Original Title: Travel Agencies Vie for Study Abroad Funding

Profile Sheet PBL Lesson Plan for Diverse Learners

Original Title: Travel Agencies Vie for Study Abroad Funding Primary Subject Area: Spanish Outside Subject Area: Language Arts

Description of student roles and problem situation: Students become travel agents when they assume the role of key trip planners (program coordinators and trip research specialists.) at a fictitious travel agency (named by the individual groups). The director of Mexican affairs has commissioned U.S. travel agencies to design a 4-5 week study abroad program to encourage U.S. students to spend part of their summer studying Spanish and Mexican culture. Teacher: Jeanine Post Grade level: 9th grade

Adaptations for Student from Non-Western culture: Include resources from the student’s culture of similar programs that may be available. Provide informative sheet explaining the history/importance of travel abroad programs for students living in the United States

Adaptations for ESOL Student: Include resources in student’s first language Allow native language dictionaries Title, Learner Characteristics, and Sunshine State Standards PBL Lesson Plan for Diverse Learners

Teacher: Jeanine Post Title: Mexican Tourism Vies for Funding for Study Abroad Program Primary Subject Area: Spanish Outside Subject Area: Language Arts Class and Level Spanish 2 Grade Level: 9th grade

Primary Sunshine State Standards: Standard 1: The student demonstrates an understanding of the relationship between the perspectives and products of culture studied and uses this knowledge to recognize cultural practices. (FL.B.1.4)

FL.B.1.4.2: identifies and discusses various patterns of behavior or interaction and the values and mindsets typical of youth in the target culture. FL.B.1.4.4: Identifies and discusses artistic expressions and forms of the target culture (e.g., books, periodicals, videos, commercials, music, dance, design, and art)

Outside Subject Area Sunshine State Standards from Language Arts:

Standard 2: The student understands the power of language. (LA.D.2.4)

LA.D.2.4.4. effectively integrates multimedia and technology into presentations.

Learner Characteristics of High School Students: Physical: Most students reach physical maturity, and virtually all attain puberty. Tremendous variation exists in height and weight and in rate of maturation. Justification: While this project will be done as a group, the primary emphasis will be on each student’s cognitive skills. This actually should help students who have not physically matured feel empowered by the fact that their physical stature does not in any way limit their academic pursuits.

Social: Parents and other adults are likely to influence long-range plans; peers are likely to influence immediate status. Justification: Effort will be made to organize the teams in such a way that individuals will not be influenced by the thinking of their peers. (i.e. Collaboration will take place AFTER each student has research their assigned cultural area of influence).

Emotional: The most common type of emotional disorder during adolescence is depression.. Justification: According to the text, (a high percentage) of high school females and males report feeling so sad and hopeless almost every day for two or more weeks in a row that they stopped engaging in some usual activities (p. 95). This project should illicit a more positive frame of mind in my students. It is difficult to feel sad and hopeless when engaged in a cooperative, stimulating research project.

Cognitive: High school students become increasingly capable of engaging in formal thought, but they may not use this capability. Justification: This PBL lesson will provide multiple opportunities for the students to engage in formal thought and apply previously acquired knowledge to new situations. Student driven research will require the students to seek advice from the teacher or possibly from professionals in the community that work in tourism.

Cognitive: Between the ages of twelve and sixteen, political thinking becomes more abstract, liberal, and knowledgeable. Justification: According to Snowman and Biehler, increased ability to deal with abstractions is a function of the shift from concrete to formal operational thought. Cooperative learning should help those students who have not made the transition to ‘lean’ in the right direction. The teacher circulating during class time should help alleviate any conflicts that might arise due to the variance in thought processes. Learning Outcomes, Student Role and Problem Situation, Meet the Problem Method PBL Lesson Plan for Diverse Learners

Original Title: Travel Agencies Vie for Funding for Study Abroad Program Teacher: Jeanine Post

Primary Sunshine State Standards with Learning Outcomes:

FL.B.1.4.2: identifies and discusses various patterns of behavior or interaction and the values and mindsets typical of youth in the target culture.

