Clubes Extracurriculares (Virtual Club Fair) – 6904

TIPC Ratings

Developing – Students are provided with their research tools and they directly address the project prompt. Virtual fair in which you are marketing a club (or group or product) is an authentic situation that students may encounter during a study abroad trip, in high school or in a marketing job post-graduation. Spanish II students, especially at the beginning of the year, are not at a level at which they can find, analyze and properly use authentic online resources in the target language. They can, however, play with more complex thoughts by combining skills and vocabulary from Spanish I and Spanish II. Students are also able to evaluate advantages of creating a club that caters to their interests but that also would appeal to employers and admissions boards.

Ideal – Students created their own topics for their clubs, selected criteria for grading their projects, selected group roles (leaders, time keepers, writers) and used google docs as well as paper, pencils and conversation to build their final products. Students also analyzed in groups why their club would be appealing to college admissions or potential employers. The teacher facilitated via Google Docs if students had questions. The teacher also created an authentic task for students, but she limited student choice by means of communication with Google Docs.

Approaching – Students responded in groups to higher order thinking skills and used digital tools such as google docs to solve the open ended problem of which club they would create and promote. The teacher created an authentic problem that promoted higher level thinking: analyzing what would make their club appealing to peers, employers, and colleges admissions.

Students created meaningful original posters with various digital tools. They also took into consideration personal choices as well as standards for academic cultures and corporate environments. The teacher created a problem which students might encounter in real life that catered to a limited amount of learning styles. Students were grouped based on interests, which is designed to allow students to explore, exploit, and expand personal learning styles and goals.