MIRIAM PATRICK: TECHNOLOGY IN THE LATIN CLASSROOM
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QR Codes 1

6/14/2020

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This post houses the original work I posted on this website about using QR codes. Since this work, I have greatly changed and expanded how I use QR codes in class. This post serves as an initial reference. Subsequent posts may cover:
  • updates to these ideas
  • new ideas
  • new ways to make and use QR codes
Link to original QR code page
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Latin Chats

6/14/2020

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As referenced in the Teacher Posts, one of the ways I use SnapChat/Remind is to encourage outside of class communication in Latin. I have posted a variety of things that students have the option of responding to. In addition to these prompts, students have sent me copies of conversations they've had with each other as well as things they want to ask me about. This is, in my opinion, one of the best uses of SnapChat for me as it encourages communication in the language outside the classroom and students enjoy it. Please note that I no longer use SnapChat in this way, but still encourage this via Remind.​

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This is an example of an image and prompt I gave to students in Latin III. I often use pictures of my cats and dogs, rather than people. This image shows my cats hunting a fly and the caption reads: Bao et Li (feles) insecta petunt! industriam demonstrant! quando tu industriam demonstras? Bao and Li (the cats) are chasing/hunting insects! They show industry! When do you show industry?

This image was used for a special event: the solar eclipse in 2017. for this image, I used the site befunky to help add stickers and text to create a unique message for my students. This image shows my dog Chibs, a solar eclipse sticker, and the message: eheu! Chibs eclipsem NON vidit! describe Latine eclipsem! Oh no! Chibs did not see the eclipse! Describe the eclipse in Latin!
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This was a picture sent to me by a student who was abroad. She was traveling with a group and came across some things in Latin. After sending this and asking, she and I engaged together so that she could figure out what it meant. 

Another student, who was also in Europe, sent another picture of statues with Latin inscriptions and of important figures. ​

​This conversation did not take place in SnapChat but, rather, was shared with me via SnapChat. This was common in my Latin II classes, but this one in particular is of interest because it is between a Latin I and Latin II student. This conversation was unprompted by the teachers and truly shows an enthusiasm and interest in the language that is of a student's own design. 

While the conversation does have minor spelling errors, what is most important is that these students, who are on different levels, were able to communicate on a basic level and support each other. 

Translation:
S1 - Hello!
S2 - Hello friend!
S1 - How are you?
S2 - I am well, and you?
S1 - Well! Good bye!
S2 - Oh no! 
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SnapChat and Sub Plans

6/14/2020

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I absolutely love the idea of using these tools for sub plans. I am often frustrated when sub plans go awry, whether in the delivery of the plan or the collection, etc. What is detailed below is a sub plan I used a while back that required a teacher SnapChat account. However, this is easily done with Remind as well. Instead of having student send questions and videos via snapchat, you can use Remind the same way. 

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I used SnapChat twice while I was absent. Each time there was a small element that required SnapChat. What I found is that I was able to answer student questions, respond to any issues, and see the kids in action, even if I wasn't there. Students responded that they felt this was effective and enjoyed being able to communicate with me when I wasn't there. ​

Students were completing a task while I was absent. Students were discussing their family members and which qualities they liked or disliked in each. 

In this image, students are sharing part of their conversation (they were to share videos and images). The question asks, "For whom in your family are you used to showing anger?" This group has responded that one of them shows anger to their brother while the other shows anger to their mom and sisters. 

Additionally, this group has used a variety of stickers to demonstrate understanding of the sentence, and marked their discussion using the drawing function. ​
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a second example from this group shows answers for a question that asks who they think is the best in the family. One members answer themselves, while the other say the entire family was. 

Students again made use of stickers, but in this case it reflects their conversation more than the question. ​

On the second day of sub plans, I asked students to share videos or images of the questions they thought might appear on the final exam based on the readings we had been working with. 

One of the things I like about using SnapChat is that it allows students to show their skills without requiring that they be in the image or that they be the in the center of things. 

As in the first image from the QR Code Dictation, as well as the first image from the Task discussion, and this one, students hid their faces or took images of other objects while still completing what was asked of them in a proficient way. ​
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SnapChat and QR Codes

6/14/2020

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In this version of a QR code dictation, students use QR codes to find sentences and see clues for the next sentence. Then, to show evidence of the sentence and their understanding, they snap an image of themselves acting out the sentence and send it back to the teacher. While the original version of this activity called for the teacher to have a SnapChat account, I have found that students can easily send these images via Remind or in a dropbox or online discussion board.
Students were asked to snap parts of a story and send them back to the teacher. In this part, the false king "Pelius" is angry with Jason and sends him on a journey to the golden fleece. The student not only used SnapChat, but also made use of stickers within the app to show the emotion of the scene. ​
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In another part of this story, student had to identify a family line. These students have used the drawing function on the SnapChat app to not only label each character, but show the generations of the family line, along with their physical positions in relation to each other. ​
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Explanation and Connection to World Readiness Standards

6/14/2020

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Explanation

Social media is often a complex topic for educators. It can provide some amazing resources and context for material, but can also open the door for a number of unintended consequences. This blog is going to explore my use of social media and its elements in the classroom from a tech standpoint. Topics you may see discussed:
  • Snapchat
  • Remind
  • Instagram
  • QR codes

Connection to World Readiness Standards

Link to the World Readiness Standards
  • Communication - Learners interact and negotiate meaning in spoke, signed, or written conversations to share information, reactions, feelings, and opinions.
    • Students had to negotiate meaning and communicate for the QR Code dictation, Sub Plans, and the Latin Chats.
  • Communication - Learners understand, interpret, and analyse what is heard, read, or viewed on a variety of topics.
    • Students had to interpret the Latin in the QR Code Dictation and demonstrate that understanding. 
  • Comparisons - Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. 
    • In the Latin Chats, a student on a trip abroad shared some cultural things in Latin she found, investigating and using her own knowledge of the language. 
  • Communities - Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalised world.
    • Students in the Latin chats communicated outside of class, as well as in class during the QR Code Dictation and Sub Plans
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    Author

    This is often a complex topic for teachers. Miriam has explored a number of ways to use social media appropriately in the classroom. This blog page is dedicated to that work.

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