Generating and testing hypothesis and the constructionist/constructivist theories of learning go hand in hand. In this week’s resources, the technological instructional method, generating and testing hypothesis was discussed and I was able to see what this has in common with the learning theories studied this week. As Dr. Michael Orey (2001) states, constructionism “builds on the ‘Constructivist’ theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others”. When I remember the classes I took when I was in high school, I seem to always remember the classes and lessons in which the students were taught someone hands-on, where we were able to create our own knowledge and create some sort of project displaying that knowledge of the concepts being studied and what it meant to us. We then were able to present it in one way or another, so others could understand the material in a different way.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Tuesday, January 19, 2010
Cognitivism in Practice
This week’s resources allowed me to explore the principles of the Cognitive Learning Theory and the tools which relate to this theory. Cognitive Learning Theories, according to Dr. Michael Orey, “revolve around the information processing model” (Laureate Education, Inc., 2009), which means that through ones senses (external stimuli), information is received. This information is then stored in short-term memory and will only go into long-term memory if it is rehearsed and if connections are made so one is able to retrieve the information from long-term memory. The more the information is rehearsed and the more connections are made, the easier the retrieval process will be.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Wednesday, January 13, 2010
Behaviorism in Practice
Before reading this week’s resources and watching this week’s media, I had been lead to believe that the behaviorist learning theory would only due harm to students' learning in the classroom. It was not until after reading about the different theories of learning that I realized that in order to help each student learn, one must incorporate many different aspects from more than one learning theory rather than only using a single theory. Many of the resources from this week and last week mention that students need to learn in multiple ways to make strong connections to the material being taught and that all learning theories have one thing in common: the the learner should be actively engaged.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 195). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 195). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, October 28, 2009
Week 8: Reflection
After reflecting on this technology course, I have found that my technology skills have improved, I have learned more about the teaching and learning process, my perspectives about learning have changed, I know about many different ways to continue learning and I have set goals for the future in respect to teaching with technology.
This course helped me develop my own technology skills as a teacher each week. Every week I was to complete a different project, all of which included technology. I learned not only what wiki’s, blogs and podcasts are, but I also learned how to use them. I also learned how these could be used in my classroom. I also was able to learn about an RSS reader, create a reader account and be updated on other classmates’ blog postings instantaneously. What has helped me the most in developing my technology skills is implementing a web 2.0 tool into a lesson plan. This really made everything in this course come together as one big piece for me. When I finished my lesson plan, I realized that I can use technology a lot more than I currently use it right now. It is not as intimidating as I originally thought. I can also work on getting my students using more technology.
I deepened my learning of the teaching and learning process because of two different reasons. One, I learned a lot of valuable information through the articles that were assigned to read and through the videos the class watched for each week. I learned many different pieces of information, but what stuck with me the most is that there is such a thing that exists called a “Digital Native” and a “Digital Immigrant”. I now know that one can learn from each other. I also learned that experience is more important than content. It is hard for me to think this way, but now that I am aware, I will keep this in my mind as I design my lessons. I also learned a lot about the teaching and learning process by being an active participant in class discussions each week. By hearing what my other classmates had to say and responding to them, I learned a lot about the experiences of others. I also got some great insights and ideas from one another. Others were also able to comment on my own postings. I received some valuable information from these activities.
I am in the process of changing from being teacher-centered to learner-centered. It is a hard transformation to make, so I have been working in it slowly. For example, when I teach a new concept in Spanish, I now hand them a sheet that has a few sentences dealing with the grammar structure we will be studying. I have students talk about it in groups, thinking about the similarities and differences they see in each example, and then they make predictions based on the compares and contrasts they make. After the class talks about what each group discussed, we move on with the lesson. I like to give my students some thinking time before I jump into teaching them something new.
There are many ways I can continue expanding my knowledge of learning, teaching and leading with technology to increase student achievement. Since this was my first technology course at Walden, I can stick with this program and continue to take the other prescribed technology courses to learn more about what I can do with technology. I can also attend workshops, go to optional workshops provided through my district, and keep up to date on current research, technology and practices for achieving higher student achievement.
