Intensive Summer Institute - June 10 - 16, 2020

Photo by @chuttersnap on Unsplash

This year's Summer Institute: Planning for Project-Based Language Learning (PBLL) was sponsored by the National Foreign Language Resource Center (NFLRC) and L2TReC.

In order to attend this summer institute, you had to successfully complete the MOOC: Envisioning Project Based-Language Learning. Sadly, due to the current impasse, we did not get to travel to Utah but rather participated virtually with language professionals located within the USA, Lithuania and Panamá, representing these languages: Arabic, Hebrew, Japanese, Mandarin, Portuguese, Spanish and Vietnamese.
​As we worked on further designing our project, we were assisted by my personal shero Dr. Cherice Montgomery from BYU, and co-led by Stephen Tschudi from the University of Hawai'i - Mānoa. 

2020 Summer Institute required reading: 
Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences by Suzie Boss and John Larmer

Our summer institute/project product ☞ Project Infographic

By participating in this summer institute, my takeaways have been:

• Entry event: When crafting a compelling entry event, Dr. Montgomery suggests to use this guide to narrow our thoughts and spark interest and curiosity while also helping our thought process generate new needs to know (NTK).
• SLOs: Should you need extra guidance with crafting your Student Learning Outcomes, we were referred to this Google Slide by Dr. Yao.
• Scaffolding your project from the get-go: Dr. Montgomery shared this 52-page packet with so many useful activities that will definitely keep your juices flowing = sustained inquiry.

​As we continued looking into different ways to scaffold the PBLL experience for our language learners, we were also tasked with creating an interpersonal and presentational mode tasks.

• For the Interpersonal task, a mock interview was chosen, and once again Dr. Montgomery, modeling what she preaches, shared with us these scaffolded worksheets that could help us get started with scaffolding an interview task for our learners.
• For the Presentational task, we concentrated on democratizing our classroom and thus helping our language learners in their decision-making when working in groups. A useful resource was the use of protocols to help aid group decision-making. For more info head here.

One of the protocols that we tried out amongst ourselves was the Tuning protocol where we would listen to one of the ISI participants presente their proposed PBLL and then we ask for clarifying and  I wonder ... I like ...  questions followed up by the participants reflection on our feedback. Very useful indeed.

Herein, I'm also sharing some of the activities shared throughout the summer institute:

Scaffolding Design Tasks

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Proposed Project Content:

Intro:

• ¿Qué papeles/roles han desempeñado las mujeres a través de la historia?
  
• En el ámbito y contexto socio-histórico, menciona algunas mujeres empoderadas que han contribuido a nuestra sociedad.

Los objetivos de esta unidad:

• Analizar y evaluar:
  • El punto de vista y la focalización en los procedimientos narrativos,
  • El valor de la descripción connotativa y denotativa,
  • La relación entre el contenido del texto literario con textos no literarios.

• Comprender e interpretar:
  
  • La producción literaria en el contexto histórico, cultural y socioeconómico,
  • Los usos de términos y técnicas literarias.

• Producción de textos y uso de la lengua:
  • Comunicarse de manera clara y lógica con argumentos debidamente justificados. 

Autoras presentadas: sor Juana Inés, Alfonsina Storni y Juana de Burgos

Pincha aquí si deseas una copia de esta diapositiva

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Project design: 
                       ​☞ Project infographic

As we continued designing our PBLL project, we were then tasked with creating an infographic as a culminating task for this summer institute. 

​For this remote ISI (Intensive Summer Institute), we concentrated on designing our proposed PBLL. I'm sharing herein my proposed PBLL project directed to my native/heritage speakers of Spanish at the high school level. The project is framed within the MYP's Global Context of Fairness and Development and it will be a culminating project with my unit titled: Women in Literature. 

I must mention that this proposed PBLL can also be adapted to a Spanish Language Acquisition class.

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