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These are rough notes from discussions in class session during previous years: Initial reminder about "Why don't they just do the math?" What will be in the "box" (for teacher, for students?) Initial walk-through to survey the activities and the language they might employ. Mapping the project onto the language (at which level?). Functions. Grammar and vocabulary targets. Timing the activity. Advanced question: How could the project include resources to adjust it to learners with higher-level language skills, or allow the learner identity to be something other than an individual pizza purchaser? Putting boundaries on the projects - some questions to illustrate the need for that: 1) What will the learners have done / learned by the end of the project? (in the content area? in the language?) Specific examples: 2) Will they use two sizes of pizza pan (simulation) or three (real-world situation), and which linguistic features does that difference imply? 3) Will they reach the level of learning (developing) a formula that generalizes the size-price relationship, or "just" learn that it is difficult to gauge area, compared to one-dimensional comparisons? 4) Will the project include learning about (deceptive? smart?) packaging and marketing (consumer issues, etc.)? |