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PBL and Languages

PBL and Languages
Editor's Note: Today's guest blogger is Don Doehla, French teacher and instructional coach at Vintage High School in Napa, California. Don recently stepped up to become the new facilitator of our World Languages group. He's got some great ideas for teaching world languages, including the use of project-based learning. He shares a few of these tips today. We hope you'll join him in the World Languages group as well. The world may be small and flat, but it is also multilingual, multicultural, and more and more, it is an interconnected world. The Challenges Like other World Language teachers, I am constantly trying to focus on the essentials in order to create a standards-driven, communication-based curriculum for my students. The Rationale for PBL And so I come to project-based learning as a way of bringing it all together. Stage 1 Fluency Example: The Menu Project Stage 2 Fluency Example: The Children's Story Book We refer to stage two fluency as created language. Future Plans

http://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-don-doehla

Related:  PBL (ABP)projects PBLinspiration och tankarPBL

Resources for Project-Based Learning Last month we released Projects for all our education wikis. Our intention was to give you a better tool for group work, but, as many of you have pointed out, they’re also great for project-based learning. Project-based learning, or PBL, grew out of early 20th century education reform, like the works of John Dewey. It generally involves directed, open-ended questions, real-life problem solving, and presentation to an authentic audience. And, of course, it’s a great way for students to build collaboration and 21st-century skills while mastering content.

Real world project In a week from today, I will start my second teaching assignment at Queen’s School of Business: Integrated Marketing Communications. Hey, I am excited, its going to be a lot of fun! Communications is an interesting course, no doubt, but that’s not the main reason for why I am looking forward to the next couple of weeks and months. The main reason is that I am the only instructor of this course (two sections). Project-based Learning in the World Language Classroom Thanks to all our dedicated #LangChat twitter participants who shared great ideas and resources on project-based learning (PBL) in the world language classroom. Thanks especially to the moderators, Don Doehla and Sara-Elizabeth Cottrell (@dr_dmd and @SECottrell). Below you’ll find an overview of the discussion we had Thursday night with all the main points that participants shared. You can read the entire archive here. We had an insightful conversation on project-based learning, including participants’ ideas of what exactly this method is, examples of successful projects, and how to implement it in the classroom (including how to win parents’ approval).

The Power of Project Learning By Wayne D'Orio Here’s a riddle: Imagine there is a learning technique proven effective through 100 years of use that is now enhanced by the power of today’s technology. Imagine it can excite learners to continue their work well past the parameters of the school day. pbl-fl Problem-Based Learning (PBL) in the Foreign Language Classroom by Clark J. Nelson Clark_Nelson@dps.cudenver.edu February 1998 IntroductionIn this paper, I will first describe what PBL is and define the roles of students and teachers in PBL activities. I will then demonstrate how PBL, or at least aspects thereof, can be incorporated into foreign language classes. Finally, I’ll provide a bibliography of several resources on PBL, both in print and on the internet. It is my intent to share information about PBL which can help other foreign language instructors add to their repertoire of what I like to call "cognitively-correct" activities.

High school project 1 Context (High school: 14 – 18 years old) This project, described by Proulx (2004), has been made in 1996 by a team of 4 students of a course named "Projects in Community organization, given by Norman Gilles This course is based on the realization of community projects by the students. An integrating topic is released and students, in teams of 4 or 5, must carry out a particular project in adequacy with the integrating topic. The project describes here was based around the integrating topic "Urgency of tenderness", topic of a play which proposes a reflexion on the common lived experiences, needs for attention and tenderness.

5 Powerful Questions Teachers Can Ask Students My first year teaching a literacy coach came to observe my classroom. After the students left, she commented on how I asked the whole class a question, would wait just a few seconds, and then answer it myself. "It's cute," she added. Um, I don't think she thought it was so cute. PBL in the TL: PBL Projects For more information on Project-Based Learning in the Target Language, How can we present highlights of a country's history in a 10-minute skit for a language competition? Audience: language competition judgesWhy students care: competition, choiceSuccess level: 9What the project needs: more scaffolding for research and script revising in the TL How can we help children at a struggling rural school in Colombia? Audience: Colombian school children, charity organizersWhy students care: sympathy for children, curiosity about their livesSuccess level: 8What the project needs: more focused final goal and incorporation of communication into the final product How can we create a picture book that teaches children to accept others' differences?

Explore Our Town Project The Our Town Project is an interdisciplinary collaborative project that asks students to explore their town and the people and places that make it unique. Students begin by using Google Earth to identify various places in their town, such as their schools, their seat of government, the police station, the hospital, the zoo, religious centers, local museums, water treatment plants, and other businesses where their parents work. As students take class field trips to these places, they use GPS units to groundtruth the location and use video cameras to capture images or record interviews. This project is intented for younger students as they learn about their town and how their government works in social studies class. We hope that other schools will use this project as a model and share information about their town with us through our collaborative layer. This layer can be downloaded from the main project page and viewed in Google Earth.

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