Version:
4/6/10

materials:
Chapter 1 of Stryker/Leaver (photocopy in first meeting, 0410b in course collection, for use until books arrive);
examples from my courses:
German 320 / 415 / 515 Business Simulation Course and its related "SpeakEasy Company Website"; also my ACTFL Conference presentation (November 2008);
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); also my PSU SINQ presentation (October 2008);
examples of other courses and projects elsewhere: Levine's second-year simulation courses (0172, 0705); Ryan-Scheutz & Colangelo's beginner-level (!) drama production (0019); the "Big Book" activity for middle-schooler FLES (0407); Rice University business Spanish course, and a faculty profile of someone (German prof Rick Spuler) who would probably take quite naturally to CBI; new efforts to teach reading better in PPS, and local business-support meetings for Hispanic would-be entrepreneurs (see handout from previous meeting)

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(10') So what IS 'CBI', in greater detail? Stryker/Leaver's initial chapter (0410b). Have we ourselves encountered/ done CBI in FL/ESL - as teachers? as learners (adult, child)? as parents? How does this relate to the "standard" pedagogies of language teaching? ••0120

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(20') Some examples of CBI - see above, "materials", especially "SpeakEasy". What does it "take" to "do" CBI? (materials, environments, traits)

(20') What (will) this class (will) do? Reading, reflection, discussion, reports, writing, small & large project(s) (individual, ?group?), field trips and outreach, grant-seeking? Problem in previous versions of the course: the one-meeting CBI lesson, the first major assignment, was particularly troublesome. People felt they needed more context (at the course level). But maybe we can use SpeakEasy as that initial context.

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(45') SpeakEasy maintenance, discussion to include Brett Condron (doing by-arrangement SE maintenance). Possible initial module: arranging to supply cards to the PSU University Place (motel) Gift Shop. But how DO you say "smudge-resistant environmentally friendly transparent card sleeves with tabs so the cards can be hung on a rotating display caroussel"? And what about the business agreement - consignment? Pre-purchase with vendor discount?

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(10') upcoming: see section immediately below; check: 1) where stuff is on the course website; 2) visits to websites for SpeakEasy and Humboldt Project; 3) your access to professional journals, especially FLA; if time: group drafts the scoring guide for the reflection. The reflections should reach me by the end of the weekend. Samples of reflections about Levine and Scheutz/ Colangelo