Building and Restoring Trust: A demanding yet worthy effort

ISTE coaching standard 1c states: “Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.” The literature points to the importance of trusting relationships when cultivating a supportive coaching culture. Foltos explains that “coaching cannot succeed without a trusting respectful relationship” (p. 21). The literature provides many […]

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Blended Learning in the World Language Classroom

Before the pandemic forced educators to teach online, I had been developing a blended model for teaching Middle & High School Spanish. Once a week, students would experience online learning in the face-to-face classroom. The model I created not only solved time and management constraints common in the brick-and-mortar classroom, it also was well received […]

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Designing Professional Development to Improve Student Learning

“You can practice shooting eight hours a day, but if your technique is wrong, then all you become is very good at shooting the wrong way. Get the fundamentals down and the level of everything you do will rise.” – Michael Jordan Retrieved on Aug 23, 2021 from  successstory.com The article Bridging the Gap: Technology Trends […]

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How can a technology integration framework help educators find the most suitable digital learning tools and content for their unique teaching context?

Professional development for educators can take many forms. One kind of professional development is the creation of a coach/educator partnership, where communication and collaboration takes place over a period of time. This model is consistent with ISTE standard for coaches 3b which states “Partner with educators to identify digital learning content that is culturaly relevant, […]

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Relevant & Simple PD

ISTE standard 3a for Coaches refers to the importance of establishing trusting respectful coaching relationships that encourage educators to explore new instructional strategies. In order for coaches to earn trust and respect, they must consider and support educators’ interests first. Trust and respect take time to develop, but inspiration can be kindled in an instant. […]

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How can online discussion forums inspire students to positively contribute to and responsibly participate in the digital world?

Besides being a Spanish language teacher, for the last three years I have hosted and co-coached a VEX Robotics team. Every time I learn a new ISTE standard, I think of how VEX Robotics exemplifies that standard. ISTE Standard for Educators 3 addresses how “Educators inspire students to positively contribute to and responsibly participate in […]

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MasteryPaths provide environments that accommodate learner variability, and foster learner-driven activities.

Traditionally, curriculum and course modules have consisted of a linear path that all students follow. This linear path to learning is especially true and prevalent in face-to-face lecture style classrooms, where all students are presented with the same content at the same time. Even online, many courses continue to follow a linear path where all […]

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Research on digital tools for the World Language classroom

Since I began teaching in 2002, I have seen spurts of enthusiasm guide the adoption of new teaching tools and materials, many of which soon become abandoned. Innovation and experimentation have permeated the teaching profession for centuries. This was true from the beginning of formal education in the United States when Horace Mann saw uncharted […]

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CREATING A COLLABORATIVE LEARNING EXPERIENCE IN CANVAS

I have used CANVAS as a student in several college classes, but I have not used it as a teacher in a Spanish high school class. This school year, when teachers had to teach remotely, the school district where I worked adopted CANVAS as the one and only LMS. Before the pandemic, each teacher was […]

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Improving Reading Comprehension Skills in World Language

Introduction This is a ONE DAY, 1 hr lesson.  In this activity, students select reading material of their choice in the target language (Spanish). Traditionally, in the face-to-face classroom, students choose a book or reading material from the classroom library. Sometimes students may read independently, with a partner, or they have a choice. Students are […]

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