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Images: Kaz
Learning from Life: What Movies Can Teach Us About
Project Development & Management in Project-Based Language Learning
Cherice Montgomery, Ph.D.Brigham Young University
Cherice_Montgomery@byu.eduLindsey Frost
Image: Lonnie Bradley
Life, Learning, & PBLL•Gold Standard PBLL = Learning from Life
• Learning From Life = Authenticity & 21st Century Skills
•Authenticity = Complexity
•Complexity = Cognitive Overload
•Cognitive Overload = Breakdown
Learning from Life
Image: GeraltImage: Cherice Montgomery & Julio Rodriguez
How do we know when
and what to scaffold?
Anticipate breakdowns &
provide supports
Preview
Image: Peter Szustka
What do real life, PBLL, and movies
have in common?
How do filmmakers skillfully guide audiences through complex
content?How can our experiences at the movies help us think about
developing & scaffolding PBLL projects?
I can…
1) Identify key components of successful immersive experiences.
2) Employ scaffolding strategies to effectively facilitate project-based language learning.
Image: David Ritter
Think of the last time you went to the movies.
What did you experience?
Image: Anneliese Leslie
Which movies have
influenced you most?
Image: Funnytools
Image: Skeeze
Why did those
movies make such a
powerful impact on
you?
Both Movies & PBLL are Immersive
Experiences
Image: Herman Brinkman
Filmmakers only have about 2
hours to “cover” everything!
Image: Perlinator
The FilmmakerImage: Gabriella Fabbri
…(like a teacher) has to…
• Explain the structure, culture, and rules of the world
• Connect with the audience and help them learn the language of the world
• Introduce and develop characters, backstories, and motivations
• Teach relevant disciplinary concepts
• Clarify conflict(s)
• Progressively develop the plot
• Resolve problems
• End the movie in an intellectually and emotionally satisfying way
Image: Artur Bieniek
How do filmmakers
create a meaningfu
l experience
for the audience
given the time
constraints?
They immerse us in “bite-sized chunks” of life’s complexity (Spiro, 1991)
Image: Alexandre Saes
Image: Jesuino Souza
Meaningful movies do teach, but they don’t explain! Instead, they…• Show More Than Tell• Support Cognition• Evoke Emotion• Guide Attention• Provoke Personal Reflection• Promote Social Action
Movies Show More Than Tell
Image: Geralt
• Events are often non-linear (Don’t be afraid of teachable moments in PBLL!)
• Immersive experiences, with “just-in-time” explanations (Structure classroom activity so students learn by doing and you are free to provide “on-the-spot” coaching and explanations!)
Setting conveys historical & cultural information (Have you set up project tasks in ways that require learners to interact with
and extract information from the project’s cultural context?)
Image: Pia
Movies Show More Than Tell
Costumes, dialogue, and actions develop characterization
(Have you planned numerous opportunities for interpersonal communication?)
Image: Tookapic
Evoke Emotion withLighting, Music, Plot Events, Scenery
(Have you planned for learners to engage with multimedia, multisensory methods & meaningful materials?)
Image: Quimuns
Image: Herm
Movies Support Cognitive Processing of Challenging Conceptual Content
(Build Understandingfrom Multiple Perspectives)
Image: Herm
Movies guide
attention with action,
camera angles,
close-ups & flashbacks, lighting, and color.
Image: Moleshko
Tasks: What will LEARNERS
do?
Perspectives: From
whose view?
Formatting:How will you
guide attention?
Movies Provoke Personal Reflection
Image: Geralt
• Characters• Conflict• Emotional Hooks• Giving New Experiences• Moral Dilemmas• Portraying Alternative Realities
Have you planned for learners to:• Exchange Info. with TL Speakers• Discuss Social Problems & Controversial Events• Describe Personal Applications• Engage in Career-Related
Experiences• State Opinions on Moral Dilemmas• Hypothesizing
Image: Keresi72
Movies Promote Social Action
by Evoking Empathy, Influencing Identity, & Shifting Perspectives
Image: ADMC
How do we ensure that both actors & audience enjoy the
experience?
Image: Geralt
Scaffolding The Project
Physical
Space
Clear Instructio
ns
Scaffold Processes, Tasks, Product
Creation, & TechEasy Access
to Resource
s & Materials
Scaffold Content
& Cognitio
n
Consistent
Routines &
Procedures
Provide
Models
• Physical arrangement guides movement • Clear routines & procedures minimize confusion• Distractions minimized• Seating supports desired behaviors/interactions• Relevant resources and materials are easy to access• Clear processes provided (checklists, linguistic supports)• Do people want to spend time in the space?
Image: Michael & Christa Richert
Scaffolding Physical Space
Physical Arrangement Guides Movement
Image: TPSDaveLearners should know what to do because of
how the room, tasks, and worksheets are structured.
Furniture Guides Flow Through the Space
Image : Barnaby Wasson
Spaces Designate
d for Different Purposes
Clear Routines & Procedures Eliminate Confusion
Image: Janusz Gawron
Image: Kostya Kisleyko
Seating Arrangements Support (& Constrain)Desired Behaviors & Interactions
Change Arrangement of Space to Accommodate the Task
Image: Cherice Montgomery
Move the desks!
