SYLLABUS Introduction to Global Project-Based Learning for Teaching World Languages GLOB 5905 summer 2015 Hutchinson Hall 131 I.

Course Description: This course offers contemporary theories of learning as the framework for project-based instruction and the development of global competencies, as well as the opportunity to connect theory with practice through field-based observations.

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Module Dates and Topics: The 2-week course consists of 6 learning modules- 5 modules in Week 1for Summer Teacher Program participants and a clinical observation module in Week 2 for MA candidates. (Note: Clinical micro-teaching for MA candidates will be conducted July 2731 as part of GLOB 5920- Methods I)

Modules 1-5 July 13 July 14

Week 1: July 13-17 (Summer Teacher Program and MA Track) Topics Instructor Learner-centered Pedagogy/Inquiry-based Approaches/ Global-Project-based Learning and World Languages Technology: A Critical Component of Global-PBL Instruction

Janis Jensen [email protected]

Lisa Thumann [email protected]

July 15

July 16 July 17

Week 2 Module 6 July 20 July 21 July 22 July 23 July 24 III.

ACTFL World Readiness Standards/Alignment of the Three Communicative Modes with the Global Competence Matrix for World Languages Planning Communicative Tasks for Global-PBL Instruction Application of Theory and Best Practices for Teaching Learners of Hindi/Urdu using Global-Project-based Learning Clinical Observation July 20-24 (MA Track) Topics

Janis Jensen

Janis Jensen Vijay Gambhir [email protected] Clinical Supervisor and Language Specialists

Field-based observation Field-based observations Field-based observations Field-based observations Field-based observations

Course Learning Outcomes Module 1: Demonstrate understanding of the theoretical framework for Project-Based Learning (PBL) and the development of global competencies. Module 2: Select/ use a range of technologies to facilitate G-PBL tasks and teacher work goals. Module 3: Analyze the extent to which G-PBL addresses the Standards goal areas (5 Cs) and the modes of communication in authentic cultural contexts. Module 4: Create age, interest and proficiency-level appropriate communicative tasks using the G- PBL framework and Global Competence Matrix for World Languages. Module 5: Create age, interest and proficiency-level appropriate communicative tasks for mixed ability and mixed background heritage learners of Hindi/Urdu using G-PBL. Module 6: Conduct field-based observations of Hindi/Urdu language learners in classroom settings to analyze the relationship between theory and learner-centered instructional/assessment practices/outcomes; present demo micro-teaching tasks.

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Required Texts Adair-Hauk, B., Glisan, E., & Troyan, F. (2015). Implementing integrated performance Assessment. Alexandria, VA. American Council on the Teaching of Foreign Languages. Boix-Mansilla, V., & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society. Retrieved from http://asiasociety.org/files/book-globalcompetence.pdf National Standards in Foreign Language Education Project (NSFLEP). (2014). WorldReadiness standards for learning languages (W-RSLL). Alexandria, VA: Author. Retrieved from: http://www.actfl.org/publications/all/world-readiness-standards-learninglanguages and http://www.actfl.org/publications/all/world-readiness-standards-learninglanguages#sthash.5ZMgBnhz.dpuf

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Course Methodology  Learners listen, view or read assigned material independently prior to class sessions and complete a specific task(s) to provide evidence of understanding (Interpretive Mode).  Instructors/Learning Facilitators engage learners during class sessions in speaking and/or writing transfer of learning tasks (based on materials previously listened to, viewed or read) that require application, problem-solving and analysis, robust discussion and active participation in hands-on activities to provide evidence of understanding (Interpersonal Mode). During this time, learners have multiple opportunities to apply knowledge and demonstrate their ability to use it. Any gaps in understanding become visible to both themselves and the instructor who will provide timely feedback and guidance.  Learners work collaboratively in pairs or groups in and/or outside of class to create and present a specific product related to the targeted learning topic to provide evidence of “new” learning for review by and feedback from other learners and instructors (Presentational Mode).

