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PBL for WL is not done in quite the same as it is done in other subject areas, but it is nevertheless, a phenomonal opportunity to give students more access to their own interests in conncection with the languguages and cultures we bring to our students!
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Project-based Learning for World Languages or “I am totally #freakedin !”
Don Doehla IWLA Conference October 2013
Presented by Don Doehla, MA, NBCT French Teacher, WL Department Chair Vintage High School, Napa, CA Co-Director, East Bay WL Project UC Berkeley Language Center (CWLP) WL Community Forum Moderator @Edutopia #langchat team moderator on Twitter [email protected] @dr_dmd on Twitter http://pbl-wl.wikispaces.com http://drdmd-iwla13.wikispaces.com
Greetings !
• Visit my wiki h+p://pbl-‐wl.wikispaces.com
• Join my group on Edmodo.com Group code #h35300
• Visit the WL Community Forum @Edutopia h+p://www.edutopia.org/groups/world-‐languages
• Come to EB World Workshops at UC Berkeley’s Language Center:
h+p://ebworld.pbworks.com
• Come to CWLP/CLTA Summer Seminar @UCSB – July 2014
Where do I find all the information presented at this workshop?
http://pbl-wl.wikispaces.com
What are the characteristics of
an ideal 21st graduate? What should(s) he know and be able to do?
What do you think?
infographic from: http://www.ncpapa.org
Communication Collaboration Critical Thinking/Problem Solving Creativity/Innovation Information Literacy Media Literacy Technology Literacy Flexibility/Adaptability Initiative/Self Direction Social/Cross-cultural skills Productivity/Accountability Leadership/Responsibility
21st Century Skills
ACTFL 21st Century Skills Map
21st Century Learning
Infographic from TeachThought.org
What is the role of the teacher in a 21st Century Classroom?
Infographic by Andrew Churches at http://www.masternewmedia.org
The 8 Elements of PBL
Infographic from http://BIE.org
• What is the significant content of the World Language courses we teach?
• How do we decide what it is we will teach our students?
• Do we just decide based on our textbooks? Who decided what to put in the books?
• Do we decide based on the things our teachers taught us? If so, how did they decide?
Significant Content ?
What must students know and be able to do in WL?
• ACTFL Proficiency Guidelines • ACTFL National Standards • ACTFL 21st Century Skills Map • P21 Documents • Common European Framework • Common Core State Standards • ISTE Standards
Significant Content: Our Documents
Communication: interpersonal, interpretive, presentational - oral and written
Control: vocabulary, syntax, structures, grammar
Concepts: how language works, its purposes, its nature...
Linguistic Content
Contexts for communication
Control: the information needed to understand the cultural contexts...
Concepts: how people relate to one another in various cross-cultural settings and why...
Cultural Content
The PBL model allows much room for the incorporation of language and culture! • language-based outcomes shaped by the need to know • the target culture at the heart of the project • students learn the target language in connection with the
cultures of the people who speak it • vocabulary and linguistic structures acquired as students
listen and read in the target language while doing research • students practice speaking and writing while interacting with
peers, the teacher and others • it is especially useful to pair classes with others in the target
culture
Significant Content
Since we live in the 21st Century this makes sense, doesn't it? • Students use technology:
• to do research • to demonstrate what they have learned
• Technology is a great support to learning: it is fun!
• Let kids be as creative as they want, but the standards are based on linguistic proficiencies and cross-cultural competencies, not technological skills!
21st Century Skills
AKA the Four C’s: • Critical Thinking • Communication • Collaboration • Creativity
PBL offers a great opportunity to provide students a context to grow in these skills
Essential 21st Century Skills
Infographic from Innovation Advancing Education http://iaetx.com
These questions need to be crafted carefully ! • Open ended • Give direction for inquiry • Cultural questions about deeper cultural viewpoints
and values are often great! • For example: what do "target culture" individuals/people
groups believe is important about _____ ? • ”What do French-speaking Canadians believe about
their own distinct cultural identity within Canada? How are their values expressed in their literature, their institutions, and the ways they express their identity to each other and to the rest of Canada? What means do they use to express these distinctives?”
A driving question
This naturally flows out of the
driving question if crafted correctly • Students need a sense of where they are going with
their inquiry
• They need coaching to look for good sources, and to manage their time and work.
• The teacher's role: coach, guide, reflective questioner
• It is a challenge to remain in the target language
• I keep favorite links on a class wiki: on-line dictionaries, language tools and videos
A need to know
I like to give students the opportunity to choose the platforms they want to use to demonstrate their learning
• a video • a slide show • a wiki or website • Students must demonstrate both written and spoken
language in response to their research. • “Choice within a framework”
Student voice and choice
One of the most important outcomes of the PBL model. Working together, students learn: • how to solve problems • where to look for good information • how to distinguish good information from bad • how to confirm hypothesis before coming to conclusions • how to test those conclusions • and more • It is a big help to pair a class with another one in the target
language culture - it adds another dimension to learning which is of inestimable value
In-Depth Inquiry
Students need help to develop critical thinking and the ability to offer constructive criticism for improvement of their group's project
• They will need a protocol for scaffolding their discussions, such as Critical Friends (I like, I wonder, Next steps…)
• Teach students how to offer critique - it is not intuitive
• Provide sentence starters in the target language to help them stay in L2 as much as possible
Feedback and Revision
For the PBL model to be complete, students must actually produce something that can be viewed and understood by an audience
• We have access L2 communities nearby or online • Include parents! • When parents do not speak the L2, students provide
an outline so parents can follow the presentation in L1
• Parents and community members offer feedback and comments for the students.
• This approach has been well received
A Publically Presented Product
What is PBL?
• What we know… • What we need to know…
Know / Need to Know
PBL-WL Template
• Les Pirates (novice low) • Family Album (novice mid) • La cuisine de... (novice mid/high) • La revue de mode (novice mid/high) • Les poèmes illustrés (intermediate low) • Mon abécédaire québécois (intermediate low/mid) • An American in France - movie project (intermediate
mid) • Un Guide touristique de l'Afrique francophone
(intermediate high/advanced low) • Others in time…
Example PBL-Aligned Projects
« Les Ados innocents »
• Digital storytelling • Global PBL • Using Technology
• Edmodo • Wikis / websites • Web 2.0 tools
http://pbl-wl.wikispaces.com Get a free copy of the #Langchat E-book!
Other examples and resources
Above and Beyond
fin
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