project-based language learning & interculturality: scaffolding authentic texts
TRANSCRIPT
Scaffolding Interpretive Communication:
Using Culturally Authentic Texts
Cherice Montgomery, Ph.D.Brigham Young University
[email protected]: Cherice
Montgomery
Can Dos:1) I can use protocols to engage students with texts.2) I can critically analyze a culturally authentic text.3) I can identify where a text needs scaffolding.4) I can help students extract meaning, explore
culture, notice form, and communicate about the texts they read.
5) I can select strategies for scaffolding texts.
Phases of PBLL Image: Moritz
Interpretive Communicati
on
Interpersonal Communicatio
n Presentational
Communication
Acquiring Information
Sharing Learning
Processing &
Applying Informati
on
Think about a recent trip you
took.
Image: Cherice Montgomery
Where did you go?
https://answergarden.ch/311025
Instructions:
1) Open a browser.
2) Type this link in the URL box.
3) Answer the question.
4) Read others’ answers in the
Image: Cherice Montgomery
1) Answer the question.
2) Read others’ answers in the Answer Garden.
https://answergarden.ch/311025Image: Answer Garden
Ways to Use This With a Text
• Predict the topic of the text
• Identify the main idea of the text
• List one important detail
• Type a search term you would use to learn more
Image: Answer Garden
What questions did you have about the place you visited?
Instructions:
1)Open a browser.
2)Type this link into the URL bar: https://titanpad.com/1MrKVqoGkB
3) Follow the instructions.
Images: Cherice Montgomery
Set-up Informatio
n
Instructions
Prompt
URL
Student Responses
Image: Titan Pad
What did they
notice?
How would you describe
their observati
ons?
Image: Titan Pad
Note the line
numbers
What could you have students
do to synthesize
these responses?
Image: Titan Pad
POPCORN:
How would you categorize the
types of questions you had while you were visiting
the place?
1) Read the answers to Question 3 in TitanPad.
2) Identify a category (one word).
3) Stand up.
4) Shout out your answer.Images: Cherice
Montgomery
DESCRIBE & DRAW: What did you enjoy about the place you visited?1) Find a partner.
2) Decide who is A and who is B.
3) A: Describe something you enjoyed in simple language.
4) B: Draw what you hear and ask clarifying questions.
5) A: Look at B’s paper.Image: Cherice Montgomery
THINK, PAIR, SHARE:
What will students encounter in the
text OR IN THEMSELVES that will help them to
enjoy the text you selected?
1) Think about your answer.
2) Pair with someone else.
3) Share your answers.Image: Cherice
Montgomery
If your text appeared on social media, would it make you click?
Image: iStock Photo
• Cognitively challenging?
• Emotionally engaging?
• Socially satisfying?
• Personally empowering?
• Perspective shifting?
• Would you make it part of yourself?
TURN & TALK:
What did you encounter on your trip that
was unfamiliar?
Image: Cherice Montgomery
ROUND ROBIN:1) Pull your text up on your computer.
2) Stand in front of your computer.
3) Leave a paper and pen at your place.
4) Move one computer to the right.
5) Answer: Write what is unfamiliar or tricky.
What might students encounter in your text that is unfamiliar to
them?
Image: Cherice Montgomery
TURN & TALK:
What did you encounter that
was strange about what you expected to be
familiar?
1) Turn to a partner.
2) Talk with your partner about the question.
Image: Cherice Montgomery
QUICK WRITE:What will your students encounter in the text
that they may find strange?
Image: Cherice Montgomery
PRESENTATION BY I-LING:
How might you make it more familiar?
(Multiple passes through the text for different purposes)
Image: Cherice Montgomery
Multiple Passes Through the Text for Different Purposes
Image: I-Ling Hsu
1) Speed read. [Genre]
2) Close read.
3) Critical read.
Image: I-Ling Hsu
Image: I-Ling Hsu
Was there anything you did not notice on your trip until a local pointed it out?
How will you draw students’ attention
to important features of the
text you selected?
Image: Cherice Montgomery
I went to…
Image: Cherice Montgomery
I looked at the map…
It prepared me by…
Image: Cherice Montgomery
I expected
…
Image: Cherice Montgomery
But I encountered
…
Image: Cherice Montgomery
Some of the things
that worried me
were…Images: Cherice
Montgomery
Some things that helped
were… Images: Cherice Montgomery
Image: Bole Liu
Image: Ken Whytock
How will you help students to think more
critically about the unfamiliar parts of
your text?1) Find a partner not sitting
near you.2) Decide who is A and who is
B.3) A: Take out your cell phone.4) A: Show your partner a
classroom- appropriate photo.
5) B: View the photo and respond to
the prompts.
1)Observe: I see…2)Hypothesize: I
think…3)Question: I
wonder…
Image: Cherice Montgomery
Where are students likely to get tangled in your text?
How will you give them a path
through your text?
Images: Cherice Montgomery
Your turn!
Map your text
Share your map
Get to work!
