One age, two cultures by Aida Peña Alvarez

One age, two cultures A collaborative project about what it’s like to be an 8-10 year-old in two different cultures (Spain and the U.S.) _________________________________________________________________________

Telecollaboratively prepared by Aida Peña Alvarez, Colin Anderson, Anna Martín Balsebre, Margaret Heald, Andrea Walther Juan, Linda Sims

7th January 2018 Technology-Infused language teaching

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INDEX Page The Big Picture

Introductory notes about the project

Segments and lesson plans

Segment 1: Introduction to the project

Segment 2

Segment 3

Segment 4

Segment 5

Segment 6

Segments 7

Segment 8

Segment 9

Segment 10

Segment 11

Segment 12

Segment 13

Assessment

Annex of materials developed

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THE BIG PICTURE Age and target level of students Elementary school students, ages 8-10. Both groups are beginners in the target language (Spanish for U.S. students, English for Spanish students). Regarding students with special needs: The suggested activities in this project include alternatives and options to accommodate a diverse range of students.

Project Description The project will be based on students’ questions about what life is like in another country/culture for someone of the same age/grade. For example, U.S. students will learn about life as a 4th/5th grader in Barcelona, Spain, and Spanish students will learn about life as a 4th/5th grader in the Champaign, Illinois (U.S.). The project will bring out similarities as well as differences. As a final product, the students will produce an e-book written in both Spanish and English. The book will be divided into thematic chapters (based on the interests of the students), such as Education, Housing, Recreation, Food, etc. This is a flexible project, as teachers can choose as many topics they decide from the topics proposed by the students. The audience of the book will be other elementary level students and teachers, as well as family/friends from both countries.

The telecollaboration component ●

The project-planners used Skype and Google Docs to co-plan this project

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The teachers who will facilitate this project can communicate both synchronously and asynchronously to discuss the project as it evolves and to adapt plans accordingly. They can use platforms such as email, skype, and Google Docs.

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The students who will be involved in this project will collaborate asynchronously. This will take a variety of forms; for example, students may view videos, read materials, and examine artwork created by the other group. They may also communicate through their teachers, who may convey information about what the other class is doing. 2

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The language component ●

The activities in this project provide a wide range of of opportunities for students to speak/read/write/hear Spanish and/or English. Specific language goals are delineated below. Specific activities are described in each project segment.

Key competencies 1. Communication in foreign languages competence. This project involves mediation and cultural understanding. 2. Language skills in L1. This project involves the use and reflection of L1. 3. Digital competence. This project involves the use of different technological tools in order to achieve common goals, as well as acquiring basic skills in information and communication technology (ICT). 4. Social and civic competence. This project involves learning which similarities differences we can find between life and culture in different parts of the world in order to understand each other better.

General objectives -

To carry out a metalinguistic reflection about both target languages involved in the project: Spanish and English.

To learn how to use different technological tools (like Storybirds, Symbaloo, etc.).

To develop some children’s competences as the ones mentioned above.

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INTRODUCTORY NOTES ABOUT THE PROJECT (The overall structure, things to keep in mind, etc.)

What is a segment? The project plan is divided into segments. The length of a segment is not fixed. Some segments may take 1 class session, others may take 3 or 4. The length is dependent on 1) how teachers choose to implement the suggested activities, 2) time and scheduling constraints of each classroom, and 3) students’ interests and language proficiency levels. Collaborating teachers are encouraged to study the plan, adapt it to meet their students’ needs, and map out their own timeline for the project.

How is this project structured? The following is an explanation of the basic process that will be used as students collaborate on the final product. Note that this plan provides suggested activities built around questions about home and family, food, cultural traditions, and education. The authors chose these topics because they are likely topics of interest for 8-10 year-olds, but teachers should adapt this plan to suit the actual interests/questions of their students. The language used to carry out the activities will be determined by the teacher, who will make this decision based on student proficiency levels, curriculum requirements, time constraints, etc. Each activity contains a target language component, but it’s up to the teacher which language should be used in other aspects of the lesson.

Breakdown of Segments: Segments 1-4 focus on the students getting to know each other and getting excited about the idea of creating a book together. Segments 5-12 focus on the exploration of student-generated questions about what life is like for a student their age in both parts of the world, with the goal of creating an online book to share their findings. Segment 1: Introduction to the project

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Segments 2 & 3: Getting to know each other Segment 4: Choosing which questions the book will explore Segments 5 & 6: Activities to explore questions about Home and Family Segments 7 & 8: Activities to explore questions about Traditions Segments 9 & 10: Activities to explore questions about Food Segments 11 & 12: Activities to explore questions about Education

The basic collaborative process used in Segments 5–12: ●

Each pair of segments will focus on a different set of questions (grouped by topic) that the students expressed interest in learning about.

