1. Choose the activities for each module or week, targeting the skills you want students to practice.<\/h3>\r\nThe \u201cActividades\u201d pages are found in a module called Actividades in your course shell; each module has a set of activities to go with it.\r\n\r\nThe links are draggable, so you can drag them to the module where you want to use them.\r\n\r\nThe activities in each \u201cActividades\u201d page progress from relatively simple warm-up questions to more complex communicative scenarios. In a given week, you might consider pairing one or more simple question-and-answer activities\u00a0 with a more complex interaction between students.\r\n2. Be selective.<\/h3>\r\nYou probably won\u2019t be able to use all of the activities in the course! Choose the ones that make the most sense for your particular class situation. Do you have a synchronous session, with all the students on video conference at the same time? For a warm-up, a round-robin style of questioning might make most sense. In an asynchronous session, on the other hand, you might not want every student to record all the answers. Instead, you could ask them to record themselves answering 3 or 4 of the questions.\r\n\r\nNote: Often the easiest way to have students record themselves is to use their computer or mobile device to make a video recording, then upload it to the discussion board. Your LMS may have plugins or native tools to record directly\u2013 check with your LMS administrator or instructional designer for this use case.<\/em>\r\n3. Create a discussion board for each week or module.<\/h3>\r\nThe LMS discussion board can be a good place to keep track of communication activities. Since Lumen courseware is built into the LMS, you can set up a discussion board the standard way for your LMS. See the instructions in the \u201cSpanish I\u201d section above to guide you through the process of setting up a discussion board.\r\n4. Use the buddy system<\/h3>\r\nWith many of the more complex activities, students need a partner to complete the activity. One way to accomplish this in an online course is to pair students up and have them schedule one-on-one video or phone calls to do the communicative activities. You can set up an Assignment in the LMS (the same process as creating a discussion) to allow students to report back on each conversation session. It\u2019s a good idea to switch up pairs from time to time to keep things fresh.\r\n
In case it\u2019s helpful:<\/strong><\/p>\r\nHere are instructions for setting up a discussion board in common learning management systems:\r\n\r\n \t- Instructions for setting up a discussion board in Blackboard<\/a><\/li>\r\n \t
- Instructions for setting up a discussion board in Brightspace<\/a><\/li>\r\n \t
- Instructions for setting up a discussion board in Canvas<\/a><\/li>\r\n \t
- Instructions for setting up a discussion board in Moodle<\/a><\/li>\r\n<\/ul>","rendered":"
![\"decorative](\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/2025\/2017\/06\/01221600\/inclass.png\")
<\/p>\n
Lumen\u2019s\u00a0Introductory Spanish I\u00a0and\u00a0Spanish II\u00a0courseware was designed with flexibility in mind; it can be adapted for use online and in person, for large classes and small classes, synchronously and asynchronously, and with a variety of LMS tools and plug-ins.<\/p>\n
The first thing to note is the difference between \u201cEjercicios\u201d and \u201cActividades\u201d in the course. We\u2019ve used these terms to designate two different kinds of practice exercises. \u201cEjercicios\u201d are machine-graded practice activities\u2014questions with one correct answer\u2014that students can do entirely on their own. \u201cActividades,\u201d on the other hand, are open-ended activities. A computer can\u2019t grade them because the answers will vary in each case. Even a simple question like \u201cHow are you?\u201d has a wide range of answers.<\/p>\n
Links to the Actividades pages (one per module):<\/p>\n
\n- Actividades: \u00a1Hola! \u00bfC\u00f3mo te llamas?<\/a><\/li>\n
- Actividades: \u00bfEres estudiante?<\/a><\/li>\n
- Actividades: \u00bfQu\u00e9 clases tomas?<\/a><\/li>\n
- Actividades: \u00bfTienes prisa?<\/a><\/li>\n
- Actividades: \u00bfQui\u00e9nes son los miembros de una familia?<\/a><\/li>\n
- Actividades: \u00bfNecesito un su\u00e9ter?<\/a><\/li>\n
- Actividades: \u00bfD\u00f3nde est\u00e1n mis llaves?<\/a><\/li>\n
- Actividades: \u00bfC\u00f3mo pasas tu tiempo libre?<\/a><\/li>\n
- Actividades: \u00bfEst\u00e1s triste, por qu\u00e9?<\/a><\/li>\n
- Actividades: \u00bfCu\u00e1l es tu comida favorita?<\/a><\/li>\n
- Actividades: \u00bfTraigo un mapa?<\/a><\/li>\n<\/ul>\n
Here are some tips for using \u201cActividades\u201d materials in an all-online setting.<\/p>\n
Note: For asynchronous communication, these tips do not require any LMS tools beyond the native LMS discussion board. The same principles will apply if your campus uses asynchronous communication tools such as VoiceThread or Bongo, but the setup may be different.<\/em><\/p>\n1. Choose the activities for each module or week, targeting the skills you want students to practice.<\/h3>\n