I have set two long-term goals for transforming my classroom environment. The first goal I have set is to do a technology project each quarter for my second year classes. That will be a total of four opportunities for students to create their own projects using technology. I will achieve this goal by starting to create the lessons early. I already created one lesson for next year dealing with my first unit which is food in Spanish. Now I will work on the second unit project, and possibly be able to implement it as early as this year if I work on all the nuts and bolts. Hopefully by next year, I will have worked on all four unit projects and will successfully be able to implement them right away. The second goal I have set is to work on getting my world language department to be as open to trying new things as I am, or at least add one project or activity that includes technology into their lessons. I will achieve this goal using baby steps. I will talk about what I learn in my Master’s program, highlighting all the new areas of technology that I feel would work great in the Spanish classroom. I will then share my ideas, get feedback and tailor my lesson to fit what others feel will be successful. Hopefully after tweaking my lessons, my colleagues will want to use the lessons as well. I will also ask for their creative ideas for future lessons.
As I looked over my checklist from week one, some of my answers have changed since finishing this course. I have now designed lessons with the goals in mind, and then found the best piece of technology that will fit with those goals. I also now have a vision of how I want my classroom environment to evolve, and I am working on creating that new 21st century classroom environment.
This course helped me develop my own technology skills as a teacher each week. Every week I was to complete a different project, all of which included technology. I learned not only what wiki’s, blogs and podcasts are, but I also learned how to use them. I also learned how these could be used in my classroom. I also was able to learn about an RSS reader, create a reader account and be updated on other classmates’ blog postings instantaneously. What has helped me the most in developing my technology skills is implementing a web 2.0 tool into a lesson plan. This really made everything in this course come together as one big piece for me. When I finished my lesson plan, I realized that I can use technology a lot more than I currently use it right now. It is not as intimidating as I originally thought. I can also work on getting my students using more technology.
I deepened my learning of the teaching and learning process because of two different reasons. One, I learned a lot of valuable information through the articles that were assigned to read and through the videos the class watched for each week. I learned many different pieces of information, but what stuck with me the most is that there is such a thing that exists called a “Digital Native” and a “Digital Immigrant”. I now know that one can learn from each other. I also learned that experience is more important than content. It is hard for me to think this way, but now that I am aware, I will keep this in my mind as I design my lessons. I also learned a lot about the teaching and learning process by being an active participant in class discussions each week. By hearing what my other classmates had to say and responding to them, I learned a lot about the experiences of others. I also got some great insights and ideas from one another. Others were also able to comment on my own postings. I received some valuable information from these activities.
I am in the process of changing from being teacher-centered to learner-centered. It is a hard transformation to make, so I have been working in it slowly. For example, when I teach a new concept in Spanish, I now hand them a sheet that has a few sentences dealing with the grammar structure we will be studying. I have students talk about it in groups, thinking about the similarities and differences they see in each example, and then they make predictions based on the compares and contrasts they make. After the class talks about what each group discussed, we move on with the lesson. I like to give my students some thinking time before I jump into teaching them something new.
There are many ways I can continue expanding my knowledge of learning, teaching and leading with technology to increase student achievement. Since this was my first technology course at Walden, I can stick with this program and continue to take the other prescribed technology courses to learn more about what I can do with technology. I can also attend workshops, go to optional workshops provided through my district, and keep up to date on current research, technology and practices for achieving higher student achievement.
I have set two long-term goals for transforming my classroom environment. The first goal I have set is to do a technology project each quarter for my second year classes. That will be a total of four opportunities for students to create their own projects using technology. I will achieve this goal by starting to create the lessons early. I already created one lesson for next year dealing with my first unit which is food in Spanish. Now I will work on the second unit project, and possibly be able to implement it as early as this year if I work on all the nuts and bolts. Hopefully by next year, I will have worked on all four unit projects and will successfully be able to implement them right away. The second goal I have set is to work on getting my world language department to be as open to trying new things as I am, or at least add one project or activity that includes technology into their lessons. I will achieve this goal using baby steps. I will talk about what I learn in my Master’s program, highlighting all the new areas of technology that I feel would work great in the Spanish classroom. I will then share my ideas, get feedback and tailor my lesson to fit what others feel will be successful. Hopefully after tweaking my lessons, my colleagues will want to use the lessons as well. I will also ask for their creative ideas for future lessons.
