The original lesson lacked a digital component other than the PowerPoint that I would be using to model on the Activpanel. The students were going to be asking each other yes and no questions in Spanish. The goal was to conjugate the verbs correctly and to use correct grammar and syntax when constructing yes/no questions and answers. This activity was designed to be conducted in their notebooks.

As part of the redesign, I added more digital components. I used Google Slides instead of their notebooks (adding the ability to collaborate in real time), PowerPoint, and created anchor charts both digitally and on chart paper that were displayed around the classroom. I also provided an opportunity for the students to choose whether they wanted to conduct the interviews digitally or on paper. This provided student choice and flexibility.

In both versions, group work was already part of the universal design. The students constructed their own yes/no questions and then asked their classmates the questions. They then recorded their answers in Spanish using the correct conjugations and grammar.

The digital tools that I integrated into the revised lesson are Google Slides and Blooket.  I used Triple E to evaluate the tools.  Google Slides is a program that is familiar to all the students since we are a Google School. It is an application that is easily assessed by all. The application does engage, enhance, and extend the lesson. Using the rubric, Slides has a score of 17/18. It is definitely a great tool to use with the students. With the collaboration tools, students can continue the activity even when not in the building.  See images of the rubric below.  The class was more engaged and it was easy for me to see if they were able to apply the skills. I could even just look at my copy of the slides if I didn’t want to go group to group.

I also added Blooket which is a great application that can help to review the vocabulary and the students’ ability to conjugate the verbs correctly. This also has a high score of 16/18. It is definitely engaging and motivates the students. It provides the right answers, but not an explanation so it loses points for scaffolding. However, it can be played in class all together or assigned as a contest on their own time. 

Both lessons can be used to assess the students knowledge and understanding of the topic. Both provide some sort of anchor chart, group work, and a way to record answers. However, the original lesson had many weaknesses, especially when applying UDL principles. The students did not have a choice of how to complete the activity. It was paper and pen for all. The original presentation was in Powerpoint and not shared with the students so that they could work on it collaboratively. The anchor charts were not provided in multiple formats. Also, it lacked an opportunity for review and to demonstrate knowledge in another way. In the revised lesson, Blooket provided a formative assessment throughout the lesson. It was engaging and motivating for all. Both tools can be accessed from the students 1:1 iPads and can be used in class or outside of the classroom. It provides opportunities to enhance and extend the learning. They can use the Blooket at home to continue to practice the vocabulary and skills. They can refer to the digital anchor charts from anywhere at any time.  The addition of Google Slides allows the possibility of collaboration. The students have access and their work saves automatically. They can easily add new slides and refer back to models and other work. Overall, the second lesson applies UDL principles and enhances the learning for all students involved. It is a win win!

Google Slides

Blooket