The \u201cActividades\u201d pages are found in a module called Actividades in your course shell; each module has a set of activities to go with it.<\/p>\n
The links are draggable, so you can drag them to the module where you want to use them.<\/p>\n
The activities in each \u201cActividades\u201d page progress from relatively simple warm-up questions to more complex communicative scenarios. In a given week, you might consider pairing one or more simple question-and-answer activities\u00a0 with a more complex interaction between students.<\/p>\n
2. Be selective.<\/h3>\n
You probably won\u2019t be able to use all of the activities in the course! Choose the ones that make the most sense for your particular class situation. Do you have a synchronous session, with all the students on video conference at the same time? For a warm-up, a round-robin style of questioning might make most sense. In an asynchronous session, on the other hand, you might not want every student to record all the answers. Instead, you could ask them to record themselves answering 3 or 4 of the questions.<\/p>\n
Note: Often the easiest way to have students record themselves is to use their computer or mobile device to make a video recording, then upload it to the discussion board. Your LMS may have plugins or native tools to record directly\u2013 check with your LMS administrator or instructional designer for this use case.<\/em><\/p>\n3. Create a discussion board for each week or module.<\/h3>\n
The LMS discussion board can be a good place to keep track of communication activities. Since Lumen courseware is built into the LMS, you can set up a discussion board the standard way for your LMS. See the instructions in the \u201cSpanish I\u201d section above to guide you through the process of setting up a discussion board.<\/p>\n
4. Use the buddy system<\/h3>\n
With many of the more complex activities, students need a partner to complete the activity. One way to accomplish this in an online course is to pair students up and have them schedule one-on-one video or phone calls to do the communicative activities. You can set up an Assignment in the LMS (the same process as creating a discussion) to allow students to report back on each conversation session. It\u2019s a good idea to switch up pairs from time to time to keep things fresh.<\/p>\n
In case it\u2019s helpful:<\/strong><\/p>\nHere are instructions for setting up a discussion board in common learning management systems:<\/p>\n
\n- Instructions for setting up a discussion board in Blackboard<\/a><\/li>\n
- Instructions for setting up a discussion board in Brightspace<\/a><\/li>\n
- Instructions for setting up a discussion board in Canvas<\/a><\/li>\n
- Instructions for setting up a discussion board in Moodle<\/a><\/li>\n<\/ul>\n\n\t\t\t
\n\t\t\t Candela Citations<\/h3>\n\t\t\t\t\t \n\t\t\t\t\t\t \n\t\t\t\t\t\t\t CC licensed content, Original<\/div>- In-Class Activities. Provided by<\/strong>: Lumen Learning. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul>CC licensed content, Shared previously<\/div>
- Classroom. Authored by<\/strong>: ProSymbols. Provided by<\/strong>: Noun Project. Located at<\/strong>: https:\/\/thenounproject.com\/term\/classroom\/520781\/<\/a>. License<\/strong>: CC BY: Attribution<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":161083,"menu_order":5,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"In-Class Activities\",\"author\":\"\",\"organization\":\"Lumen Learning\",\"url\":\"\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Classroom\",\"author\":\"ProSymbols\",\"organization\":\"Noun Project\",\"url\":\"https:\/\/thenounproject.com\/term\/classroom\/520781\/\",\"project\":\"\",\"license\":\"cc-by\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2237","chapter","type-chapter","status-publish","hentry"],"part":2232,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapters\/2237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/wp\/v2\/users\/161083"}],"version-history":[{"count":10,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapters\/2237\/revisions"}],"predecessor-version":[{"id":3534,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapters\/2237\/revisions\/3534"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/parts\/2232"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapters\/2237\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/wp\/v2\/media?parent=2237"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/pressbooks\/v2\/chapter-type?post=2237"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/wp\/v2\/contributor?post=2237"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/wm-spanish1-2\/wp-json\/wp\/v2\/license?post=2237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