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Based on the suggestions in the Project Plan, each teacher will engage all the students in her/his class in activities related to exploring the topics/questions.

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The lesson plans for each topic always include a whole-class meeting where ○

Teachers will incorporate language instruction and practice, so they will be using the target language as a model. (For example, if students have been gathering information about the types of recreation in their area, the teacher might provide sentence stems such as, “After school and on weekends, children in Champaign like to __________” with the “stem” being in the target language.)

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Students decide how they want to summarize what they learned about the particular topic/questions. (These summaries should be thought of as the content for the pages in the eventual e-book.)

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The summary of answers to each topic/question will be written in a mix of the target language (when it’s the “stem” or when it’s simple language) and in the L1 (to convey more complicated information).

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Next, the summary of answers will be exchanged electronically. (Spanish students will receive the U.S. students’ summaries, and visa versa.) Students can decide which parts they want the other class to help them with. For example, students in the

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U.S. might write part of a sentence in English and then highlight that part as an indication that they’d like the Spanish students to provide the translation in Spanish. ●

Teachers will guide the process of their students “peer-reviewing” the material they received from the other class, helping them understand the target language that is unclear. Students will then help “edit” the summaries by using their expertise in their L1. For example, if Spanish students receive a summary by American students with English sections highlighted, they will (as a group, with teacher assistance) revise those sections by writing it correctly in Spanish. NOTE: Teachers are encouraged to review the classroom standards for how to provide helpful, constructive feedback to fellow students.

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The revised materials will then be sent back to the original classroom, and the teachers will use those materials to guide language instruction and promote learning in other content areas, such as social studies.

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The revised materials will become the main content of the e-book, which will be created using storyjumper.com. The actual design of the pages (uploading text, pictures, layout decisions, etc) will be done by students working in “page design teams”, as grouped by the teacher. Note that this design work will happen at different times of the day, to be determined by the teacher, not during whole-class language-learning time.

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The e-book will be organized by chapters that address a different “topic/question”. Each topic/question will contain both a Spanish-language page (written by U.S. students) about the U.S. students’ lives, and an English-language page (written by Spanish students) about the Spanish students’ lives.

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SEGMENTS AND LESSON PLANS Segment 1 - Introduction to the Project SWBAT

Students will be able to: ●

Name at least one similarity and one difference between themselves and a student in another country.

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Create at least 2 questions that they would like to ask a similarly-aged student from another country.

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Explain what stereotype means and give an example of a stereotype.

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Explain what collaboration means.

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Optional: Use a time zone map to determine what time it is in another country.

Materials

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Book -

Saunders, C., Priddy, S., Lennon, K. (2016) Children Just

Like Me: A New Celebration of Children Around the World. New York, NY: DK Publishing. Amazon link to book (This book is in English only. For use in Spain, adapt the activity as described below.) ●

Scanned images of selected pages of the book (see details below)

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Account with padlet.com and/or flipgrid.com

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Account with www/storyjumper.com

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Optional: World map showing time zones (to determine time difference between Spain and the U.S.)

Description of Activities/ Output

INTRODUCTION TO THE PROJECT This lesson serves as an introduction to the project to get students excited about creating a book about another culture. NOTE: All subsequent lessons will include a language-instruction component, but this initial lesson is designed to be conducted primarily in the students’ L1. (Of course, 7

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teachers are free to adapt the lesson to include L2 instruction if appropriate.) Link to complete lesson plan for Segment 1 Assessment

Options for both Teacher Assessment and Student-Self-Assessment are explained at the end of the complete lesson. (See link above.)

Segment 2: Getting to know each other SWBAT

Materials

Description of Activities/ Output

Students will be able to: ●

Introduce and describe themselves in a foreign language.

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Express what they like and dislike in a foreign language.

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Video camera

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Teacher’s video as an example

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Posters with some ways to start the presentation.

During this session students are going to make introductory videos to learn about their co-authors. The teacher could use a model video and show it to their students, that way students would have a better idea about what teacher is expecting from them. Possible video to show them: -

For Spanish students:

https://www.youtube.com/watch?v=KCZAtgacc7I

For English students:

https://www.youtube.com/watch?v=Bj-fAlHK2rM

After watching the video, the teacher is going explain that every student is supposed to do a video like that in order to introduce themselves to the

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others. This activity will be carried out in L2 to learn basic structures as: English

Spanish

Hello

Hola

My name is...