LO #1: After reading the Meet the Problem document, students will propose a Study Abroad program that invites U.S. students to interact with students in Mexico City for a period of 3-4 weeks during the summer, scoring 4 or above on all dimensions of the travel brochure rubric. Synthesis

FL.B.1.4.4: Identifies and discusses artistic expressions and forms of the target culture (e.g., books, periodicals, videos, commercials, music, dance, design, and art)

LO #2: After evaluating the many possible cultural activities available through online research and/or travel brochures, students will select a minimum of 10 suggested activities (6 of which take place in Mexico City), including a written justification of their selections that scores 4 or above on this dimension of the travel brochure rubric. Evaluation

Outside Subject Area Sunshine State Standards from Language Arts with Learning Outcomes:

LA.D.2.4.4. effectively integrates multimedia and technology into presentations.

LO #3: In an effort to obtain the funding offered in the Problem documentation, students will develop a travel brochure using Microsoft Publisher as well as a Power Point presentation detailing the cultural points of interest they have selected, scoring a 4 or above on all dimensions of the media presentation rubric. Synthesis Description of Student Roles and Problem Situation: In an effort to increase the number of foreign exchange students applying for visas, Mexico’s tourism board is offering 10,000 pesos to the travel agency that submits the most appealing and comprehensive Study Abroad program by the established deadline. Students will be placed in groups of 4.  Student #1 will assume the role of program coordinator. His/her task will be to coordinate the efforts of all team members and oversee even distribution of responsibilities relating to the final media presentations.  Student #2 will research possible museums, fine arts presentations, and historical landmarks that could be visited within the target area, as well as help produce final media presentations.  Student #3 will research possible side trips that would enhance the participants’ understanding of the diversity of Mexican culture.  Student #4 will research lodging, food, and travel expenses, as well as help produce final media presentations. Meet the Problem Document #1: Memo from the director of Tourism offering a cash prize and exclusive rights to make the students’ travel arrangements

Memorandum

To: Travel Agencies

From: Eduardo Chaillo, Regional Director Mexico Tourism Board, U.S. and Canada

Date: September 2007

Re: Development of a 3-4 Week Study Abroad Program

Due to recent hurricane activity, we are concerned that fewer American students will choose to study abroad in our country next summer. In an effort to boost those numbers, the Mexico Tourism Board has decided to offer an incentive to local travel agencies. We are offering $10,000 to the agency that designs the most appealing 3-4 week study abroad program that parallels programs currently being offered in Spain. The majority of time should be spent in Mexico City, with an emphasis on improving the students’ conversational Spanish skills (total immersion for a minimum of 4 hours/day) and an exposure to that city’s culture and history. Two alternative side trips must be made available out of the Mexico City area, each of which must include 3 different ‘stops’. Side trips should be designed to give students a taste of Mexico’s cultural diversity. All proposals should include relevant travel costs including transportation, food, and lodging. To qualify, all proposals must include a 10 slide power point presentation of the activities offered as well as a tri-fold travel brochure that covers all pertinent information. Deadline for submission: October 15th, 2007. The travel agency that earns the $10,000 will also earn exclusive rights to make the travel arrangements for participating students.

I am greatly anticipating your submittals!

Sr. Chaillo  Meet the Problem Document #2: websites of pamphlets detailing similar programs in Spain.

http://www.foreignstudy.com/Brochure08b.pdf http://www.lpiabroad.com/programs/programdetail.cfm? pkcountry=1&pkcity=1&showcity=1&pkperiod=555

Problem Statement, Know/Need to Know Boards, and Possible Resources Original Title: Travel Agencies Vie for Funding for Study Abroad Program Teacher: Jeanine Post How can we, as program designers at (Student Named Travel Agency), design a 3-5 week study abroad program based out of Mexico City, Mexico, in such a way that  Participants are afforded 6 different opportunities to experience Mexican culture as it relates to art, music, dance, and history in Mexico City, Mexico.  Participants are afforded opportunity to be immersed in the target language conversationally for at least 4 hours a day throughout the course of the program.  Participants will have a choice of 2 relevant side trips that will enhance their understanding of the diversity of Mexican culture.  Travel, lodging, meals and other expenses associated with the program/outings do not exceed $2,500 U.S. dollars.

