designing task-based lessons with a focus on professional ...designing task-based lessons with a...
Post on 26-Jun-2020
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Designing Task-based Lessons with a
Focus on Professional SkillsBrian J. Baer, Ph.D.
Tatyana Bystrova-McIntyre, Ph.D.
Kent State University, OH
Agenda/Goals
• I can:
• Design an interepretive, intepersonal, and presentational tasks that integrate professional skills and behaviors
• Add a professional component to current tasks
• Adapt tasks to the age/interests of my students
KSU Foreign Language Academy
• Student program / no previous knowledge of Russian + Teacher program (Russian & Chinese)
• 4-week immersion program in a safe, culture-rich environment (Elementary I)
• Lead instructors and assistant teachers (structured task-based learning): 9 AM – 3 PM
• TL-only lunch (with staff)
• Culture instructors and RAs: 6 PM – 9 PM
• Study hall (self-study with staff): 9 PM – 11 PM
• Immersion experience in community
• Fieldtrips
• Cooking workshops
• Special guests
• Skype sessions
• Native speakers from the community
• On KSU campus—exposure to college environment
KSU Foreign Language Academy
• Short-range goal: Novice high
• Long-range goal: Set our students on the path to advanced level proficiency
Building Bridges
• Mandatory AY follow-up blended learning component (Elementary II)
• Monthly Saturdays sessions
• Plus distance learning (SKYPE, Ning, LanguageLabs)
• Funded through the PSEOP
• Students receive high-school and college credits
Focus on Professionalism
• Target audience: rising seniors and juniors in Ohio HS
• Continuation of our initiative to invite professionals to talk about potential careers with languages
• We had speakers from:
• Translation and interpreting industry
• Localization industry
• Language teaching
• Graduate programs
• Study-abroad participants
• Government
Task-based Curriculum
- Resembles real-world activities (lessens the gap between performance and proficiency)
e.g., filling out a visa application & reviewing visa applications; designing a university brochure
- Ends in an outcome
approved/denied/further review visa applications in TL; real-world audience commenting on a finished university brochure in TL
- Uses authentic materials
application or part; websites; samples of real-world university brochures in TL
- Uses higher order thinking skills
analysis, synthesis, evaluation
http://collaboration.wikispaces.com/Lower+and+higher+order+thinking+skills
Alumni Tracking• Ph.D. in Slavic Languages and Literatures at the University of Pittsburg (PA)
• Study-abroad in Russia and Moldova (NSLI-Y, Fulbright) – more than 5 students
• Russian Majors and Minors at KSU (3 alums in Intermediate Russian; 1 alum in Advanced Russian—all 4 are majors, College of Wooster, Brown
• Career plans: Government, science, education, web design, translation, interpreting, professional writing
Longitudinal Study
• Articulate successful paths to achieving professional-level language
proficiency
• Isolate road bumps and other impediments to achieving professional-level
language proficiency
Portfolio of 5 Tasks:
Integrating TBI & Professionalism
Task 1: Professional self-presentation (business cards, cumulative resume)
Task 2: Video with a professional focus (blog-type video introducing oneself)
Task 3: Job interview (looking for a summer job in an international camp)
Task 4: Preparing for study-abroad (finding an ideal roommate or host family)
Task 5: LinkedIn Profile
My Slide with pix tht can be used
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