| Week 1: Main Topic(s): Introduction to the Course, of course; our group; What is 'CBI'? Adjusting this year's version to SpeakEasy |
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materials:
the "Humboldt Project", the Humboldt SINQ course (winter 20102), and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F); also my PSU 19th Century Cluster SINQ presentation about the Humboldt Project (October 2008);
examples of other courses and projects elsewhere: the "Big Book" activity for middle-schooler FLES (#0407); new efforts to teach reading better in PPS (#0796); handout included Project 1 and the scoring guides for it and for the course
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(5') SmallTalk - Who has had a job where the work was conducted in L2 (other than being a language teacher)? Who has participated in a social organization (club, etc.) where the language was L2? excellent discussion
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(10') Debate: why (not) CBI? - pluses and minuses (list generated by group)
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(10') Close look at Project 1: a single CBI lesson, leading to…
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(20') group starts to generate specifications for Projects 2 (extended CBI module) & 3 ("Big Idea" for an entire CBI course); possibilities for sequencing the projects (example: doing Project 1 after either P2 or P3). Basic requirements: Your projects cannot all be about just one content area; Project 1 can (but need not) be part of either Project 2 or Project 3; the projects need not be done in 1, 2, 3 order, but you should do stage 1 of Project 1 as your first attempt at CBI. Part of this discussion should also be whether stage 1 should be expanded into a brief proposal for ALL 3 projects, due very soon. Example to help focus discussion: Which project, and at which language level, would be taking over the WLL calendar with its recipes?
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(10') Break: Go get your coffee or your snack. Maybe think about CBI modules for baristas, like the first-year German student I had who was planning to transfer to a Starbuck's in Germany.
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(20') Project 1 as group effort, with math as the content; sub-areas might be: a) geometry (basic shapes, equality, inequality); b) ethnomathematics; c) statistics. An early step will be a closer look at math standards. Then focus on (a) and the "Pizza Lesson".
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(20') Sources of lesson plans - see "schedule" page; here's an example for math, from Thirteen Ed Online; or how about an art contest for Endangered Species Day?
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(10') upcoming: see section immediately below; if time: group drafts the scoring guide for the reflection
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