Design+Project+Report+1

Blended Learning in the IB Spanish classroom
 * Project title**

//__ Purpose __// The purpose of this project is to develop a short series of blended learning lessons for one of my International Baccalaureate Programme Spanish classes. I aim to analyze the effectiveness of these lessons, in determining whether students improve their writing and speaking competency more by learning within a blended learning program rather than a traditional learning model. Upon final evaluation, if appropriate, I will actuate steps to set up a class Virtual Learning Environment, apply for funding to equip the students with the necessary technology tools, and possibly collaborate with other World Languages IB colleagues to establish a network of like-minded activities or programs.
 * Project Description**

//__ Rationale __// Blended learning is a pressing need in my particular classroom, in order to provide my students with the entire course content within an abbreviated schedule due to scheduling conflicts or times of “disaster.” In order to keep lessons and activities uninterrupted, a platform should be created to ensure that students will continue their learning, despite physical location. In light of the recent widespread H1N1 flu infections among youth and the need to keep others safe, blended learning targets the aim of course continuity. Divergent from the usual five-class-meetings per week in a typical high school classroom, my IB Spanish students currently only meet with me four times per week. Because IB students are required to take six essential classes, and as an additional requirement of our particular religious school where they must be additionally enrolled in a Theology course each year that they are enrolled, my students are “overbooked.” Upon further review of the situation, the IB Coordinator and Principal at CCCHS decided to "borrow" time away from Standard Level courses such as IB Spanish, in order to provide time for the required Theology course.

In my experience as a Second Language teacher, I view foreign language acquisition as a “step-by-step process” where students should use their skills in regular intervals; and in order to ensure continuity within the IB Spanish course, the scheme of a Blended Learning hybrid classroom for my course has surfaced. Blended Learning lessons that take place both in-school and outside-of-school, such as collaborative vocabulary-building exercises on a Wiki, and blog posts and commentary on our Ning social network, will reinforce the course content. This results in the students strengthening their language production skills. “The research on expanded learning time in school has shown that time spent beyond the traditional school day can play an important role in influencing student achievement by providing students with additional time to master certain skills and topics and to expose them to enriching activities. Expanded learning time policies that implement systematic vocabulary instruction can be especially beneficial for struggling readers and writers.” [|(White, Claire and Kim, James 2009)]

**Learner Analysis**

The primary target learner will be high school juniors and seniors enrolled in a four-semester (2 year) cumulative IB Spanish Standard Level course. These students are required to take this Spanish course to meet the Language B requirement dictated by the IB Diploma Programme. The learners have varying levels of experience of Spanish knowledge. Some students have experience with Web 2.0 tools for academic purposes. All have knowledge of the internet, web exploration, and have used headphones and microphones.

//__ General Learner Characteristics __// • Junior and senior high school students have between 1 and 18 years of Spanish language learning experience. • These Catholic school students are male and female 16 – 18 year-olds, with a range of ethnicities including Latino, Polish, Greek, Indian, and Asian nationality. • All students have access to a working computer and internet access in their homes.

//__Entry Characteristics__// • All students come with the background course requisite of scoring at least a 2.0 (C) in Spanish 2 or Spanish 2 Honors. Some students completed Spanish 3 or Spanish 3 Honors prior to the IB Spanish 1 course, due to inconsistencies in middle-school curriculum. • With regards to learner skills, these students may be classified as possessing lower, intermediate and higher Spanish communication skills. Classification is determined by teacher-assessment and observation. • As of October, all students in my class have prior experience using Web 2.0 tools in the classroom, such as the //Ning// social network, wikis, //Glogster, Audacity//, and //Moviemaker//.

//__ Learning Styles __// Academic: • Visual learners may benefit from creative technology projects and activities where the Spanish words are written and manipulated. Students have expressed their preference to have access to the teacher’s written grammar notes. • Tactile learners may benefit from the physical interaction with the technology platform and activities that appeal to certain youth. • Audio learners may benefit from listening and speaking activities such as podcasting, oral presentations, etc.