Me llamo...

I am __ years old.

Tengo __ años.

I am from… / I live...

Vengo de… / Vivo en...

I like...

Me gusta...

(Free form)

(Forma libre)

Using the video as an example, teacher has to stop the video to make sure everyone is understanding everything. While doing this, teacher will write on the blackboard keywords and will hang a poster which will contain how to introduce themselves.

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With all this information and support, students should be able to write a draft about their video. This draft will be revised by the teacher before recording the video of themselves saying those phrases. To finish all these videos will be sent to the co-authors, and every school will receive videos to watch in class. Assessment This is a good activity to write down comments about your students. Teachers can have a list where, while revising the drafts, they can write down how their students did this trask. Other notes

How to accommodate for kids who can’t be videotaped (give another role, or have kids do this in pairs, and in the case of the the pair when someone can’t be recorded, one partner can speak for the other

Segment 3 - Getting to know each other SWBAT

Materials

Students will be able to: ●

Create posters

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Act out different words

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Understand words in L2

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Translate words from L2 to L1.

Video camera

Cardboards and colors to create posters

Dictionaries

Worksheet

Description

In this segment students create a poster to share which represents some

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words that describes them and maybe also their school/community (a

Output

quality like “smart”, not just a physical characteristic like “tall”). First of all teacher will present this activity in L1 and they will do a brainstorming of ideas. After voting and deciding which words represent 10

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them, students have to create a poster in their L1 which includes the words (there will be as many posters as words). Then we will record a video saying the word in or L1 and doing mimics to represent the meaning. By doing this every class will receive some videos with different words, now students have to put in practise their L2 knowledge by trying to understand what the different words mean. If they can’t find out the meaning they will look it up in the dictionary. To finish, students will be divided in groups of three, and will have to fill in a worksheet translating every word into their language. For example if the Spanish school received a video acting out and saying the word happy, they will have to translate it into English and filling the worksheet. Assessment

To assess this activity teachers can use the worksheet.

Other notes

It could be interesting to teach how a dictionary work, maybe there are lots of students who don’t know how to use dictionaries. If this happens in to your class this would be the perfect moment due to we are in the first segments. From now on students will find lots of different vocabulary which they might not know.

Segment 4 - Choosing Which Questions the Book Will Explore SWBAT

Students will be able to: ●

Develop 3-4 questions (in their L1) about what they’d like to know about life as a similarly-aged student in the Spanish/U.S. culture.

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Use pairs of the same question (one question written in Spanish, the other written in English) to discover the English/Spanish question word for the equivalent Spanish/English question word (e.g., where/donde; how many/cuantos).

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Understand the meaning of and use common “question words” in simple English and Spanish sentences. 11

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Materials

Access to Google Forms: See directions about how to prepare the form under Teacher Responsibilities Between Part 1 and Part 2 in the complete lesson plan.

Description

In this lesson, students develop questions about what they’d like to know

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about life in Spain/U.S.

Output

They categorize their questions into broader

topics, and then teachers prepare a Google Form that lists their questions (shown in both English and Spanish). Students vote on the questions that interest them most. The results are used to determine which topics the e-book will address. Language focus: Question words This lesson should be split in 2 parts over 2-3 days to allow teachers time to prepare the Google Form after Part 1. Link to Complete Lesson Plan for Segment 4

Assessment

Options for Teacher Assessment are explained at the end of the complete lesson. (See link above.)

Segment 5 - Home and Family SWBAT

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To discuss and reflect about the characteristics of their houses and families in order to be conscious about them

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Talk about houses and families including new vocabulary

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To answer questions and talk about their houses and families in a foreign language (English or Spanish as corresponding)

Materials

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To analyse the results of a survey and compile them in charts

Pieces of paper with the questions about houses and families printed in, as if it was a survey

Flashcards to work on the main vocabulary in both languages (see Materials section)

Material to write 12

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Computers/laptops or tablets with a programme which allows you to make charts installed

Description

Students would review all the questions they wrote on the previous

of Activities/

sessions about how their houses and families were like, which could be, for

Output

example: ●

In which kind of house do you live?

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How many floors does your house have?

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How many people live in your house?

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How many siblings do you have?

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What’s the average number of kids in every family from your class?

