Project-Based Learning

1. Project-Based Learning "Tell me and I forget, show me and I remember, involve me and I understand." Rosanne Zeppieri Independent Consultant Rosanne.zeppieri@gmail.com

2. Anticipation Guide

3. Guiding Questions • What is Project-Based Learning (PBL)? • How does PBL differ from class projects? • What do I have to know develop quality units of study based using the PBL model?

4. The Way We Were The Way We are • Stand up if you remember: • Using a rotary phone • Boom boxes being carried around • Waiting for the bank to open to deposit and/or withdraw • money • Handwriting report cards • Vinyl records • Leg warmers • Rubik’s cube

5. The Way We Were The Way We Are • Thumbs up if you: • Visit a personal website regularly • Text regularly • Use Facebook or MySpace • Have wireless Internet access at home • Use a hand held electronic device (iPhone, iPad, iTouch, Blackberry) • Read books on electronic devices • Pay bills online • Make online purchases • Communicate with friends, family, colleagues using Skype or g-chat

6. The Politics of Art http://learner.org

7. Spending the Summer in India Scenario/Project: Your parents enrolled you in a summer camp in India because they want you to perfect your Hindi language skills, get to know the culture, and have an enjoyable vacation. With your parents help, you make plans, fill out necessary paperwork, review camp activities, and prepare to interact with public officials, camp personnel, and the other kids at the camp.

8. What is PBL: What is it not

9. What is PBL? Definition…

10. How Do We Begin…What Do We Need To Consider…

11. The Design Process

12. Beginning With The End In Mind DOORWAYS TO UNDERSTANDING • Big Ideas • Cultural products and practices and perspectives • Fast food • School life • Driving Questions • How does my culture define who I am? • Are my have eating habits similar to those of teenagers around the world? • How does our school impact the environment? • Essential Understandings • Observing and participating in culturally authentic activities help me to uncover culture-specific products and practices. • American and Indian teenagers share many experiences, yet they are different in subtle and fundamental ways. • We all play an important role in the protection of the environment.

15. More effort has to be spent in framing questions that are worth asking: that is, questions that explore issues that are critical to the development of student understanding. (Black et al., 2003)

18. Questions (Tuffin, 2003)

19. CHANGING THE EDUCATIONAL PARADIGM http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related

22. Proficiency Levels http://actflproficiencyguidelines2012.org

23. PBL Assessment Reflective log Self assessment Peer assessment Role play Videotape presentation Newspaper article Presentations/demonstrations Embedded Ongoing Enhanced by feedback

24. Integrated Performance Assessment Planning The Assessment Interpretive Mode Students listen to or read an authentic text and answer information an interpretive questions to assess comprehension. Presentational Mode Students share ideas, research, and/or opinions with an audience either in writing or orally. Interpersonal Mode Students exchange ideas orally about the designated theme using information gathered from the interpretive phase . http://www.learner.org/libraries/tfl/assessment/analyze.html

25. THEMATICALLY ORGANIZED ASSESSMENT SPANISH Title: ¿Dónde está el museo? (Where is the Museum?) Theme: Art Appreciation Level:Pre-Advanced You have just graduated from high school and have landed the best possible summer job. You will be working for Let’s Go travel guide in Madrid. The company has hired you to review art and culture in Madrid. It will be a lot of work but it’s worth the free trip. You will start the whole process in one of the most famous museums in Spain: El museonacional del Prado After passing through security and buying a ticket, you pick up a brochure to find your way around this humongous museum and find out a little bit about the art. After visiting the museum you decide to go out. Since you’re alone, you end up having a nice conversation with a local. A few days later you have finally finished your job with Let’s Go. Before filling out your final survey for the company you want to ask the Prado staff some last minute questions, make suggestions and comments. You decide to prepare an e-mail in advance, in your best Spanish, and send it off to Spain.

26. InterpretiveTask: You have just graduated from high school and have landed the best possible summer job. You will be working for Let’s Go travel guide in Madrid. The company has hired you to review art and culture in Madrid. It will be a lot of work but it’s worth the free trip. You will start the whole process in one of the most famous museums in Spain: El museonacional del Prado After passing through security and buying a ticket, you pick up a brochure to find your way around this humongous museum and find out a little bit about the art. You have to fill out an evaluation for the museum in order to get paid by Let’s Go upon returning to the United States.

27. Interpersonal Task You have spent a long day in the Prado. Now it’s time for you to relax. It’s 10:00 pm and you’re really hungry. You decide to go out for some “tapas” at a local outdoor café. Since you’re alone, you’re up to talking with the locales. You’re eager to talk about Spain and about your experience at the museum this morning. Presentational Task You have finally finished your job with Let’s Go. You’ve seen all of the museums in Madrid, but you are the most impressed with the Prado. Before filling out your final survey for the company you want to ask the Prado staff some last minute questions, make suggestions and comments. You decide to prepare an e-mail in advance, in your best Spanish, and send it off to Spain. Hopefully, the Prado will write you back.