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Course Requirements: Learners will:  Complete all assigned interpretive listening, viewing and reading tasks prior to class to enable participation in class discussions and activities.  Actively engage in class discussion and collaborate on completion of assigned activities in pairs/small groups.  Complete all presentational performance tasks for each module and during clinical observation/practice according to the rubrics provided to be included in an electronic portfolio along with the final performance assessment.

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Assessments

Course Assessments and Dates of Submission Module 1: Task 1: Making the Case for PBL Task 2: PBL + Global~ Perfect Together Task 3: Thinking Globally- World Languages and 21st Century Skills

Due date July 13-14

Module 2: Task 1: Web 2.0 Apps Review and Application Task 2: Virtual, Local and Global Collaboration Task 3: Collaboration and Creation

July 14-15

Module 3: Task 1: Zoning in on Standards, Modes and Levels Task 2: Aligning Standards, Modes and Dimensions of Global Competence

July 15-16

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Module 4: Task 1: Politics of Art Video Analysis Task 2: Creating Demo Micro-teaching Tasks Module 5: Task 1: Rating Authentic Tasks Task 2: Analyzing and Rating OPIs Task 3: Creating Tasks using G-PBL Themes/Topics Module 6: Task 1: Daily Observation Logs Task 2: Reflective Journals Task 3: Self and Peer Assessment of Demo Micro-teaching Electronic Portfolio: Students create and maintain a portfolio containing: 1. Products created during/for course modules 2. Observation logs 3. Journal entries: a. Daily reflections about learning and learning experiences b. Connections to theory/best practices and insights gained c. Analysis of demo micro-teaching segments d. Initial thoughts about possible areas of interest for action research VIII.

July 16-17 July 17

July20- 24

August 4

Grading  Active participation in class discussions and demonstration of the ability to apply/transfer knowledge and skills (25%) using Participation Rubric Guidelines.  Effective collaboration with peers during/outside class in the creation/presentation of assigned tasks (25%) using Collaboration Rubric Guidelines  Demo Microteaching task development and presentation (25%) using Micro-teaching Rubric Guidelines.  Electronic Portfolio containing module learning tasks and other artifacts as outlined above (25%) using Portfolio Rubric Guidelines.

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Week 1: July 13-17 (Summer Teacher Program and MA Track) July 13 Module I.

Learner-centered Pedagogy/Inquiry-based Approaches/ Global-Project-based Learning and World Languages

Janis Jensen

Pre Readings ACTFL. (2014). Global competence position statement. Retrieved from http://www.actfl.org/sites/default/files/GlobalCompetencePositionStatement0814.pdf ACTFL & Partnership for 21st Century Skills. (2011). 21st century skills map. Retrieved from https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguages map.pdf + http://tonitheisen.wikispaces.com/ACTFL+21st+Century+Skills+Map Boix-Mansilla, V., & Jackson, A. (2011). Educating for global competence. Retrieved from http://asiasociety.org/files/book-globalcompetence.pdf  Preface by Howard Gardner, x-xii.  Chapter II: Understanding the World through Disciplinary/Interdisciplinary Study, 11-19  Chapter VII :Teaching for Global Competence, 53-70  Global Competence Matrix for World Languages, 108 Edutopia.(2010). Anatomy of a project: Give me shelter Retrieved from http://www.edutopia.org/stw-maine-project-based-learning-homeless-video Larmer, J. & Mergendoller, J. (2012). Eight essentials for project-based learning. Retrieved from http://pbl-wl.wikispaces.com/what+is+pbl%3F

Instructor PDF: Introduction to Project-based Learning Packet (On website under Instructor Resources) II.

Learning Outcomes Demonstrate understanding of the theoretical framework for project-based learning (PBL) and how to develop student global competencies through Global-PBL instruction.