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...

They would read all of them and learn the new vocabulary which may appear (so the content language to learn would be the one necessary to talk about their houses and families). In order to answer these questions, the teacher would give every student a piece of paper in which all of them were written and they would answer them in order to analyse their results in a maths lesson. In that maths session, they would put together all the answers to every question. They would do it in groups in order not to have so much work to do. The questions would be divided into the number of groups they had made and every group would put together all the answers for every question and make a chart with the results. A general reflection about the results would be held in the classroom as every group would present to their classmates the chart of every question. These presentations would be done in their L1 but in a comprehensible way, because they would be recorded and sent together with the charts to the partner group. So, finally, all these charts and videos would be sent to the partner class. As the materials will be sent in their L1, they will become an exercise for

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the partner group to practice their L2, specially reading and listening skills. Assessment

Peer assessment: while doing the presentations per groups, the rest of the students would have a checklist (see Materials section) to evaluate their peers performance.

Other notes

Other kind of language also needs to be planned apart from the one driven from the content, and that is the language needed to work together in groups and make charts with the questions’ answers. Some math language will also emerge, like “chart”, “percentage”, “sector”..., and it has to be planned too.

Segment 6 - Home and Family SWBAT

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Make comparisons in a foreign language (Spanish or English as corresponding) between houses and families in America and in Spain (focused on the ones from the students involved in the project).

Materials

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Talk about houses and families including new vocabulary

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Analyze charts and compare them

Videos and charts received from the other group

Computers/laptops or tablets to edit the ebook

Listening comprehension worksheet (see Materials section)

Description

Students will have already received the videos and chart results from the

of Activities/

other group in their L2. In this session they will analyze the charts received

Output

from the other group and comment them, so they will become aware of how the houses and families of their telecollaboration partners are like and its similarities or differences with theirs. They will also watch the videos corresponding to each chart, which will be like a listening comprehension exercise that the teacher will evaluate.

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After analyzing each chart, they will then compare it with the one they sent to their partners, so they would be comparing their answers. That’s how they would become aware of some possible differences that could exist between the two groups, places, cultures… The language they will have to learn here will be the one needed to make comparisons (e.g. in Spain houses are … while in America …; by contrast, etc.). Finally, they would decide how they could write and compile it on the ebook (the conclusion/summary of their findings about the answers from the partner group). So the American class would write about how houses and families in Spain are like, and the Spanish students would do the same about houses and families in America. Assessment

Individual assessment: while watching the videos from the partners in class, the teacher will give each student a worksheet with some multiple choice questions regarding some of the information given in the videos (see Materials section). That way, the teacher will evaluate students’ listening comprehension skills.

Other notes

While everyone will take part in the debate when they will decide how to compile on the ebook all the information and differences that they have found, only the students in charge for that section will be the ones who will edit the book when the teacher finds it appropriate.

Segment 7 - Traditions (L2) SWBAT

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To identify the differences among USA and Spain regarding annual schedule and culture.

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To manage to make themselves understandable in the oral representations.

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Practicing and improving oral skills.

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To learn how to use Google Calendar.

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Materials

The teacher will provide different random materials for kids to use their imagination and create the representations of the different festivities.

Video camera

Laptops for every group

Description

After a brief discussion in class, the American kids will reach the conclusion

of Activities/

that the creation of a shared Google Calendar document would be great in

Output

order to know each other's’ most known traditional festivities. And so, they will be in charge this time to contact via mail or video recording the Catalan students sharing their proposal. Storyboard could also be a useful tool to translate all students’ ideas. When both calendars are created, students of each of the two classrooms will split in small groups, where everyone of them will be in charge of one or two of the festivities. The idea is that each team will think about and record a small representation of this festivity (no more than one minute) and add the link of the video to the day which this concrete festivity is celebrated. In that way, the final result will be two annual calendars filled with very brief videos of what is done in that time. Children will need to improvise and use their creativity to make their partners on the other side of the world understand the meaning of what they try to communicate. This could be a possible list of both countries: TRADITIONAL FESTIVITIES In Catalonia

In the USA

Castanyada

St.Valentine’s day

Diada de Sant Jordi

Independence day

Nadal

Halloween

Setmana Santa

Thanksgiving

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Cap d’any

New year April Fools’ day

Dia dels innocents

Tots els Sants

Easter

They can take the first minutes of the following session to watch, comment and give some feedback/questions to their partners. Assessment

Although it is true that observation is a very subjective and intangible way to assess, it is also one of the most powerful tools for the teacher to see students’ progress. This can be key to see how pupils organize themselves, how do they work and advance in the learning process. Apart from that, the final product of all, the Google Calendar or Storyboard used could serve as well as a real and verifiable assessment implementation through peer evaluation and teacher evaluation.

