High+School

=High School Resources= These tools are focused primarily on high schools but as with many tools, can be applied to several grade levels. General tools do not fit one specific curriculum.


 * = =General= ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= === ===

Expected Outcome
|| Microsoft Office || Student can download **[|OpenOffice]** for free or use **[|Google Docs]** || Microsoft Office is expensive so using free programs will give students ability to complete coursework. Google Docs also allows you to save all your work online and export documents as .doc or .rtf so teacher can get a hard copy. || Student will not fall behind in classes as they try to save money to buy Microsoft Office. Student scores will improve as a result. || Teacher unable to spend one on one time with students due to the large number of students and assignments to grade. || * [|Linked Lan] || Provides instant feedback, grading, and display of results to students and teacher. || Teacher will spend more time assisting individuals in need and less time grading. ||
 * < Study Skills for Testing ||< Online study aids such as:
 * [|sylvan learning center]
 * [|study skills support centers]
 * [|studyminder] ||< While it’s helpful, it’s not real life. I’ve tried using some of these but really study skills need to happen in a realistic environment. I prefer to use materials from their other classes. However, I have used some online ISAT stuff that I thought was of some value. ||< They expect that once the kids know what the tool is that they will apply that information. However, since there has been no “real” experience I have found that students rarely use tools in class. ||
 * < Standardized tests are often poorly written and confusing to students ||< * [|PLATO]
 * Online practice tests ||< Since these tests are administered online it is very important for students to have time to practice them on the computer. It takes away one unknown in terms of question formation and the specifics of how the program works ||< If students are comfortable with taking the test online it’s one less thing for them to have to figure out as they take this important exam. ||
 * < Citation formats are confusing and usually done incorrectly ||< * [|Knightsite] and similar citation assistant online programs
 * MLA resources
 * [|Endnote]
 * [|Word 2007] ||< Books can be just as handy when looking up citation or doing it correctly, but I have preferred online resources just because the rules seem to change so much. Major frustration comes when the rules are inconsistent. Not all sites have the same format, confusing kids. Our school response has been to create our own school document so we are consistent across all grades. ||< They are making things as accessible as possible and preventing kids from having to memorize information. I see little point in high schoolers really needing to memorize citation format when they can use resources. (though those questions pop up on the ISAT). Using online resources or program helps gives easy access so kids can focus on content, not on the details of the citation. ||
 * < Research is done poorly ||< * Online databases
 * Essay purchasing sites
 * Virtual libraries ||< In this case most resources are online, and are very helpful. Research is a lot easier when one has access to so much information, but often kids take it as automatically true instead of finding out if the site being used is of real value (creating a whole new topic to cover in my class). Overall, though, the instant and up-to-date information online on the sites mentioned makes finding the best research much easier than using books and magazines in a class. ||< The idea is that the more information available the better. While this creates additional problems it makes researching a topic much easier and more comprehensive. Once kids learn to filter through Internet materials they can find much better information than is probably available in a school library. Schools can afford subscriptions to databases and can save space (especially when information is so quickly out of date). ||
 * < Plagiarism ||< * [|Plagiarism.com]
 * [|Turnitin.com] ||< We spend a great deal of time on this across grade levels. We use Turnitin.com for all papers. It prints a report for teachers to see how much is plagiarized and shows kids what they took. In terms of teaching plagiarism, there are a lot of online articles, but no real programs that work. Programs that seek plagiarism are invaluable for teachers, though, and helpful in showing kids what needs to be cited and what doesn’t. ||< It is sometimes difficult to figure out what to cite and what not to, and this allows kids to review the information that they may have forgotten to cite. At the same time, resources for teachers to catch plagiarism are invaluable. Without them there is merely the hope that it sounds familiar or the hope that the teacher has read everything ever written and remembers it all! ||
 * < Career Exploration ||< * [|Career Exploration]
 * [|ASVAB] ||< Such programs take student interests and introduce them to multiple options. While I don’t know how effective they are for finding a career, they are great for showing kids they can be more than doctors, teachers, or engineers. ||< The number of resources a teacher would need in order to replace these programs is massive and would be unwieldy. These also allow for individual plans for students ||
 * < Student has difficulty completing long writing assignments ||< Utilize online presentation software:
 * [|Voicethread]
 * [|Slideshare]
 * [|Zoho Show] ||< Voicethread allows students to complete tasks using images and audio recordings as an alternative to writing. Motivation increases as a result of audio option. Slideshare and Zoho both have Powerpoint like functions with global collaboration capabilities so adds motivation. ||< Student will learn more of the content in the unit and produce better quality work on the unit projects. ||
 * < Student does not thoroughly read the text based information usually needed for assessments ||< Use [|podcasts] or **audio/video software** to create audio/video versions of curriculum. ||< Audio/video makes material more accessible to students who have difficulty reading material and helps auditory and visual learners better comprehend content. ||< Student will learn more of the content in the unit and produce better quality work on the unit projects. ||
 * Student cannot afford
 * 


