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Project Blueprint for for-credit Institute participants

Welcome to your Project BlueprintThis document will serve three purposes:

1. Help you think through your project.2. Serve as a customizable model for other teachers (if you choose to share it!).3. Partially fulfill for-credit requirements in the 2020 Planning for Project-Based Language Learning Summer Institute.

Instructions1. To execute the following steps, make sure you are logged in to the Google account in which you wish to save your own

copy of this Blueprint. If not, then:○ copy the URL from the address bar above, ○ log out of the account you are currently in by clicking on your personal thumbnail at the upper right and choosing

“Sign out,” ○ open a new browser window, paste the URL in the address bar, and then click “Sign in” at upper right.

2. Use the File menu in Google Docs (next to the blue doc icon at upper left) and choose “Make a copy.” A dialogue will open. As soon as it opens, personalize the title of the new doc, changing fromCopy of Project Blueprint 2020 - L2TRECtoProject Blueprint 2020 - L2TREC [add your name]for example, if your name is Jolinda Jollibee,Project Blueprint 2020 - L2TREC Jolinda JollibeeAND THENClick on the right-arrow next to “My Drive” in the same dialogue box to navigate to the folder in your Google Drive where you wish to store your copy, and select that folder.

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

When you have selected the desired destination folder, close the dialogue by clicking OK.Your new copy will be open in a new browser tab.

3. Remain in the tab (your new copy) and Share the document (blue button at upper right) by typing sfleming@hawaii.edu (plus “Enter”) and [Cherice email] (plus “Enter”) in the “People” box with the privilege level “can comment” -- or, if you wish, “can edit”.

4. Navigate back to the source tab -- that is, this original copy of the document where you started -- and CLOSE the tab (Project Blueprint 2020 - L2TREC). You will not use the original anymore.

5. Returning to the tab where your new copy is open, please copy the URL of your new Blueprint from the address bar above, and share the URL by pasting it in this survey form[LINK] (it will also ask for your email address; please use the address associated with the same Google account).

6. Working in your new copy, complete each section below, replacing the black text with your own.7. If desired, you may delete this set of instructions from your copy.

Your NameType here…

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Project Title (10 words or less)Type here...

Context (about 200 words)For what learning context was your project designed? Replace the text in parentheses with information that pertains to your project.

This (number)-week project was designed for (language) [course level (i.e., 2nd grade, 101, 102, I, II, III, IV, V)] learners with [proficiency level (i.e, novice/intermediate/advanced/superior/distinguished)] proficiency. The learners are enrolled in a (name of course) in a [type of program (i.e., immersion, AP, IB, Flagship, 2-year, 4-year, languages for special purposes) program at a [institution (i.e., elementary school/middle school/high school/college)] in a [setting (i.e., rural, urban, suburban)] setting. The course meets (number) times per week for (number of minutes) each class period.

Project Idea What will learners be doing during your project? Replace the text in parentheses with information that pertains to your project.

Learners will investigate (real-world problem or challenge) in collaboration with (community partner) located in (location) in order to (action verb, e.g. engage, develop, impact) (real-world meaningful purpose for addressing/solving the problem).

Academically, learners will engage in sustained inquiry about (academic content area) in (target language) based on data and the learners’ interests. As the project unfolds, learners will use the target language to (communicative function, e.g. ask and answer questions, describe, narrate, state an opinion, hypothesize) about (cultural context) using (list the most essential target grammatical structures, language patterns) and vocabulary relating to (topic).

Culturally, learners will engage in: ● observing (what, who) while interacting with (community partner), ● comparing and contrasting (what), and ● critically interpreting (cultural experience).

Major activities include: (list three major activities, preferably one in each of the three communicative modes).

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

The outcome of the project will be (product), which will be shared with (public audience) through (medium) to fulfill (what need).

Test Your Project Idea Using the Product SquareWhat product will learners produce that demonstrates their language skills, intercultural competence, understanding of disciplinary content, and 21st century success skills? Complete the product square for your project.

PROBLEM, QUESTION, CHALLENGE AUTHENTIC, REAL WORLD PURPOSE

What real world problem, question, or challenge will your project address? Please keep your response to a few sentences maximum.

What is the authentic real-world purpose for your project? What will be the impact of this project outside the classroom? Please keep your response to a few sentences maximum.

COMMUNITY PARTNERS PRODUCT & PUBLIC AUDIENCE

Who will you be partnering with in the community (e.g., person, organization, business, etc.) to complete this project? Please keep your response to a few sentences maximum.

