Learning diary entry 5: Final reflection + literature list

 

Final reflection

Reflecting on my lesson plan, I started with a personal learning question: How can differentiated instruction, using peer assessment and technology, be effectively applied to improve student engagement, learning outcomes, and self-regulation in an English language classroom?

Throughout this process, I’ve gained valuable insights into the transformative potential of technology in education. My lesson plan was designed not just to teach content, but to actively engage students in their own learning journey. By incorporating digital tools like interactive quizzes and online discussion forums, I aimed to provide students with immediate feedback, fostering self-reflection and empowering them to take charge of their progress.

Peer assessment emerged as a crucial element in this approach, allowing students to learn from one another and develop critical thinking skills. This method not only promotes collaboration but also enhances digital literacy by encouraging students to engage with feedback and adjust their learning strategies.

Additionally, my lesson plan reimagines assessment through the use of multimedia and interactive formats. Moving beyond traditional tests, these assessments provide a more comprehensive view of student learning, making the process more relevant and connected to real-world scenarios.

In reflecting on my personal learning question, I see how differentiated instruction, combined with thoughtful use of technology, can create a classroom environment that is dynamic, inclusive, and student-centered. This approach not only boosts engagement and learning outcomes but also prepares students for the challenges of a digital world. The journey has reinforced my belief in the power of technology to unlock new potentials in teaching and learning.

Link to summative test/rubric:

Justification (Rationale)

Introduction

This lesson series aims to provide Havo 4 students with a deep understanding of cultural communication styles while enhancing their English language skills through interactive, technology-driven, and student-centered learning experiences. In today’s globalized world, navigating and adapting to diverse communication styles is essential. This lesson series addresses this need by equipping students with the skills and knowledge to engage effectively across cultural boundaries, fostering both linguistic competence and cultural awareness.

The importance of these skills is underscored by the growing emphasis on digital literacy in education. Voogt et al. (2013) argue that digital literacy extends beyond technical proficiency to include the ability to critically engage with content, collaborate effectively, and adapt to new contexts. By integrating digital tools and methodologies into the curriculum, this course aligns with the evolving demands of modern education and prepares students to thrive in an interconnected, digital world.

Course Objectives

The primary objective is to engage students in exploring and understanding cultural communication styles, focusing on the distinctions between high-context and low-context communication as defined by Hall (1976). By examining these concepts, students will gain insights into how cultural differences shape communication practices and develop strategies for effective cross-cultural interaction.

Another core objective is to enhance students' English language proficiency through activities that integrate language learning with content knowledge. This approach, grounded in Content and Language Integrated Learning (CLIL) principles, emphasizes simultaneous teaching of content and language (Coyle, Hood, & Marsh, 2010). Engaging with authentic content related to cultural communication allows students to develop language skills in a meaningful context, reinforcing their ability to use English effectively in real-world situations.

The course also aims to foster critical thinking and self-regulation. By incorporating peer assessment and self-reflection into the learning process, students take an active role in their education, developing the ability to assess their progress and identify areas for improvement. Hattie (2012) highlights the importance of self-regulation in learning, noting that students who can monitor and control their learning processes are more likely to succeed academically.

Additionally, the integration of digital tools such as Padlet, Google Forms, and discussion forums aligns with Communicative Language Teaching (CLT) principles, which advocate for interactive and student-centered learning (Richards, 2006). These tools enhance the learning experience by making it more engaging and interactive while also developing students' digital literacy—an increasingly important skill in the modern world.

Teaching Methodologies

The methodologies employed in this lesson series are carefully chosen to support the course objectives and ensure active student engagement. The primary methodology is CLIL, which integrates content and language learning objectives. According to Coyle, Hood, and Marsh (2010), CLIL offers a dual-focused approach where both content and language are developed simultaneously, making it effective for promoting deeper learning and engagement.

CLIL is particularly well-suited to this course's objectives, allowing students to explore cultural communication styles in depth while improving their English language skills. By presenting language within the context of meaningful content, students see the relevance of what they are learning and are more likely to engage with the material. This approach also supports the development of higher-order thinking skills, as students analyse, evaluate, and apply the concepts they are learning.

In addition to CLIL, the course incorporates elements of CLT, which emphasizes communication in language learning. CLT focuses on developing students' ability to communicate effectively in real-world situations (Richards, 2006). This methodology aligns with the course objectives by encouraging students to engage in meaningful communication activities, such as discussions, role-plays, and presentations, which help to develop their speaking, listening, reading, and writing skills.

The lesson series also integrates the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK, developed by Mishra and Koehler (2006), identifies the knowledge teachers need to teach effectively with technology. It emphasizes the intersection of content knowledge, pedagogical knowledge, and technological knowledge. By integrating TPACK into the lesson design, the course ensures that technology enhances content delivery and pedagogical practices.

