Project based learning
- 1. In Practice GOLD STANDARD PROJECT-BASED LEARNING FOR SPANISH 3 LEVEL STUDENTS Larmer, J. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved September 12, 2015 By Caitlin Conflenti
- 2. Charles Hart Middle School Spanish 3 Project Based Learning
- 3. menu and use the menu to write and act out a restaurant skit. 1) THE PROJECT IS AUTHENTIC. IT IS BASED ON STUDENTS' INTERESTS AND THEIR GENERAL ACTIVITIES. **(A survey was conducted at the beginning of the year asking students to choose from 6 pictures, topics of interest.)** THIS PROJECT SUPPORT THE ELEMENTS OF PROJET BASE
- 4. 2) The project was created in order to foster these skills: A) CRITICAL THINKING AND PROBLEM SOLVING B) COLLABORATION C) SELF-MANAGEMENT
- 5. 3) THE PROJECT IS STANDARDS-BASED ACTFL STANDARDS FOR WORLD LANGUAGES http://www.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev. pdf
- 6. Communications Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. esent information, concepts, and ideas to an audience of listeners
- 7. Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
- 8. Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
- 9. 4) The Project invokes meaning A question and an answer A problem and a solution 5) SUSTAINED INQUIRY The project takes serious work and preparation The answer is found after a serious of critiques and considerations.
- 10. 6) The project includes Research (survey or background information) Planning or Development And Application or Presentation
- 11. Authenticity and student choice. • Where do you want your restaurant? • What will the menu look like? • What food will be on your menu? • What is the name of your restaurant? • How will you write your skit so as to make your restaurant appealing to visitors? • (FURTHER EXPLAINED IN A LATER SLIDE)
- 12. The project includes: Revision and Reflection
- 14. Public Product
- 15. But how does our class's project cover all of the standards of project based learning?
- 16. Critical Thinking and Collaboration: The rubric Students will develop their own rubric based on what they are asked to do (the final written and oral project). The rubric must include at least 3 elements for each the written and the oral products. One of the elements must consider roles and positions. How will tasks be assigned? How will peer reviews be conducted within the group to assure that each member is doing his or her equitable part? We will evaluate example rubrics as a class before developing our own.
- 17. Background: What do I need to know? CREATING A LIST OF QUESTIONS THAT WE NEED TO ANSWER (AUTHENTICITY). STANDARDS? These questions cover the cultures standards What country and city, rural area do we want to put our restaurant in? What types of food are available in that area? (How can we find this out?-Perhaps from a grocery store's website in the area, local farms, etc.) What types of dishes interest the people in the area? What are the general dining expectations of people in that area? What is the currency in the area? What is the general cost of restaurant dishes for a comparable restaurant in the area? (What would be a comparable restaurant? one with a similar theme and similar food in its dishes.- this doesn't equate to dishes being the same or similar, just that the food in the dishes is similar or the same. (**This fosters logical reasoning skills**)
- 18. We use deductive reasoning to determine which should be our next step. • Research • PRODUCTS (raw products- foods) • DISHES • APPEAL (name, community expectations for a restaurant- Does the waiter greet us right away? Do people like to sit in small or large groups? Do they like intimate spaces or open spaces? etc) • Create a theme • PRODUCTS (what are we selling?) • DISHES (How are we going to market it? The menu) • APPEAL (name, restaurant culture)
- 19. Decide on logistics • MENU DESIGN • LOCATION OF RESTAURANT • RESTAURANT SIZE (How many seats does it hold?) • HOURS OF OPERATION • DAYS OF OPERATION. • TYPE OF STAFF NEEDED (WAITERS, COOKS, MANAGERS ETC.) • NUMBER OF STAFF MEMBERS NEEDED BASED ON POTENTIAL VOLUME OF CUSTOMERS, HOURS OF OPERATION AND DAYS OF OPERATION. (math-cross- curricular)
- 20. Resources • What resources do I need to create our group's menu? • (Do I use or do I create a menu with pictures I draw or find online, construction paper and Which do I think is more appealing? (I can do either as long as I justify my answer?) • What do I put on the menu? Where do I put it? How will I space the menu? Will I sketch out my menu design on paper or on the computer?)
- 21. PRODUCTS (APPLICATION)• WE RETURN TO THE MENU RUBRIC • Name of restaurant written on menu in nice colors (or nice computer graphics if students chose to use technology). • Hours of restaurant operation • Days of restaurant operation • Restaurant's phone number • APPEAL: PICTURES AND LAYOUT SYMBOLIZING THE RESTAURANT'S THEME. BONUS FOR A QUOTE OR PHRASE THAT DEFINES THE RESTAURANT'S CUSTOMER SERVICE OBJECTIVE OR GENERAL OUTLOOK ON THE DINING EXPERIENCE. • PRODUCTS- Where do our products come from? And is the explanation written in a place that customers can easily see? • Organization: The menu is divided into courses or into breakfast, lunch dinner menus etc. • ALL WRITING IS IN SPANISH.
- 22. REVISION The students peer edit each other's menus to make sure students have completed all components of the menu rubric. Students also access a Language Rubric that grades students on the fluency of their menu (correct word usage, grammar etc). After the peer edit, each group meets with the teacher to go over potential mistakes or missing elements.
- 23. PRESENTATIONWe watch a model skit (performed by students from a prior class). E SKIT EFFECTIVELY DEMONSTRATED THE RESTAURANT'S THEME AND IF THE SKIT MADE THE R
- 24. The students use prior knowledge and research appropriate level 3 Spanish vocabulary to create skits that demonstrates each restaurant's appeal and theme. A FINAL PUBLIC PRODUCT IS DEVELOPED
- 25. • The group's get ready to watch and evaluate each other's scripts. How? • We read examples of and discuss effective questions that would help us to evaluate a presentation. • We create a list of questions that we will use to evaluate each other's skits.
- 26. PUBLIC PRODUCT Groups Present their skits.
- 27. Reflection: Students vote on each other's presenting based on this question: Which restaurant would you most likely go to and why? Follow-up question for groups: How effectively did you communicate the vision of your restaurant? What would you change to address your peers' confusion? Each student is responsible for writing his or her own paper. This is a reflection on communication which is essential in language.
- 28. APA Citations Coffey, H. (n.d.). Project-based learning. Retrieved September 19, 2015 1). Gold Standard PBL: Essential Project Design Elements. Retrie