What is your proposed product? Who is your proposed public audience (e.g., people outside the school and from the target language / culture / community) for the product? Please keep your response to a few sentences maximum.

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Why do learners care?

Please briefly explain why your learners will want to complete this project.

Content Knowledge The Content Knowledge that learners will develop during the project includes career-specific and discipline-specific knowledge (e.g., knowledge ABOUT language, geography, history, firefighting, hospitality & tourism):

● Career Pathways (optional): What will learners do during the project that actively engages them in investigating within a specific career pathway? In other words, do the skills in the project correspond to a particular work role? This website can help you brainstorm.

Type here, replacing this sample text: During this project, learners will actively investigate the Health Sciences Cluster by asking questions about common reasons for emergency room visits during a tour of a hospital; interviewing doctors, nurses, and hospital administrators about patient education; and collaborating with patient focus groups to develop recommendations for reducing emergency room visits.

● Discipline-Specific Content: What discipline-specific content will learners need to learn in areas other than language?

Type here… (you might list key concepts, principles, or standards from relevant disciplinary content areas) -- replace this sample text: In order to complete their investigations, learners will need to acquire information and understanding about basic medical triage (how to decide whether to go to the emergency room), common procedures during an emergency room

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

visit, specific health care concepts that patients are often unaware of, and strategies for reducing the number of emergency room visits).

● Linguistic Metaknowledge (declarative knowledge of language facts and rules): What knowledge ABOUT language (as distinct from communicative skills) will learners need to learn, if any (e.g., grammar paradigms, politeness rules, knowledge about regional variations, etc.)?

Type here, replacing this sample text: To complement their acquisition of communicative skills, learners will need to learn facts and rules about language such as vocabulary related to emergency room visits (e.g., the names of common diseases and symptoms, verbs for describing how one feels) and rules for composing declarative sentences in present simple and present progressive.

21st Century Skills and Success SkillsThe Success Skills describe the real-world skills learners will develop or learn how to do during the project. Success Skills represent procedural knowledge of language and culture (i.e., knowledge of how to do something).

Which 21st century skills will this project require learners to develop? (Refer to the the ACTFL Proficiency Guidelines, the ACTFL World-Readiness Standards for Learning Languages, the ACTFL 21st Century Skills Map, and the Common Career Technical Core).

Highlight in bold below the skills your project develops, adding a few explanatory phrases after each you have chosen. Remember, communicative skills (very important to us language teachers!) deserve special consideration, even though they fall under just one of the 21st century skills listed below -- namely, Communication:

● Communication○ Interpretive mode (e.g., showing comprehension of simple spoken questions on everyday topics; showing

comprehension of a simple self-introduction by a video blogger; showing comprehension of a simple pen-pal letter; identifying key points in a simple news report; etc.)

○ Interpersonal mode (e.g., asking and answering simple questions on everyday topics; negotiating -- for example, bargaining for a good price; asking for and giving directions; etc.)

○ Presentational mode (e.g., giving procedural instructions; narrating, describing, comparing; composing a persuasive paragraph; etc.)

● Metalinguistic knowledge (declarative knowledge about orthography, morphology, syntax, etc)● Collaboration

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

● Critical Thinking & Problem-Solving● Creativity & Innovation● Information, Media, & Technology Literacy● Flexibility & Adaptability● Initiative & Self-Direction● Leadership & Responsibility● Productivity & Accountability● Social & Cross-Cultural Skills

Intercultural CompetenceHow will this project help learners to develop intercultural competences and social and cross-cultural skills? (Refer to the ACTFL Standards for Intercultural Competence; ACTFL World-Readiness Standards for Learning Languages).

Complete at least two of the following sentences with information about your project: ● This project will help learners to access the culture of a specific community (perhaps a career community) by… type here.● This project will engage learners in intercultural observation & interaction by… type here.● Based on observation and interaction, learners will then compare and contrast… type here.● learners will reflect on their own cultural values in ways that help them to see themselves through the eyes of others by…

type here.

Preparing for the ProjectDescribe the groundwork you will need to lay in advance of the entry event / project launch.

● Culturally Authentic Resources: What culturally authentic materials will learners use to acquire the information and skills they need in order to complete project tasks (e.g., readings, media, invited speakers, etc.)?

Replace the text in parentheses below with information that pertains to your project (feel free to make necessary adjustments):

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Culturally Authentic Resources: 1. Learners will develop curiosity about (career-related project topic) by engaging with a/n (type of text) called (name of

text) about (topic). 2. Learners will obtain background information about (social issue) in (country) from a/an (type of text) called (name of

text) about (topic). 3. Learners will then explore different viewpoints on (project issue or problem) presented in a/an (type of text) called

(name of text) about (topic) from/in (country). 4. Learners will also compare and contrast cultural perspectives on (project issue or problem) based on a/n (type of text)

called (name of text) about (topic) from/in (country).

