Sep 185 min read

Spanish I - La Educación Course Syllabus

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OVERVIEW & PURPOSE

Students will recognize that effective communicators in a foreign language are mindful of cultural nuances when they interact. They will develop the ability to speak about themselves in an education context, ask and answer simple questions, start and end conversations, compare cultures, discuss essential elements for academic achievement, communicate their needs and desires to the appropriate individuals, and express preferences while encouraging others to share theirs as well.

ACTFL EDUCATION STANDARDS - The 5 Cs

Communication:

Interpersonal Communication - Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Presentational Communication - Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

2. Cultural Competence :

Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

3. Connections:

Problem Solving in Context - Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively

4. Comparisons:

Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

5. Communities:

Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

OBJECTIVES

Gain insight into how cultural differences impact education in Spanish-speaking countries.
Engage in effective communication in Spanish in academic settings.
Convey preferences, needs, and desires in Spanish and address school-related issues and determine suitable solutions in Spanish.
Compare educational systems in Spanish-speaking countries with those in their own culture.
Show proficiency in starting, sustaining, and closing conversations in Spanish.

MATERIALS NEEDED

3 ring binder or folder
Composition Notebook
Laptop and headphones
Pencils & pens
Highlighters

VERIFICATION - Checking for understanding

Think-Pair-Share - students will be given a task to think about and will discuss the answer with a partner and then share with the class.
During class discussions the teacher will ask for a thumbs up or down to check for understanding.
Classroom discussions - the teacher will lead a class discussion where students will verbally share their understanding.
Role play or simulations - Students will be given a scenario related to the lesson and then they will apply their knowledge in context.
Graphic organizers - students will complete graphic organizers to demonstrate their understanding of relationships between ideas.
Formative assessments - students will take digitally prepared assessments in a multiple choice format upon completing a unit.
Student self-assessment - students will be asked to check their understanding of the material.
Socratic questioning - the teacher will ask probing questions to check student understanding.

ACTIVITY - Activities that reinforce the lesson

Week 1: Understanding the cultural differences that shape education

Principle: Problem-Centered

Objective: Identify and understand the cultural differences that shape education in Spanish-speaking countries.
Introduction (Activation): Discuss educational experiences in different cultures.
Demonstration: Present examples of educational systems in Spanish-speaking countries.
Application: Group discussion on the role of education in different cultures.
Integration: Reflect on personal educational experiences and how they are shaped by culture.

Week 2: Class subjects and extra-curricular activities in the school

Principle: Activation

Objective: Learn vocabulary related to school subjects and extra-curricular activities.
Introduction (Activation): Recall and share personal experiences with school subjects and activities.
Demonstration: Show examples of expressing likes and dislikes using “me gusta” and “no me gusta.”
Application: Participate in a Think/Pair/Share activity discussing preferences for school subjects.
Integration: Compare popular subjects and activities in Spanish-speaking schools with local ones.

Week 3: Vocabulary associated with class supplies and items in the Classroom

Principle: Demonstration

Objective: Master vocabulary for classroom supplies and items located in the classroom.
Introduction (Activation): Connect prior knowledge of classroom items with new Spanish vocabulary.
Demonstration: Demonstrate the use of vocabulary through classroom scenarios.
Application: Identify and describe classroom items in Spanish, label objects.
Integration: Discuss the importance of classroom resources across cultures.

Week 4: Vocabulary associated with important people and places in the school

Principle: Application

Objective: Understand and use vocabulary for school personnel and places located within the school.
Introduction (Activation): Discuss the roles of different school personnel in your experience.
Demonstration: Present scenarios involving key school personnel and places where they can be found in Spanish-speaking contexts.
Application: Role-play scenarios to determine whom to talk to and where to go for help.
Integration: Explore roles and hierarchy in Spanish-speaking schools compared to local schools.

Week 5: Discussing a school related problem.

Principle: Problem-Centered

Objective: Practice discussing school-related problems in Spanish.
Introduction (Activation): Reflect on past experiences with school-related problems.
Demonstration: Show how to express concerns and seek help in Spanish.
Application: Role-play discussing a problem with classes, professors, or schedules.
Integration: Compare approaches to problem-solving in Spanish-speaking schools and your own.

Week 6: School responsibilities and the actions of a responsible student

Principle: Integration

Objective: Learn vocabulary related to student responsibilities and expectations.
Introduction (Activation): Reflect on the concept of responsibility in your culture.
Demonstration: Provide examples of responsible student behaviors in different cultures.
Application: Describe characteristics of a responsible student in Spanish.
Integration: Reflect on how personal responsibilities align with cultural expectations.

Week 7: Reviewing ordinal numbers and time in Spanish

Principle: Application

Objective: Review and apply knowledge of ordinal numbers and time-related vocabulary.
Introduction (Activation): Recall prior knowledge of ordinal numbers and telling time.
Demonstration: Demonstrate the use of ordinal numbers and time-related vocabulary in daily schedules.
Application: Create and present a typical school day schedule in Spanish.
Integration: Compare daily schedules in Spanish-speaking countries with your own.

Week 8: Project

Principle: Problem-Centered

Objective: Integrate vocabulary and cultural knowledge into a comprehensive project.
Introduction (Activation): Reflect on all learned vocabulary and cultural concepts.
Demonstration: Provide examples of possible project outcomes (video tour, comparison presentation, fictional school design).
Application: Work on the project, applying learned concepts.
Integration: Present the project to peers and receive feedback.

Week 9: Extemporaneous speaking practice and assessment

Principle: Integration

Objective: Develop fluency, accuracy, and cultural appropriateness in extemporaneous speaking.
Introduction (Activation): Review key speaking prompts related to school and education.
Demonstration: Practice speaking exercises in pairs or small groups.
Application: Engage in spontaneous discussions on given topics.
Integration: Reflect on progress in language proficiency and cultural understanding.

References:

American Council on the Teaching of Foreign Languages (ACTFL) Membership.

(2021a, May 18). World readiness standards overview. YouTube.

World Readiness Standards Overview

Athuraliya, A. (2023a, January 5). Top 7 instructional design models to create

effective learning material -. Creately Blog. https://creately.com/blog/education/instructional-design-models-process/

Harapnuik, D. (2018, June 19). Outcome-based Education vs Competency-based

Education. Outcome-based Education vs Competency-based Education

Harapnuik, D. (2020c, December 24). Assessment as Learning. YouTube.

Assessment as Learning

Harapnuik, D. (2021b, September 19). EDLD 5318 Deeper Learning.

EDLD 5318 Deeper Learning