3. What is PBL?
Student Learning Goal
A way of learning rather than
motivation;
Master the knowledge;
Apply the knowledge to the
future.
Essential Project Design
Elements
Most Likely to Succeed
5. What PBL means to language
classroom?
Chances:
More possibilities;
Better culture understanding in language learning;
Challenges:
Authenticity;
Collaboration with other disciplines;
6. Some other Keys to Success
Understanding and supports from administration;
Trust between the teacher and the students;
Fully utilizing resources;
A lot preparation: scaffolding, DIY before students;
Not afraid of failures.
7. Project #1
Textbook Content: Integrated Chinese Lesson 15
(seeing a doctor) and Lesson 18 (Sports)
Topic: 饮食和健康
This is a research project in Chinese language focusing
on comparing different views regarding how life style is
related to people’s health. Life style in this case is
about food, drinks and exercises (sports). In other
words people may have different beliefs about how
food, drinks and exercises may affect one’s health.
8. Essential Questions
(Challenging problems)
How do people maintain their health?
Is there any connection between food and health; and
exercise and health? What connections are there?
What are the differences and similarities between the
approaches of Chinese and American to health?
How are you going to use the language you learned to
describe the differences and similarities between the
approaches of Chinese and American to health?
How do you explain your findings in Chinese?
9. PROCEDURE
Step 1: literature review – Readings and videos in
Chinese
Ex:体质自测、CCTV《中华医药》、饮食与养生
Key: Inquiry
Authenticity
Scaffolding
Modifications from ideal PBL
10. Step 2: Field trip to Chinatown:
(1). You will be given several photos of items related to traditional
Chinese ideas about health.
(2). You need to find these items in Chinese shops such as grocery
store, drug store or dry seafood store. Suggested map.
(3). You need to take a selfie with each item.
(4). You need to find out the names and their connections with
health in traditional Chinese idea by asking people in Chinese.
Suggested questions: … (Chinese sentences they learned in the
class)
(5). You need to either video record or audio record the interview.
(6). Organize and summarize your findings in Chinese. Write down
one paragraph about what you learned about these items.
12. First reflection:
How did the field trip go? What went well, what didn’t?
What did I learn?
Critiques and revision: peers and teacher
13. Step 3: Interviews: (inquiry, students voice and choice)
(1). Design a questionnaire to find out what are people’s beliefs of
maintaining health around you. The questionnaire need to be in
Chinese. The minimum number of questions is 5.
Suggested Questions: …
(2). You need to interview at least 3 people. Among which one
interviewee will be a Chinese or from a Chinese background. You may
conduct the interview in either Chinese or English. If you conduct your
interview in English, you will need to play a double role simultaneously
for the part of asking questions: you will ask the question in Chinese,
and then translate it into English for your interviewee.
(3). You need to either video record or audio record the entire interview
including everything the interviewee says and you translate.
(4). Organize your interviews and write down the transcripts in Chinese.
14. Step 4. What is your thesis?
Based on the material you collect from step 2 and
step 3, what are some interesting findings? What
conclusions can you draw? Are you able to answer
some of the essential questions now? Draft an essay
outline comparing the differences and similarities
between the approaches of Chinese and American to
health.
15. Public Product
Sharing Your Project: “blog page”
Use the data you collected and your writing (videos,
photos, texts, and audios) to create a WEB BLOG
PAGE to share your findings and discussion with your
classmates.
This blog page will need to have a title, text, at least 3
pictures and 1 audio or video clip.
16. Results
Success:
Much better understanding of TCM;
Surprising findings;
Lots of chance to practice speaking, writing and critical thinking;
More time for individual revision and reflection.
Difficulties:
Talk to people in Chinatown(especially lower grades)
Finish the project within schedule.
Language not enough!
18. Project #2
Background info: 5th term- collaboration projects
Theme: Story Corner
During the 5th term, the Chinese classes have been
engaged in creating children’s books in an endeavor to
implement Project Based Learning in Chinese. Students in
levels 2-5 are given the task of creating children’s picture
books for Chinese immersion classes from Kindergarten to
3rd grade.
After completed their books, they also went to the Lower
School classrooms to read them to K-3rd graders.
19. Procedure
1. What are we going to do?
2. What do we need to know?
3. What is your story going to be like?
4. How are you going to implement the vocabulary and
structures?
5. Revision and practice
6. Public Production
20.
21.
22. Collaboration can be horizontal and vertical
More confident
More modest
Community engagement
Leadership skills
Tool used:
iPad and computer
Photoshop
App- Book creator
School name, history, location, Chinese program.
PBL was introduced and implemented to the upper school last school year ;
Flexible blocks
9-10 required cross disciplines; 11-12 required within subject;
Tech based: Each students have own computer and ipad to use.
Students learning goals are the same;
Teacher is more like a coach.
Chances: put Chinese class in a grander scheme. Do more than textbook says. You don’t learn language for the sake of learning, but also because it is useful.
Challenges: entry point.
Supports: Flexible long blocks. Laid back with fieldtrips. No standard test pressure. Good students/teacher relationships. A lot resources- tech support and material.
Modification: What do we need to know? – What do “you” probably need to know. It is difficult for students to find the authentic material themselves, so teachers have to do the job for them. Are we directing the way of thinking? How shall we avoid it?
(2) Defeated the purpose of “authenticity”. Reason: limited resources, wanting them to practice more.
Result is also a reflection for teacher
Surprising findings: Bird nest is a thing. So much fruit and vegetables are of medical use. Not all people in Chinatown speak Mandarin Chinese. A lot of the TCM thoughts are actually very similar with the herbal medicine/detox thoughts that are popular right now.
Not wait till last minute to try to save stuff.
5th term- Project term.
1. Inquiry.
2. What do we need to know: authentic vocabulary
3&4, inquiry and reflection
1 Surprise finding: students are really good at photo shop.
2.They love this project. All pumped up.
3. A lot of the vocabulary of little ones, our students never learned it. So it is a chance to learn to be humble.
Shy students shine too. (enough scaffolding and preps)