Examples (you may delete these after use): 1. Learners will develop curiosity about health care by engaging with a video called Derecho a la salud about lack of

access to health care.2. Learners will obtain background information about access to health care in Europe from an infographic called El

acceso a la sanidad and from an online magazine article called Conoce los mejores 11 sistemas de salud en el mundo about health care costs in countries around the world.

3. Learners will then explore different viewpoints on health care costs presented in a newspaper article called Estados Unidos tiene los servicios médicos más caros about the cost of medical care in the United States.

4. Learners will also compare and contrast cultural perspectives on health care systems based on an online magazine article called Los países con el mejor sistema de salud de América Latina about health care in Latin America and a blog post called Sistemas de salud alrededor del mundo about different models of health care in countries around the world.

● Technologies: What technologies will be used to support the project (e.g., communication, completion of tasks/activities, construction of final product, showcasing of final product, etc.)?

Type here…

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Entry EventDescribe the entry event.

Type here…

Student Learning Outcomes (SLOs)What will learners be able to do at the end of your project? In the table, replace the text in parentheses with information that pertains to your project. Do NOT use the words know, learn, practice, or understand!

Sample Learning Outcomes:

Example SLO 1: Learners will be able to prepare for, gather, and report on data from Spanish-language interviews with informants from the community about products, practices, and perspectives surrounding celebration of the Mexican Day of the Dead using present indicative and cultural practices vocabulary.

Example SLO 2: Learners will be able to get into, through, and out of Spanish-language interviews with informants from the community about products, practices, and perspectives surrounding celebration of the Mexican Day of the Dead by observing standards of journalistic practice, such as using a specific interview protocol and maintaining an objective viewpoint.

SLO # SLO Description

1 Learners will be able to (communicative language function) about (social issue) in (cultural context) using (grammatical structure, language pattern, or other skill) and (vocabulary topic).

2 Learners will be able to...

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

3

4

5 Put cursor here and press TAB for more rows if needed

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Planning Tasks and Matching Them to SLOsWhat tasks will learners engage in, and what are the associated areas of content knowledge, success skills (including language skills), and intercultural competence? For each task, what are the associated SLOs you have identified above?

Task Sequence# Task Description

What TASKS will learners complete?

Content Knowledge

What CONTENT KNOWLEDGE will learners develop when completing

the tasks?

21st Century Success Skills & Language Skills

What SKILLS, including

LANGUAGE FUNCTIONS, will learners develop when completing

the tasks?

Intercultural Competence

What opportunities will learners have

to engage in intercultural observation, interaction, reflection,

comparison, and critical

interpretation when completing the

tasks?

Targeted SLOs

What STUDENT LEARNING

OUTCOMES from the table above

correspond to the task in this row?

Example Task 1 Sub-task (Interpretive): Learners will review print and media resources to obtain appropriate background information on the topic before conducting their interviews.

Learners will gather cultural information on the topic of the Day of the Dead.

Learners will develop knowledge of journalistic practice.

Learners will collaboratively compose interview questions about typical practices using present indicative tense and vocabulary and grammar appropriate to their level.Learners will review and practice

Learners will view video documentaries about Day of the Dead.

Learners will read informational texts about Day of the Dead.

Learners will read a fictional folk tale

Example SLO 1 (see sample SLOs in red above)

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Sub-task (Presentational): Learners willwrite a set of professionally appropriate interview questions on the Day of the Dead using appropriate vocabulary and grammar in the target language.

strategies for requesting repetition, rephrasing and clarification.

Learners will maintain appropriate records of their collaborative work using Google Docs as a supporting technology.

Learners will engage in group critique and revision of interview questions.

Learners will identify and record at least two strategies to employ when interviews do not go as planned.

about Day of the Dead.

Learners will receive scaffolded support around culturally appropriate journalistic practices.

Example Task 2 (Interpersonal) Learners will conduct and record a group interview with a native speaker.

Learners will use appropriate protocols of journalistic practice, including obtaining the permission of the interviewee to be recorded.

Learners will identify and make note of unfamiliar content areas that arise during the interview for further investigation.

Learners will collaboratively ask interview questions about typical practices, ask for rephrasing or repetition, and ask for clarification in the target language. Learners will avoid monopolizing the conversation, while offering appropriate support to fellow team members.