Digital tools are strategically chosen to align with CLIL and CLT principles and support the development of students' digital literacy. For example, Padlet is used as a collaborative tool that allows students to brainstorm ideas, organize information, and share their thoughts with peers, promoting interactive learning and collaboration—key aspects of CLT.

Google Forms is used for administering quizzes and collecting feedback, providing an efficient and user-friendly way for students to engage with the material. This tool supports formative assessment practices, allowing the teacher to monitor students' progress and adjust instruction as needed. This aligns with the TPACK framework by using technology to enhance assessment practices and support student learning.

Discussion forums provide a platform for meaningful discussions about cultural communication styles. These forums encourage students to reflect on their learning, share insights, and engage with the perspectives of peers, supporting the development of critical thinking skills and promoting a sense of community and collaboration within the classroom.

Assessments

Assessment is a critical component of the lesson series, designed to reinforce learning objectives and provide meaningful feedback to students. The course incorporates various formative and summative assessments aligned with CLIL, CLT, and TPACK principles.

Formative Assessments:

Formative assessments are used throughout the course to monitor students' progress and provide ongoing feedback. These assessments are interactive and engaging, encouraging active participation.

A key formative assessment is the interactive quiz, administered through Google Forms, designed to assess students' understanding of cultural communication styles and their ability to apply the concepts learned. The quizzes provide immediate feedback, allowing students to identify areas for further practice.

Peer assessment is another important formative assessment. Students assess each other's work using criteria provided by the teacher, helping them develop critical thinking skills and engage more deeply with the content. Hattie (2012) suggests that peer assessment encourages students to reflect on their learning and consider others' perspectives.

Discussion forums also serve as formative assessments, providing a platform for students to discuss course content. The teacher monitors these discussions, providing feedback and guidance to ensure students stay on track and engage meaningfully with the material.

Summative Assessments:

The course culminates in a summative assessment designed to evaluate both content knowledge and language proficiency. The summative assessment consists of two main components: a reflective assignment and an oral presentation.

The reflective assignment requires students to reflect on their learning throughout the course and apply the concepts they have learned to a real-world scenario. This assignment assesses students' ability to think critically about cultural communication styles and apply their knowledge meaningfully. It aligns with CLIL principles by requiring students to engage with content while developing language skills.

The oral presentation assesses students' speaking and listening skills and their ability to articulate their understanding of cultural communication styles. Students present on a topic related to the course content, using the language and concepts learned throughout the course. The presentation aligns with CLT principles, encouraging students to engage in meaningful communication and apply their language skills in a real-world context.

Both the reflective assignment and the oral presentation assess students' ability to integrate content and language learning, a key course objective. These assessments provide students with an opportunity to demonstrate their learning in a meaningful and relevant way.

Alignment with Learning Objectives:

All assessments are carefully aligned with the learning objectives, ensuring they provide a valid and reliable measure of students' progress. The assessments are designed to be fair and transparent, with clear criteria provided to students in advance. This alignment is critical for ensuring the assessments provide meaningful feedback and support student learning.

Positive Backwash:

The concept of backwash refers to the impact assessments have on teaching and learning. Positive backwash occurs when assessments encourage students to engage in meaningful learning and apply their knowledge in relevant ways. The assessments in this course promote positive backwash by encouraging students to engage deeply with the content and apply their learning in real-world contexts.

For example, the reflective assignment encourages students to think critically about their learning and apply the concepts they have learned to real-world scenarios. This promotes deeper learning and encourages students to connect the course content with their lives. Similarly, the oral presentation encourages meaningful communication, a key course objective.

By aligning assessments with learning objectives and promoting positive backwash, the course ensures students are assessed on their knowledge and skills and encouraged to engage in meaningful learning that will benefit them long-term.

Integration of Technology

The integration of technology is a critical component of the course design. The use of digital tools such as Padlet, Google Forms, and discussion forums enhances the learning experience by making it more interactive, engaging, and relevant to students' lives.

The TPACK framework (Mishra & Koehler, 2006) provides a useful model for integrating technology into the curriculum. TPACK emphasizes balancing content knowledge, pedagogical knowledge, and technological knowledge to create effective learning experiences. By integrating digital tools into the course design, the lesson series ensures that technology is used to enhance content delivery and pedagogical practices.

Digital Safety and Ethical Considerations:

In addition to promoting digital literacy, the course emphasizes the importance of digital safety and ethical considerations. Students are taught how to protect their personal information online, recognize and avoid online threats, and engage in responsible digital citizenship. These skills are essential for navigating the digital world safely and ethically.

By integrating technology meaningfully, the course ensures that students are developing language skills and cultural awareness and becoming proficient digital citizens prepared to thrive in the digital age.

Cultural Relevance and Real-World Application

The lesson series is designed to be culturally relevant and to provide students with opportunities to apply their learning in real-world contexts. Focusing on cultural communication styles gives students valuable insights into how cultural differences shape communication practices, which is essential for effective engagement in a globalized world.

