Module 2

How is your instructional design approach realized in the modules?

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As my students are in kindergarten, my primary focus is on fostering their social and collaborative development while keeping the learning outcomes and objectives in mind. To achieve this, I have decided to introduce iPads from the very first week to support their learning journey. The goal is to encourage self-directed learning through interactive and engaging activities. The students will use the iPads not only for individual learning but also to collaborate with their peers on group projects, enhancing their bilingual skills in a dynamic and fun way.

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The first two modules of the course are designed to be completed within the first six weeks, aligning with both the curriculum and developmental guidelines. These modules will gradually integrate the use of technology with hands-on learning activities, reinforcing language acquisition and ensuring a balance of digital and in-person learning experiences.

 

Where are you sharing the main course goal and outcomes with your learners?

 

The modules begin with learning objectives that align with the curriculum guide, which are initially introduced to the whole group. These objectives are reinforced and explained during my in-person mini-lessons to ensure that all students understand the content. By focusing on these key objectives in both the whole group and station rotation activities, I ensure that students can apply their learning in both individual and collaborative settings. This blended approach supports bilingual language acquisition and helps students integrate these skills into real-life contexts.

 

How does the unit/module align outcomes/goals activities and assessment?

 

This is a dual-language classroom where 80% of the instruction is delivered in Spanish. The course is designed to help students transfer the information they learn across both languages while focusing on the development of new vocabulary. Through the blended learning station rotation model, students will engage in independent learning, working at their own pace in both Spanish and English. These activities are carefully aligned with TEA guidelines and expectations, ensuring that students receive a balanced, developmentally appropriate bilingual education.

 

Is this student-centered or teacher-led?

 

In this blended learning course, students are given the opportunity to take ownership of their learning by completing assignments at their own pace within the station rotation model. This allows them to explore subjects more deeply and gain a strong foundation in both languages. However, it’s important to note that as kindergarten students, many are experiencing digital learning for the first time. The teacher still plays a crucial role in guiding and supporting them throughout this process, ensuring that they understand how to navigate the learning apps and apply new concepts in both Spanish and English.

 

Is the course blended or fully online?

 

The course follows a blended learning approach, where social interaction outside of technology plays a key role. The aim is to use technological tools not only to enhance learning but also to help students track their progress and compare their own growth. This is especially important for supporting English Language Learners (ELLs), as they benefit from both digital resources and face-to-face interactions. The teacher’s support is crucial in this process, acting as a facilitator who guides students through their learning journey, helping them apply new skills in both Spanish and English while encouraging social collaboration and communication.

 

How are you introducing the course and yourself and how are you building the learning community?

 

The course will require additional explanation, demonstration, and practice because it blends digital tools with in-person instruction, with specific classroom expectations and learning methods. For this reason, Module 1 is crucial as it will teach students how to navigate their iPads and use them effectively, both during their digital station and beyond. This module provides the foundation for using technology in a bilingual learning environment. Any doubts or questions will be addressed and reinforced, with opportunities for students to continue practicing their new skills, both independently and collaboratively in both Spanish and English.

 

What is the ratio or percentage of synchronous to asynchronous collaboration?

 

I project that the course will be 30% synchronous and 70% asynchronous during the first semester. This will allow students to progress at their own pace within a structured timeframe while engaging in independent learning through various station rotations. As students become more comfortable with the technology and the blended learning approach, my plan is to gradually increase the number of synchronous sessions to provide more opportunities for live instruction, collaborative activities, and bilingual language support. This will help ensure students are continuously adapting and progressing in both languages, at their own pace, while receiving the support they need.

 

How will you address the infrastructure, system, and support needs and issues the learner may face?

If there are any issues with Wi-Fi connections, iPads, or learning platforms like google classroom during the course, it is important to contact the district's technology department or the technology coordinator to resolve the problem quickly. As the facilitator in this blended learning environment, my role is to support students in effectively using the digital tools provided by the district. This ensures they can focus on their learning goals, whether it’s engaging with language activities in Spanish or English at their stations, without technological distractions.

 

Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

The Overview/Introduction/Start Here module serves as the foundation of the course, providing a clear understanding of how the blended learning station rotation model will work. Both teachers and students will have access to each module, progressing through them week by week. This flexibility allows students to move forward when they have completed the current module, ensuring they master foundational concepts before moving on. It is essential that students begin with the "start here" section to familiarize themselves with the learning expectations and the digital tools they will use. Since my students are in kindergarten and are new to this type of learning, we start with the basics—getting comfortable with using their iPads and navigating through the apps. Until students feel confident using these tools, we cannot expect them to fully engage in the blended learning process. This foundational step ensures they are ready for both independent and collaborative learning activities in Spanish and English.