KNOW/NEED TO KNOW BOARD What we know: What we need to know: more foreign exchange students are desired $10,000 reward How will the current exchange rate factor in to our planning? program needs to be appealing and comprehensive How could we find out what appeals to American students? there is a deadline there has been recent hurricane activity Has there been significant damage incurred in Mexico City or other areas from the recent hurricanes that might affect our program? program must last 4-5 weeks program must parallel programs in Spain What do the study abroad programs in Spain offer that relate to culture (art, music, dance, history)? majority of time must be spent in Mexico City What cultural opportunities exist in Mexico City to fill all but 6 days (side trips) of their time in Mexico? improving conversational Spanish What arrangements could be made to afford students opportunity to be immersed in the language? emphasis on art, dance, music & history Can we find any videos, virtual museums, music cd’s to help us explore options available to us to utilize in the program? 2 relevant side trips highlighting diversity, each of How can we determine what side trips would be the which must include 3 stops most beneficial in highlighting cultural diversity of Mexico? program cost cannot exceed $2,500 U.S. 10 slide power point needs to be created How could a 10-slide Power Point presentation be used to best highlight what the program will offer? tri-fold travel brochure detailing what students will do How could Microsoft Publisher be used to produce an in Mexico City attractive tri-fold brochure that would include all relevant information?

Available Resources:

Personal Author: Cohan, Tony. Title: Mexican days : journeys into the heart of Mexico / Tony Cohan. Edition: 1st ed. Publication: New York : Broadway Books, c2006. Physical Description: 275 p. : map ; 22 cm

ISBN: 0822519607 : $27.93 Personal Author: Hamilton, Janice. Title: Mexico in pictures / Janice Hamilton. Publication: Minneapolis, MN, U.S.A. : Lerner Publications, c2003. Physical Description: 80 p. : ill. (some col.), col. maps ; 27 cm. Series Title: Visual geography series

ISBN: 0822532123 (lib. bdg. : alk. paper) : $25.26 Personal Author: Cory, Steve. Title: Daily life in ancient and modern Mexico City / by Steve Cory ; illustrations by Ray Webb. Other Title Variation : Mexico City

Publication: Minneapolis : Runestone Press, c1999.

Physical Description: 64 p. : ill. (some col.) ; 27 cm. Series Title: Cities through time

504 Note: Includes bibliographical references (p. 62) and index.

Summary: A historical exploration of events and daily life in Mexico City in both ancient and modern times.

ISBN: 0761401873 : $15.25 Personal Author: Kent, Deborah. Title: Mexico : rich in spirit and tradition / by Deborah Kent.

Publication: New York : Benchmark, c1996.

Physical Description: 64 p. Series Title: Exploring cultures of the world

504 Note: Includes bibliographical references and index.

Summary: Covers the geography, history, people, customs, and the arts of Mexico

Title: Mexico [videorecording] : journey to the sun. Other Title Variation : Journey to the sun. Publication Information : [S.l.] : Sonoma Video Production ; San Ramon, CA : International Video Network, 1991. Physical Description: 1 videocassette (53 min.) : sd., col. ; 1/2 in. Series Title: Central American Collection Video Visit Title: Mexico [DVD] : Mexico City, Guadalajara, Cuernavaca, Oaxaca. Other Title Variation : Mexico City, Guadalajara, Cuernavaca, Oaxaca Publication Information : Chicago : Questar, c2002. Physical Description: 1 videodisc (ca. 101 min.) : sd., col. ; 4 3/4 in. Series Title: Video visits Performer: Hosted by Shari Belafonte. Description: Explore pyramids, colorful canals, architecture and more in Mexico City, Guadalajara, Cuernavaca, and Oaxaca. Audience: MPAA rating: Not rated

Title: Mexico [videorecording] : the rise and fall of the Aztecs / a Tig Productions/RCS Video Production in association with Majestic Films and Television International ; a Jack Leustig film. Publication Information : Burbank, Calif. : Warner Home Video, c1994. Physical Description: 1 videocassette (VHS) (49 min.) : sd., col. ; 1/2 in. Series Title: 500 nations ; 2 Five-hundred nations Credits: Executive producers, Ralph Tornberg, Bernd