Learners will elicit data on cultural practices from Spanish speakers in the community.

Learners will observe culturally appropriate politeness strategies to get into, through, and out of the interview.

Example SLO 1 and Example SLO 2 (see sample SLOs in red above)

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Learners will use appropriate technology to record the interview for later review.

Example Task 3 Sub-task (Interpretive): Learners will process and summarize the material recorded during the interview.

Sub-task (Interpersonal): Learners will discuss and collaboratively clarify material recorded during the interview.

Sub-task (Presentational): Learners will summarize the material recorded during the interview.

Learners will further investigate unfamiliar content that arose during the interview.

Learners will use appropriate standards of journalistic practice to critically and objectively analyze and interpret responses from the interviews.

Learners will transcribe interview data using appropriate technology.

Learners will collaboratively analyze data from the transcribed interviews.

Learners will identify the most relevant data and synthesize information about how the Day of the Dead is celebrated in the target culture.

Learners will reflect on the progress they have made learning vocabulary and grammar related to the topic of the Day of the Dead.

Learners will reflect on what they have learned from the interviews about the practices, products, and perspectives related to the Day of the Dead and compare those with how death is honored/ commemorated in their own culture.

Example SLO 1 (see sample SLOs in red above)

Task 1 Type here...

Task 2

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Task 3

Task 4 Please complete a minimum of 3 Tasks in this table; use this and the following rows only if you wish to plan more tasks in your project.

Task 5

Task 6

Task 7

Task 8

Task 9

Task 10 Put cursor here and press TAB for more rows if needed

Developing the Project: Key Task 1 (Interpretive mode, if possible)Describe one key task from the table above in detail. Please paste in or link to WELL-SCAFFOLDED handouts, worksheets, or other instructional materials needed for this task.

Type here…

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Rubric for Assessment, Key Task 1 (Interpretive mode, if possible)How will the following aspects of the project be assessed? Link to or paste a rubric for formative (benchmark) assessment that allows learners to demonstrate their learning in one of the tasks above. In your rubric, address AT LEAST THREE of the following aspects:

● target language skills● intercultural competence● career-related content knowledge ● 21st century success skills

The following rubric will be used for: Task number (fill in the number here) from the table above

Paste or link to your rubric for Key Task 1 here

Developing the Project: Key Task 2 (Interpersonal mode, if possible)Describe one key task from the table above in detail. Please paste in or link to WELL-SCAFFOLDED handouts, worksheets, or other instructional materials needed for this task.

Type here…

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

Rubric for Assessment, Key Task 2How will the following aspects of the project be assessed? Link to or paste a rubric for formative (benchmark) assessment that allows learners to demonstrate their learning in one of the tasks above. In your rubric, address AT LEAST THREE of the following aspects:

● target language skills● intercultural competence● career-related content knowledge ● 21st century success skills

The following rubric will be used for: Task number (fill in the number here) from the table above

Paste or link to your rubric for Key Task 2 here

Developing the Project: Key Task 3 (Presentational mode, if possible)Describe one key task from the table above in detail. Please paste in or link to WELL-SCAFFOLDED handouts, worksheets, or other instructional materials needed for this task.

Type here…

Rubric for Assessment, Key Task 3How will the following aspects of the project be assessed? Link to or paste a rubric for formative (benchmark) assessment that allows learners to demonstrate their learning in one of the tasks above. In your rubric, address AT LEAST THREE of the following aspects:

● target language skills● intercultural competence

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Project-Based Language Learning - 2019Sponsored by the National Foreign Language Resource Center (U. Hawai‘i) and the Center for Advanced Research on Language Acquisition (U. Minnesota)

● career-related content knowledge ● 21st century success skills

The following rubric will be used for: Task number (fill in the number here) from the table above

Paste or link to your rubric for Key Task 3 here

Public ProductThe culminating product for this project will be (describe the product). Learners will present it to (identify public audience). The Public Product will be evaluated by (list who will do the evaluating--community members, parents, peers, etc.) using (briefly outline the evaluation process and identify the instrument that will be used--checklist, rubric, peer evaluation, portfolio).

Reflection QuestionsIf your school principal asked you to explain how this project would improve learners’ language proficiency, what would you say?

Type here...

Now that you have completed your project blueprint, what would you say you have learned about PBLL?

Type here…

What questions do you still have about PBLL, Success Skills, developing proficiency, or scaffolding?

Type here…

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DeadlineAll portions of this Blueprint must be typed and submitted electronically to Stephen Tschudi > by 5:00 pm (CST) on Monday, August 12, 2019.