Team ADDIE Matt Wunderle Lisa Reynolds Andrea Riley Charlotte Ray

 202 level Spanish students had many restrictions on their schedules that did not allow for adequate opportunities to hear the Spanish language being used in authentic ways.  301 level students could benefit from having additional practice improving their conversational Spanish skills.

Mystery Movie created by 301 students for use by 201 students.

Online Survey Presented us with some unexpected challenges.

 Slow student response  Little knowledge about video editing software  Many students uncomfortable behind and in front of the camera

 We needed to change tactics  Use PowerPoint with narration instead of videos  Project changed focus to 301 students

Needed data for new learning goal Verbal survey

 Results indicated a need for tutorials  Insert picture as a background Insert picture as a background  Record narration Record narration

 “Level 301 students will demonstrate fluent conversational Spanish skills through a themed PowerPoint presentation that incorporates 10 theme specific vocabulary words, a student-created and narrated script, 10 student-designed short answer comprehension questions, and 10 student- designed grammar questions in true/false or multiple choice format.”

Whenever possible a heritage speaker was paired with a non-heritage speaker.

Students were given detailed instructions

 Themes  PowerPoint Structure  Writing Your Script  Storyboarding  Picture Gathering  PowerPoint Presentation  Question Slides Question Slides

A Mouse in the House

Centered around constructionist learner theory Using an authentic product based assessment learners will construct their own meaning

 Cooperative learning model  With positive interdependence of non-heritage and heritage speakers  Storyboarding technique  Visual representation of the concepts in their scripts for organizational purposes  Generating Questions  Used to enhance metacognition process and to improve comprehension of material

 Media selection  Digital camera, PowerPoint, computer  Message Design  Individual components sent through  Final CD copy of compiled resources  Instructional Resources/Products  Screen shots, written guidelines, tutorial videos, example PowerPoint  Assessment  Exit Survey

 Eighteen 300 level Spanish Students  Implemented by Dr. Morgan Robison  Project implementation was concurrent with development and design  Led to non-ideal sequence of tasks  With all instructional materials created and compiled the project can be implemented in a more logical sequence.

Following the assignments a verbal evaluation was given to the test group.