Engaging Students
with Culturally Authentic
Texts
Image: Ilker
Quickfire Challenge: Draw a “Map” of Your TextOn your map, identify:
• What learners already know • What learners they need to learn• Places in the text that connect to their lives• Where they are likely to get stuck
Develop Scaffolding for Cognitive Processes
•Meaning•Culture•Disciplinary Content•Language Patterns
What did you encounter
that you did not expect?
Image: Cherice Montgomery
CreditsAnswerGarden. (n.d.). AnswerGarden screenshot. AnswerGarden. Retrieved June 29, 2016, from https://answergarden.ch/311025
Hsu, I-Ling. (2016). Project blueprint. Project-based Language Learning & Interculturality Institute. Retrieved June 29, 2016, from https://docs.google.com/forms/d/1ZP8SM53YMgADnshG6cSB6cWKmPUj8851g8WtFqa3eH8/viewform?c=0&w=1 Used with permission.
Hsu, I-Ling. (2016). Project blueprint: Close reading. Project-based Language Learning & Interculturality Institute. Retrieved June 29, 2016, from https://docs.google.com/forms/d/1uhFpif5hTHEJH8ys8hiHke1iPIpZFNWDLGKp6erzgtk/viewform?c=0&w=1
Huang, Shaojie. (2016, February 2). Exploitation of endangered species feared as China revisits wildlife law. New York Times. Retrieved June 29, 2016, from http://cn.nytimes.com/china/20160202/c02chinawildlife/
CreditsIlker. (2008, Mar. 16). Speedy mouse. Stock Xchng. Retrieved November 19, 2009, from http://www.sxc.hu/photo/969481 Used under a standard, royalty free, Stock.xchng Image License Agreement.iStockPhoto. (2016). Earth boy stock image. Retrieved June 29, 2016, from http://www.istockphoto.com/photo/earth-boy-gm172130260-2576816?st=ea5a6c1 Purchased 6-29-16.Liu, Bole. (2004). The Magical Seed. Shin Yi Foundation Publishers. ISBN 9789576429590Montgomery, Cherice. (2016). Airplane over Hawaii.Montgomery, Cherice. (2016). Bamboo at the University of Hawaii at Manoa.Montgomery, Cherice. (2016). Baobab tree on the campus of the University of Hawaii at Manoa.Montgomery, Cherice. (2016). Big tree.Montgomery, Cherice. (2016). Communicative activity planning menu. Project-based Language Learning & Interculturality Intensive Summer Institute.
CreditsMontgomery, Cherice. (2016). Downtown Hawaii.Montgomery, Cherice. (2016). Foliage on Manoa falls trail.Montgomery, Cherice. (2016). Gecko.Montgomery, Cherice. (2016). Hidden rock on Manoa falls trail.Montgomery, Cherice. (2016). Honolulu from Waikiki beach.Montgomery, Cherice. (2016). Java sparrow on the campus of the University of Hawaii at Manoa.Montgomery, Cherice. (2016). On the Manoa falls trail.Montgomery, Cherice. (2016). Path through the tangled roots on the Manoa Falls Trail.Montgomery, Cherice. (2016). Magical door on Manoa Falls Trail.Montgomery, Cherice. (2016). Mangoes.Montgomery, Cherice. (2016). Manoa falls.Montgomery, Cherice. (2016). Manoa falls trail beginning.
CreditsMontgomery, Cherice. (2016). Manoa falls trail map.Montgomery, Cherice. (2016). Manoa Falls Trail sign.Montgomery, Cherice. (2016). McDonald’s in Honolulu.Montgomery, Cherice. (2016). Mud hole on Manoa falls trail.Montgomery, Cherice. (2016). Scaffolding interpretive communication planning menu. Project-based Language Learning & Interculturality Intensive Summer Institute.Montgomery, Cherice. (2016). Staircase on Manoa falls trail.Montgomery, Cherice. (2016). Tangled roots on the Manoa Falls Trail.Montgomery, Cherice. (2016). Well-groomed cement and grass patio in Hawaii.Moritz. (2010, Feb. 18). Jörn, Silke and Mo. Flickr. Retrieved February 19, 2015, from https://www.flickr.com/photos/nolnet/4368698058 Used under a Creative Commons Attribution, Non-commercial License.
CreditsSwartz, Robert J. (2008, September/October). Argument evaluation checklist: Teaching students to analyze and evaluate arguments in history. The Social Studies. Retrieved June 26, 2016, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.459.1305&rep=rep1&type=pdf
TitanPad. (n.d.). TitanPad screenshot. TitanPad. Retrieved June 29, 2016, from https://titanpad.com/1MrKVqoGkB
Whytock, Ken. (2012, December 6). Educational resource: “Read and resonate discussion prompter.” Flickr. Retrieved March 31, 2015, from https://www.flickr.com/photos/7815007@N07/8250971738 Used under a Creative Commons Attribution, Share Alike License.
Scaffolding Interpretive Communication:
Using Culturally Authentic Texts
Cherice Montgomery, Ph.D.Brigham Young University