Project Based Learning in Avenues Upper School

Chinese Classroom Haiwen Lu

Upper School Chinese Teacher Avenues: the World School

Background Information

What is PBL?

Student Learning Goal A way of learning rather

than motivation; Master the knowledge; Apply the knowledge to the

future. Essential Project Design

Elements Most Likely to Succeed

Project Based Teaching

What PBL means to language classroom?

Chances:More possibilities;Better culture understanding in language learning;

Challenges:Authenticity;Collaboration with other disciplines;

Some other Keys to Success

Understanding and supports from administration;

Trust between the teacher and the students;Fully utilizing resources;A lot preparation: scaffolding, DIY before

students;Not afraid of failures.

Project #1 Textbook Content: Integrated Chinese Lesson 15

(seeing a doctor) and Lesson 18 (Sports)Topic: 饮食和健康This is a research project in Chinese language

focusing on comparing different views regarding how life style is related to people’s health. Life style in this case is about food, drinks and exercises (sports). In other words people may have different beliefs about how food, drinks and exercises may affect one’s health.

Essential Questions(Challenging problems)

How do people maintain their health? Is there any connection between food and health; and

exercise and health? What connections are there?What are the differences and similarities between

the approaches of Chinese and American to health? How are you going to use the language you learned

to describe the differences and similarities between the approaches of Chinese and American to health?

How do you explain your findings in Chinese?

PROCEDURE Step 1: literature review – Readings and videos in ChineseEx ：体质自测、 CCTV 《中华医药》、饮食与养生Key ： Inquiry Authenticity ScaffoldingModifications from ideal PBL

Step 2: Field trip to Chinatown: (1). You will be given several photos of items related to

traditional Chinese ideas about health. (2). You need to find these items in Chinese shops such as

grocery store, drug store or dry seafood store. Suggested map. (3). You need to take a selfie with each item. (4). You need to find out the names and their connections with

health in traditional Chinese idea by asking people in Chinese. Suggested questions: … (Chinese sentences they learned in the

class) (5). You need to either video record or audio record the

interview. (6). Organize and summarize your findings in Chinese. Write

down one paragraph about what you learned about these items.

Special thanks to Maisy Zhang!

First reflection: How did the field trip go? What went well, what

didn’t?What did I learn? Critiques and revision: peers and teacher

Step 3: Interviews: (inquiry, students voice and choice) (1). Design a questionnaire to find out what are people’s beliefs of maintaining health around you. The questionnaire need to be in Chinese. The minimum number of questions is 5. Suggested Questions: … (2). You need to interview at least 3 people. Among which one interviewee will be a Chinese or from a Chinese background. You may conduct the interview in either Chinese or English. If you conduct your interview in English, you will need to play a double role simultaneously for the part of asking questions: you will ask the question in Chinese, and then translate it into English for your interviewee. (3). You need to either video record or audio record the entire interview including everything the interviewee says and you translate. (4). Organize your interviews and write down the transcripts in Chinese.

Step 4. What is your thesis? Based on the material you collect from

step 2 and step 3, what are some interesting findings? What conclusions can you draw? Are you able to answer some of the essential questions now? Draft an essay outline comparing the differences and similarities between the approaches of Chinese and American to health.

Public Product Sharing Your Project: “blog page”Use the data you collected and your writing

(videos, photos, texts, and audios) to create a WEB BLOG PAGE to share your findings and discussion with your classmates.

This blog page will need to have a title, text, at least 3 pictures and 1 audio or video clip.

Results Success ： Much better understanding of TCM; Surprising findings; Lots of chance to practice speaking, writing and critical thinking; More time for individual revision and reflection. Difficulties: Talk to people in Chinatown(especially lower grades) Finish the project within schedule. Language not enough!

Double Backup EVERYTHING!

Project #2Background info: 5th term- collaboration projectsTheme: Story Corner

During the 5th term, the Chinese classes have been engaged in creating children’s books in an endeavor to implement Project Based Learning in Chinese. Students in levels 2-5 are given the task of creating children’s picture books for Chinese immersion classes from Kindergarten to 3rd grade.  After completed their books, they also went to the Lower School classrooms to read them to K-3rd graders.

Procedure1. What are we going to do?2. What do we need to know?3. What is your story going to be like?4. How are you going to implement the

vocabulary and structures?5. Revision and practice6. Public Production

Collaboration can be horizontal and verticalMore confidentMore modestCommunity engagement Leadership skills

Tool used: iPad and computer Photoshop App- Book creator

谢谢！