As I looked over my checklist from week one, some of my answers have changed since finishing this course. I have now designed lessons with the goals in mind, and then found the best piece of technology that will fit with those goals. I also now have a vision of how I want my classroom environment to evolve, and I am working on creating that new 21st century classroom environment.
Sunday, October 11, 2009
Week 5 Application: Creating a Podcast
For this week's Application, I created a podcast. The link to my podcast is below. I interviewed three students from my classes about their thoughts on technology. I asked them how much time they spend using technology in their school and at home and what technologies are they using and what interests them in regards to using technology in their social and academic environments. I compiled the interview and my findings into one podcast. Here is the link! Enjoy!
http://mariegauthier.podbean.com/2009/10/11/week-5-application/
http://mariegauthier.podbean.com/2009/10/11/week-5-application/
Wednesday, September 30, 2009
Partnership for 21st Century Skills
This site has a lot of support to offer educators, which is very nice to know. I am impressed with this site. I am most impressed with the mission statement which sums up perfectly what the organization is all about. The website’s mission statement says that it serves “as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders” (Partnership for 21st Century Skills, 2004).
I was surprised by a few things when I perused through the website. What surprised me about this organization is that it is the leading organization in incorporating the 21st century skills with the US K-12 education. I had not heard of it before reading this week’s resources, and I am surprised to see how many other areas of work are involved with this organization. It is not just teachers; there are many others such as businesses and policy makers who are together with educators, trying to make this incorporation of 21st century skills and education come together!
What I did notice that was not positive about the site, is that not all the US states are following this organization’s mission. Only a handful of the states are in the drop down menu. My state, Washington, is not on their. That makes sense now why I have not heard of this organization before. It has been going on since 2004 according to the organization’s website, so for five years what have the other states been doing? Is this organization trying hard enough to get the nation on board? I wonder about this, and whether there will be more states following in the future.
The implications for myself as an educator are to become knowledgeable about these 21st century skills, and teach them daily in the classroom. Strive to help develop these skills in each student so they can thrive in the workplace. Teachers need to give their students the tools they will need for the future (which will develop in them the 21st century skills). Another implication is to try to get my state on board with the Partnership for 21st Century Skills.
The implications for my students are to embrace technology and use it to enhance learning. Students need to take the tools that teachers give them to help develop these skills and use them to help prepare themselves for the world after high school.
References:
Partnership for 21st Century Skills
http://www.21stcenturyskills.org/
This site has a lot of support to offer educators, which is very nice to know. I am impressed with this site. I am most impressed with the mission statement which sums up perfectly what the organization is all about. The website’s mission statement says that it serves “as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders” (Partnership for 21st Century Skills, 2004).
I was surprised by a few things when I perused through the website. What surprised me about this organization is that it is the leading organization in incorporating the 21st century skills with the US K-12 education. I had not heard of it before reading this week’s resources, and I am surprised to see how many other areas of work are involved with this organization. It is not just teachers; there are many others such as businesses and policy makers who are together with educators, trying to make this incorporation of 21st century skills and education come together!
What I did notice that was not positive about the site, is that not all the US states are following this organization’s mission. Only a handful of the states are in the drop down menu. My state, Washington, is not on their. That makes sense now why I have not heard of this organization before. It has been going on since 2004 according to the organization’s website, so for five years what have the other states been doing? Is this organization trying hard enough to get the nation on board? I wonder about this, and whether there will be more states following in the future.
The implications for myself as an educator are to become knowledgeable about these 21st century skills, and teach them daily in the classroom. Strive to help develop these skills in each student so they can thrive in the workplace. Teachers need to give their students the tools they will need for the future (which will develop in them the 21st century skills). Another implication is to try to get my state on board with the Partnership for 21st Century Skills.
