Heeyoung Ahn () - Hee Ju University of Southern California
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18th
AATK,
Michigan
State
University,
East
Lansing,
Michigan.
June
27~29,
2013
Heeyoung
Ahn
(heeyouna@usc.edu)
Hee
Ju
(heeju@usc.edu)
University
of
Southern
California
Agenda
• IntroducMon:
Project-‐Based
Learning
• Principles
and
Procedure
(Sample
Projects)
• ParMcipant
AcMviMes
• Discussion
and
Conclusion
1
2
What
are
projects?
3
What
are
projects?
NOT
all
projects
done
in
classroom
may
be
considered
as
examples
of
PBL
(Grant,
2010;
Larmer
&
Mergendoller,
2010)
4
What
are
projects?
.
Driving
quesMons
focusing
on
real-‐world
scenarios
&
various
acceptable
soluMons
(Barell
2007;
Grant
2010)
Personally
meaningful
to
students
for
their
maximum
involvement
in
solving
the
problem
(Larmer
&
Mergendoller,
2010)
SpecificaMon
of
student
roles
within
the
context
of
the
project
(Barell
,
2007)
5
Influen9al
works
John
Dewey
• An
“acMve
learner”
• Learning
through
hands-‐on
experience
• Engaging
with
the
actual
social
environment
6
Influen9al
works
Jean
Piaget
•
InformaMon
gained
through
experiences
&
interacMons
•
Combining
exisMng
knowledge
with
new
knowledge
• The
significant
role
of
errors
and
uncertainMes
in
the
process
of
learning
new
knowledge
7
Influen9al
works
Lev
Vygotsky
• ZPD
• Co-‐construcMng
knowledge
between
individuals
with
minimal
support
8
What
is
PBL?
•
Using
authen9c,
real-‐world
projects
•
Based
on
a
highly
mo9va9ng
and
engaging
quesMon,
task,
or
problem
•
In
the
context
of
working
coopera9vely
to
solve
the
problem
(Bender,
2012:7)
9
Components
of
PBL
PBL
involves
• Content
knowledge
• Higher
level
of
academic
skills
(Grant,
2010;
Larner
and
Mergendoller,
2010;
Marzano,
2007)
PBL
requires
• Processing
informaMon
• CriMcal
thinking
• Problem
solving
• CollaboraMve
working
• Time
management
• OperaMng
technology
• etc.
www.bie.org
www.innova)onunit.org
hdp://chps-‐tandl.wikispaces.com/Problem-‐Based+Learning
10
Why
PBL
for
Korean
heritage
language
learners?
‘Ear
learner’
(Reid,
1998)
Aural
Skills
(Polinsky
&Kagan,
2007)
HL use
declines as
children begin
formal
Ethnic
Ambivalence
:
education
(Cho et al. 2004, Carreira beginning
adolescence
& Kagan 2011) (Orellana, Ek, & Hernandez 1999; Tse
1998)
Ethnic
Emergence:
a
renewed
interest
in
their
ethnic
heritage
(Cho
2001)
11
Why
PBL
for
Korean
heritage
language
learners?