Image: Penny Coutas
Pair Work
Consider having learners face one another
Images: Frerieke & Rosipaw
Small Group Work
Analysis & Discussion
Image: Jisc_Infonet
Don’t be afraid to have
learners complete tasks in spaces
outside of the classroom if
they are better-suited to the task
Images: Cherice Montgomery & Penny Coutas
Whole Class Discussion or Debate
Ensure That Relevant
Resources & Materials Are Easy to Access
Image: Jeffrey Collingwood
How do we store, package, & distribute materials?
Image: Brande Jackson
Image: Scott Smith
Schedule the PremierePlan backward (from
the culminating event)
Schedule a date for “opening night” (the final product exhibition)
Allow sufficient time to prepare
Publicize the premiere
Images: Janine & Public Domain Pictures
Pre-viewing: Sets Expectations
Previews: Stimulate Curiosity & Interest
Image: Geralt
Entry Events: Generate Interest in the Project
Image: Simplu27
a
Preview: The Entry Event
How will you launch sustained inquiry?
Capture attention
Stimulate curiosity
Evoke questions
Elicit “need to knows”
Casting Call
Image: Activ I Oslo.no
Image: Henry
Forming Groups
Support thoughtful selection of teams based on skills needed for
project tasks
Image: Joe Penniston
Plan for Individual & Group
Accountability
Image: Sam Javanrouh
Focus attention on proficiency
Image: Teri Centner
Schedule Tasks
What does your group need to do next?
What do YOU need to do next in order to fulfill your role in the group?
What help do you need?
Tasks will vary from day-to-day depending on what needs to
happn next
Develop Understanding Progressively
Image: Delphin Media
Image: Knoxville Museum of Art
Have we established clear routines & procedures for group interactions?
Routines & Procedures for:
Class Discussions
Distributing Materials
Forming Groups
Giving Feedback
Tracking Progress
Working in PairsImage: Serkan Alp
Formula for Giving Clear Instructions
Image: Prawny
1 step per line
No more than 5 steps
No more than 7-10 words per
step
Developed by Cherice Montgomery, Ph.D.
The experience is developmentally appropriate for the target audience
Image: CIlkerFreeVectorImages
Scaffolding
Cognition Image: Luis Lopez
Attention
Analysis
Decision-making
Process
Search
Synthesis
Creativity
Reflection
Scaffolding Creativity
Image: Ars Electronica
Establish Procedures for…• Discussion of content
• Brainstorming & analyzing ideas
• Capturing, prioritizing, & selecting ideas
• Sequencing & developing ideas
• Evaluating & implementing ideas
http://tricider.com/
Image: Tricider
ScaffoldBrainstormi
ng
Image: Tricider
Scaffold Generating, Analyzing, & Prioritizing Ideas
Image: Seungho Lee
Ideas can be captured in
low-tech ways too
Scaffolding Creativity: StoryboardingImage: Maha Abed
Scaffold Sequencin
g & Developin
g Ideas
Image: Teresa Marín
ScaffoldComparing
& Contrasting
(Evaluating Ideas)
Scaffolding Decision-making
(Example: Creating a
Review Game)
Image: Cherice Montgomery
What do learners need to consider
in order to successfully accomplish
the task?
Scaffolding Decision-making
Image: Cherice Montgomery
What decisions
do learners need to make in order to develop the final product?
What processes & protocols will you use?Image: Yishay Mor
Scaffolding Synthesis
Image: Global Panorama
What must learners do differently to improve?
Embed Steps to Improving Performance
It’s not about the grade!
Image: Inspiri
Scaffolding Technology
Guide: • Attention to key
features of the tool
• Choices within the tool
• Collaboration w/ tool
• Creative process
Scaffolding Search with Symbaloo
http://www.symbaloo.com/
Scaffold Sharing with a Public Audience
Image: Jarmoluk
http://bighugelabs.com/motivator.php
Image: Amy Leonard
Motivational Poster Creation Site
Comic Creation Sites
Images: Bill Zimmerman, Jambav
, Strip Generator
http://www.toondoo.com/http://stripgenerator.com/
http://www.makebeliefscomix.com/
Image: Flipsnack
Digital Magazine Creation Site
http://www.flipsnack.com/
Free Tools for Creating Infographics
Image: Fernando Vela
Newspaper Creation Sitehttp://www.makemynewspaper.com
Image: Makemynewspaper.com
Image: D. Williams
• Provide just-in-time support—you don’t have to explain everything up front
• Structure activities so students learn language in context
• Let sustained inquiry provide the backstory
• Allow the plot to develop progressively• Attend to intellectual, emotional, and
social elements
Key Principles of an Award-Winning Project
Scaffolding Language
Image: Geralt
Interpretive Mode
Interpersonal Mode
Presentational Mode
Questions?
Cherice MontgomeryCherice_Montgomery@byu.ed
u Image: Wbeersweel0
Credits
Image: Geralt
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