The implications for my students are to embrace technology and use it to enhance learning. Students need to take the tools that teachers give them to help develop these skills and use them to help prepare themselves for the world after high school.
References:
Partnership for 21st Century Skills
http://www.21stcenturyskills.org/
Sunday, September 13, 2009
Using blogging as a tool to enhance learning
Over the past few weeks, I have been thinking hard about how I can use blogs in my classroom to help enhance student learning and increase student motivation. I teach high school Spanish, levels I/II and III/IV. One idea I have come up with is to use a blog to help showcase their work and to help me as a teacher see at what level students are with their writing and grammar skills. I will use a blog for students to reflect on questions I give them in Spanish, and each question will deal with new grammar concepts previously learned in the classroom. It will give students time to reflect on how they will write their answers correctly and to express themselves in Spanish. One idea I've thought about is to have students practice the past tense in Spanish with my blog. I could ask them questions using the preterite tense (a past tense in Spanish) and students would have to identify that the question I was asking was in the preterite tense and they would respond in the same tense to the question(s). I could have a new question every week, or do one blog assignment per unit. Students could also incorporate their new vocabulary into the response as well. For example, students will be learning food vocabulary shortly in second year Spanish and they will also learn the preterite tense. I could ask a variety of questions which would be in Spanish such as:
I:
1. What did you eat for breakfast, lunch and dinner yesterday?
2. Was the food good or bad?
3. Who prepared your meals?
II:
1. What is a restaurant you ate at recently?
2. What did you order?
3. Did you like it?
4. How much did it cost?
5. Who were you with?
This is just a very quick example of some questions I could ask with the current unit being studied. Its sole purpose would be for students to express themselves in a different way using the target language, and to practice being accurate with new grammar and vocabulary. It would be useful for me as a teacher to see how well students write and understand the simple past tense and how their writing is improving with each blog post. It would also give students practice with using accents and symbols with a computer, since the Spanish language has many symbols that need to be added when typing. I could check for how accurate they are with this as well.
As I am writing this blog, I am coming up with other ideas as I go. I would also perhaps assign each student to comment on at least one student's response with another question. The question would have to include the past tense as well, and be used as accurately as possible. This would make for some good interaction outside of the classroom in the Spanish language!!
Blogging seems like a great tool for the classroom, especially when I think of using it with Spanish. Students would be practicing the language and be interested at the same time. It seems like it would not be too troublesome to grade either. Does anyone have any thoughts or comments on my ideas? Or how about the grading that goes along with blogging? Do you find it easy to grade students' participation?
My last question is should I be grading more on participation rather than grammar/accuracy? I'm not too sure what the grading part would look like yet. Any ideas there?
I:
1. What did you eat for breakfast, lunch and dinner yesterday?
2. Was the food good or bad?
3. Who prepared your meals?
II:
1. What is a restaurant you ate at recently?
2. What did you order?
3. Did you like it?
4. How much did it cost?
5. Who were you with?
This is just a very quick example of some questions I could ask with the current unit being studied. Its sole purpose would be for students to express themselves in a different way using the target language, and to practice being accurate with new grammar and vocabulary. It would be useful for me as a teacher to see how well students write and understand the simple past tense and how their writing is improving with each blog post. It would also give students practice with using accents and symbols with a computer, since the Spanish language has many symbols that need to be added when typing. I could check for how accurate they are with this as well.
As I am writing this blog, I am coming up with other ideas as I go. I would also perhaps assign each student to comment on at least one student's response with another question. The question would have to include the past tense as well, and be used as accurately as possible. This would make for some good interaction outside of the classroom in the Spanish language!!
Blogging seems like a great tool for the classroom, especially when I think of using it with Spanish. Students would be practicing the language and be interested at the same time. It seems like it would not be too troublesome to grade either. Does anyone have any thoughts or comments on my ideas? Or how about the grading that goes along with blogging? Do you find it easy to grade students' participation?
My last question is should I be grading more on participation rather than grammar/accuracy? I'm not too sure what the grading part would look like yet. Any ideas there?
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