ConnecMng
to
communiMes
(Lynch
2008)
Building
on
Proficiency
(Kagan
&
Dillion
(2009)
Content-‐based/
authenMc
materials
(Kagan
&
Dillion
(2009)
CogniMve
development
(Kagan
&
Dillion
(2009)
12
PBL
&
ACTFL
5C’s
hdp://www.ackl.org/
hdp://chps-‐tandl.wikispaces.com/Problem-‐Based+Learning
13
PBL
&
ACTFL
5C’s
14
ACTFL
5C’s
Connec9ons
Connected
with
other
disciplines
&
acquire
informaMon
Cultures
Comparisons
Gain
knowledge
&
Develop
insight
understanding
of
into
the
nature
of
other
cultures
language
&
culture
Communi9es
Communica9on
5Cs
ParMcipate
in
Communicate
in
mulMlingual
languages
other
communiMes
at
than
English
home
&
around
the
world
15
Communica9on
CommunicaMon
-‐
P-‐BL
PBL
“communica)on
is
at
the
heart
of
second
language
study,
whether
the
communica)on
takes
place
face-‐to-‐face,
in
wri)ng,
or
across
centuries
through
the
reading
of
literature”
• Various
parMcipants
Interpersonal
• Various
topics
Interpreta9onal
• Various
types
of
text
• Various
tools
Presenta9onal
• Various
senngs
16
Cultures
-‐
PBL
“Through
the
study
of
other
languages,
students
gain
a
knowledge
and
understanding
of
the
cultures
that
use
that
language
and,
in
fact,
cannot
truly
master
the
language
un)l
they
have
also
mastered
contexts
in
which
the
language
occurs”
Cultural
• Beder
understanding
on
cultural
prac9ces
pracMces
&
perspecMves
Cultural
• Beder
understanding
on
cultural
products
products
&
perspecMves
17
Connec9ons
-‐
PBL
“Learning
languages
provides
connec2ons
to
addi2onal
bodies
of
knowledge
that
may
be
unavailable
to
the
monolingual
English
speaker”
Furthering
• Expanding
knowledge
Knowledge
• RelaMng
informaMon
(other
subjects)
Broadening
• Access
to
mulMlingual
communiMes
perspec9ves
• Global
leader
18
Comparisons
-‐
PBL
“Through
comparisons
and
contrasts
with
the
language
being
studied,
students
develop
insight
into
the
nature
of
language
and
the
concept
of
culture
and
realize
that
there
are
mul)ple
ways
of
viewing
the
world”
Understanding
Languages
• The
nature
of
languages
Understanding
Cultures
• The
concept
of
cultures
19
Communi9es
-‐
PBL
“Students
par)cipate
in
the
mul)lingual
communi)es
at
home
and
around
the
world
in
a
variety
of
contexts
and
in
culturally
appropriate
ways”
Broader
base
• Using
&
learning
the
language
outside
of
the
classroom
Life-‐long
learning
• Personal
enjoyment
&
enrichment
20
21
Principles
hdp://pbl-‐online.org/pathway2.html
22
Principles
1. Begin
with
the
End
in
Mind
Develop
a
project
idea
Decide
the
scope
of
the
project
Select
Standards
Incorporate
simultaneous
outcomes
Work
from
project
design
criteria
Create
the
opMmal
learning
environment
hdp://pbl-‐online.org/end_in_mind/emoverview/emoverview.html
23
Principles
2.
Craq
the
Driving
QuesMon
A
good
Driving
Ques9on
should:
Drive
the
project
Capture
a
project
theme
or
a
"big
idea"
Point
students
toward
mastering
content
and
skills
that
enable
them
to
answer
the
quesMon
Not
be
easily
solved
or
answered
hdp://pbl-‐online.org/driving_quesMon/dqoverview/dqoverview.html
24
Principles
2.
Craq
the
Driving
QuesMon
PracMce:
Which
quesMon
is
effecMve
and
why?
A.
What
were
the
causes
of
the
Great
Depression?
B.
How
has
the
Great
Depression
affected
the
United
States?
hdp://pbl-‐online.org/driving_quesMon/dqPracMce/dqpracMce1A.html
25
Principles
2.
Craq
the
Driving
QuesMon
PracMce:
Which
quesMon
is
effecMve
and
why?
A.
What
were
the
causes
of
the
Great
Depression?
B.
How
has
the
Great
Depression
affected
the
United
States?
Driving
Ques)ons
should
encourage
synthesis
and
analysis,
rather
than
lis)ng
or
reci)ng
answers.
hdp://pbl-‐online.org/driving_quesMon/dqPracMce/dqpracMce1A.html
26
Principles
3.
Plan
the
Assessment
Align
the
products
or
performances
for
the
project
with
the
outcomes
Know
what
to
assess
-‐
establish
criteria
to
assess
each
product
and
performance
Create
rubrics
for
the
project
hdp://pbl-‐online.org/PlanTheAssessment/Overview/overview.html
27
Principles
4.
Map
the
Project
Organize
Tasks
and
AcMviMes
(e.g.,
scaffolding
for
content/skills)
Decide
How
to
Launch
the
Project
Gather
Resources
Draw
a
"Storyboard"
hdp://pbl-‐online.org/Map/mapProject.html
28
Principles
Example
of
project
acMviMes:
Analysis
Analyzing
perspecMves
(panel
discussions,
debates,
seminars)
Error
analysis
OperaMonal
analysis
SemanMc
feature
analysis
(Mapping-‐
words,
concepts,
central
ideas)
Comparing/classifying
hdp://pbl-‐online.org/Map/mapexplore/mapexplore1.html
29
Principles
5.