Personal: • Maturity levels and personal motivation seem to dictate the students’ ability to divide personal workload, and levels of procrastination. • Attitude and aspirations influence how well individuals will work on individual assignments that are unique to their choosing. • Class expectations in other classes may hinder students from devoting a large amount of time to a particular Spanish task. • Personal characteristics can influence whether a student is a passive learner or an active learner, the latter speaking and engaging more in class activities, which may lead to higher competency. • Familiar context of technology may enthuse and enhance student achievement.

Social: Maturity level and motivation will play a role in how effectively these students perform in an online environment. Within the classroom dynamics, levels of friendship, social classes, individual maturity, behavior, hormones and aptitude will all play a role in how successful a student may be within the online social network. Joint productive activity, teacher modeling, dignity and respect for the individual will all play important roles in the social context. Smaller groups or one-to-one interaction may facilitate learning. //__ Potential Concerns __// Appropriate internet use and behavior as well as privacy issues become a concern when one teaches children under the age of 18 years. There are also ethical and moral concerns when one teaches at a private school. As for the instructor, considerable support will be needed from school administration, parents and students themselves. Professional development and planning-time flexibility on the part of the teacher, and knowledge transfer on part of the students may inhibit success in such a hybrid classroom model.

Needs Assessment Plan:
= Phase I: Planning = An overview of the IB Spanish students indicates that very few of them practice their Spanish communication outside class unless it is the day before an assessment. I see these day-to-day skills of reviewing Spanish messages in the forms of written and spoken media as a subset to effective Spanish communications skills. The students will eventually have to produce a 10-12 minute oral presentation (monologue and dialogue) as well as achieve satisfactory marks on the the IB external assessment (which includes a reading comprehension section as well as two written essays.)

//__Classification of needs__// I can identify a **comparative need** when I compare the CCCHS IB students’ performance on the International Baccalaureate Programme Language B (Spanish) exams with the performance of students at two other county high schools with an IB Programme. Upon gathering summarized test data of previous classes at our school, I can also compare one class to another. A comparison can be drawn between students in a traditional classroom and students in an e-learning classroom. IB students study rigorous pre-university courses that contain a high-level of depth. In their arduousness, they are equitable to Advanced Placement courses. Per a study of leading virtual schools and their blended learning programs, student performance in higher-level courses is greater: “Leading virtual schools have documented Advanced Placement-taking rates and passing rates (scores of 3 or higher) that greatly exceed the state and national averages.”  [|(Cavanaugh 2009)] Therefore, a blended learning program could benefit students. Former Pennsylvania Governor Tom Ridge was quoted saying that “the 21st century requires us to think and act differently in terms of education so that we can think, act and compete successfully in the global marketplace.” [|(Leight and Robinett 2007)] I currently study in a masters program that emphasizes when teaching course content, learning should comprise of genuine knowledge and expertise in order to instill 21st Century skills among our youth. I retain the **felt need** for developing a hybrid classroom because e-learning would “prepare students for increasingly complex life and work environments in the 21st century…with a focus on creativity, critical thinking, communication and collaboration…essential for the future.” ([|Partnership for 21st Century Learning)] In addition, felt needs are also represented by the teachers and the students who want to see an improvement between the current skill level and the desired skill level demonstrated by external assessment (for example, scoring a 6 instead of a 4.)

Finally, as for **anticipated needs**, school administration at CCCHS has elicited participation from all departments in bolstering integration of technology to result in the development of 21st Century Learning Skills within our student population, in an effort to meet //AdvancEd// directives, as part of its accreditation process. As distance education will become a standard in the near future, CCCHS will need to compete successfully against programs like Florida Virtual School. Learners in these programs will need to develop a skill-set that sets them apart from other university applicants and later job applicants, while maintaining a global perspective and collaborative experience. On the same token, “groups such as the Partnership for 21st Century Skills advocate for new school and curriculum designs. These models emphasize skills focused on creative problem-solving, synthesizing, and integrating information; use of networks and workgroups; the importance of understanding multiple perspectives; and the ability to communicate effectively in multiple media. This vision requires both physical and virtual learning environments that focus on learner needs, essential skills, and community relationships in ways that are synergistic with distance education.” [|(Cavanaugh 2009)]
 * Expressed needs** are represented by those students who request additional help outside class either in the form of one-on-one tutoring or access to relevant internet material and activities. Other expressed needs were identified on the online questionnaire I distributed to my students.

