About This Lesson
Author: Keith Mitchell
Project Idea: Scenario/Problem/Issue: Culturally and linguistically diverse students CLD are the fastest rising student population within U.S. schools. These students face many social issues in their efforts to have positive learning experiences. Issues such as high anxiety, the building of academic language proficiencies that are more cognitive and move away from basic communitive skills, as well as the fear of acculturation and segregation are a part of the daily struggle.
Challenge: It is hoped that through this assignment students will be able to draw inferences that will help them make the connection between the CLD culture and their own. The challenge is to build cultural pluralism and awareness amongst student who might not have had previous exposure to different cultures. The assignment is suggested for a two-way immersion class at the 11-12 grade level but can be presented in any class that accommodates CLD students. The CLD student can be utilized as an expert if their country of origin is chosen.
Investigation:
Entry Event: To launch inquiry and spark curiosity, students will watch a short video on how Carnival as a cultural event is celebrated within different CLD countries They will be asked in what ways are the festivities similar, in what ways do they differ?
Power Standard:
National Policy Board for Educational Administration Professional (NPBEA) Standards for Educational Leaders
STANDARD 1. MISSION, VISION, AND CORE VALUES
(b) In collaboration with members of the school and the community and using relevant data, develop and promote a vision for the school on the successful learning and development of each child and on instructional and organizational practices that promote such success.
STANDARD 2. ETHICS AND PROFESSIONAL NORMS
(c) Place children at the center of education and accept responsibility for each student’s academic success and well-being.
STANDARD 3. EQUITY AND CULTURAL RESPONSIVENESS
(a) Ensure that each student is treated fairly, respectfully, and with an understanding of each student’s culture and context.
(b) Recognize, respect, and employ each student’s strengths, diversity, and culture as assets for teaching and learning.
STANDARD 4. CURRICULUM, INSTRUCTION, AND ASSESSMENT
(c) Promote instructional practice that is consistent with knowledge of child learning and development, effective pedagogy, and the needs of each student.
(d) Ensure instructional practice that is intellectually challenging, authentic to student experiences, recognizes student strengths, and is differentiated and personalized.
(e) Promote the effective use of technology in the service of teaching and learning.
(f) Employ valid assessments that are consistent with knowledge of child learning and development and technical standards of measurement.
(g) Use assessment data appropriately and within technical limitations to monitor student progress and improve instruction.
Content Standards & Objectives:
Based on State of Tennessee K-12 Standards for World Language study
CORNERSTONE: Communication (C1) Presentational - Writing
Standard C1.4 Present information on multiple topics for a variety of purposes using appropriate formats, considering the intended audience
CORNERSTONE: Communication (C1) Interpretive Communication — Listening
Performance Level
Standard C1.1 Demonstrate understanding, interpret, and analyze what is heard on a variety of topics.
CORNERSTONE: Communication (C1) Interpretive Communication — Reading
Performance Level
Standard C1.2 Interpret, analyze, and demonstrate understanding of written materials on a variety of topics.
CORNERSTONE: Communication (C1) Presentational — Speaking
Performance Level
Standard C1.3 Present information on multiple topics for a variety of purposes using appropriate formats, considering the intended audience.
CORNERSTONE: Culture (C2) Relating Cultural Practices to Perspectives
Performance Level
Standard C2.1 Investigate, draw comparisons between, and explain the interaction of practices and perspectives of the cultures studied.
CORNERSTONE: Culture (C2) Relating Cultural Products to Perspectives
Performance Level
Standard C2.2
Investigate, explain, and reflect on the relationship between the products and perspectives of the culture(s) studied.
CORNERSTONE: Connections (C3) Making Connections
Performance Level
Standard C3.1 Build, reinforce, and expand knowledge of other content areas while using the target language to develop critical thinking and to solve problems creatively.
CORNERSTONE: Connections (C3) Acquiring Information and Diverse Perspectives
Performance Level
Standard C3.2
Access and evaluate information and diverse perspectives that are available through the target language and its cultures.
CORNERSTONE: Comparisons (C4) Language Comparisons
Performance Level
Standard C4.1 Investigate, explain, and reflect on the nature of language through comparisons of the classical language and one’s own.