Title: Travels in Mexico & the Caribbean : [videorecording] Mexico City and Guadalajara / producer, writer, Sandra Lewis Nisbet ; a co-production of Small World Productions, Oregon Public Broadcasting, American Programming Service. Other Title Variation : Travels in Mexico and the Caribbean. Mexico City and Guadalajara. Mexico City & Guadalajara. Publication Information : Chicago, IL : Distributed by Questar, c1999. Physical Description: 1 videocassette (approx. 56 min.) : sd., col. ; 1/2 in. Series Title: Questar video collection

Internet Sources: Website: http://www.foreignstudy.com/Brochure08b.pdf

Website: http://www.lpiabroad.com/programs/ Capstone Performance

The PBL Problem: How can we, as a travel agency, develop an appealing, culturally rich, language-based Study Abroad program lasting 3-4 weeks that will result in an increase of the number of American students studying in Mexico next summer?

Capstone Performance Description

Each group will pose as representatives of a travel agency who want the Study Abroad program they developed to be chosen by Eduardo Chaillo. Señor Chaillo has determined that presentations should be made before a panel composed of himself, an upper school Spanish teacher, one parent, and students who would be taking the trip. (The school administrator will assume the role of Eduardo Chaillo, Regional Director of the Mexico Tourism Board (U.S. and Canada).

 Students will have 2 weeks to prepare presentations (only one of which will be ‘in class’)  presentations are limited to 15 minutes. Dress: professional  presentations should include a Power Point slide show summarizing the cultural influences available to participants; 2 choices of side trips consisting of 3 stops; 4 justifications of the side trips they would choose; explanation of availability for language immersion; and an accounting of travel/program costs  Students will determine what part each group member will have in the capstone performance. An evaluation form will also be filled out by each group member rating their team members on the basis of their contributions to the final product.

Conditions include but are not limited to:  The majority of time should be spent in Mexico City with an emphasis on improving the students’ conversational Spanish skills and an exposure to that city’s culture and history.  Two possible side trips designed to give students a taste of Mexico’s cultural diversity. Each side trip should include at least 3 stops.  All proposals should include relevant costs of the program including transportation, food, and lodging.  A 10 slide power point presentation of the activities offered  A tri-fold travel brochure that covers all pertinent information. Rubric for Assessing the Capstone Performance

PBL Lesson Plan for Diverse Learners

Original Title: Travel Agencies Vie for Study Abroad Funding Teacher: Jeanine Post

Criterion Best Performance Mediocre Performance Student Role  Student #1 Program -Student is dressed in business -Student neglected to wear Coordinator. attire suitable to that worn by business attire suitable to that  Student #2 Research professionals making a worn by professionals making a coordinator - Mexico presentation. presentation. City  Student #3 Research -Student assumed his/her role in -Student neglected to assume the coordinator - Cultural regard to manner of speech (i.e. role of travel agency side trip professional, formal tone when representative in his/her manner  Student #4 Travel & addressing the panel) of speech (i.e. student used an media coordinator informal, casual manner of speech was used when addressing (10 points possible– 5 points for the panel) each detail) Content -6 or more cultural activities were -Less than 6 cultural activities planned in Mexico City were planned in Mexico City (15 points possible– 5 points for -Student clearly presented two -Only one possible solution was each detail) possible solutions for the side presented as the side trip, or less trips (each one consisting of 4 than 4 stops were presented stops), -Less than 4 justifications were -Each individual student chose given for that choice one of the solutions, giving 4 justifications for that choice

Power Point Presentation -minimum of 10 slides -less than 10 slides -at least 6 slides include pictures -less than 6 slides of cultural (15 points possible – 3 points for of cultural activities described activities each detail) -clearly legible text - text difficult to read -consistent use of background -inconsistent use of background Each student will have colors/style throughout the colors/style resulted in opportunity to turn in his own presentation. distracting, unappealing version of this aspect of the -includes title of travel agency presentation. group presentation and lists members -neglected to include title of travel agency and lists members Travel Brochure -includes name/logo of travel - name/logo of travel agency not agency included 16 points possible -2 points per -created in desktop publishing -not created in desktop publishing detail program program -includes breakdown of program - breakdown of program costs not Each student will have costs included opportunity to turn in his own -highlights availability of - language immersion not version of this aspect of the language immersion included group presentation -use of different font sizes makes -font sizes used for text and titles the information appear organized cause the information to appear and easy to find disorganized and difficult to find -brief description of cultural - cultural activities in Mexico activities in Mexico City City not listed -brief description of side trip, -details of side trip, including 4 detailing 4 stops. stops incomplete. -brochure outlines how -brochure fails to outline how participants will spend the 3-4 participants will spend the 3-4 weeks while in Mexico (itinerary) weeks while in Mexico (itinerary)

