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!

1. Project-based Learning
for
World Languages
or
“I am totally #freakedin !”
Don Doehla
IWLA Conference
October 2013

2. 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
drdmdnapa@gmail.com
@dr_dmd on Twitter
http://pbl-wl.wikispaces.com
http://drdmd-iwla13.wikispaces.com
Greetings !

3. •
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?

4. http://pbl-wl.wikispaces.com

5. 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

6. 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

7. ACTFL 21st Century Skills Map

8. 21st Century Learning
Infographic from
TeachThought.org

9. What is the role of the teacher
in a 21st Century Classroom?
Infographic by
Andrew Churches at http://
www.masternewmedia.org

10. The 8 Elements of PBL
Infographic from
http://BIE.org

11. • 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 ?

12. What must students know
and be able to do in WL?

13. • 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

14. Communication: interpersonal,
interpretive, presentational - oral and
written
Control: vocabulary, syntax, structures,
grammar
Concepts: how language works, its
purposes, its nature...
Linguistic Content

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. What is PBL?

26. • What we know… • What we need to
know…
Know / Need to Know

27. PBL-WL Template

28. • 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

29. « Les Ados innocents »

30. • 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

31. Above and Beyond

32. fin