CORNERSTONE: Comparisons (C4) Cultural Comparisons
Performance Level
Standard C4.2
Investigate, explain, and reflect on the concept of culture through comparisons of the target culture and one’s own.
CORNERSTONE: Communities (C5) School and Global Communities
Performance Level
Standard C5.1
Use the language to interact both within and beyond the classroom.
4
3
2
1
Contribution to the group
I donate vigorously my time and effort consistently and energetically to group thoughts
I agree to always and consistently take on and complete all of the tasks I am given
I always assist the group in goal setting
I lead efforts and help direct the group in meeting our goals
I mostly donate to group deliberations
I mostly complete my assigned tasks
I mostly contribute to setting and meeting our goals
I contribute conflictingly to the group effort
I seldomly complete my assigned tasks
I contribute sporadically in setting our goals
I have trouble in meeting goals
I elect not to participate
I do not complete my assigned tasks
I get in the way of the goal setting process
I prevented/delayed the group from meeting goals
Group Cooperation
I encourage others and perform my assigned role and contribute relevant ideas and information
I inspire other members to try and explore new ideas
I show leadership when it comes to balancing my listening and speaking
I am always concerned about other’s feelings and ideas
I mostly share ideas when encouraged
I frequently allow all members to share what is important to them
I can mostly listen to others
I frequently show compassion to other people’s emotional state and clues
I share ideas occasionally when encouraged
I allow input by most group members
Sometimes I listen to others sometimes
I sometimes consider other people’s feelings and ideas
I don’t like to share my ideas
I do not contribute to group discussions
I am disruptive when others are expressing their thoughts and ideas
I do not listen to others when their perspectives do not agree with my own
I’m not understanding of others’ emotional state and thoughts
Objectives Directly Taught or Learned Through Discovery
Identified Learning Targets
Evidence of Success in Achieving Identified Learning Target
Cultural competence-Cultural competence deals with understanding the appropriateness of a social response or reaction. For many CLD countries Carnival is a response to certain religious-based observances. Also, these same observances may allow many school-aged children to attend government funded parochial schools on a percentage that may be higher than U.S. schools.
- New vocabulary, cognates
- Differences and significances of the various cultural characters utilized in Carnival.
- Cultural framework-Students will identify commonalities in the traditions, symbols, myths, and values of different societies. Another important factor to consider is Carnival is usually associated with Hispanic/Latino communities but is also observed by non-Hispanic/Latino communities as well. This inquiry-based assignment will provide authentic real-world accommodation for CLD students across a more broader language spectrum.
- (Behavioral) Because the assignment has an inquiry-based, cooperative learning approach with a focus on culture, the first evidence of learning target attainment is the utilization of CLD students playing the role of expert within their cooperative learning group.
- (Behavioral) Building of intrinsic motivation, cultural competence and frameworks through learners drawing inferences through active research.
- (Behavioral) Identification of contextual and cognitive clues to help students answer how Carnival as a social communal aspect differs/is similar across different regions/countries.
- (Cognitive) Students will demonstrate an understanding of the different aspects of culture (products, references, practices, perspectives) by giving examples and describing Carnival as a rite of passage within their chosen country.
21st Century Skills (This section is specifically aligned to state standards pertaining to computer literacy and learning expectations):
Computer Technology Computer Literacy Standards for the State of Tennessee (First Reading 4/15/11)
Standard 2.0 Students will understand basic operations and concepts of technology.
Standard 4.0 Students will use technology productivity tools.
Standard 5.0 Students will use technology communications tools.
Standard 6.0 Students will select and use appropriate technology research tools.
Standard 7.0 Students will utilize technology problem-solving and decision-making tools.
Computer Technology Computer Literacy Standards for the State of Tennessee, Learning Expectations
21st Century Skills
Learning Skills &
Technology Tools
Teaching Strategies
Evidence of Success
Information and
Communication
1.3 Communicate effectively as writers, listeners, and speakers in diverse social and business settings
Jigsaw
Each student group will be given specific roles and tasks that will be added to the larger jigsaw assignment project. Evidence of success will be determined by artifacts given according to student roles.
Thinking and Reasoning Skills
1.1 Demonstrate sensitivity to personal, societal, corporate, and governmental responsibility to community and global issues.