Scoring Guide:

50 – 56 points A+ 45 – 50 points A 40 – 44 points B 35 – 39 points C 30 – 34 points D 29 & under F

*** Students will be required to turn in daily “Did I participate today” forms as well as “Did my group members participate today” survey forms to detail contributions made to the project during class time. These will be scaled from 1 – 5, 1 being the lowest contribution and 5 being optimal contribution. Scores will be averaged and will count as 25% of their final grade.

Grade breakdown: Capstone Performance 65% Participation Survey 35%

This should discourage students from ‘zoning out’ during class time, since the highest grade they could make would be a 65 if they were trying to rest on the efforts of others. Two Alternative Solutions and “Best” Solution Analysis PBL Lesson Plan for Diverse Learners

Problem Statement: How can we, as program designers at (Student Named Travel Agency), design a 3-5 week study abroad program based out of Mexico City, Mexico, in such a way that  Participants are afforded 6 different opportunities to experience Mexican culture as it relates to art, music, dance, and history in Mexico City, Mexico.  Participants are afforded opportunity to be immersed in the target language conversationally for at least 4 hours a day throughout the course of the program in Mexico City.  Participants will have a choice of 2 relevant side trips that will enhance their understanding of the diversity of Mexican culture.  Travel, lodging, meals and other expenses associated with the program/outings do not exceed $2,500 U.S. dollars. Alternative Solutions Rudimentary Document

One possible solution that students may suggest would be for participants to spend 4 weeks in Mexico City attending Spanish classes and experiencing the culture of that city, then 1 week traveling to see Mayan ruins, the rain forest, etc. to experience the diversity of Mexican culture.

Pros Cons adequate time for language immersion in Mexico side trips might not sound as appealing to City prospective participants plenty of time to see cultural influences in Mexico too much time in Mexico City City reasonable to stay within budget not enough time outside of Mexico City side trip would provide great opportunity to language immersion program may be too intense for experience the diversity of Mexican culture a study abroad program

2 possible consequences of implementing Solution #1:  panel may feel that the experience does not merit the price  students may be intimidated by the 4 week immersion in Spanish

Another possible solution that students may suggest would be for participants to spend 3 weeks in Mexico City attending Spanish classes and experiencing the culture of that city, then 2 weeks touring the resorts along the coast of Mexico.

Pros Cons adequate time to experience culture of Mexico City less time in Spanish classes side trip activities would have strong appeal to cultural diversity outside of Mexico City would not prospective participants be readily experienced better balance of time between time spent in Mexico costs might exceed budget City and side trips the coast of Mexico is beautiful and they could get a not enough time in Mexico City great tan.

2 possible consequences of implementing Solution #2:  panel may feel that the trip will end up being too expensive  panel may feel that the time on the coast is too frivolous and non-academic

Best Solution

It would be in the best interests of the travel agency to choose the first solution listed above.

The documentation memo clearly stated that a primary goal of the program was to offer participants an opportunity to experience the diversity of Mexican culture. While appealing, the two week tour of the coast would have a stronger appeal to potential tourists rather than to students. The trips to see Mayan ruins and the rain forest would be much more in line with what parents and students would be looking for in a study abroad program. A comparison of hotel rates and travel expenses also indicates that it would be impossible to go with Solution #2 and stay within the bounds of the established budget. Above all, the program was to offer participants the opportunity to be immersed in the Spanish language while in Mexico. Due to its high number of tourists, participants would be more likely to encounter English along the coast than inland. Solution #1 also provides an additional week of classes in Mexico City, which would help promote the language immersion aspect of the program. While students might be inclined to want to enjoy the sunnier side of Mexico, they should remember who will be listening to their presentation. The director of Tourism would be more inclined to appreciate the benefits of Solution #1, since it is more student-based. Since the capstone performance is to be made to a school administrator and Spanish teacher as well, these individuals would also be inclined to worry about their students spending a significant amount of time on the coast of Mexico – more opportunities for teens to get in trouble or get their priorities confused. All in all, Solution #1 is the way to go. Debriefing Plan and Coaching Questions

