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PBLL 2020: Scaffolding Design Tasks (Day 3 AM)

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This presentation provides brief examples of sample student products, ideas for scaffolding the various elements of the design process for students, and simple suggestions for adapting common classroom activities to support 21st century skill development within the context of project-based language learning.

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PBLL 2020: Scaffolding Design Tasks (Day 3 AM)

  1. 1. Planning for Project- Based Language Learning This work is licensed under the Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/. This instructional resource was developed under a grant from the U. S. Department of Education (CFDA 84.229, P229A140014). The contents do not necessarily represent the policy of the Department of Education, and one should not assume endorsement by the Federal Government. Second Language Teaching and Research Center, University of Utah National Foreign Language Resource Center, University of Hawai‘I, June 10-16, 2020
  2. 2. Welcome to Day 3! Cherice Montgomery Associate Professor of Spanish & Portuguese Brigham Young University, Provo, UT Stephen Tschudi Language Tech Specialist University of Hawai‘i at Mānoa, Honolulu, HI
  3. 3. Have you seen our website? https://bit.ly/pbll2020 ● Announcements ● People ● Schedule ● PBLL Resources ● Discussion Image: NFLRC
  4. 4. What is our topic today? Develop & Critique Responses to the Driving Question
  5. 5. Image: 95C Presentational Sharing PBLL 3 Phases of
  6. 6. Image: 95C Presentational Sharing PBLL 3 Phases of
  7. 7. DesignStephen’s Story Image: Gerd Altmann BOLAS del MUNDO Images: Peggy und Marco Lachmann-Anke, Clker-Free-Vector-Images, & Stephen Tschudi
  8. 8. Image: Peggy und Marco Lachmann-Anke Logistics Technology Authentic Tasks & Tools Project Management
  9. 9. Has this ever been your reaction to student work? Image: Gerd Altmann
  10. 10. Image: BYU Augmented Learning Lab Sample Scaffolding for Public Product
  11. 11. Room B Getting to Business: Women Defending the Family Museum Lobby Museum Map Room CRoom A Museum Piece (Exhibit #3) Museum Piece (Exhibit #4) “Memories from Pandora: A Woman willing to fight” “Women Fighting During the Siege of Alcazar” Female Soldiers Image: BYU Augmented Learning Lab
  12. 12. Getting to Business: Women Defending the Family How did mothers being away from their families affect the raising of children? Museum Lobby Room B These pictures show more examples of women taking on the role as a soldier defending what they believe in. Image: BYU Augmented Learning Lab
  13. 13. Room D Museum Map Museum Lobby Room ERoom C Name of Museum Piece (Exhibit #8) Name of Museum Piece (Exhibit #7) Name of Museum Piece (Exhibit #9) Children at War “La Familia” “Children Playing on the Street” “Children of the Civil War” Image: BYU Augmented Learning Lab
  14. 14. Image: Mike Galo, Riley Gates, Taylor Ostler & Alexandra Cooper
  15. 15. The Nazi Salute In 1936, General Franco, partnered with Nazi Germany and Fascist Italy, led an uprising against Spain’s existing democratic republic. This image shows two children, loyal to Franco giving the military salute. Museum Lobby Room C Image: BYU Augmented Learning Lab
  16. 16. The Republican Salute “Ninos de la Guerra Civil” or “Children of the Civil War” Republicans were those loyal to the existing Spanish government. These children are some of those forced to leave Spain. They are shown here giving the republican salute. Image or Video Museum Lobby Room C Image: BYU Augmented Learning Lab
  17. 17. What steps do students need to take to develop a public product?
  18. 18. Scaffolding Design: Secondary Evaluate the Needs of Your Audience Image: Cherice Montgomery
  19. 19. Determine a Purpose for the Public Product (based on audience needs) Image: Cherice Montgomery
  20. 20. Select a Public Product Image: Cherice Montgomery
  21. 21. Brainstorm Ideas for Audience Engagement Image: Cherice Montgomery
  22. 22. Identify Tools & Supports Image: Cherice Montgomery
  23. 23. Select Tools Image: Cherice Montgomery
  24. 24. Plan Critique & Revision Image: Cherice Montgomery
  25. 25. Image: Roland Mey How do we design authentic tasks for our students?
  26. 26. Image: Tiselena Where do you want your students to go? PBLL Post a brief answer in chat
  27. 27. Image: FunkyFocus
  28. 28. Image: Noé Calderón Creativity & Innovation
  29. 29. Add communication Image: Janrye Ask 3, Then Tell Me Think-Pair-Share Info. Gap Activity
  30. 30. Add collaboration Image: Janrye Reciprocal Teaching Fishbowl
  31. 31. Add creativity Image: Veer Chudasama
  32. 32. Add critical thinking Image: Janrye Logic Puzzles Decision-making Activities I see, I think, I wonder
  33. 33. Image: FunkyFocus Popcorn Gallery Walk Inside- Outside Circles Grab-a-Word Human Graphing
  34. 34. Image: Raphael Stäger Authenticity & Emotional Engagement What do these skills add up to?
  35. 35. Graduates (an excerpt) Knowledge comes, in a way, unsought, as in the Chinese tale of the youth who came for daily lessons in what there was to learn of jade. And each day, for a single hour, while he and the master talked together always of unrelated matters, jade pieces were slipped into his hand, till one day, when a month had passed, the young man paused and with a frown, said suddenly, “That is not jade.” (deVito, 1989). Images: Mustafa Ali Ozkunduz & Daniel Tan The Power of Experience
  36. 36. Image: Asderknaster
  37. 37. Instructions: 1) Join the breakout room. 2) Go to the link. 3) Take turns clicking the wheel. 4) Finish the statement. 5) Share ideas. https://bit.ly/WheelDecideSpinner Image: Wheel Decide
  38. 38. Image: Peggy und Marco Lachmann-Anke Your Performance Task 1) Review your driving question.
  39. 39. Image: Peggy und Marco Lachmann-Anke 2) Think about the public product students will design.
  40. 40. Image: Peggy und Marco Lachmann-Anke 3) Envision the design task(s) students will complete.
  41. 41. Image: Kari Oberholster 4) Create a scaffolding worksheet to guide students through the task based on the 5 Ts.
  42. 42. Post to: https://bit.ly/EduflowPeerFeedback 5) Create a worksheet to guide students through the task.
  43. 43. Image: Peggy und Marco Lachmann-Anke Post your design worksheet on https://bit.ly/EduflowPeerFeedback
  44. 44. Image: Peggy und Marco Lachmann-Anke Your Presentational Performance Task 1) Review your driving question. 2) Think about public product students will design. 3) Envision the design task(s) students will complete. 4) Create a scaffolding worksheet to guide students through the task based on the 5 Ts. 5) Give 3 and they choose 1 to give feedback on https://bit.ly/EduflowPeerFeedback

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