Personal and Workplace Skills
1.5 Analyze and follow policies for managing legal and ethical issues in organizations and in a technology-based society. 1.6 Investigate the life-long learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling.
Performance Objectives: What must all students know and be able to do as a result of this PBL experience?
Know-Students will be able to identify how Carnival fits into the everyday culture and lifestyles within different communities. How are the observances similar/different across different countries.
Do-Provide reports
Driving Question(s):
- What are some of the individual freedoms given to the people of the society in their observance of Carnival? What are some of the restrictions?
- How do tangible/intangible products such as clothing, food, myths reflect the chosen countries perspective on the cultural significance of the festivities?
- How does Carnival fit into the educational curriculum within the chosen country? Is Carnival seen as a viable aspect of the school’s learning process or is it mainly seen as a cultural aspect or folk idea of the larger society as a whole?
- As an aspect of culture how is the observance of Carnival differ in informal/formal settings? In other words, how different is Carnival observed in the home as opposed to the larger society?
- As an aspect of functional language, what are some vocabulary words you can identify in Canada that differ from vocabulary in countries like Bolivia or Brazil?
- As an aspect of intercultural competence and understanding, how do the peoples of one country perceive the observances of another? Is there an understanding of the cultural nuances and different patterns of social interactions that exist?
Assessment Plan
Possible Points
GOAL
ROLE
AUDIENCE
SITUATION
PRODUCT/
PERFORMANCE
STANDARD/
CRITERIA
Distinguished
4
All students restated the task and were able to construct robust, tested, data-driven solutions to the task made evident through multiple medias (visual, auditory, reproduction of student-made cultural artifacts, etc.) This included the use of technology as a communication tool.
All students performed within the parameters of their prescribed cooperative learning goals and roles as it contributed to the group as a whole. They provided exemplary details and evidence of staying on task to achieve learning outcomes.
Students created exemplary products which could be assessed by multiple targeted audiences identifiable through multiple strategies (audio, visual, interpersonal, etc.).
Students were able to explain the situation the task provided (why they were doing what they were doing, why is the task important, what is the relevance of the task as it relates to authentic real-world learning) and provide elements of their understanding of the task.
Students are able to clarify and justify what they created as the product relates to its’ formal/informal, tangible/intangible contributions to the chosen culture (examples of costumes, food, etc.), as well as why it was created
The final product authentically addresses several aspects of culture (competence, frameworks, perspectives, practices, products, references), and can be assessed through standards-based criteria (rubrics).
Proficient
3
Some students restated the task and were mostly able to construct robust, tested, data-driven solutions to the task made evident through multiple medias (visual, auditory, reproduction of student-made cultural artifacts, etc.) which included some use of technology.
Some students performed within the parameters of their prescribed cooperative learning goals and roles as it contributed to the group as a whole. Students provided exemplary details and evidence of staying on task to achieve learning outcomes.
Students created good products which could be assessed by multiple targeted audiences identifiable through multiple strategies (audio, visual, interpersonal, etc.).
Students were mostly able to explain the situation the task provided (why they were doing what they were doing, why is the task important, what is the relevance of the task as it relates to authentic real-world learning) and provide elements of their understanding of the task.
Students were mostly able to clarify and justify what they created as the product relates to its’ formal/informal, tangible/intangible contributions to the chosen culture, as well as why it was created
The final product mostly addresses several aspects of culture (competence, frameworks, perspectives, practices, products, references), and can be assessed through standards-based criteria (rubrics).
Basic
2
A couple of students restated the task and were able to construct robust, tested, data-driven solutions to the task made evident through a couple of medias and little use of technology.
A couple of students performed within the parameters of their prescribed cooperative learning goals and roles as it contributed to the group as a whole and provided a few details and hardly any evidence of staying on task to achieve learning outcomes.
Two students created products which could be assessed by one targeted audience which was hard to identify.
It was hard for students to explain the situation the task provided. Students provided few elements of their understanding of the task.
Students found it hard to clarify and justify what they created as the product relates to its’ formal/informal, tangible/intangible contributions to the chosen culture. Why it was created was also hard for students to explain.
The final product authentically addresses several aspects of culture (competence, frameworks, perspectives, practices, products, references), and can be assessed through standards-based criteria (rubrics).
