El Museo de Arte – 8120

TIPC Ratings

The first part of this lesson involves students accessing and interpreting information they acquire during the QR code scavenger hunt. Small groups follow directions written in the target language, which leads them to a specific QR code that they scan using mobile devices. Groups that do not already have a QR code scanner installed on their mobile device(s) have to locate and select an appropriate application for completing this task on their mobile device.

The second part of this lesson requires students to conduct research both independently and within their collaborative groups. Students select their own online resources and compile relevant information from sources they deem credible.

Two of the four components of this lesson require students to work in their ongoing collaborative groups, which are formed at the beginning of the marking period. Group norms and roles have already been established during previous collaborative lessons.

For the second component of the lesson, each group collects information on a shared Google document, which enables students to continue work and dialogue outside of the classroom.

In part four of this lesson, students communicate with another Spanish III class through a joint discussion board on School Space. First, students “tour” the online art museums (websites) created by the other groups across the two classes. Next, students each select a single work critiqued by a student in another group, and then write a response in the target language on the discussion board, comparing the two works of art.

All student websites are created with Weebly and are published to the public.

Individually, students are required to complete all components of this lesson in the target language of Spanish without using any form of online translator. Their critique of a selected artwork also challenges them to engage in higher-level thinking. Furthermore, accessing the information provided on the other 14 websites challenges students to read fluently in the target language.

Within their groups, students have to determine which information and images to include on their website. The groups also have to work through the technical challenges of editing a shared website simultaneously.

Both teachers and students explore and expand upon their creative and innovative sides throughout the various components of this lesson. The teacher is trying out QR codes for the first time, using them as a “hook” to the lesson. This is also the teacher’s first time using Weebly to have students create websites. Students enjoy participating in the QR code scavenger hunt, which provides them with a fun new way to use their language skills in order to locate the identity of their group’s assigned artist.

Designing the website is an open-ended task that allows students to determine the best layout, images, and links to include. Although students have access to written directions for setting up the framework of their Weebly websites, the students make choices about their layout and design that are not included in the directions provided.

From beginning to end, this lesson integrates a wide variety of digital tools, including students’ laptop computers, mobile devices such as smartphones or iPods, Google docs, Weebly, and a School Space discussion board. This lesson exemplifies how all of these digital tools can come together to facilitate student engagement and collaborative learning that reaches outside the classroom.