Collaboration

**Students as collaborators use their native and acquired languages to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal.**
 * 2. Collaboration**

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Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

zip code || Level, Language || Novice Proficiency Range Example || Intermediate Proficiency Range Example || Advanced Proficiency Range Example || Recommended Tools and Resources || can be used with more advanced learners as well (presentational writing, asynchronous communication) ||  ||   || Lyons || @froggieflo || Matamata College || NZ || French Junior ||  ||   || Create a project like a movie in a group. each member brings their own strength into the group ||  || 68788 || Spanish ||  || After reading the cultural stories and discussing the artwork created by Carmen Lomas Garza, small groups of students collaborate to create a video, podcast or performance sharing one of the Mexican cultural activities such as making tamales, cascarones, birthday barbecue with piñata and the cakewalk. Students then collaborate as a class to illustrate and write a cultural story depicting everyday events in their lives. The stories are then presented as a book or slideshow and shared with ELL students or school children in another country. ||  || Cuadros de Familia and En mi Familia by Carmen Lomas Garza Podcast Slide Share or Powerpoint Video camera || Publisher or Pages Ning, or Blogging site of choice Currency converter calculator airline sites tourism sites-Spain, Google Earth declaration documents, faux passport,TSA site, AudioBoo || CT 06032 || Any || Previous individual projects have become collaborative projects with an extra facet in the rubric to include collaboration for both writing and speaking. The hypothesis is that the quality of the work will go up for all. Examples: 1) Writing and presenting a puppet show that includes questions posed by all the subject pronouns and using adverbs of frequency. 2) Matching chunks of language and glueing them into notebook with images from Google specific to target culture. 3) Making a poster for "Will the real Jorge please stand up" with four computer or magazine illustrations with bubbles telling origin and likes. Students wander around room with partner identifying the "real Jorge" or "real Dora" according to description, origin and likes. Pleasant surprises! ||  ||   ||   || & Guiomar Borrás || b.quiros-winemiller@gcmail.maricopa.edu guiomar.borras@gcmail.maricopa.edu || Glendale Community College || Glendale, Arizona 85302 || All levels of Spanish ||   || Students have been invited by the marketing manager from the community to visit a Hispanic market in their city or area. Students work in teams to find a product they have never seen. With the product in hand, they will ask a clerk in Spanish few questions such as: 1. What is the product for? 2. How do you use it? 3. How do you prepare it if the product is edible? 4. What product is similar in our U.S. markets? For the multimedia presentation project, some of the students will prepare a digital poster with the new products they saw at the market, and another group will make a digital brochure for an advertisement campaign to introduce new products. For the next visit with a new class, the experienced students will share their experiences. ||  ||   ||
 * Name || E-mail || School || City, State,
 * Michelle Emery || memery@burrburton.org || Burr and Burton Academy || 05254 || all levels of French ||  || We find penpals on epals.com and then make a blog on edublogs.org (or similar site) and make posts for them to respond to. Each student has their own blog, and the teacher is co-administrator on each blog
 * Sherwin Little || littles@ih.k12.oh.us || Indian Hill High School || Cincinnati OH 45243 || Latin, all languages ||  ||   || Jigsaw activities require students to rely on each other to understand text. Students work in small groups to read one part of a text, then are paired with others to understand the text as a whole ||   ||
 * Florence
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern HS (now retired) || Batavia, Oho 45103 || French and Spanish -all levels ||  ||   || Bullfight Festival: Both French and Spanish classes research bullfighting and explore connections to literature, music,etc. in their respective target language countries, then compare and contrast the differences in practice and perspectives between the target language communities The classes then work together to stage a school wide "Bullfight festival" that might include mock bullfights, flamenco dancing, a variety of informative displays, literature or poetry readings, dramatizations, movies, authentic snacks, etc. Since there are numerous activities that might be done under this broad thematic unit heading, I would envision the use of all three communicative modes , with emphasis on interpretive and presentational. || internet resources, materials gathered from embassies, travel companies, bullfight associations in the target countries, etc. ||
 * Jody Ballah || ballahjy@uc.edu || Raymond Walters College || Cincinnati OH 45236 || French ||  || Students research job ads on French internet databases (or in print media) to locate jobs they are suited for. They choose one each and prepare themselves for an interview by writing a resume and cover letter and submitting it to classmates. Students are placed into small groups (inteview teams) and must review the documents of prospective applicants. An oral interview in a panel format - students prepare questions for their colleagues and the interviewee must explain their skills and why they should get the job. Students "rate" candidates on a rubric that they have designed as a team. ||   || internet employment sites, job ads from newspapers, magazines ||
 * Marlene Knobbe || mknobbe@gacatholicschool.org || Guardian Angels Elementary || West Point NE
 * Jill Camargo || sracamargo83@gmail.com || Archbishop Bergan High School || Fremont NE 68025 || Spanish ||  || Trip to Spain--Students plan a two week trip to Spain. Students working in groups research airfares, passport application process, airline regulations, and transportation in Spain. Students, small groups, research Spanish cities to include in an itinerary that has prices, address, and other important information in the target language. The class works collaboratively to build the itinerary. Students keep a daily journal about preparing the trip and their "experiences" on the trip, all written in target language. Each student creates a tri-fold tourist brochure about a city or site that the student researched. Students draw daily from a stack of cards, that has a dilemma or experience that they must solve. Example: Students decide to visit (insert site) that is not on the itinerary on their free time, how do they go about getting there? Students request information from the Tourist Board of Spain or Spanish Embassy along with doing internet searches ||   || Google Docs, Excel
 * Sara-Elizabeth Cottrell || cottrellse@gmail.com || Whitefield Academy || Louisville, KY 40228 || Any ||  || Students record video and take photos (writing explanations) in categories of school, city, and home life. They make a digital poster for each area and share with students at a partner school in TL country. (presentational) ||   || Digital camera, internet, website such as Glogster (recommend); YouTube for videos related to city, Creative Commons search for images related to city. ||
 * Christi Moraga || trigal@comcast.net || West Woods Upper Elementary School || Farmington,
 * Bel Winemiller