Manage
the
Process
IdenMfy
Needs
for
DifferenMated
InstrucMon
Use
Project
Management
Tools
Plan
for
EvaluaMon
and
ReflecMon
hdp://pbl-‐online.org/ManagetheProject/projectoverview/projectoverview.html
30
Principles Project Management Tools Student InvesMgaMon Brief Tuning Protocol The Fishbowl Method Progress Report End-‐of-‐Project Self-‐Assessment Sheet hdp://pbl-‐online.org/ManagetheProject/projectoverview/projectoverview.html 31
32
PROJECT
I:
K-‐POP
AND
GLOBALIZATION
33
PROJECT
1.
K-‐POP
aI:
nd
KG-‐POP
AND
GLOBALIZATION
lobaliza2on
1. Level: Intermediate
2. Question: What
role
does
pop
culture
play
with
regards
to
globaliza)on?
3. Relevant Lesson: ‘Lesson 15. Korean pop-culture’-
Interactive Korean: Intermediate (Nam-Kil Kim, in process)
PROJECT
I:
K-‐POP
AND
GLOBALIZATION
4. National Standards (5C’s):
COMMUNICATION
1.3
Students
present
informaMon,
concepts,
and
ideas
to
an
audience
of
listeners
or
readers
on
a
variety
of
topics.
CULTURES
2.2
Students
demonstrate
an
understanding
of
the
relaMonship
between
the
products
and
perspecMves
of
the
culture
studied.
CONNECTIONS
3.1
Students
reinforce
and
further
their
knowledge
of
other
disciplines
through
the
foreign
language.
COMPARISONS
4.2
Students
demonstrate
understanding
of
the
concept
of
culture
through
comparisons
of
the
cultures
studied
and
their
own.
COMMUNITIES
5.1
Students
use
the
language
both
within
and
beyond
the
school
senng.36
PROJECT
I:
K-‐POP
AND
GLOBALIZATION
5. PROCEDURE:
1) Discuss
materials
to
narrow
down
the
topic,
e.g.,
diplomacy,
tourism,
business,
fashion,
etc.
1.
12
K-‐Pop
Fashion
Trends
hdp://en.korea.com/blog/handb/12-‐k-‐pop-‐fashion-‐trends-‐youll-‐love/
2.
Bringing
K-‐Pop
to
the
West
hdp://www.nyMmes.com/2012/03/05/business/global/using-‐social-‐media-‐to-‐bring-‐korean-‐pop-‐
music-‐to-‐the-‐west.html?pagewanted=all&_r=0
3.
K-‐pop
craze
boosts
Korea’s
public
diplomacy
(3rd
of
4
pages)
hdp://www.asiaone.com/News/AsiaOne%2BNews/Asia/Story/
A1Story20130128-‐398379/3.html
4.
Psy's
'Gangnam
Style':
Why
this
Korean
pop
song
has
become
a
crossover
hit
hdp://arMcles.economicMmes.indiaMmes.com/2012-‐09-‐26/news/34102073_1_gangnam-‐style-‐
psy-‐gangnam-‐style
5.
How
does
pop
culture
help
us
to
understand
globalizaMon?
hdp://www.globalizaMonstudies.upenn.edu/node/526
6.
hdp://arMcle.joinsmsn.com/news/arMcle/arMcle.asp?total_id=7966032&cloc=olink%7CarMcle
%7Cdefault
38
PROJECT
I:
K-‐POP
AND
GLOBALIZATION
5. PROCEDURE:
2)
Fill
out
IniMal
Plan
(roles,
thesis,
schedule,
etc.)
and
KWL
Chart.
PROJECT I: K-‐POP AND GLOBALIZATION 5. PROCEDURE: 3) Conduct research and interview Korean and English speakers. 4) Submit an audio file of Korean interview 5) Write a storyboard/Mmeline.
PROJECT I: K-‐POP AND GLOBALIZATION 5. PROCEDURE: 6) Submit a Preliminary Script and receive Feedback 7) Produce and present a 4~5 minute-‐video. 8) Assessment, peer evaluaMon, and reflecMon.
42
VIDEO
SAMPLE
1:
IS
HALLYU
A
FAD?