 * ~ ==**English**== ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Grammar ||< * Microsoft Word underlines
 * online games
 * grammar software ||< Word’s underlines often don’t teach to fix, just when to fix. Games and software can be helpful but are out of context. Grammar lessons are much more useful in the context of students’ writing. Overheads and handouts or work on the board are often just as effective if not more so. ||< Playing and pointing these errors out will help kids learn over the course of the program. Rote memorization. ||
 * < Students fail to understand a piece of literature in its historical context ||< * [|Power Point]
 * [|webquests] ||< They are actually quite handy. The connection between the visual and the material is effective. Instead of just reading about history these things allow for video and pictures to be used to create a better understanding. ||< There is a disconnect between kids and history and this creates more of a connection. ||
 * < Students fail to use MLA format correctly in papers ||< * [|Online handbooks]
 * Word assistance ||< MLA is generally consistent, but the automatic formatting in MLA helps. Kids still don’t know the information since it’s automated, so that can be unfortunate, but online handbooks should be used to reinforce correct use. Generally, though, handouts can be just as effective, especially since most schools lack the computer labs for such uses. ||< Students won’t make the mistakes when the program does it automatically, and when they need to know it they are able to readily look it up ||


 * ~ ==**Computer Courses**== ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * < Students have difficulty understanding HTML code ||< Online Tutorials
 * [|Daves Site]
 * [|W3Schools]
 * [|Goodell Group]

Web Authoring Software* Microsoft FrontPage Tools like Notepad and WordPad allow students to practice without an Internet connection. Web Authoring Software can be used for advanced students and as a final evaluation task to develop a more in depth website ||< Students will be able to create a website from code and understand the framework from which the Internet was and is built on. ||
 * Adobe Dreamweaver ||< Web based tutorials allow students to learn about and practice new tags. They can be used as initial instruction or as reinforcement/practice exercises. Students can work at their own pace and create a site that is interesting to them.
 * < Students have difficulty in understanding and using proper file management ||< ** [|Expert Village Tutorial - Microsoft Window Explorer]

Video provides instruction when the teacher is not available. Microsoft Window Explorer will provide as a platform for students to practice expected outcomes. ||< Microsoft Window Explorer will allow students the practice of locating, selecting, moving, renaming, deleting, and opening files within their computer. Students will also learn to create, move, rename and delete folders and sub-folders. || The videos provide a good way to supplement teacher instructor or to introduce the lesson. They can provide instruction when the teacher is not available. Microsoft word allows students a means to collect information and write what was learned. ||< Students will learn about copyright law, infringement and plagiarism in a fun and interesting way as compared to direct teacher instruction. Microsoft Word can be used to create a report on what was learned from the lesson. Students are able to write about what they learned and quickly site sources using the Manage Sources tool build in to Word. || The use of web hosted maps and interactive maps will provide a greater understanding of mapping features, elements and the relation of students community to larger features. ||< Students will learn how to read map features, elevations, distance as well as entering waypoints and creating a route. Students will also gain a better understanding of the size of community compared to the state, nation and globe. || They will also gain appreciation for people of different races and cultures after working with them. ||
 * YouTube Video – [|Mango Computer Tuition] ||< Tutorials can be used to introduce the topic as an attention getter or in addition to teacher guided instruction.
 * < Students have difficulty understanding copyright law, plagiarism and academic integrity. ||< ** [|Comic Strip]
 * [|Fair Use Video]
 * [|Plagiarism Video]
 * [|UCLA Library] ||< Students using web-based content allows them to research material from any web connected computer.
 * < Students demonstrate difficulty in understanding reading maps, map elements and map concepts ||< ** GPS Handheld
 * Garmin MapSource
 * [|MapQuest]
 * [|Google Earth] ||< The handhelds and MapSource will provide students the opportunity to practice elements of instruction taught in class. The hands on experience will reinforce elements as well as practicing a technology that is increasing in use.
 * < Students struggle with working collaboratively ||< ** Blogs
 * Wikis
 * PowerPoint
 * Internet Resources
 * Email
 * Publisher ||< Using online sources students will learn to share ideas and ask questions working together toward a common goal. Students will be more aware of differences between students as they communicate with other students from around the world. ||< Students will be able to work collaboratively, sharing ideas and communicating thoughts with other students in other regions of the state, country or world.
 * Students have difficulty accessing research topics. || * [|NASA] || An online A-Z research center for students in the area of science. || Students will have access to a multitude of research-based studies by NASA. Quality of research projects will increase. ||

