Heeyoung(Ahn(( - AATK ahn... · 2020. 5. 30. · Heeyoung(Ahn((([email protected])...

Heeyoung Ahn ([email protected])

Hee Ju

([email protected])

University of Southern California

18th AATK, Michigan State University, East Lansing, Michigan. June 27~29, 2013

•  IntroducMon: Project-‐Based Learning •  Principles and Procedure (Sample Projects) •  ParMcipant AcMviMes •  Discussion and Conclusion

1

Agenda

What are projects?

3

NOT all projects done in classroom may be considered as examples of PBL (Grant, 2010; Larmer & Mergendoller, 2010)

What are projects?

4

.

What are projects?

5

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)

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Influen9al works

John Dewey

•  An “acMve learner” •  Learning through hands-‐on experience •  Engaging with the actual social environment

7

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

8

Influen9al works

Lev Vygotsky

•  ZPD •  Co-‐construcMng knowledge between individuals with minimal support

•  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

What is PBL?

10 hdp://chps-‐tandl.wikispaces.com/Problem-‐Based+Learning

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

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Why PBL for Korean heritage language learners?

Ethnic Ambivalence : beginning adolescence (Orellana, Ek, & Hernandez 1999; Tse 1998)

Ethnic Emergence: a renewed interest in their ethnic heritage

(Cho 2001)

HL use declines as

children begin formal

education (Cho et al. 2004, Carreira

& Kagan 2011)

‘Ear learner’ (Reid,

1998)

Aural Skills (Polinsky &Kagan, 2007)

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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)

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PBL & ACTFL Five Cs PBL & ACTFL 5C’s

hdp://chps-‐tandl.wikispaces.com/Problem-‐Based+Learning hdp://www.ackl.org/

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PBL & ACTFL Five Cs PBL & ACTFL 5C’s

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PBL & ACTFL Five Cs ACTFL 5C’s

5Cs Communica9on Communicate in languages other than English

Cultures Gain knowledge & understanding of other cultures

Connec9ons Connected with

other disciplines & acquire informaMon Comparisons

Develop insight into the nature of language & culture

Communi9es ParMcipate in mulMlingual

communiMes at home & around the

world

“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”

CommunicaMon -‐ PBL

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Communica9on -‐ PBL

Interpersonal • Various parMcipants

Interpreta9onal • Various topics • Various types of text

Presenta9onal • Various tools • Various senngs

“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”

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Cultures -‐ PBL

Cultural prac9ces

• Beder understanding on cultural pracMces & perspecMves

Cultural products

• Beder understanding on cultural products & perspecMves

“Learning languages provides connec2ons to addi2onal bodies of knowledge that may be unavailable to the monolingual English speaker”

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Connec9ons -‐ PBL

Furthering Knowledge

• Expanding knowledge • RelaMng informaMon (other subjects)

Broadening perspec9ves

• Access to mulMlingual communiMes • Global leader

“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”

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Comparisons -‐ PBL

Understanding Languages • The nature of languages

Understanding Cultures • The concept of cultures

“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”

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Communi9es -‐ PBL

Broader base • Using & learning the language outside of the classroom

Life-‐long learning • Personal enjoyment & enrichment

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hdp://pbl-‐online.org/pathway2.html

Principles

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hdp://pbl-‐online.org/end_in_mind/emoverview/emoverview.html

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

Principles

24 hdp://pbl-‐online.org/driving_quesMon/dqoverview/dqoverview.html

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

Principles

25 hdp://pbl-‐online.org/driving_quesMon/dqPracMce/dqpracMce1A.html


Principles

A. What were the causes of the Great Depression?

B. How has the Great Depression affected the United States?

PracMce: Which quesMon is effecMve and why?

26 hdp://pbl-‐online.org/driving_quesMon/dqPracMce/dqpracMce1A.html


Principles

A. What were the causes of the Great Depression?

B. How has the Great Depression affected the United States?

PracMce: Which quesMon is effecMve and why?

Driving Ques)ons should encourage synthesis and analysis, rather than lis)ng or reci)ng answers.

