1. Defining terms
   1. There is list of slips of vocab words with the definitions written separately. Each group is given six minutes to work together to match them up.
   2. Groups share definitions of vocab words
2. Sorting Projects 1
   1. Each group is given an envelope with papers describing projects. Each person at the table take turns reading what each paper says and decide whether is goes into unit project or course project or both.
3. Sorting Projects 2
   1. For each pile of projects that have been sorted, they will now be sorted into project specifications which are as follows: Classroom only, classroom and campus community, classroom and local community, classroom and global.
4. Selecting Appropriate Projects
   1. Each group is given two envelopes, one marked “context” and one marked “solution.” The context cards are piled face-down in the middle and the solution cards are divided out equally among the group members. For each context card, each group member presents a solution card. For example, if the context card notes a class of learners that want to work with native speakers, a solution card might have a project that involves interviewing locals for a survey.
      1. Ex. Class cookbook idea (intermediate writing class need to work on fluency in writing. Solution: students prepare a potluck and bring a dish from their culture. They need to write down the recipe and write about the dish in terms of history and culture. The class puts together a cookbook in the end).
   2. Review blue packet
      1. We review items 2-7 and decide on a context for planning. The following is the unit that we constructed:
   3. Group Presentations
      1. Sara was our spokesperson and presented our idea to the group

         Appreciation and Take Aways

         1. Sally – I enjoyed working with this group. Because we had a good rapport, we were able to share many creative ideas with one another and to build on one another’s creativity. The idea that I will take away from this workshop is the recipe lesson plan that we created. I’d like to explore it again in Curriculum Design.
         2. Sara – I really value working with Ben and Sally because even though we think differently at times, we are very good at creating a cooperative project and putting all of our ideas into one. This workshop (combined with the recent experience team-teaching with Annabelle) is very encouraging for my personal growth as a teacher using collaborative practices to construct a unit plan that will be affective in the classroom.
         3. Ben – I feel like each group member contributed something different and values different methods of teaching. We came up with a project idea that encompasses  writing skills, oral presentations, and cultural competence; all of which are excellent components of a language lesson. I will certainly keep this lesson in mind for future lessons and add it to my pedagogical repertoire. It’s encouraging to  see how these different approaches to teaching can mesh into a fun and engaging lesson plan.

Blog entry by Sara, Sally, and Ben