Through this needs assessment, I can identify that there are gaps in my students’ performance, and I do believe that the gap is worth addressing through an intervention. The intervention therefore would be to incorporate online activities along with my traditional classroom practices. Through the use of Web 2.0 tools to foster language skill-building, I can improve my methods of imparting knowledge. This strategy would then take place within a blended learning classroom. // Scheduling // – As an experiment, the “official” IB Spanish hybrid classroom model will transpire for three consecutive weeks, where the students will have three face-to-face meetings, and two online meetings/activity time during a five-day school week. The two online sessions will take place in the CCCHS library computer lab, where the instructor only acts as a facilitator. Student access to personal computers, Internet connection, headphones and microphone will be available. Between meetings, student participants will collaborate via a class //Ning// social networking site. (Due to scheduling restraints of a shared computer lab, using the lab twice a week for three weeks may not be feasible. If funds were available, I would write a proposal in order to purchase a mobile laptop lab for use in my classroom.)

= = = Phase II: Data Collection =

I conducted a comprehensive survey of authentic student interaction with the Spanish language to determine valid practice of Spanish communication. Students referenced their current personal practices in the realm of homework as well as studying for assessments, comfort levels, educational needs (lack of pre-requisite skills), and use of technologies in the (any) classroom. I included all current CCCHS IB students in the survey. I would have also liked to consider the replies of former IB students, in order to gain a broader perspective.

I scheduled a 25-minute online/written questionnaire during class time in three classes. Students participated by answering 45 questions on an online survey I created with //Advance Survey;// and also completed two more free-response sections on a written survey. I obtained an acceptable level of completed surveys, though not 100% (as some students were absent or retaking tests during the survey time.)

One can find a copy of the survey and the results here. On a focal section of the survey, the following four-point scale was used:

1 - I am too busy to participate and anticipate not changing my habits. 2 - I try to participate, but I get easily frustrated, and give up after little effort. 3 - I require assistance, but am able to participate minimally. 4 - I participate in Spanish communication frequently, and can effectively use it independently.

Table 1.1 in the Phase III section includes some of the questions posed, as well as results.

= Phase III: Analyzing the Data =

When I analyze the data, I can prioritize the students’ needs on the basis of impact value. I looked at the frequency count, and could observe the higher number of people affected in particular areas.

Significant Data:

on individual Spanish study. || I effectively learn the content when teachers lecture to the class. || I effectively learn content when I am expected to perform and “create” during class time; in other words, I “learn by doing.” || Online projects help me develop better computer skills and a greater comfort level with technology. || Technology: I participate when working with creative programs, such as //Glogster//. || 44% disagree || 68% agree 29% disagree || 78% agree 10% disagree || 68% agree 24% disagree || 22% minimally 61% frequently and independently || //Table 1.1//
 * I would prefer to have one or two Spanish classes a week to work in a computer lab
 * 51% agree

• The majority of my IB students like Spanish class. (74%) • Almost all of the students admit they have learned a lot in IB Spanish. (98%) • The greater part of the students said they were willing to work on integrated online projects designed to enhance students’ academic knowledge, communication, and collaboration skills. (68%) The needs also can be categorized as either student-oriented or teacher-oriented. Per the written free-response sections, students frequently commented as follows:

Student:

• I feel comfortable in the class. • Class is too fast-paced for me. • I am a visual learner; I need visual cues; I need more written notes. • I want more verbal interaction and less written work. • I want more creative online projects. • I want less technology-based projects and/or homework, and less Oral Presentations.

Teacher:

• I wish the teacher would write more notes on the board rather than expecting students to read the textbook for notes. • One-to-one tutoring after school is helpful; I wish that the teacher would spend more one-on-one time with students. • I wish the teacher would create more on-line notes that are more in-depth. • I wish the teacher would focus more on vocabulary. • I wish the teacher would spread out assessments. • I wish the teacher would focus on outside sources other than the textbook. • I wish the teacher would pause more for questions. • I wish the teacher would provide more fun class activities. • I wish the teacher would lecture less and provide more material. • I wish the teacher would review all the verb tenses. • I wish the teacher would provide further explanation and/or explanations in English.

