ACTFL2013

TITLE: Making literature alive using Project Learning Bicycle in Pre-AP Classroom

The 21st Century Skills movement, along with a new AP framework, has brought significant changes on classroom practices. To enhance students’ communication, creativity, critical thinking, technology, and leadership skills, the presenters adopted the 21st Century Project Learning Bicycle model to design and implement an innovative drama project in the pre-AP Japanese language classroom. This drama project integrates and interconnects themes. The students will appreciate the aesthetics of reading a historical novel (Beauty and Aesthetics), compare and contrast traditional and contemporary life styles (Contemporary life), and explore human moods, thoughts, and ideas beyond one’s culture and society (Personality and Pubic Identities). The students collaboratively recreate or invent a drama with meaningful messages to the audience. The presenters describe how the drama project utilizes the 21st Century Project Learning Bicycle model and its actual impact on students’ learning. They also share a variety of hand-on activities that are instantly usable in class.

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＜アセスメント・ルーブリックサンプル＞

Peer Feedback/ Collaboration Rubric サンプル

 * Proficiency level →

Criteria (below) || unsatisfactory || basic || proficient || advanced || (25 points) || Group member played a passive role, generating few new ideas; tended to only do what they were told to do by others, or did not seek help when needed. || Group member usually played an active role in generating new ideas, frequently took initiative in getting tasks organized, and completed and usually sought help when needed. || Group member played an active role in generating new ideas, took initiative in getting tasks organized, and completed and sought help when needed. || In addition to the “Proficient” qualities, the group member provided leadership to the group by thoughtfully organizing and dividing the work, checking on progress, or providing focus and direction for the project. || (25 points) || Group member seemed unable or unwilling to help others, made non-constructive criticisms toward the project or other group members, or was distracted by other members. || Group member frequently demonstrated willingness to help other group members when asked, usually listened to the ideas of others, and frequently helped create a positive work environment. || Group member demonstrated willingness to help other group members when asked, actively listened to the ideas of others, and helped create a positive work environment. || In addition to the “Proficient” qualities, the group member actively checked with others to understand how each member was progressing and how he or she may be of help. || Obtained from "Project-based learning Workshop", handout, Summer Seminar for World Language Teachers, Santa Barbara (July, 2012)
 * Leadership and Initiative
 * Facilitation and Support
 * Contributions and Work Ethic (50 points) || Group member was often off task, did not complete assignments or duties, or had attendance problems that significantly impeded progress on project. May have worked hard but on relatively unimportant parts of the project. || Group member was usually prepared to work each day, met due dates by completing assignments/duties, and worked on the project most of the time. If absent, other group members knew the reason and progress was not significantly impeded. || Group member was prepared to work each day, met due dates by completing assignments/duties, and worked hard on the project most of the time. If absent, other group members knew the reason and progress was not significantly impeded. || In addition to the “Proficient” qualities, the group member made up for work left undone by other group members, demonstrated willingness to spend significant time outside of class/school to complete the project. ||
 * score || >69 points || 70-79 points || 80-89 points || 90-100 points ||