Team+4

Team 4
Member Names: Dandan Xin Adam Hassan

Wednesday
Design Studio: Reflect on your content and pedagogy With your Partner reflect on the following questions: What content areas do you teach?

Grammar, listening, reading writing, presentation, speaking (communication) What content strengths do you have?

Publishing background; amateur writer; literature background (Diana) English lit background (Adam) Both native speakers with diverse curltural background - Chinese and Misc.

What content do you find difficult to teach?

Grammar to people without internalized knowledge - grammar metalanguage Test skills (we haven't taken these and Western education goes against route learning)

What tech do you use

Blackboard and chalk; youku.com; google; baidu mp3

What do you consider your role to be as a teacher? Trainer, friend, referee (organized fun) What instructional methods do you use as a teacher? Elicitation, lecture, blackboard, project, mime/gesture - total physical learning Native language (Diana) What are some of the persistent problems you encounter in your instruction?

Transition between learning and giving instructions (behavior a getting them quiet); simplifying instructions

With your partner, identify possible areas of overlap.

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 * Reflection Notes:**

Tpac is a cool concept

Thursday
Guiding Questions I. What is the compelling question you would like your students to answer? Do you have any sub-questions to engage students? Can you survive in America? What is America like? What do you know about the culture, ie the music, the food, the schools, how to relate and interact with people? What schools do you want to attend? What do you know about american schools? II. How are new literacies featured in your compelling question? Skyping with people from an American school Pandora or Ping for music University web sites for schools and emailing with an admissions person to gain information III. How will you organize or group your students for the PBI? Small groups of four given one different topic to cover. Each student has a different role in the group (ie tech guy, manager, writer, reporter) They can present with more interaction, such as an expo or career fair with different booths. They will need to provide props and posters and pamphlets for each other. IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? They need to practice research skills They need to learn how to use informational language and clear of organization of facts and classification of categories They need experience with fair environments, perhaps show video of the expo

V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? First of all, we need to get their interest in shows, so perhaps a lesson in car shows or any special exhibitions, the. We have a feedback session about what was good about it. We need computer sessions to send letters to south high students in minneapolis and getting background in email communication

VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process?

A research project for initial information with presentations with a prosposal outline for the final fair, an idea for their exhibition booth

VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). Checklist for what they need at the exhibition. Rubric. Pamphlets will show writing skills. Exhibition will show speaking skills. VIII. What technology tools will students use in creation and sharing of their PBI product? Document creators, music, email


 * Reflection Notes:**

PBI Lesson Plan
America Expo

PBI Compelling Question:
Do you have the skills to survive in America? What do you know about America?

Content:
Week 1

Learning about exhibition and fairs Learning how to gather and present information Using technology to find information Get in contact with people in the U.S.

Week 2

Giving a pitch for their exhibition ideas

Week 3 Synthesizing information and creating booths, pamphlets, props, visual aids

Week 4 Holding an exhibition for other students Presenting and sharing information

Full lesson plan:

4 week plan - 1 hour per lesson

Can you survive abroad?

Choose a university/city you'd like to visit

Design a stand in an exhibition we'll hold to present your idea

Include: Food, music, university, state, sports, companies, money (how to find help),

You'll be judged based on 'hits' from people coming to see it, who will either sign up using their e-mail for an e-letter or something.

Step 1: what is an expo?

introduce types of exhibitions. What kinds of content are shown? What makes a gpod exhibition? - video/posters/dancing

Step 2: the language of posters and leaflets

Step 3: research project - an exhibition we went to Go online and research one perticular exhibition and post a blog about it

Make a 1 min presemtation introducing it.

Step 4: Send a letter to a Chinese oversea's student; a university admin dept.; and a esl student from South High

step 5: choose what you're interested in and what your group will focus on I'm the final presentation.

Week 6: create a pitch - include all aspects of your final project in front of a 'panel' of teachers who'll give them the ok

Step 7: creating: 1st draft for editing, final draft for printing

Make and give exhibition

Learning Outcomes for this PBI:
Students will be able learn more about the culture of the country they may go to Students will be able to answer questions about the country they want to go to (such as they might be asked during VISA application) Students will create something meaningful for other classmates Students will create literature in a variety media and tones Students will gain experience using Web 2.0 Students will be able to work together for a longer-term objective Students will have a better idea of how to and where to find information about the colleges they may attend

Method:
Group work -- research groups and discussion groups Presentation -- creating speaking points and props We would need lots of computer time!!! Making posters and getting them printed at the poster shop nearby (we should make one first as an example to get them excited) Looking at different pamphlets and the different tones, voices Talking about expos, showing videos and bringing in pictures of their trips Emailing with students and teachers in the U.S. Making a video about themselves for another school in America

Assessment:
Presentation pitch about what they are going to do Daily exit card with brief statement of what they learned and what they did that day. Student assessment for presentation booths using evaluation cards completed by other students

Technology Tools Used:
Email Internet portals for colleges PowerPoint Music Photos and pictures