Below Expectations
1
Students restated the task and were able to construct robust, tested, data-driven solutions to the task made evident through multiple medias with hardly any use of technology (visual, auditory, reproduction of student-made cultural artifacts, etc.).
All students performed within the parameters of their prescribed cooperative learning goals and roles as it contributed to the group as a whole. They provided exemplary details and evidence of staying on task to achieve learning outcomes.
Students created products which could be assessed by multiple targeted audiences identifiable through multiple strategies (audio, visual, interpersonal, etc.).
Students were able to explain the situation the task provided (why they were doing what they were doing, why is the task important, what is the relevance of the task as it relates to authentic real-world learning) and provide elements of their understanding of the task.
Students are able to clarify and justify what they created as the product relates to its’ formal/informal, tangible/intangible contributions to the chosen culture, as well as why it was created
The final product authentically addresses several aspects of culture (competence, frameworks, perspectives, practices, products, references), and can be assessed through standards-based criteria (rubrics).
Non-Performance
0
Students were not able to restate the task and were not able to construct solutions to the task. No use of technology was utilized.
Students did not perform within the parameters of their prescribed cooperative learning goals and roles and did not provide details or evidence of staying on task to achieve learning outcomes.
Students failed to create products which could be assessed by different audiences. No strategies were able to be identified.
Students were not able to explain the situation the task provided. In addition, no elements to show students understanding of the task were provided.
Students are not able to clarify or justify what they created, nor could they tell why the product was created.
The final product did not address any aspects of culture and could not be assessed through standards-based criteria (rubrics).
Major Group Products
Group reports
Major Individual Projects
Finished artifacts that contribute to individual group roles.
Assessment and Reflection:
Rubric(s) I will use: (Check all that apply.)
Collaboration x
Written Communication x
Critical Thinking & Problem-Solving x
Content Knowledge x
Oral Communication x
Other
Other classroom assessments for learning: (Check all that apply)
Quizzes/ tests x
Practice presentations x
Self-evaluation x
Notes
Peer evaluation x
Checklists/observations
Online tests and exams
Concept maps x
Reflections: (Check all that apply)
Survey
Focus Group
Discussion x
Task Management Chart
Journal Writing/ Learning Log
Other
Map the Project: Examine one major product for the project and analyze the tasks necessary to develop a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Do the products and tasks give all students the opportunity to demonstrate what they have learned?
Product:
Knowledge and Skills Needed
Already Have Learned
Taught Before the Project
Taught During the Project
1. Geography
Identifying different countries
Cultural significance
History of Carnival
2.Economics
Addition/subtraction (related to economic relevance)
How Carnival affects economy (tourism)
Resources:
Technology: Computers
Community: Interviews with members of the CLD community
Project Evaluation: How will you and your students reflect on and evaluate the project? Because this is a jigsaw assignment, students will be able to evaluate and reflect on the project by successfully completing their specific group roles. Specific group roles will be added to the main jigsaw project.
References
Information about state standards-based objectives provided by: https://www.tn.gov/content/dam/tn/stateboardofeducation/documents/10-20-17_III_A_World_Language_Standards_Attachment_Clean_Copy.pdf
NPBEA standards taken from: http://npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf
Reference for the GRASPS performance task assessment taken from: https://www.bing.com/images/search?view=detailV2&ccid=Zhs%2bhdhI&id=B4A6B81216C7A80FB2F368DC57BA999130967C7C&thid=OIP.Zhs-hdhIZFjIrsTS1FiRlwHaFj&mediaurl=https%3a%2f%2fdaranelsonseducationblog.files.wordpress.com%2f2014%2f04%2fgrasps.jpg&exph=540&expw=720&q=grasps+template&simid=608018714082871113&selectedIndex=0&qpvt=grasps+template&ajaxhist=0
Template for the group collaboration rubric taken from: https://www.intel.com/content/dam/www/program/education/us/en/documents/assessing-projects/strategies/demonstrating-understanding-rubrics-scoring-guides.pdf and http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2494081&
Computer Technology Computer Literacy Standards taken from: https://www.tn.gov/content/dam/tn/education/standards/comp-tech/std_comptech_comp-lit.pdf