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Content Learner-centered Pedagogy/Inquiry-based Approaches/Global-Project-based Learning and World Languages

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Instructional Strategies/Assessments Task 1: Making the Case for PBL Based on the article by Larmer and Mergendoller (2012) and the Edutopia videoclip, Anatomy of a Project, work with a partner to create an info graphic and accompanying oral narrative for use in a presentation for parents that captures the essence and benefits of learner-centered/inquirybased instruction as evidenced in project-based learning. Consider making a comparison with teacher-centered instruction that you or many parents may have experienced. Cite the advantages of using this approach with 21st century learners. Follow Making the Case for PBL Rubric Guidelines. Task 2: PBL+ Global~ Perfect Together Based on Chapters II and VII of Educating for Global Competence, expand the info graphic previously created to show how the four dimensions of Global Competence are aligned with project-based learner-centered instructional approaches. Follow PBL+ Global~ Perfect Together Rubric Guidelines.

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Task 3: Thinking Globally: World Languages and 21st Century Skills The ACTFL 21st Century Skills Map for World Languages is organized around four key interdisciplinary themes, one of which is Global Awareness (developing global awareness to understand and address global issues) and includes sample language learning tasks that integrate 21st Century Skills. After reading the Skills Map document, select a task in the Novice, Intermediate and Advanced proficiency range in which the content has the “potential” of being developed into a Global PBL unit. Modify the task accordingly so that it reflects the essential elements of G-PBL and the four dimensions of global competence in the Global Competence Matrix for World Languages. Follow 21st Century G-PBL Task Rubric Guidelines. V.

Additional Resources: Project-based Learning American Council on the Teaching of Foreign Languages http://www.actfl.org (The Language Educator: http://www.actfl.org/publications/all) Doehla, D. (2015). Project Based Learning in World Languages Website. Retrieved from www.pbl-wl.wikispaces.com Excellent! Edutopia Website. http://www.edutopia.org/project-based-learning-guide-resources Thirteen Ed. Online. Constructivism as a paradigm for teaching and learning www.thirteen.org/edonline/concept2class/constructivism/ Trefs, K. (2013). Prezi on Project-Based Learning. Retrieved from https://prezi.com/s6yokttt7snu/project-based-learning/

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July 14 Module

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Technology: A Critical Component of Global-PBL Instruction

Lisa Thumann

Pre-Readings    

Required reading/viewing: https://www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle https://www.youtube.com/watch?v=us0w823KY0g http://www.hippasus.com/rrpweblog/archives/2014/08/27/SAMRInTheClassroom.pdf http://fcit.usf.edu/matrix/matrix.php Note: All students must come prepared with a Google Account (username/password) and may sign up for a free account at https://accounts.google.com/signup.

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Learning Outcomes 1. Develop foundational knowledge of the technology tools and resources available for digital communication. 2. Demonstrate understanding of the underlying pedagogy that supports the use of communication technologies in the WL classroom in addressing the modes of communication. 3. Evaluate the opportunities and constraints of using various technology applications for language learning purposes.

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Content Selecting and using appropriate technology tools to support addressing the three modes of communication: a. Interpretive/one-way communication  Pedagogy underlying text engagement- Listening and reading for a purpose (Read/Write for Google)  Techniques and strategies for accessing authentic content (https://news.google.com/)  Age/grade-level reading/listening materials  Storytelling, story reading, story mapping (http://goanimate.com/) b. Interpersonal/two-way communication  Interactive language activities (pairs, groups)  Working collaboratively through G-PBL using Skype/videoconferencing technology (https://plus.google.com/) c. Presentational/one- to-many communication  Speaking performances (https://www.youtube.com/)  Writing/developing a product for a purpose (https://www.blogger.com/home)  Writing as process-prewriting/draft/share/edit (https://docs.google.com/document/u/0/?showDriveBanner=true#)  Projects that demonstrate student communicative competence (e.g., Audio podcasts digital stories, posters and brochures; cartoons, comics, essays, advertisements,, reports, video projects, photo stories)