Students’
Academic
Background
&
Interest
1. History/NarraMve
Studies;
Environmental
Studies
2. Friends
from
Korea;
Interest
in
K-‐pop;
K-‐pop
dance
club
43
VIDEO
SAMPLE
1:
IS
HALLYU
A
FAD?
Students’
Ques9ons
1. When
popularity
rose
for
K-‐pop
and
K-‐dramas
how
popular
is
tradiMonal
culture?
2. Are
there
any
efforts
to
raise
awareness
of
tradiMonal
culture?
44
VIDEO
SAMPLE
1:
IS
HALLYU
A
FAD?
Some
of
Their
Findings
“The
scale
of
globalizaMon
is
sMll
growing
…
[e.g.,
Southeast
Asia
and
other
na)ons]…
But
to
be
truly
global
the
criteria
are
not
even
complex.…catering
to
audiences
with
what
will
be
popular
in
the
here
and
now…
[some
effort
to
raise
awareness
of
tradi)onal
culture
–
e.g.,
history
drama]
…”
45
VIDEO
SAMPLE
1:
IS
HALLYU
A
FAD?
Achievement
of
Standards
[Communica9on,
Culture,
Connec9on,
Comparison,
Community]
•Presented
a
given
topic
effecMvely
through
mulMmedia
resources.
•Demonstrated
their
understanding
of
K-‐pop
and
related
perspecMves
•Connected
their
knowledge
to
this
project,
e.g.,
other
classes
such
as
‘Korean
visual
art’
and
‘IntroducMon
to
films’.
•Used
Korean
beyond
school
senngs:
Interviewed
Koreans
•Compared
different
perspecMves
on
Korean
pop
culture
through
interviews
and
presentaMons.
46
VIDEO
SAMPLE
1:
IS
HALLYU
A
FAD?
47
48
VIDEO
SAMPLE
2:
OBJECTIFICATION
OF
K-‐POP
IDOLS
Students’
Ques9ons
1. How
are
K-‐pop
idols
affected
(public/body
image,
scandals)
by
“NeMzens”?
2. Are
they
treated
as
commodiMes?
49
VIDEO
SAMPLE
2:
OBJECTIFICATION
OF
K-‐POP
IDOLS
Some
of
Their
Findings
•”NeMzens
can
be
crazy”,
e.g.,
peMMoning
Jay
Park
to
commit
suicide.
•“Slave
contract”
with
TVXQ
and
lawsuits.
•
“Public
image
is
everything”:
e.g.,
extreme
diet,
suicide,
etc.
50
VIDEO
SAMPLE
2:
OBJECTIFICATION
OF
K-‐POP
IDOLS
Students’
Backgrounds
[e.g.,
“Connec9on”
and
further]
1. InternaMonal
RelaMons;
Public
RelaMons
(CommunicaMons)/
East
Asian
Area
Studies
2. Personal
interests
in
K-‐pop/dramas
3. Taken
‘Korean
visual
arts’
and
other
Korean
culture
courses
4. A
student
sought
further
research
on
the
topic
as
undergraduate
Korean
Studies
Fellow
51
VIDEO
SAMPLE
2:
OBJECTIFICATION
OF
K-‐POP
IDOLS
52
PROJECT
II:
MASS
MEDIA
INFLUENCE
1. LEVEL: Advanced
2. QUESTION: How
(posi)vely
or
nega)vely)
does
mass
media
influence
the
Korean
society?
Retrieved
May
29,
2013
from
hdp://www.koreasociety.org/cat_view/102-‐k-‐12-‐teachers/103-‐by-‐subject-‐area/105-‐art
VIDEO
SAMPLE
3:
54
VIDEO
SAMPLE
4:
55
Ques9ons
1. How
can
we
help
Korean
language
learners
expand
their
knowledge
and
skills?
2. How
can
we
help
students
apply
their
knowledge
and
skills
to
real-‐life
situaMons?
3. How
can
we
promote
students’
higher-‐order
thinking
skills?
4. How
can
we
beder
prepare
our
students
for
the
global
job
market?
56
57
*Project-‐Based
Learning
.
(30 )
(20 )
Q&A
(10 )
58
Guidelines
*
.
59
Project
Examples
60
Project
Examples
61
&
62
Selected
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