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hdp://pbl-‐online.org/PlanTheAssessment/Overview/overview.html

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

Principles

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hdp://pbl-‐online.org/Map/mapProject.html

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"

Principles

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hdp://pbl-‐online.org/Map/mapexplore/mapexplore1.html

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

Principles

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hdp://pbl-‐online.org/ManagetheProject/projectoverview/projectoverview.html

5. Manage the Process  IdenMfy Needs for DifferenMated InstrucMon  Use Project Management Tools

 Plan for EvaluaMon and ReflecMon

Principles

31 hdp://pbl-‐online.org/ManagetheProject/projectoverview/projectoverview.html

Project Management Tools  Student InvesMgaMon Brief  Tuning Protocol  The Fishbowl Method

 Progress Report  End-‐of-‐Project Self-‐Assessment Sheet

Principles

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PROJECT I: K-‐POP AND GLOBALIZATION

1. K-‐POP and Globaliza2on 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)


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.


5. PROCEDURE:

1) Discuss materials to narrow down the topic, e.g., diplomacy,

tourism, business, fashion, etc.


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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. 기 소르망 프랑스 파리 정치대학 교수 hdp://arMcle.joinsmsn.com/news/arMcle/arMcle.asp?total_id=7966032&cloc=olink%7CarMcle%7Cdefault

5. PROCEDURE:

2) Fill out IniMal Plan (roles, thesis, schedule, etc.) and KWL

Chart.


5. PROCEDURE:

3) Conduct research and interview Korean and English speakers.

4) Submit an audio file of Korean interview

5) Write a storyboard/Mmeline.


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.


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Students’ Academic Background & Interest 1.  History/NarraMve Studies; Environmental Studies 2.  Friends from Korea; Interest in K-‐pop; K-‐pop dance club

VIDEO SAMPLE 1: IS HALLYU A FAD?

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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?


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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] …”


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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.


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Students’ Ques9ons 1.  How are K-‐pop idols affected (public/body image,

scandals) by “NeMzens”? 2.  Are they treated as commodiMes?

VIDEO SAMPLE 2: OBJECTIFICATION OF K-‐POP IDOLS

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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.


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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


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Retrieved May 29, 2013 from hdp://www.koreasociety.org/cat_view/102-‐k-‐12-‐teachers/103-‐by-‐subject-‐area/105-‐art

1.  LEVEL: Advanced

2.  QUESTION: How (posi)vely or nega)vely) does mass media

influence the Korean society?

PROJECT II: MASS MEDIA INFLUENCE

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VIDEO SAMPLE 3: 광주 항쟁과 미디어

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VIDEO SAMPLE 4: 류현진과 미국 언론의 영향

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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?

Ques9ons

*Project-‐Based Learning을 한국어 수업에 어떻게 적용할 수 있을지 프로젝트 계획표를 작성해 봅시다.

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실습

 조 짜기

 계획표 내용 논의 및 작성 (30분)

 발표 및 피드백 (20분)

 Q&A (10분)

*한국어 수업에서 프로젝트를 어떻게 실행할지 아래 사항에 따라서 함께 토론하고 발표해 보세요.

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Guidelines

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Project Examples

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Project Examples

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질의 & 응답

Barell, J. (2007). Problem-‐based learning: An inquiry approach (2nd ed.). Thousand Oaks, CA: Corw Barell, J. (2010). Problem-‐based learning: The foundaMon for 21st century skills. In j. Bellanca & R. Brandt

(Eds.), 21st century skills: Rethinking how students learn. Bloomington, IN: SoluMon Tree Press. Bender, W. N. (2012). Project-‐Based Learning: Differen)a)ng Instruc)on for the 21st Century. Thousand

Oaks, CA: Corwin. Bender, W.N., & Crane, D. (2011). Response to interven)on in mathema)cs. Bloomington, IN: SoluMon

Tree Press. Boss, S., & Krauss, J. (2007). Reinven)ng project-‐based learning: Your field guide to real-‐world projects in

the digital age. Washington, DC: InternaMonal Society for Technology in EducaMon. Carreira, M. (2007). Teaching Spanish in the U.S.: Beyond the one-‐size-‐fits-‐all paradigm. In K. Potowski &

R. Cameron (Eds.), Spanish in contact: Policy, social and linguisMc inquiries (pp. 81-‐99). Amsterdam/Philadelphia: John Benjamins.

