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Animated safety video aimed at people planning to participate in winter sports, particularly skiing and snowboarding.

What do you think of when you think of your Target Language country/countries? While you may have spent some time there - and traveled to various spots - your students may have not. As a Japanese teacher it seems that Tokyo is the number 1 'want to go to' place for my students. However, as I spent my first 2 years in Japan in smaller more out of the way places, I want my students to learn that there's more to Japan than the big urban areas. And so the Year4 travel fair - a summative activity at the end of a 2-week unit - was born. It allows students to utilize key words they will need if/when they visit Japan - and also allows them to research and introduce key areas to their classmates during an interactive oral. For me the fair takes a week - with time spent planning/preparing for the 'fair', running the fair and then using the information for a written 'summative' evaluation. (My handout - for my Yr4 Japanese class including is here) The premise: Design an optional tour for a visitor to Japan - one that is outside major urban areas (I list the 'no go' places). This can be a 2 or 3 day tour.

As most of you know, the uber gods of PBL are BIE. I was first introduced to the BIE PBL 'model' from mate Dean Groom who handed me over what I still refer to as my 'PBL Bible' - a ring-binder full of the BIE Freebies that help teachers plan effective projects and keep students on track as they move through the different phases of each project. The cool thing is that you can use as much or as little as you want … PBL is a very personal process that (like all good teaching) should be tailored to the expertise and needs of the teacher and students. However, there are 8 Elements of Project Based Learning that can be called the 'essential elements' of PBL … keeping an eye on these and 'testing' your project design based on them can help you determine if what you're creating isn't just a 'project'. I really like this statement from BIE contrasting PBL and traditional 'projects':

A typical unit with a "project" add-on begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them. Project Based Learning begins with the vision of an end product or presentation. This creates a context and reason to learn and understand the information and concepts.

Dix voix,  dix plumes, pour célébrer Haïti, île caraïbe et seule nation francophone du nouveau monde,  qui maintient au-dessus des flots de la misère la dignité d'un peuple fier.  Haïti créole, Haïti créative, Haïti multiple au gré de la diaspora. Autant de poètes et d'écrivains pour  en chanter la diversité, la douleur et l'espoir. Réalisé à partir du travail de Thomas C.Spear, professeur de littérature d'expression française à CUNY (City University of New York) qui a parcouru les « îles » de la francophonie pour y recueillir des témoignages d'auteurs de premier plan, Lettres d'Haïti offre un espace d'expression multimédia à dix figures de la littérature haïtienne d'aujourd'hui. 

Un article complet sur Wikipédia.fr 

A l'occasion des 50 ans de sa mort, une carte d'identité interactive sur Edith Piaf avec 5 MP3 et une vidéo: cliquez ici puis sur le bouton download vert (20MB). Une fois la carte téléchargée, il suffit de cliquer sur les icones pour les ouvrir même sans connection internet.

A l'occasion des 50 ans de sa mort, une carte d'identité interactive sur Edith Piaf avec 5 MP3 et une vidéo: cliquez ici puis sur le bouton download vert (20MB). Une fois la carte téléchargée, il suffit de cliquer sur les icones pour les ouvrir même sans connection internet.

LEARNING GUIDE TO: A DRY WHITE SEASON SUBJECTS - World/South Africa;  SOCIAL-EMOTIONAL LEARNING - Courage; Justice; Human Rights;         Grieving; Father/Son; Marriage; Families in Crisis;  MORAL-ETHICAL EMPHASIS - Trustworthiness; Responsibility; Citizenship.  Age: 14+ Rated R for scenes of graphic violence; Drama; 1989; 107 minutes; Color; Available from Amazon.com.  Description:     The setting is South Africa during the Soweto uprisings of 1976. A white school teacher (Ben du Toit) investigates the death of his black gardener, a man he had known for 15 years. The gardener (Gordon Ngubene) had been searching for answers about his son's death while in police custody. This had brought Ngubene to the attention of the "Special Branch" of the South African Police. He suffered the same fate as his son: death during interrogation. Du Toit comes to realize not only the injustices of the apartheid legal system and the repressive policies that supported it, but the necessity of action as opposed to words or resignation to the inevitable. Backed by an African cabbie, a liberal lawyer and a persistent reporter, he is opposed by his family (except for his young son), his school and his community. The film is based on the novel by the acclaimed Afrikaaner writer, André Brink. The novel was banned by the apartheid government of South Africa. 

You need a portfolio for two reasons: to reflect well and look good. Reflection Selecting work to go into a portfolio is a metacognitive process that requires you to compare what you have actually accomplished with the desired end. I would like students to do this more frequently than the end of each grading period, and I plan to make portfolio updating at least a biweekly process. To this end, I've created a whole page within my newly revamped site template for this reflective process (hint: this should also be a gold mine for Assessment of Student Work "time lapse artifacts" for me to show my fitness as an educator). I want students to see their progress in stages.