The course also emphasizes the real-world application of the concepts learned in class. For example, students reflect on their experiences with cultural communication and apply the concepts to real-world scenarios. This makes learning more relevant to students' lives and reinforces the importance of cultural awareness and effective communication in the real world.

By providing students with opportunities to apply their learning in meaningful ways, the course ensures they are developing language skills and cultural awareness and preparing for success in the globalized, digital world.

Conclusion

This lesson series on cultural communication styles integrates language proficiency with critical cultural awareness, preparing students for the complexities of global communication. By employing CLIL methodology, aligning with the TPACK framework, and integrating innovative digital tools, the course fosters an engaging and dynamic learning environment that supports the development of essential communication skills.

The course emphasizes differentiated instruction, self-regulation, and formative assessment, ensuring that students are actively engaged in their learning and receiving the feedback they need to succeed. The summative assessments are carefully aligned with the course objectives, providing a comprehensive evaluation of students' content knowledge and language proficiency.

By focusing on cultural relevance and real-world application, the course ensures that students are developing language skills and cultural awareness and becoming proficient digital citizens prepared to thrive in the digital age. The integration of technology enhances the learning experience and prepares students for the dynamic demands of modern education.

The intentional design choices for assignments and assessments align with the comprehensive goals of the lesson series, offering a balanced approach that meets both content and language objectives. This approach promotes intellectual and personal development, fostering a deeper understanding of cultural communication and its broader significance in a globalized world.

Looking forward, the principles of CLIL methodology, digital integration, and cultural relevance showcased in this course can be adapted to various educational contexts. By incorporating emerging technologies and innovative digital tools, educators can continue to enhance learning experiences and prepare students for the challenges of a digitally-driven world. The emphasis on critical thinking, communication, and empathy through creative and analytical tasks lays a solid foundation for lifelong learning and global citizenship.

Literature list:

Class’Code IAI: Humains et IA ! (n.d.).

Retrieved from: https://pixees.fr/classcodeiai/app/tuto3-ai4t/?lang=en

 

Common Sense Education. (2016a, July 12). What is Bloom’s Digital Taxonomy? [Video]. YouTube.

Retrieved from: https://www.youtube.com/watch?v=fqgTBwEIPzU

 

 

Common Sense Education. (2016, July 12). What is the SAMR model? [Video]. YouTube.

Retrieved from: https://www.youtube.com/watch?v=9b5yvgKQdqE\

 

Foley, S. (2013). Student views of peer assessment at the International School of Lausanne. Journal of Research in International Education, 12(3), 201-213.

 

Hattie, J. (2012). Visible learning for teachers. In Routledge Books.

 

Hughes, A. (2013). Testing for Language Teachers (2nd ed., Cambridge Professional Learning). Cambridge: Cambridge University Press.

 

Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective

instruction. Advances in Physiology Education, 40(2), 147-156.

Retrieved from: https://doi.org/10.1152/advan.00138.2015

 

Ketonen, L., Nieminen, P., & Hähkiöniemi, M. (2020). The development of secondary students’

feedback literacy: Peer assessment as an intervention, The Journal of Educational Research, 113:6,

407-417.

Retrieved from: https://doi.org/10.1080/00220671.2020.1835794

 

Kreuh, N. (2023). The black and white world of digital didactics. In The Raising Digital Competence project presents itself, 34-41.

Mcdaniel, R. (2010, June 10). Bloom’s Taxonomy. Vanderbilt University.

Retrieved from: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

 

Meijer, D., & Fasoglio, D. (2007). Handreiking schoolexamen moderne vreemde talen havo/vwo. Enschede: Stichting Leerplanontwikkeling.

 

Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2013). Learning to Teach Foreign Languages in the Secondary School:

A companion to school experience (4th ed.). Routledge.

Retrieved from: https://doi.org/10.4324/9780203181928

 

Puendetura, R. (2013). SAMR: Moving from Enhancement to Transformation. Retrieved from:

https://www.hippasus.com/rrpweblog/archives/2013/05/29/SAMREnhancementToTransformation.pdf

 

Roxana Castaneda. (2012, July 10). Readiness on differentiated instructions [Video]. YouTube.

Retrieved from: https://www.youtube.com/watch?v=MMvCd5Xafag

 

Skov, A. (n.d.). The digital competence wheel. Center for Digital Dannelse Aps.

Retrieved from: https://digital.competence.eu/

 

SLO. (2021). Curriculum for modern foreign languages. Netherlands Institute for Curriculum Development. Available at: https://www.slo.nl

 

Voogt, J., Heitink, M. C., Fisser, P., Van Braak, J., Verplanken, L., & Walraven, A. (2013). Didactische ICT bekwaamheid van docenten. University Of Twente Research Information. https://research.utwente.nl/en/publications/didactische-ict-bekwaamheid-van-docenten

 


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