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Main Topic(s): Thinking through the first CBI project; more possibilities, closer specifications |
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ANNOUNCEMENTS / REMINDERS: 1) apology: spent weekend with the 72-hour bug; 2) 1-2-page draft of idea for initial CBI project due on Thursday (17 April), NO MATTER HOW ROUGH IT IS. Tell the main idea and what would go into the "box" (parts: instruction manual, what the teacher sees / has, what the student sees / does, resources [realia, supplementary texts, etc.], student outcomes, map to standards, assessment plan). But remember: the activity itself is a little one (one class hour or even shorter), and assessment can be more/ other than testing language learning. NOTE (30 April 2008): The specifications for this assignment are now on a separate page.
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materials: Chapter 1 of Stryker/Leaver (photocopy in first meeting; until books arrive: link to PDFs [link to come shortly]); examples from my courses: GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project; the "Humboldt Project", and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F);
New sources: Stryker/Leaver Content-Based Instruction in FL - chapters 2-4 (previously assigned). NO NEW READING TILL NEXT WEEK. I intend to have the texts and other resources (from the book[s] or as links) on the schedule page by this coming Thursday.
Curtain/Pesola (Language for Children: Making the Match): info about kinds of language programs K-12 (0346) and time needing for learning (0345)
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(5) It's IRS day! Can we imagine CBI with IRS and AGI and Form 1040?
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(5) Expansion of above: "How can I do CBI for ____ [topic area]? I don't know anything about / I'm horrible at ____!"
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(10) Getting off on the right foot (and see next topic - want to keep this particular discussion short and then return to it): CBI for cooking (not just using cooking to teach language in the conventional course, but rather teaching cooking so that they also learn language. Key difference (point from previous meeting): learn - acquire - DO. New points: context and function (in both senses: language AND what people do, and why, when they are actually cooking, not just in a language class that has a "culture box" unit about cooking
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(10) Ideas for small CBI projects:
Science & math with Arabic (and Persian?) (think ACTFL Novice). Here's an article about Arab/Muslim astronomy.
But can we get beyond the level of individual word lists? Much bigger project: cooperation with small museums to… (think: Can L1 reading contribute to L2 proficiency? Can we relate L1 and L2 reading?)
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(10) Break: Go get your coffee or your snack, but bring it back. We'll start promptly after 10 minutes, with or without you!
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(15) Discuss activities (group, individual) for rest of course. I'll push strongly for projects that develop CBI materials, in several curricular sizes. But we should also think about group activities (projects, field trips), recruiting support for CBI, and supporting other teachers who want to learn about CBI.
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(10) If time: "But how would I ever get a chance to teach a CBI course?" "Where to they do innovative teaching like this?" (where Levine teaches? R-S/C? elsewhere (Rice University: List of academic departments; SEPARATE FROM THEM: Center for Study of Languages; French 305; Spanish 305; a faculty CV [Spuler, German])? "Is there any other money / support for this?"
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(15) Continuation of presentation about the "Humboldt Project" - a long-term venture in CBI and beyond CBI. Some new factors (Civic Engagement, Internationalization Initiataivie). NOTE: Given the shortness of a 10-week quarter, I want to consider adding more structure to project #2 by urging people to do it within the framework of the HP, but with enough flexibility that it can standalone. If time: GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project;
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NOTE: For new reading see the course schedule or the documents list (once I get it caught up again).
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