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Instructional Strategies/Assessments Introductory Activity: Information Gathering- Using Google Forms, participants collect and analyze information about each other and discuss how using Google Forms made the task more efficient. Task 1: Web 2.0 Apps Review and Application – After a demonstration of different web applications, working in pairs, participants select a minimum of three applications that will assist in addressing each of the modes of communication using instructor-selected learning scenarios from the Hindi Standards and a graphic organizer. See hyperlinks in the Content description above and discuss application of the SAMR model. Task 2: Virtual, Local and Global Collaborations - Participants will examine best practices on how to use social media to organize and foster successful connections using instructor-selected scenarios from the Hindi Standards and a graphic organizer. Information will be published on participant Google Sites pages. Task 3: Collaboration and Creation – Working in pairs, participants develop a learning scenario that addresses the modes of communication using exemplars provided in the Hindi Standards and a graphic organizer that incorporates various technology tools and applications. Follow the SAMR Rubric https://sites.google.com/a/k12.andoverma.us/apsdigital-learning/technology-integration-rubrics to ensure the interdependent characteristics of meaningful learning environments are reflected in the scenario.

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Additional Resources: Technology Integration 1. http://pbl-wl.wikispaces.com/Tech+Tools+for+Education 2. A Communications Technology Module for the Foreign Language Methods Course http://web.cortland.edu/flteach/methods/main.html 3. Toni Theisen (ACTFL Teacher of the year/past president) presentations (Excellent) http://tonitheisen.wikispaces.com/Theisen+Presentations+Archives+20122014http://tonitheisen.wikispaces.com/SCALTC+Jan+18.+2015 http://gwl2013.wikispaces.com/home Excellent! 4. NOVASTARTALK. (2010). STARTALK multimedia workshop: NOVASTARTALK online: Technology-enhanced language instruction. STARTALK Multimedia Workshop Collection. Retrieved from https://startalk.umd.edu/teacherdevelopment/workshops/2009/NVCC

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July 15 Module

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ACTFL World Readiness Standards/Alignment of the Three Communicative Modes with the Global Competence Matrix for World Languages

Janis Jensen

Pre Readings ACTFL World Readiness Standards for Learning Languages (W-RSLL) pp.7, 9, 44-109 Adair-Hauk, Glisan & Troyan Implementing Integrated Performance Assessment Chapter 2 pp. 9-19 Chapter 4 pp. 27-38 Chapter 6 pp. 53-103 Instructor PDF: Focus of Changes in the 2014 World Readiness Standards for Learning Languages (On website under Instructor Resources)

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Learning Outcomes 1. Analyze the extent to which Global Project-Based Learning addresses the five standards goal areas and the modes of communication in authentic cultural contexts. 2. Explain why Integrated Performance Assessments are a cutting edge strategy for blending instruction and assessment that addresses the modes of communication in a seamless manner.

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Content 1. Alignment of 5 Cs and 3 modes of communication with the Global Competence Matrix 2. Blending instruction and assessment that addresses the modes of communication using IPAs

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Instructional Strategies/Assessments Task 1: Zoning in on Standards/Modes and Levels: Read sample progress indicators provided from the Hindi Standards and determine the correct Standard, Mode of Communication and Proficiency Level addressed. Use the Standards Graphic and Quick Reference Handout as guides. Follow Zoning in on Standards/Modes and levels Rubric Guidelines. Task 2: Aligning Standards, Modes and Dimensions of Global Competence Complete an alignment chart that illustrates the congruency between the five standards goal areas, modes of communication and the Global Competence Matrix using a self-selected IPA exemplar. Follow Aligning Standards Rubric Guidelines.

