignments will be available. On-campus weekly hours for face-to-face interaction and practice will be scheduled (this

is the hybrid part of the course).

Instructor is available via chat during given office hours when not scheduled on-campus. Automated assignment submission verification will be emailed when assignment is

submitted. Email questions will be addressed within a 24 hour period during the week. Weekend

emails will be addressed based on level of importance.

Links to expert Websites and instructor contact information will be present. LMS will be updated to reflect learners progress and grades within one week after due

date.


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Interactivity

Participation lasts for one semester allowing high levels of interactivity (the goal is tocommunicate with others).

Learner Content interaction is text/audio/video based, clearly organized content,questioning, relevant examples, and hyperlinks.

Learner Learner interaction creates community. It involves discussion forums, e-palassignments, question and answers, solving instructional or technical problems. E-mail,

threaded discussion, and chat will be used.

Learner-Authority interaction is accomplished via group or individual e-mail, chat rooms,discussion forums, journals, and on-campus schedule.

Learner Management uses grade books, automated submission verification, andcourse announcements.

Media Selection for WBI Beginning Spanish 1a

Do the media help learners understand the content?

Do the media support (or detract) from the WBI environment?

Are the media congruent with the objectives, content, and instructional strategies

Are the media easy to access?

Identifying Types of Media for Beginning Spanish 1a Short videos and PowerPoint will be used in each introduction, content delivery, and

speaking/role playing assignments.

Audio/visual will demonstrate proper pronunciation and learner created dialogue. Music will be used to set the tone for some activities. WordPress.com will be used for journaling and reflections. GoogleDocs will be employed for assignments that are collaborative (e-pal assignments,

dialogue writing, etc.)

Participant and instructor photographs are used to develop community (put a namewith a face).

Text and graphics will be used to deliver content, assignments, formative andsummative evaluations.

Concurrent Design: Instructional and Motivational Strategy Planning

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