Many theories support the use of computer-supported collaborative learning or CSCL.
Underlying all of them is the assumption that individuals are active agents purposefully seeking and constructing knowledge within a meaningful context
ASSUMPTION: Individuals actively construct knowledge within meaningful contexts Sociocultural Theory Constructivism Theory Problem-Based Learning
Zone of Proximal Development (ZDP) Peer collaboration and interpersonal discourse Scaffolding, meta- cognitive reflective and inquiry strategies in class Students think critically in response to the context and each other Learning accomplished through social interaction Sociocultural Theory
Emphasis on challenging authentic projects Students see problems from multiple perspectives Create learning communities that mirror real-world collaboration Knowledge is constructed through experience Constructivism Theory
Create a focus that generates interest Inert knowledge problem Problem to be solved rather than content to be mastered Student-centered contextualized approach Problem- Based Learning
Understanding the history of immigration to the U.S. as well as current trends and issues is essential to understanding of diversity in the U.S. In addition, mural art is an important means of expression in many cultures and has been brought to the U.S. along with the many immigrants.
Class 1 – The History of Immigration / D.C. Neighborhoods
Readings & Discussion -
The Context of Traditional American Values: Racial , Ethnic, Religious, and Cultural Diversity
The Influence of Ethnicity on Washington D.C. Neighborhoods
Students discuss the readings and compare the history of immigration to the U.S. to the history in their native countries.
Classes 2 & 3 - Exploring the Immigrant Experience
Students learn reasons why people have immigrated and continue to immigrate to the U.S.
Students listen to the story of an immigrant and learn about American diversity . http://www.america.gov/
Students create an immigrant profile based on an interview with an immigrant.
Students compare immigration to the U.S. with immigration to their countries & discuss whether or not it is common for people from their countries to immigrate to the U.S.
Write a two-three page essay on your analysis of one or more of the murals.
Examine various aspects of one mural.
Compare &/or contrast two or more murals from the trip.
Explain concepts of the mural as they relate to research done on the artist.
Compare &/or contrast one or more murals from the trip with one or more other famous murals discovered through research.
In your analysis, include personal reflection. How did the mural affect you?
Create a mural of your own that represents some aspect of American culture. In the creation of your mural, pay close attention to the aspects of murals that we analyzed during the trip and incorporate these into your own mural. Make sure to indicate in what type of community your mural would be painted and why.
You do not have to paint your mural on the side of a building.
I do not expect you to be a great artist, but I do expect creativity!
You may use computer graphics to create your mural if you can’t draw or paint.
The main point is to demonstrate your understanding of American culture in addition to your understanding of how culture is reflected through mural art.
Develop a 3-5 minute presentation during which you explain the concepts illustrated in your mural.
Lo Bianco, Joseph; Liddicoat, Anthony J.; Crozet Chantal. Striving for the Third Place: Intercultural Competence through Language Education . Australian National Languages and Literacy Institute, 1999.
Teaching English . British Council Teaching English. 5/5/2006. http://www.teachingenglish.org.uk/think/methodology/intercultural1.shtml .