= Phase IV: Final Report =

The final report identifies a couple of needs expressed by the learners themselves from my school. First, students recognize that online creative Web 2.0 tools/programs help them to effectively and independently participate in Spanish class, even though for some of the students, my Spanish class provided their first integrated-technology experience. Second, students perceive that they learn effectively mostly from teacher-lecture and also “learning by doing.” Third, many students see themselves as participating minimally overall during the class activities instead of effectively and frequently.

= Goal Analysis =

Aim - create effective lesson plan units that include group face-to-face instruction as well as individual participatory online learning that can //teach// material as well as //provide// fun and effective interaction.

Goal Ranking: (Note: This ranking represents the order in which tasks are performed.)

1. Take notes on grammar and vocabulary structures consciously with the intent of asking clarification questions promptly. 2. Determine the type of information to include in essays and orals. 3. Analyze the sentence structures in order to produce an organized message utilizing clear and concise sentences. 4. Produce an original work that exemplifies the material in an authentic and meaningful way. 5. Evaluate peer’s work in order to provide effective and constructive commentary.

= Performance Assessment = Some students may have performance problems due to the **lack of knowledge and skills** they should have learned during pre-requisite courses. Additional tutoring after school or online practice drills could act as intervention.

For those students who **lack motivation**, a reminder of performance incentives such as college acceptances or useful/fun online projects might nudge them to change their behavior.

Some **environmental factors** impede student success. For example, some students experience frustration with poor operation levels of the computers in the lab; or even with poor participatory and intelligence levels of other members of the class.


 * Management factors** such as teacher personality, rate/speed of spoken material, speed of content consumption and organizational skills can negatively affect the students’ learning.
 * Interpersonal relations** among classroom peers greatly impinge on their success. Collaboration must be equal among group members, rivalry can become a disruption, conflicts may arise, and many other situations may emerge in a high school classroom.

Summary of my needs assessment outcome
I believe that an instructional intervention can address my students’ learning needs. By refining my lectures and working with students in the area of effective note-taking skills, I can better teach them the basics of accurate Spanish communication. By incorporating online practice activities as well as authentic language projects, I can motivate my students while providing them with the opportunity to demonstrate higher-order thinking skills. At the same time, they will be engaged in their learning process, as they work as individuals at their own pace. As written in an executive summary of a project executed in a partnership between the West Virginia Department of Education and ROCKMAN ET AL, virtual programs are proven to be successful: “ Students learn, they are engaged—especially in activities that involve technology and culture— and they develop not only language skills but also positive attitudes, and work habits, all of which serve them well in Spanish II in high school.” [|(SEDTA website)] ===Goal statement as a result of my assessment  === Student Goal: 1. Become active learners during classroom lecture time. 2. Show initiative, participation and effective results from online activity when practicing Spanish communication. 3. Differentiate between the various grammar structures and vocabulary to produce a clear message. 4. Produce original work that exemplifies the material in an authentic and meaningful way. 5. Evaluate peer’s work in order to provide effective and constructive commentary.

= Entry Competencies = **Knowledge** - Level of knowledge will depend on whether the student completed Spanish 2 or Spanish 3 prior to enrolling in the IB Spanish course. Academic records as well as student commentary are informative to the teacher.


 * Skills** - All students are well educated with satisfactory Spanish reading, writing and speaking skills. As for technology, students are comfortable with Web 2.0 applications and manipulations.

= Learner interview = In addition to the student surveys, informal interviews were conducted of fellow CCCHS World Languages faculty, IB faculty, media specialists, guidance counselors, and Pre-IB students. Inquiries included hypotheses about student results, opinions about adaptations of instructional methodology, similar questions as found in the survey, time constraints in general and overall concerns.
 * Attitudes** - Attitudes vary. Almost all of my students like the IB Spanish class. Some students expressed eagerness to learn the language especially with the help of technology tools. Others are intimidated by the content difficulty, some are nervous about individual language production and a few others are uneasy about the class overall.

