1. UNCF/Mellon Teaching & Learning Institute Wiley College, July 27, 2017
Open Educational Practices in the Teaching of Spanish as a Second Language. A Lesson Plan based on Bloom’s Taxonomy
by Sinia B. Harris

2. OPE - Open Educational Practices
“A further step of the openness journey that follows and enriches the use of OER” (Nascimbeni & Burgos, 2016, p. 7)
“Usage of open educational resources in the frame of open learning architectures” (Camilleri & Ehlers, 2011, p. 6)
“Practices which support the production, use and reuse of high quality open educational resources” (International Council for Open and Distance Education, cit. by Nascimbeni & Burgos, 2016, p. 7)
“Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment.” (Paskevicius, 2017, p. 127)

3. Aspects of OEP within the model of constructive alignment
Accessible, clear, transparent, expansive, and student-centered learning outcomes
Learning Outcomes
Accessible, adaptable, shared, and collaborative resources
Teaching & Learning Resources
Teaching & Learning Activities
Assessment & Evaluation
Exposed, collaborative, and collectively improved teaching and learning activities
Student as producer, peer-reviewer, collaborator, and digitally literate contributor to OEP
Source: Paskevicius, 2017, p. 133.

4. Available OER Available OER for the Teaching/learning of Spanish a.s.l
Wikibooks
Free lessons
Available
OER
Games
Tutorials
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5. The Open Educator
“choses to use open approaches, when possible and appropriate, with the aim to remove all unnecessary barriers to learning. He/she works through an open online identity and relies on online social networking to enrich and implement his/her work, understanding that collaboration bears a responsibility towards the work of others (Nascimbeni & Burgos, 2016, p. 4).
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6. An Open Educator implements openness along four main activities
An Open Educator implements openness along four main activities. He/she:
1. Implements open learning design by openly sharing ideas and plans about his/her teaching activities with experts and with past and potential students, incorporating inputs, and transparently leaving a trace of the development process.
2. Uses open educational content by releasing his/her teaching resources through open licenses, by facilitating sharing of her resources through OER repositories and other means, and by adapting, assembling, and using OERs produced by others in his/her teaching.
3. Adopts open pedagogies fostering co-creation of knowledge by students through online and offline collaboration and allowing learners to contribute to public knowledge resources such as Wikipedia.
4. Implements open assessment practices such as peer and collaborative evaluation, open badges, and e-portfolios, engaging students as well as external stakeholders in learning assessment. (Nascimbeni & Burgos, 2016, p. 4).

7. 5. DISCERN/ DISCRIMINATE
4. COMPARE
3. PRACTICE: SPELLING
2. (COMPRENHENSION) - EXPLAIN
1. (KNOWELEDGE) - MEMORIZE

8. El alfabeto Lesson Plan
OBJECTIVE.- By the end of this lesson, students will be able to discern the phonemes of the Spanish alphabet by responding to specific situations.

9. https://youtu.be/XszZF7okKWI
1. REMEMBER (KNOWELEDGE)
Learning outcome: Students will memorize the Spanish alphabet.
ACTIVITY
Divide the class in two groups: those who already know the alphabet, and those who do not.
Arrange teams of 3-4 members, where the students with previous knowledge will lead the exercise.
Each team will play on their phones the following link to listen to the Spanish alphabet and take notes.
The leader will help his team to memorize the alphabet.
Each student will record on his/her phone the alphabet as follows:
A, B, C, D, E, F, G, H, I, J, K, L, M, N, Ñ, O, P, Q, R, S, T, U, V, W, X, Y, Z.
Students will upload their recordings to the learning platform.

10. 2. UNDERSTAND (COMPRENHENSION)
Learning outcome: Students will describe the Spanish alphabet.
ACTIVITY
Form teams of 2-3 participants.
Students will read the following link:
Each team will make three questions based on the reading to challenge other teams.

11. 3. APPLY (APPLICATION)
Learning outcome: Students will spell their full name in Spanish.
ACTIVITY
Students will spell their full name in Spanish, by saying:
Hola, me llamo ______
Mi nombre se escribe _______
Mi apellido se escribe ________
The instructor will write down on the chalk board the letters said by each student.

12. 4. ANALYZE (ANALYSIS)
Learning outcome: Students will compare the Spanish alphabet with the English one.
ACTIVITY
Students will watch a youtube video about the alphabet and animals names:
Students will compare the Spanish alphabet with the English one. What they have in common? What is different?

13. Learning outcome: Students will discriminate Spanish phonemes.
5. EVALUATE
Learning outcome: Students will discriminate Spanish phonemes.
Dictation
The instructor will dictate a series of words as follows:
seis letras: J-I-R-A-F-A
¿qué dice? (Jirafa)
¿Cómo se dice jirafa en inglés? (giraffe)
Other cognates: delfín, elefante, león, zebra, lagarto...
Hangman – categories: food, animals, countries, touristic destinations, using cognates.
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14. 6. CREATE
Learning outcome: Students will produce-listen, and write addresses by spelling them in Spanish
ACTIVITY
Work in pairs
Students will interchange their Wiley addresses in full Spanish.
MODELO
—¿Cuál es tu dirección de correo electrónico de Wiley?
—Mi dirección es: Ese-be-hache-a-doble erre-i-ese-arroba-doble ve-i-ele-y griega-ce-punto-e-de-u wileyc.edu)
VOCABULARIO
@ = arroba
. = punto

15. Conclusion
OEP demand from educators the selection of the best teaching and learning resources to achieve student’s learning outcomes through Teaching/Learning activities and Assessment & Evaluation.

16. References
Camilleri, A., & Ehlers, U. (2011). Mainstreaming open educational practices. OPAL Consortium. Retrieved from efquel.org/wp-content/uploads/2012/03/Policy_Support_OEP.pdf
Nascimbeni, F. & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to increase openness adoption among university educators. The International Review of Research in Open and Distributed Learning 17(6). Retrieved from
Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, vol. 9 issue 2, April–June 2017, pp. 125–140

17. This Photo by Unknown Author is licensed under CC BY-SA

18. GRACIAS