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Additional Resources: Instruction/Assessment Ohio Department of Education http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/ForeignLanguage/World-Languages-Model-Curriculum/World-Languages-Model-CurriculumFramework/Instructional-Strategies/Strategies_Assessment_Guidance_MCwebsite.pdf.aspx  Sample IPAs and Sample IPAs that integrate technology  Rubric samples for writing and speaking  Rubrics from ACTFL - interpretive, interpersonal, presentational  Making interpretive reading and listening tasks - ACTFL template  Interpretive Communication - ideas for reading, listening and viewing  Interpersonal Communication - ideas for speaking, writing and signing  Presentational Communication - ideas for speaking, writing and signing  http://education.ohio.gov/Topics/Ohio-s-New-Learning-Standards/Foreign-Language/WorldLanguages-Model-Curriculum/World-Languages-Model-Curriculum-Framework (Excellent!)

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July 16 Module I.

Planning Communicative Tasks for Global-PBL Instruction

Janis Jensen

Pre Readings Annenberg Politics of Art Video: http://learner.org/libraries/tfl/spanish/langer_de_ramirez/index.html Barron, B., & Darling-Hammond, L. (2008). Teaching for meaningful learning: A review of research on inquiry-based and cooperative learning . Kean STARTALK Student Program Curriculum and Lesson Plans (2015) Retrieved from https://sites.google.com/a/kean.edu/startalk2015/ Mc Carthy, J. (2015, March). Authentic audiences purpose: Engaging students in learning that means something. Retrieved from http://openingpaths.org/blog/2015/03/authentic-audiences-purpose/

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Learning Outcomes 1. Analyze standards-driven, learner-centered lessons based on various exemplars. 2. Create communicative tasks in each of the modes of communication for use in specific lessons in a G-PBL unit. Content 1. Standards-driven/ learner centered planning and instruction 2. Planning communicative tasks for G-PBL Lessons Instructional Strategies/Assessments Task 1: Politics of Art Video Analysis After viewing the Politics of Art video, determine if: (a) the design of the unit lessons reflects project-based learning/backward design approaches; (b) the STARTALK Principles for Language Learning are utilized and (c) if the unit lessons meet the criteria for developing global competence (why/why not). Provide specific evidence from the video. Follow Video Analysis Rubric Guidelines. Task 2: Micro-teaching Tasks Based on lesson activities created for the 2015 STARTALK Student Program, create additional interpretive, interpersonal and presentational tasks for use in micro-teaching. Follow Task Creation Rubric Guidelines.

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Additional Resources Annenberg Learner: Teacher Resources/Foreign Language. Teaching foreign languages k-12: A library of classroom practices (video library, guide and resources). Retrieved from http://learner.org/resources/series185.html The STARTALK Video Collection: https://startalk.umd.edu/teacher-development/videos

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July 17 Module

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Application of Theory and Best Practices for Teaching Learners of Hindi/Urdu using Global-Project-based Learning

Vijay Gambhir

Pre Readings Child, James R. (1998). Language Skill Levels, Textual Modes, and the Rating Process. Foreign Language Annals, 31, (3), 381-91. Gambhir, V. (1996). Developing reading proficiency in modern South Asian languages." In Vijay Gambhir (Ed.), Teaching and acquisition of South Asian languages. Philadelphia: University of Pennsylvania Press. Ilieva, G. N. (2012). Hindi heritage language learners' performance during OPIs: Characteristics and pedagogical implications. Heritage Language Journal, 9 (2). Shrum & Glisan (2010, 4th Edition). Teacher's handbook: Contextualizing language instruction. Chapters 6, 8, 9, 10

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Learning Outcomes 1. Rate level of authentic reading and viewing texts in Hindi/Urdu and create level appropriate pre-reading, reading and post-reading tasks for developing learners’ interpretive (reading, listening and viewing) communication skills using topics related to G-PBL themes. 2. Analyze speaking profiles of heritage and non-heritage learners of Hindi/Urdu and create tiered communicative tasks for mixed-ability and mixed-background classrooms. 3. Create age- and level-appropriate communicative tasks for developing informal and formal registers in Hindi/Urdu for effective communication using topics related to G-PBL themes.