= = Participants include members of the first year and second year groups of the IB Spanish Standard Level course. All students completed the survey during academic class time. Motivation for extended participation in our Spanish hybrid classroom includes: skill development, self-improvement, better vocabulary acquisition, interest in raising IB scores, developing 21st Century Learning Skills such as innovation, adaptability, and problem-solving skills, and general interest in the Spanish language and culture and in educational technology. Most learners will embark on their first experience with intense Spanish coursework. However, comfort levels with technology in general probably will be high. All participants will require instruction on the use of new Web 2.0 tools in the course.
 * Description of learners **

//__Orienting context__// Learners are equally concerned about achieving high scores in the class as well as learning new knowledge and skills. The students have already expressed great satisfaction in amount of content learned and its future functionality. Accountability in the way of grades has already proven effective.
 * Performance context and implications for instruction **

__//Instructional Context//__ As this will be a blended learning experience, careful planning on the part of the teacher will ensure access to the library computer lab during the proposed 6 online sessions. As for scheduling, teacher will be sensitive to the needs of the students by spreading out the online sessions to two days per week. Students have already demonstrated ease of accessing the internet at home to complete course assignments, and will be expected to continue participation during after-school hours.

//__Transfer Context__// The following is an excerpt from my Course Expectation sheet received by students in August:

// This course is designed as a rigorous, pre-university course, over a comprehensive two-year curriculum, leading to examinations within the IB Diploma Programme. It is meant for highly motivated individuals. The main emphasis of the course is on language acquisition and usage. The students will apply language in four active and interrelated ways: through listening, speaking, reading and writing. The domain covered will range from the practical and social, to the expressive and intellectual. **IB Spanish study will enable students to use the language spontaneously and appropriately in unfamiliar as well as in familiar circumstances.** This course will give students the opportunity to reach a high degree of competence in Spanish and explore the culture using the language. Language skills are specifically developed through the study and use of written and spoken material; and assessment will be based on the same: written response and written production; and individual oral and interactive oral activity. // The IB Spanish students receive many opportunities to practice their skills, in the way of blog posts and commentary (Ning); collaboration when using and studying vocabulary and grammar concepts (Wiki); and online creative projects (Glogster, podcasting, Wordle, etc.) Support is provided by the teacher within the classroom, during after-school tutoring, and in the evening through the //Ning// social network.
 * // “In short, the IB Spanish student learns the rules of the game—how to communicate effectively in a number of situations and within the culture where the language is spoken.” //**

=** Relevant Current References **=

Cavanaugh, Cathy. (2009 May 18.) Getting Students More Learning Time Online -- Distance Education in Support of Expanded Learning Time in K-12 Schools. **Center for American Progress** website. [] Leight, Marina and Robinett, Cathilea. (2007 Spring.) “Linking to tomorrow – A Legacy in Pennsylvania: The Lasting Effects of Gov. Tom Ridge.” //Converge// p 18. []

The Partnership for 21st Century Skills. Framework for 21st Century Learning. Retrieved October 8, 2009 from []
 * State Educational Technology Directors Association ** (SETDA). Technical Assistance Partnership Program (TAPP) . Executive Summary. Retrieved October 8, 2009 from []

White, Claire E. and Kim, James S. (2009 May 18.) Putting the Pieces of the Puzzle Together -- How Systematic Vocabulary Instruction and Expanded Learning Time Can Address the Literacy Gap. **Center for American Progress** website. [] Boettcher, Judith V. (2009 October 1) Have You Gone Organic?. //Campus Technology// pg 15 []

Hyslop, Alisha. (2007 April) Create System Incentives and Supports for Connection of CTE and High School Redesign Efforts. //Techniques//. Pg. 33-35. [] Mackenzie, Colleen (2002, November 1) The need for a design lexicon: examining minimalist, performance-centered, and user-centered design. (Applied Theory). //Technical Communication//. (49.4) pg 405(6). Retrieved from Gale. St. Petersburg College, CCLA. September 23, 2009 __ [] __Gale Document Number: A94144337