Semester Three project UMB Oct 2017 by Gamal Kalini, Ph.D.

Semester Three Modules

1-Project Design and instructions Student Expert Project The objective of this Student Expert Project in semester three is to build and elicit learner’s background knowledge in content and Arabic cultural areas to reach the expert level. The final production should promote student ownership of the project and encourage their reflections on the process of this task and the product.

Suggested semester three projects: 1-Arab-Israeli Conflict 2-Woman’s role in Arab countries 3-Drought and Water Crisis in Middle East 4- Arab Educational System 5- Arab National holidays and Celebration 6-Arab Economy and Political System 7-Global warming and Pollution 8-Crime in Arab countries 9-Terrorism 10-Arab Ethnic Groups 11-Globalization 12-Internet and Identity Theft

Suggested Project Implementation: School management (UMB) needs to work on internal or DLI wide policy to support open architecture initiative by:

1-Urgency The project task itself will engage the students and create learning urgency yet some teams may not apply and support the open architecture initiative. A mandatory policy to support the initiative is needed.

Suggested School Internal Policy: 1. The project tasks are to be among semester three student requirements as follows;. 2. Four projects are required from all the students. The length of each project is two weeks with student presenting for one hour and participating in one hour press conference with all the teaching team members, guest students from other teams, and the chairperson if he/she is available. 3. The work is to be evaluated by the teaching team and/or guests. A grading rubric will be provided and the grade will be entered by the MLI into the student's’ CGPA. 4. The semester four projects are to be documented in the team Master Calendar.

2-Project Length: 10 hours in 2 weeks /one hour a day preferably during the last teaching hour or teaching team choice.

3-Student Production and Outcome: 2 hours of production (one hour student presentation and one hour press conference with the teaching team members and school guests)

4-Teacher’s Role: Teachers will serve as project advisors. During the project, teachers will be observant and accommodating. The teaching team members can provide daily feedback and evaluation to their students by checking students’ daily production in the share- folder or Sakai project folder.

Semester Three Project-Based Module

Arab-Israeli Conflict Objectives: Students will create the objectives using bloom's taxonomy action verbs. http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf For the success of the project tasks, Only for the first project can teachers provide steps, resources and guidelines as a model. The students can decide whether or not they want to follow these steps or create their own.

Suggested resources Arab-Israeli Conflict: The following links provide audio, video, documentaries, images and articles in higher level Arabic. 1-Get your own resources 2-One hour visit to the library to choose your resources. Resources are to be approved by the chairperson and team leader. 3-Interview with teachers to get specific information. Can be done during speaking hour. 4-Time line: http://israelipalestinian.procon.org/view.timeline.php?timelineID=000031 5-Time line: http://www.bbc.com/news/world-middle-east-29123668 6-Powerpoint photos and maps: www.pptpalooza.net/PPTs/GlobalStudies/RootsofArab-IsraeliConflict.ppt

7- History: http://www.aljazeera.net/specialfiles/pages/FE0A1B90-669D-4870-B46E-C3E7F93F9635 8- More facts: http://carmelpost.co/%D8%A7%D9%84%D8%B5%D8%B1%D8%A7%D8%B99-Documentary videos: https://www.youtube.com/watch?v=QQL7Yg9CRvo&list=PLTAc8q4ib_lk644sH61rCKRvoNZ opgH_u

Suggested instructions to the students;

Day 1:

Create a project folder on Sakai or a student-shared folder and give it a name. Join the Google Docs group. Start planning and assigning roles. Nominate a leader to coordinate the project. Post your project plan and the assigned roles.

Day 2:

Work on your project objectives and post them in the project-shared folder.

Day Day 3: 3:

Search for a variety of resources (audio, videos, articles, news, books, reviews, presentations, etc.) and post them in the project shared folder.

Day 4:

Start exploring your resources and write down your notes, summaries, and reflections.

Day 5:

Continue exploring your resources and annotate the sources you have selected.

Day 6:

In the class meeting, divide the resources among the group and start working in pairs to master the information in one area.

Day 7: Continue working with your classmate and post your final production in the projectshared folder.

Day 8:

Class meeting or video /audio conference; discuss your production and post your revised product in the project-shared folder.

:

Day 9:

Class meeting or video/audio conference: work together to find ways to arrange your work, connect your product together, and work on your presentation with the group.

Day 10:

Complete your presentation and rehearse. End of project presentation: Presentation length is two hours: The first hour is the student presentation and the second hour is the press conference with all the teaching teams and school guests. In the press conference: Teaching team members and student guests from other teams will ask questions about the students’ presentation and evaluate the presentations. Suggested press conference questions that promote reflection (students are to answer in Arabic): 1-From your understanding of the Arab-Israeli Conflict, how do you evaluate the level of conflict? 2-Who inspired you the most as a peacemaker in this conflict and why? 3- If you are the decision maker, what would you do differently to end this conflict? 4-From your understanding to this issue what can end this conflict? 5-What are the future consequences if this conflict remains unsolved? 6-Can you reflect on one of the resources in searching about this topic and explain what you gained from it? 7-What are the future implications locally and internationally if this conflict is resolved? 8-How satisfied are you with the level of information you gained in this project? This project is a module and can be used to create many similar projects with the same nature.

Project Post-survey:

Students can fill out a 10-minute survey about their experience, and elaborate on any challenges they faced while working on their projects. Project post-survey model: 1-How would you evaluate this experience? a. Very beneficial b. Beneficial c. Neither beneficial nor unbeneficial d. Unbeneficial 2-How did you see your role in this project? a. Very important and challenging b. Important and challenging c. Neither important nor challenging d. Unimportant

3- How would you evaluate your prior knowledge on this topic BEFORE the project? a. Expert b. Very good c. Good d. Fair or not good

4- How would you evaluate your knowledge on this topic AFTER the project? a. Expert

b. Very good c. Good d. Fair or not good

5-What was your favorite part in the project? a. Presentation b. Press conference c. Working with the group d. Exploring and collecting information

6- To what extent was technology integrated in this project? a. Fully b. Average c. Not much d. Not at all 7-What was the role of the teacher in this project? a. a facilitator b. an advisor c. directed and instructed every step d. no role 8-What other information or area of concern if any you need to know about in this topic?

9-What could be done differently to improve this project?

10-What other project topics would you like to see in the future?

Student Evaluation Rubric created by Gamal Kalini: Student name: Features

Excellent 10 points

Good 7 points

Fair 5 points

Needs improvement 2 points

Delivery/ Participation

Speaks with satisfactory variation of volume and in a paragraph level. Maintains audience

Speaks in correct simple sentences with semi paragraph level. Somewhat maintains audience interest

Speaks in uneven volume with little or no inflection

Speaks in uneven volume with difficulties. Hard to understand

interest and emphasizes key points

Content

Shows a level of an expert

Shows a level of understanding the topic

Shows a level of understanding of parts of the topic

Did not understand the topic or showed poor understanding

Organization

Provides clear purpose and subject conclusions/ideas with evidence

Provides clear purpose and subject conclusions/ideas without evidence

Provides close to purpose and subject without supporting ideas

Unable to provide clear purpose and subject conclusions/ideas with evidence

Grammar and language features

Exhibits good control of language skills and grammar

Exhibits good control of language skills and grammar with few language and grammar mistakes

Exhibits fair control of language skills and grammar with some language and

Unable to exhibit fair control of language skills and grammar with many language and grammar mistakes

grammar errors

Total perfect score 40 points A: 40-38 A-: 37-35 B+: 34-32 B: 31-29 B-: 28-26 C+: 25-23 C: 32-20 C- : 19 or below

Gamal Kalini, UMB