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Content 1. Strategies for developing the three modes of communication and the four language skills areas in Hindi/Urdu 2. Rating the level of authentic reading and viewing texts and creating level-appropriate communicative tasks for developing interpretive communicative skills in Hindi/Urdu 3. Features of informal and formal registers in Hindi/Urdu 4. Speaking profiles of non-heritage and mixed background heritage learners

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Instructional Strategies/Assessments Task 1: Rating Authentic Tasks In small groups, rate text levels of authentic reading and viewing Hindi/Urdu texts based on Child's textual modes and the rating process. Align the text level with learners' level. Create an engaging level-appropriate pre-reading/pre-listening, reading/listening OR post- reading/postlistening task for developing learners' interpretive communication skills (reading/listening) in Hindi/Urdu using topics related to G-PBL themes. Follow Text Level Rating Guidelines provided by Dr. Gambhir.

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Task 2: Analyzing and Rating OPIs In small groups, rate and analyze pre-recorded OPIs of heritage and non-heritage speakers of Hindi/Urdu. Identify patterns of linguistic profiles of non-heritage and mixed background heritage learners. To differentiated learning, create tiered tasks (for the tasks previously developed) in order to meet the needs of mixed ability and mixed background heritage learners of Hindi/Urdu. Follow OPI Rating Guidelines provided by Dr. Gambhir. Task 3: Creating Tasks Using G-PBL Themes/Topics In small groups, create age- and level-appropriate communicative tasks that require Hindi/Urdu learners to speak or write in informal and formal registers about topics related to G-PBL themes. Follow Task Creation Rubric Guidelines. V.

Additional Resources ACTFL. (2014). Standards for learning hindi: Novice-superior levels. (Order from actfl.org) Gambhir, V.(Ed.). (1996). The teaching and acquisition of South Asian languages. Philadelphia: University of Pennsylvania Press. Hindi/Urdu OPIs: Student Performance during Oral Proficiency Interviews. https://startalk.umd.edu/resources/OPI National Foreign Language Center. Introduction to Passage Rating. http://www.nflc.umd.edu/projects/language/pr#.VUAqNWRViko Sandrock, Paul: Developing Interpretive Communication: Guiding Learners to the Next Level of Performance. Retrieved from https://startalk.umd.edu/2014/meetings/NFPE/pre/Sandrock_ DevelopingInterpretiveCommunication_Sess1_5.pdf Differentiated Instruction. Retrieved from http://faculty.scf.edu/sharric/lesson8/diffinst8.pdf Roles of Students in a Mixed-Ability Group. Retrieved from http://bie.org/object/document/roles_of_students_in_a_mixed_ability_group (small group interaction and support other during a PBL unit)

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Module 6 July 20-24

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Field-based Observations

Clinical Supervisor Language Specialists

Pre Readings Goodman, S. (2015, March).Watch and learn: Observing the PBL classroom. Retrieved From http://www.edutopia.org/blog/watch-and-learn-observing-pbl-classroom- staceygoodman Learning Outcomes 1. Conduct field-based observations of Hindi and Urdu language learners in classroom settings in order to analyze the relationship between theory and learner-centered instructional/ assessment practices and student outcomes. 2. Present demo microteaching tasks to colleagues for feedback.

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Content 1. Engagement in daily observations following research-based observation protocol 2. Presentation of microteaching tasks to colleagues for feedback

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Instructional Strategies/Assessments Task 1: Complete daily observation logs. Follow Observation Log Rubric Guidelines. Task 2: Complete daily reflections about learning and teaching in journals. Follow Reflective Journal Rubric Guidelines. Task 3: Provide feedback to colleagues on demo micro-teaching. Follow Micro-teaching Rubric Guidelines.

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