28. A Database of Performance TasksThematically Organized Assessments http://flenj.org/CAPS/toas.shtml Consortium for Assessing the Performance Standards (CAPS)

29. Planning Template #2

30. Unit Template

31. PBL Process

33. Let’s Examine Some Scenarios…

34. Identify the components of PBLs, the modes of communication, and the targeted proficiency level. What is the “big idea that students will infer from performing this task? • You are going to Pakistan during summer vacation to celebrate Eid with your cousins who live there. You decide to invite one of your American Indian friends because hedoes not know much about how Eid is observed in Pakistan and would like to take part in an authentic cultural experience. You intend to talk with your American Indian friend about the similarities and differences of the American and Pakistani celebrations before you leave. Your friend decides to document the celebration so that hecan show it to his friends and family in the United States. • Before the holiday, you and your American friend watch video clips of various Eid celebrations posted on youtube. Some of the clips depict celebrations in Pakistan and others show the American celebrations. You compare the similarities and differences. • During your stay in Pakistan, your American friend shares his experiences with friends and family at home by posting video podcasts on his personal webpage. He captures important aspects of the celebration on video and “reports” on his experiences.

35. Ideas and More Ideas for Projects… Digital Stories/ Personal Narratives: What is my story? How can I communicate that story effectively to others? Students engages in writing stories about themselves and their journeys. Product deliverables could be any sort of story telling product as well as a formal personal narrative. A Walking Tour of Mumbai: What are some most interesting places in the city? Which neighborhoods tell the story of the city? How can I communicate those stories effectively to others? Similar to the project above, but focuses on more historical content. Students might interview native speakers, create a google map outlining and notating the route and the important sites. The products could be endless as well, from oral presentations to websites, to podcasts.

36. Identify the components of PBLs, the modes of communication, and the targeted proficiency level. What is the “big idea that students will infer from performing this task? The student government in your school is investigating the challenges faced by new students recently arriving in New Jersey from India. As part of a subcommittee, you will work with your team members to examine the academic, social, economic, and linguistic challenges faced by these students. After a careful examination and discussion of the issues, your committee will report on its findings and offer recommendations during a student assembly.

37. The United Nations Environmental Program has released a new endangered species list of migratory animals. Students will role play a small group of scientists attempting to launch their own environmental advocacy organization to speak up for a particular migratory animal. Each environmental group must create a name for their organization, determine in what country they will be located, design an advocacy poster to bring awareness to their classmates in school and present information about the endangered animal. Group presentations must include a world map that details the continents and countries in which the animal migrates. Identify the components of PBLs, the modes of communication, and the targeted proficiency level. What is the “big idea that students will infer from performing this task?

38. Identify the components of PBLs, the modes of communication, and the targeted proficiency level. What is the “big idea that students will infer from performing this task? • Rohan is going to India to study abroad for a semester. In anticipation of the visit, he and his host mother begin to communicate electronically. She sends him an email with pictures of the family and information about each person. This gives him a good idea of the people with whom he will live during his time in India. • He decides to follow-up with a video chat using Skype. During the conversation, he introduces himself and his family through personal pictures and anecdotes. He describes each person in detail talking about likes and dislikes, their ages, and their hobbies. • During his stay in India, he frequently posts pictures of the places he visits and the activities he does with his host family.

39. Metaphor for Teaching

40. What kind of work do you find totally engaging? What kind of work do you hate to do?

41. WHAT IS EXEMPLARY DESIGN FOR LEARNING? • What was the most well-designed learning experience you have ever encountered as a learner? Consider ONLY experiences out of school. • What features of the design-not the teacher’s style-made the learning engaging and effective? • Describe the design.

42. WHAT ARE COMPONENTS OF EXEMPLARY LEARNING EXPERIENCES? • Share recollections with colleagues • List commonalities of effective experiences • What is essential for any learning experience to be effective and engaging for students?

43. WHAT ARE SOME PROJECTS THAT WILL ENGAGE LEARNERS, BUILD PROFICIENCY, AND DEVELOP CULTURAL UNDERSTANDINGS OF THE HINDI PEOPLE AND THEIR CUSTOMS?

44. TASKS • Outline a PBL at the Novice-High or Intermediate level on the subthemes of the STARTALK Camp • Outline a PBL task for heritage students at the Intermediate level based on one of the themes that corresponds to your curriculum

46. 21st Century Skills Map Intermediate Range Task Student Created Museum: after deciding upon a topic of significant cultural and/or historical interest, students propose research questions, divide themselves into teams to conduct research and locate representations of artifacts. Then they compile the research and artifacts into a series of museum exhibits for which they serve as the docents. Members of the target language community serve as consultants on the project during its development. The student docents prepare a virtual tour of the museum to share with their peers both within the school community and in the target language country. http://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

47. Group Presentations

48. Frayer Model: Exit Card

49. Resources • http://langmedia.fivecolleges.edu/lm_collection.html • http://Learner.org • http://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf • http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html • http://zaidlearn.blogspot.com/2009/07/use-blooms-taxonomy-wheel-for-writing.html • http://flenj.org (resources/CAPS/TASKS)

50. Closure EXIT PASS: Please fill out COMPLETELY and THOUGHTFULLY and turn in before you can leave. What are four things that really squared in your head today? 1. 2. 3. 4. Name one question that you have going around in your head from what you learned today. Q: What are three things you want to remember from the lesson/presentation today? 1. 2. 3.