Review of Student-Generated Solutions

Groups will be allowed 15 -20 minutes to present their solutions to the prescribed audience (other class mates, one parent, and one other Spanish teacher). Within this time period, the Program Coordinator will introduce their travel agency and individual group members. Using the relevant slides of the Power Point, the Mexico City research coordinator will present the 6 cultural activities to be experienced in Mexico City, as well as the opportunities for Spanish immersion. The Cultural Diversity research coordinator will take over, showing slides of the proposed side trips and giving 4 justifications for the trip the group has decided is the best solution. (If any of the group members disagree, he/she will have opportunity to present their 4 justifications for an alternative choice.) The travel/media coordinator will provide financial information and pass out copies of the travel brochure to the audience. The Program Coordinator will field any questions the audience may have.

Rating of Solutions

Audience members will have an evaluation form (see below) in order to rate best solutions presented by individual groups. Audience participants will rank the presentations on a scale of 1 to 5, 5 being the best. The group receiving the highest rating will ‘win’ the best solution category

Evaluation form sample:

GROUP NAME: ______

Believability of presenters 1 2 3 4 5

Creativity of Presentation 1 2 3 4 5

Feasibility of solution 1 2 3 4 5

Desirability of solution 1 2 3 4 5

TOTAL POINTS EARNED: ______5 Key Concepts/Issues

1. Teacher will ensure that students have considered the costs involved with various aspects of the trip to ensure that the trip is staying within the established budget. Coaching activity: Halfway through the project, group will be required to turn in a list of projected travel expenses. This will be considered a formative exercise. Teacher will provide input into expenses students may not have included in their projections.

2. Teacher will verify that the students are including a variety of cultural activities in Mexico City. At least one activity should relate to each of the following: 1) art 2) music 3) theatre/dance 4) history/culture 5) family life Coaching activity: Students will be asked to submit a website or resource list by day 3 detailing where they found cultural activity information for each of these areas relating to Mexico City.

3. Teacher will stay abreast of plans for language immersion throughout the trip. Coaching activity: Teacher will ask students to evaluate this aspect of the trip on the first day of class spent meeting as individual groups. Groups must seek teacher approval of their initial plan.

4. Teacher will guide the students to explore ancient Mayan and Incan civilizations during the planned side trip outside of Mexico City. Coaching activity: On day 3 of class time spent on research, teacher will circulate through the class, asking students about potential side trip destinations. If the ancient civilizations have not be considered, teacher will prompt coordinator to consider this important aspect of Mexican culture.

5. Teacher will encourage students to consider health/safety issues during the trip. Coaching activity: Halfway through the project, group will be required to turn in a list of projected travel expenses. This will be considered a formative exercise. Teacher will provide input into expenses students may not have included in their projections Possible coaching questions: C = cognitive, M – metacognitive, E = epistemic cognitive a) Meet the Problem  (C) What seems to be the most important issues presented?  (M) What possible sources would be useful in approaching this problem?  (E) What do we seek to gain through the completion of this project? b) Know/Need to Know Board  C) What information seems to be irrelevant to our project?  (M) Are there enough facts to guide you in solving this problem?  (E) What can we know about this problem? c) Problem Statement  C) What have you learned from the documentation that should be included in your problem statement?  (M) Have you included all relevant information in your problem statement?  (E) How will your problem statement assist you in solving the problem? d) Research  C) What services exist that might have information necessary to our research?  (M) Have you determined goals/strategies for your research?  (E) What makes a source reliable in regards to accuracy/content? e) Generating Possible Solutions  C) Have you found enough facts to come up with possible solutions?  (M) Outside of our class, who could you use as a sounding board for your ideas?  (E) If you were judging your solution, would it appeal to you personally?