1. Engaging Language Learners via Cultural Learning Robert A. Schuman Harvard Graduate School of Education, Teaching for Understanding November 12, 2009

2. Classroom Settings School Name: Mid-Pacific Institute Location: Honolulu, Hawaii Type: College Preparatory, Tuition-based Demographic Breakdown: Japanese and mixed Asian backgrounds are highest majority of students. School Name: Mid-Pacific Institute Location: Honolulu, Hawaii Type: College Preparatory, Tuition-based Demographic Breakdown: Japanese and mixed Asian backgrounds are highest majority of students. Classroom Teacher: Melvina Kurashige, Japanese instructor Grade: 8 (2 sections, 23 students each) Available Technologies: Tech lab, Smartboard, projector, classroom-based computer, laptop cart, all students have home computer access. Classroom Teacher: Melvina Kurashige, Japanese instructor Grade: 8 (2 sections, 23 students each) Available Technologies: Tech lab, Smartboard, projector, classroom-based computer, laptop cart, all students have home computer access.

3. Throughlines Development of Interest in and Respect for Foreign Cultures Development of passion for communication in a foreign language, regardless of fluency Better appreciation and understanding of one’s own culture

4. The Design Process Frameworks: UDL (assessment) 21 st Century Skills (technology) Jonassen et al Wiske Jonassen et al Wiske Peer Collaboration

5. Wordle

6. Technology: Wordle Rationale: Wordle directly addresses my first target of difficulty by taking an abstract concept (in this case, culture), and disseminating it into smaller pieces that are more easily interpreted. Conforms to the key ideas of UDL (Rose, D.H. and Meyer, Ch. 4): – Engagement of interest and motivation – Representation of information in multiple formats Addresses the critical thinking section of the 21st Century Skills framework (www.21stcenturyskills.org) Acts as an effective “messing about” PoU: helps students to start making connections, and to take on a deeper understanding of the diverse elements of culture. Students will create a Wordle word cloud to help describe various elements that make up culture. Students will then form teams to research a chosen topic.

7. VoiceThread

9. Technology: VoiceThread Description Groups work together to form online presentations of a cultural topic via VoiceThread. Students are encouraged to use pictures, audio, video, and text markup, and will be asked to practice their language abilities through visual and aural methods. Students will also be asked to leave constructive feedback on others’ projects. Rationale Addresses my 2nd and 3rd targets of difficulty Adheres with UDL Framework by allowing for multiple points of entry (Rose, D.H. and Meyer, Ch. 4) Acts as exemplary 21 st Century Skills teaching device: provides for multiple cultural entry points through audio, video, research, feedback/collaboration, and presentation (www.21stcenturyskills.org) “When students rather than the teacher or the textbook own the knowledge, they become committed to building knowledge rather than merely receiving and reprocessing it.” (Jonassen et al., 2008, p. 105)

10. Insights and Dilemmas Insights: Do not use technology for the sake of using technology (Wiske) Realistic effects of technology in the classroom, (ex: Cuban’s concern on effectiveness of 1:1 computer ratio) The importance of qualitative assessment Dilemmas: Concern about curriculum being mostly ‘hands-on’ and not ‘minds-on’ Occasional technology hindrances with VoiceThread Knowing how to properly assess students (Wiggins)