3. Create a discussion board for each week or module.<\/h3>\r\nThe LMS discussion board can be a good place to keep track of communication activities. Since Lumen courseware is built into the LMS, you can set up a discussion board the standard way for your LMS. See the instructions in the \u201cSpanish I\u201d section above to guide you through the process of setting up a discussion board.\r\n4. Use the buddy system<\/h3>\r\nWith many of the more complex activities, students need a partner to complete the activity. One way to accomplish this in an online course is to pair students up and have them schedule one-on-one video or phone calls to do the communicative activities. You can set up an Assignment in the LMS (the same process as creating a discussion) to allow students to report back on each conversation session. It\u2019s a good idea to switch up pairs from time to time to keep things fresh.\r\n
In case it\u2019s helpful:<\/strong><\/p>\r\nHere are instructions for setting up a discussion board in common learning management systems:\r\n Lumen\u2019s\u00a0Introductory Spanish I\u00a0and\u00a0Spanish II\u00a0courseware was designed with flexibility in mind; it can be adapted for use online and in person, for large classes and small classes, synchronously and asynchronously, and with a variety of LMS tools and plug-ins.<\/p>\n The first thing to note is the difference between \u201cEjercicios\u201d and \u201cActividades\u201d in the course. We\u2019ve used these terms to designate two different kinds of practice exercises. \u201cEjercicios\u201d are machine-graded practice activities\u2014questions with one correct answer\u2014that students can do entirely on their own. \u201cActividades,\u201d on the other hand, are open-ended activities. A computer can\u2019t grade them because the answers will vary in each case. Even a simple question like \u201cHow are you?\u201d has a wide range of answers.<\/p>\n Links to the Actividades pages (one per module):<\/p>\n Here are some tips for using \u201cActividades\u201d materials in an all-online setting.<\/p>\n Note: For asynchronous communication, these tips do not require any LMS tools beyond the native LMS discussion board. The same principles will apply if your campus uses asynchronous communication tools such as VoiceThread or Bongo, but the setup may be different.<\/em><\/p>\n The \u201cActividades\u201d pages are found in a module called Actividades in your course shell; each module has a set of activities to go with it.<\/p>\n The links are draggable, so you can drag them to the module where you want to use them.<\/p>\n The activities in each \u201cActividades\u201d page progress from relatively simple warm-up questions to more complex communicative scenarios. In a given week, you might consider pairing one or more simple question-and-answer activities\u00a0 with a more complex interaction between students.<\/p>\n You probably won\u2019t be able to use all of the activities in the course! Choose the ones that make the most sense for your particular class situation. Do you have a synchronous session, with all the students on video conference at the same time? For a warm-up, a round-robin style of questioning might make most sense. In an asynchronous session, on the other hand, you might not want every student to record all the answers. Instead, you could ask them to record themselves answering 3 or 4 of the questions.<\/p>\n Note: Often the easiest way to have students record themselves is to use their computer or mobile device to make a video recording, then upload it to the discussion board. Your LMS may have plugins or native tools to record directly\u2013 check with your LMS administrator or instructional designer for this use case.<\/em><\/p>\n The LMS discussion board can be a good place to keep track of communication activities. Since Lumen courseware is built into the LMS, you can set up a discussion board the standard way for your LMS. See the instructions in the \u201cSpanish I\u201d section above to guide you through the process of setting up a discussion board.<\/p>\n With many of the more complex activities, students need a partner to complete the activity. One way to accomplish this in an online course is to pair students up and have them schedule one-on-one video or phone calls to do the communicative activities. You can set up an Assignment in the LMS (the same process as creating a discussion) to allow students to report back on each conversation session. It\u2019s a good idea to switch up pairs from time to time to keep things fresh.<\/p>\n In case it\u2019s helpful:<\/strong><\/p>\n Here are instructions for setting up a discussion board in common learning management systems:<\/p>\n\r\n \t
<\/p>\n\n
1. Choose the activities for each module or week, targeting the skills you want students to practice.<\/h3>\n
2. Be selective.<\/h3>\n
3. Create a discussion board for each week or module.<\/h3>\n
4. Use the buddy system<\/h3>\n
\n
Candela Citations<\/h3>\n\t\t\t\t\t