16 September 2017

Visitor Videos - Cultural comparison PBL

They will be here in two weeks. They do speak English, but it is not their first language. They may have traveled to the U.S. before, they may not. One thing is for sure.

They have never seen anything quite like Gaston County.

It's as true for our community as it is for anyone's: there are some things about it that would be familiar even to international travelers, but there are other things that you just won't get if you "ain't from 'round here."

Our Sister Cities amigos from Peru (and Germany) will be here soon, and we've made arrangements to take a field trip with them, to show them our area and to just be together. We're all hiking up Crowder's "Mountain," which, FYI is about the same level at its peak as the lowest point of Cusco. There were a few things that our kiddos mentioned might have made them feel better prepared for Peru had they been warned, so we (okay, I) thought we'd get our amigos ready before they leave.

I had brainstormed a list of possible topics with some teacher amigas, and everybody raised their hand for the topic they were interested in:

  • Social media & technology  
  • Style and trends (clothes, music, etc) 
  • Money/prices 
  • Appropriate clothes/weather
  • Emergencies
  • Bathrooms 
  • Transportation
  • Families/homes
  • School
Then I grouped them in 2s and 3s accordingly.

They've listened to my stories, done a teeny bit of research, and sent some Flipgrid video questions via our kiddos (which will hopefully get answered in the next week or so), and now it's time to start planning our visitors' videos.

They've started working on their scripts, making sure that
  1. Each group member will speak for at least 30 seconds of the video.
  2. All group members speak in complete sentences in understandable Spanish.
  3. Each group member writes their own lines AND adheres to translator policy.
We brainstormed some "datos importantes" about Gaston County first, then played "Similar o diferente" (I picked one response at a time from their Google Classroom question, asked "¿Es similar a Perú o diferente de Perú?", counted to 3, then let them respond). They very wisely said yo no sé to some and I think started to really realize some of what we take for granted in our Gastonian culture! (WHAT? No Cheerwine in Peru???)

Once I've had a chance to look over their group scripts and discuss them with them, they can begin filming and/or editing. I will have them submit their notes in a note on Seesaw with a recording of them rehearsing so I can give them some pronunciation pointers, too--just so they're understandable.

They'll submit their videos next week and have them posted to our amigos in Peru, perhaps via YouTube, and the videos themselves will be scored according to this single-point rubric (but only for a daily work or quiz grade):


I think our amigos will get a kick out of the videos and maybe even feel a little more at ease when we're climbing that "mountain" in a few weeks. But however they feel, I know our kids will be a little more open-minded when they get here.

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