Other notes

This materials will be seen by both classes at the beginning of the following session.

Segment 8 - Traditions (L2) SWBAT

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To identify the differences among USA and Spain regarding habits and traditions.

Materials Description

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To learn how to manage Weebly.

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To reach a sense of collaboration.

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Practicing and improving written skills

Laptops or computers

Once both classes have seen the other Google Calendar links and videos,

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of Activities/

the Catalan students should come up with the issue that festivities are not

Output

the only type of traditions that exist in a country, and they will recall other traditions such as els Castellers, els Gegants, les Festes Majors, etc., which also need to be shared. Along with the teacher, they could think of different online resources to share this information with their mates, and they come up to the conclusion (also reinforced by the teacher) to use Weebly, a web-hosting service where they could not only add the new info but also attach both calendars on it. This idea will be sent by email to their American partners, and both classes will create a webpage following the instructions of the teacher and then splitting again in groups where each one of them is in charge of one specific tradition. The teacher could create a Symbaloo with some useful links related to the topic for students to consult. In each subpart of the web, each group will add some pictures of the popular knowledge of their country and a short explanation under it (one or two paragraphs). The final result would be a web link with all the information gathered regarding traditions, and also the written possible materials to go on with their book creation.

Assessment

Students will be given a grid to fill when searching for the required information. In this chart, they will have to fill by groups all the spaces regarding the treatment of that information in their L1 (checking for understanding) and the adaptations made to communicate it to their telecollaborative peers. Once the website is finished, all the materials written and shown in it, can be really valuable for students’ evaluation. But not only the final materials, but also their development (changes and rearrangements).

Other notes

In the beginning of the following class, both countries should have time to discuss and pose some questions to the other class, showing what they think is more interesting or has more meaning for them.

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Segment 9 - Food SWBAT

Talk about their favorite foods and use the imperative to write a recipe in their L2 as well as identify differences between Spanish and American food

Materials

Students should bring in a picture of their favorite dish and a recipe for the dish in their L1, pictures of ingredients labeled in the students L2

Description

Before starting the content portion of the class the teacher should ask the

of Activities/

students about a how a chef tells his cooks to make a recipe. Explain to

Output

them that these commands in grammar are called using the imperative. This portion can be done in the students L1. Explain to the students how to form the imperative, use examples that would be used for cooking like stir, mix, bake, etc. The teacher should introduce the food related vocabulary by showing the students the pictures of ingredients that they can use as references. After going over the vocabulary, tell the students to translate their recipe into their L2. The recipes and pictures that the students wrote in their L1 and the translations into their L2 will be sent to their partner class at the end of the session.

Assessment

Peer Assessment

Other notes

If the school/students have easy access to video cameras the students could bring in videos of them making the recipe with their parents to create the recipe in their L2 from, instead of just bringing a picture and a paper recipe

Segment 10 - Food SWBAT

Understand information about food in their L2 and use the imperative to 19

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instruct someone how to make a recipe in their L2 Materials

Ingredients for one of the recipes from the partner school, recipes from the partner school, video camera

Description

When the teacher receives the recipes from the partner school she should

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choose one that is reasonable for the students to make together in class

Output

(salads and no bake desserts would probably be the easiest). The teacher should pass out the recipes that the partner school wrote in their L2 and have the students the translate them from their partner schools L2 into their own L2. After they translate the recipes they should compare them what their partner school students wrote in the L1 -- basically they are using the partner schools translations to check their work. After the students do the translations and self check them, the teacher should announce that they are going to get to try one of the recipes but that she needs help. The students will take turn telling the teacher how to make the recipe using the imperative in their L2. This process should be video recorded and shared with the partner school. As a wrap up activity the students should decide how Spanish and American food differ. The summary that they come up will preface a selection of the recipes from the students The students should decide which recipes to include in the ebook based on a google poll where they vote on which recipes to include in the ebook.

Assessment

Peer Assessment

Other notes

If it is not feasible for the teacher to make anything in the classroom, they could make it at home â&#x20AC;&#x2039;or purchase it â&#x20AC;&#x2039;and then have the students walk them through the recipe using pictures of the ingredients printed on paper.