Math
Numerous free examples can be examined independently by the student. || The learner will be able to compute the theoretical probability of an event given a situation. || Numerous free examples can be examined independently by the student. || The learner will be able to perform simple addition and subtraction of fractions. || Allows students to see almost limitless examples independent of the teacher’s assistance. || Student will be able to correctly solve trigonometric relations for any given right triangle. || Provides both a visual and hands on approach to help understand the concepts. || The learner will be able to recognize a 3 dimensional geometric shape 3 of 4 times. || Provides students to independently explore at their own pace what they might not understand. || Given a measurement the student will be able to convert to different units. ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * Students fail to grasp the concept of slope when graphing lines. || ** Ultra-Sonic range finders connected to TI 86 calculators. || Connects an abstract concept to a real life situation in the form of a “hands on” activity. || Students will differentiate between positive and negative slope. Given a line on a graph students will be able to calculate the slope. ||
 * Students fail to understand algebraic manipulation of geometric formulas for area or volume. || ** McDougal Littell Algebra Tutor. || Provides an interactive multimedia presentation. || The learner will correctly manipulate a geometric formula for a given variable. ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students fail to satisfactorily simplify exponential expressions. || ** [|purple math] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Numerous free examples can be examined independently by the student. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">The student will correctly simplify an exponential expression. ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students fail to correctly solve a quadratic equation. || ** <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Minimum of a 2 line display scientific calculator. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Student is able to see the equation entered in the calculator and can solve more easily. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">The student will correctly solve quadratic equations. ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students don’t see applications for probability in their lives. || ** [|math forumn] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students are unable to add or subtract fractions. || ** [|aaa math] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students are having difficulty with trigonometric relations of right triangles. || ** [|web math] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students struggle with visualizing 3 dimensional geometric shapes. || ** [|ics junkyard] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students struggle understanding mathematical unit conversions. || ** [|oakroad]
 * [|unit conversion] || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">

Languages<span style="COLOR: rgb(16,0,16)">
The ability to quickly create and revise lists of vocabulary. Ease of access lets students view past vocabulary from any computer. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Feedback is immediate and parents are involved. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students master vocabulary and are able to retain 75% of all old vocabulary throughout the year for the end of the year comprehensive exam. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students can easily see through visuals, color, and animation, the correlation between the parts of speech. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will first identify parts of speech in their native language of English. This understanding will translate as they piece together these same parts of Speech in Spanish. || Students hear language spoken in real-world contexts. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Used in context, the language becomes more interesting. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Not only will students understand a sympathetic speaker, they will have basic comprehension of native speech from an unfamiliar speaker. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Instruction moves outside of the classroom. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will understand basic subject verb interaction in both English and Spanish. Students will be able to correctly use the verb gustar to discuss likes and dislikes in Spanish. || Recording and playback software allow students to get instant feedback. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students are given more time to assimilate and critique their personal ability. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will be more aware of common mistakes. They will have more capacity towards evaluating their own produced speech by synchronizing written and spoken language. || The internet and email instantly connect people across the world. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Can be done in a completely safe manner through teacher moderation. Teacher access to email provides quick and precise assessment of ability. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will interface with other students their own age from a foreign country. They will be using their acquired skills in real-world situations. || Can be done inside and outside of school. A variety of activities to practice the same material. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students lead the discovery and in turn achieve simple memorization. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will be able to identify all of the Spanish speaking countries on a map along with their capitals. || Use of video creates a more dynamic set of instruction. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students are made responsible for their own understanding by providing presentational materials for their peers. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will be able to use Spanish articles correctly with Spanish nouns by accounting for number and gender. || Internet is used to access a wealth of written material and can be done inside and outside of the school setting. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students stream past and present video on important issues. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Common stereotypes will be realized as students explore the target cultures. Students will develop more self-awareness of their own cultural perspectives and the motivations for these perspectives. || Computer organization allows students to efficiently gather data. <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Multiple explanations of same grammar topic. || <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students will differentiate between formal and familiar while practicing their written and speaking skills. ||
 * = ===Problem=== ||= ===Technology or Resource=== ||= ===Relative Advantage=== ||= ===Expected Outcome=== ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'">Students have poor retention after achieving mastery of vocabulary in Spanish. || * Use of Excel Spreadsheets in creating flashcards.
 * Classroom blog with easily accessible lists of past vocabulary.
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Regular progress <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">reports accessible online for students and parents. ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Failure to recognize parts of speech in both English and Spanish. Inability to string individual parts into comprehensible sentences. || * [|Grammar Gorillas] || Typically boring grammar topics are made more interesting.
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Inability to distinguish between, and make meaning of, a variety of authentic sources of spoken Spanish. || * [|youtube]
 * [|listenlive.eu] || Much more exposure than just the instructor.
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Confusion between English and Spanish grammatical structure when dealing with the verb GUSTAR-to like. || * [|Rolling R's Video Podcast] || Material becomes more interesting through the use of video and ipods.
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students lack self-monitoring techniques in order to modify and correct on the fly mistakes in their own speech. || * [|Audacity] ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Lack of motivation for using the target language. || * [|Epals.com] ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Confusion over current situation of Spanish-Speaking world geography. || * [|quia.com]
 * [|wikipedia.org] ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Poor comprehension of the difference between English and Spanish grammatical structure when dealing with article-noun agreement. || * [|unitedstreaming.com] ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Students lack exposure to target cultural perspectives with frequent cultural misunderstandings and stereotypes. || * [|teaching tolerance]
 * [|illegal immigration] ||
 * <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-bidi-language: AR-SA; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi">Failure to understand linguistic register and the forms associated with Spanish. || * [|learn spanish] ||