Cho, G. (2001). The role of HL in social interacMons and relaMonships: ReflecMon from a minority group. Bilingual Research Journal, 24(4), 369-‐384.

Cho, G., Shin, F., & Krashen, S. (2004). What Do We Know About Heritage Languages? What Do We Need To Know About Them? Mul)cultural Educa)on, 11(4), 23-‐26.

Cho, S.P. (2008). Korean immigrants' social pracMce of heritage language acquisiMon and maintenance through technology. Unpublished doctoral dissertaMon. University of BriMsh Columbia (Canada).

Choi, J., & Yi, Y. (2012). The Use and Role of Pop Culture in Heritage Language Learning: A Study of Advanced Learners of Korean. Foreign Language Annals, 45 (1), 110–129.

Drake, K., & Long, D. (2009). Rebecca’s in the dark: A comparaMve study of problem-‐based learning and direct instrucMon/ experienMal learning in two 4th grade classrooms. Journal of Elementary Science Educa)on, 21(1), 1-‐16.

Fleischner, J., & Manheimer, M. (1997). MathemaMcs intervenMons for students with learning disabiliMes. Myths and realiMes. School Psychology Review, 26(3), 397-‐414.

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Selected References

Fortus, D., Krajcikb, J., Dershimerb, R.C., Marx, R.W., & Mamlok-‐Naamand, R. (2005). Design-‐based learning meets case-‐based reasoning in the middle-‐school science classroom. Punng learning by design into pracMce. The Journal of the Learning Science, 495-‐547.

Grant, M.M. (2010). Gebng a grip on project-‐based learning: Theory, cases, and recommenda)ons. From www.ncsu.edu/meridian/winn2002/514/3.html

Kagan, 0., & Friedman. D. (2004). Using the OP1 to place heritage speakers of Russian. Foreign Language Annals, 36, 536-‐545.

Kagan, O.E., & Dillon, K.E. (2009). The professional development of teachers of heritage learners: A matrix. In M. Anderson & A. Lazaraton (Eds.), Building Contexts, Making Connec)ons: Selected Papers from the Fich Interna)onal Conference on Language Teacher Educa)on (pp. 155-‐175). Minneapolis, MN: Center for Advanced Research on Language AcquisiMon.

Krashen, S. (1998). Language shyness and heritage language development. In Krashen, S., Tse, L., & McQuillan, J. Eds., Heritage Language Development (pp. 41-‐49). Culver City, CA: Language EducaMon Associates.

Larner, J., & Mergendoller, J.R. (2010). 7 EssenMals for project-‐based learning. Educa)onal Leadership, 68(1), 34-‐37.

Lee, J. S. (2006). Exploring the relaMonship between electronic literacy and heritage language maintenance. Language, Learning, and Technology, 10, 93–113.

LevsMk. L.S., & Barton, K.C. (2001). Doing history. Mahwah, NJ: Lawrence Erlbaum. Lynch, B. (2008). LocaMng and uMlizing heritage language resources in the community: An asset-‐based

approach to program design and evaluaMon. In D.M. Brinton, O:Kagan, & S. Bauckus (Eds.), Heritage language educa)on: A new field emerging (pp. 321-‐333). New York: Routledge.

Marx, R.W., Blumenfeld, P.C., Krajcik, J.S., & Soloway, E. (1997). EnacMng project-‐based science. The Elementary School Journal, 97(4), 341-‐358.

Park, C. (2007). Maintaining Korean as a heritage language. Unpublished doctoral dissertaMon. Arizona State University.

Park, E. (2007). Language socializa)on in a Korean-‐American community. Unpublished doctoral dissertaMon. New York University.

Polinsky, M., & Kagan, O. (2007). Heritage languages: In the ‘‘wild’’ and in the classroom. Languages and Linguis)cs Compass, 1, 368–395.

Scod, C. (1994). Project-‐based science: ReflecMons of a middle school teacher. The Elementary School Journal, 57(1), 1-‐22.

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Thank you!

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Heeyoung(Ahn(( - AATK ahn... · 2020. 5. 30. · Heeyoung(Ahn((([email protected])...

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