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Session 11 - Education SWBAT

Identify similarities and differences in the educational system of the U.S. and Spain.

Materials

Digital camera, access to Shutterfly/Google Photos

Description

Students try to answer the questions the other class asked them about

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school life. In Segment 4, the teacher should steer the questions to be

Output

about the physical space of the school or other things easily represented visually (e.g. How many teachers do you have? Do you stay in the same room all day? What does your school look like? Where do you go for recess? Where do you eat lunch?). The teacher should help the students take snapshots of themselves in the relevant places around the school (classroom(s), cafeteria, playground, gym, with their teachers). Once they have collected all of the necessary photos, students will write a simple caption for each picture in the L2 (Ex. We eat delicious meals in the cafeteria! Comemos almuerzos ricos en la cafetería!). Depending on the level of the students, they can write captions in pairs or individually. They may need to look up the words in a dictionary. After writing the captions, students upload pictures onto an online photo album site the teacher is familiar with (If the teacher is not familiar with any, Shutterfly or Google Photos are easy to use). Then each class shares their captioned pictures with the other class for them to see. At this point, students check the accuracy of the other class’ production (ex. If a group wrote “dining hall” instead of “cafeteria,” the students can explain that “dining hall” would usually connote a college or university, not an elementary school). Students correct the captions as needed by commenting on the pictures on the photo album platform. Each class revises the captions according to peer feedback.

Assessment

Teacher Assessment: The teacher will assess each student’s caption for accuracy both before and after revision.

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Session 12 - Education SWBAT

Identify similarities and differences in the educational system of the U.S. and Spain.

Materials

Digital camera, access to Shutterfly/Google Photos

Description

Students answer questions about what subjects they learn at school and

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what they have recently been doing in each of those subjects. In Segment

Output

4, teachers should guide students towards questions like, “What has the other class been learning about recently? Have they learned about the same things that we have? Do they know about x (WWII, how plants grow, mixed numbers, etc.)? In response to these questions, students document what they are learning in science, social studies, and math (or 3 relevant subjects) through pictures and then summarize what they learned. Summaries will be written in the L1 as this is a rather complex task. Then they will share images and summaries via the same technologies as Segment 11 with the other class. The students in the other class will read the summaries in the target language. Then, after reading and understanding each summary, the class will take a vote to decide on which topic from the other class’ curriculum they’d like to spend some time learning about. The teacher may prepare a lesson or choose to give an impromptu lesson on this topic.

Assessment

Teacher Assessment: The teacher may assess the summaries written in the L1 for content and clarity.

Session 13 - Publishing Party! SWBAT

Read the story that they wrote together with their telecollaborator

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Materials

StoryJumper and computers, video camera

Description

Students will have an inclass party where they read their story as a class.

of Activities/

There will be treats. It should be a joyous celebration of the hard work that

Output

the children have undertaken. The teacher should take video of the party and film a goodbye segment

Assessment

Self assessment - during the party the teacher will ask the students different questions to help them reflect on the experience. 1. What did they like about the telecollaboration? 2. What was hard? 3. Did you learn something new about your country? Did you learn something new about the other country?

Group 1: Dog lovers a la Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly

ASSESSMENT During the project, teachers should pick up data during all the process to assess competencies. The kinds of assessment that are used are: -

Peer assessment

Self-assessment

Teacher assessment

See the “assessment” cells in the lesson plan grids to read more about the assessment activities in the project.

Group 1: Dog lovers a la â&#x20AC;&#x2039;Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly

Annex of materials developed - Flashcards with the main vocabulary in this segment in both languages (Spanish and English)

Group 1: Dog lovers a la â&#x20AC;&#x2039;Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly

Group 1: Dog lovers a la Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly

- Checklist for peer-assessment

Item

Evaluation / Evaluación

Comprehensible language / Lenguaje comprensible

Body language / Lenguaje corporal

Pronunciation / Pronunciación

Articulation / Articulación

Intonation / Entonación

- Segment 6 (Aida) - Listening comprehension worksheet for teacher-assessment (should be adapted depending on the questions emerged from students)

Group 1: Dog lovers a la Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly

Peer Assessment Reminders for Students 1. Check spelling 2. Check grammar 3. If something just “doesn’t sound right” give a suggestion for what would sound more natural 4. Be positive 5. Be polite 6. Be specific

Group 1: Dog lovers a la â&#x20AC;&#x2039;Bolognese Technology-enhanced Project Based Language Learning Professor: Melinda Dooly