Integrating Mobile Technologies in Multilingual Multimedia Projects

Friday, June 27, 2014

11:30 AM to 12:45 PM


Melda N YIldiz


1. Welcome/ Introduction to MMM gallery walk

a) Distribution of mini book- (10 minutes)

b) Activate the QR code in your mobile device.



d) Pre-survey-

e) Explore as much stations as possible using your mobile device.

Please visit the at least three stations around the room. Collect minimum for 10 MMM points. Each station you explore gets you one MMM point. if you reflect on your learning how to integrate technology in K16 classroom you get 2 points, If you share one thing that you use in your classroom with your colleagues, you will get three MMM Points.


1. Welcome/ Introduction to MMM project- (5min)

2. Ice Breaker- 10-15 min. Bingo- complete one row questions while going around the room to find someone who speaks one foreign language, Asian language, lived abroad, visited Asia, drink Mongolian salt tea, have the same Chinese birth year of animal, person who say thank you in 3 or more Asian language, etc.

3. Project Based Learning Activity. (10 min.)

4. Name Your Company – Create Your Vision (5 minutes) Participants will be asked to get into groups of 4-5. Each group will be given an iPad and materials (such as Alpha Boxes, Persuasion Map to outline your thesis statement) for your group PBL project.

5. Identify best technology resources- Gallery Walk (20 minutes)

Writing a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map- Participants are encouraged to: a) collect ideas from the MMM Gallery Walk as well as developing a simple survey and ask your peers to make a convincing argument)

6. Create a 30 sec-3min Presentation (Group Activity) (10 minutes)

7. Celebrating our projects (Group Activity) (15 minutes)
Presentations-10-15min. Each group will present their project. One or two members of the group will present the news outlining the facts and one representative from each group will be one evaluation team/ editorial board scoring news reporters and the posters based on a rubric. The group who receive the highest score will receive a certificate.

8. Asia Society Board of Trustees selects the Company (One selected member of the group will be in the Board of Trustees circle and the other group members will present the poster) (5 minutes)

1) Introduction


You have been newly hired to work for an advertising company and placed in an "Innovative Team” that would like to receive the bid from Asia Society Board of Trustees to promote Multilingual and Multicultural Multimedia in NYC public schools. Board also would like to use your company’s research to request more funding from the state. You will work with your group to design a research-based poster which will be presented to the Board of Trustees of Asia Society.

The “Problem”: This company is new and had no previous track record. You need to make sure your research-based ideas will bring your first business.

You have been chosen to be on this team because of your special talent and skills. Remember, you only have a short amount of time to put together this presentation (until 12:25am. Friday June 27) and your project has to be the winner.

Your presentation needs to be researched-based, transdisciplinary, innovative, and integrates multilingual multicultural resources. It must have a strong thesis statement and you must convince the Board of Trustees that your ad campaign is “innovative, educational and appropriate for K12 classroom in NYC.
You will only have 3 minutes to present your poster.

Look around the room….you have 3 or more advertising companies that will be bidding on this project.

Best of luck!

2) Create Your Vision & Name Your Company

Choose a Team leader, Time keeper, Graphic Designer, Researcher, Writer, Technical Support, Presenter, etc.
  • Read all the directions through before beginning this task.
  • Your objective is to create an image / visual / logo with your Company's name and vision.
  • Pick a title that reflects your mission/ vision of your company.
  • Assign roles, as needed (graphic designer(s), time keeper, writer(s), etc…).
  • Complete this task in 5 min.

3) Gallery Walk (20 min)

Alpha-boxes can be utilized as you explore ideas and resources through your gallery walk to help you to prioritize information from the text and create a concise summary based on this information.

As you explore each Station, try to find important facts, ideas, or resources which begin with each letter of the alphabet. Find the most interesting facts you can for each box. Place these facts next to the initial letter they begin with. While the goal is to have one fact for each letter, only important facts should be used, hence making it sometimes necessary to skip letters and other letters may necessitate double facts.
This strategy will help you to both prioritize and recall the important facts used in the text. The completed Alpha Boxes will aid you in writing a concise summary of the text.

Each group will be provided the following:

Ipads with internet access
  • Paper
  • Pencils
  • Markers

Use Alpha Boxes in the link to record your key points in each article you read, take notes individually.

4) Write a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map- (15 minutes)

The Group Leader will be responsible for these following these steps and filling out the Persuasion Map with the Team.
Your Company’s overall “goal” is to have the Board to choose your Research Based advertisement idea. But why should they choose your company? What one statement can your company create, based on the articles you have read, that will compel the Board to choose your product? This statement will become your “goal” or “thesis” statement.
Once your Company has a draft of the thesis statement, write it in the “Goal” box in the “Persuasion Map.” As your group works, you may want to further refine this thesis statement.
Now, based on the articles you have read, find three compelling reasons to support this goal.
Finally, give facts and examples from the articles you read.
NOTE: Due to time constraints today, while formal referencing can be limited, make sure you reference at least the author, date, and title for all reasons and facts.

In our term paper, we will use APA style.

Creating a 2-3 min. Presentation (Group Activity)

Team Leader reads the directions below.
Identify roles (i.e. presenter(s), graphic designers, time keeper.

Create a research based poster and prepare Presentation

Now that you have your thesis (goal), reasons, and facts, you are ready to create your poster and presentation. Please use the following hints to make your group stand out.

Presentations Use Visual Grammar
Do not quote the author try to rephrase
It is beyond showing a power point slide on a screen.
It needs to written grammatically correct and visually appealing.
It showcases your research. More visuals than text.
It emphasizes the important points and thesis (goal) without visual clutter.
It indicates the main points and facts graphically with a clear message.

6) Each group member will pick two students to present the poster and also one person to score the posters. (review person will play the role of a judge/ board member)

Members of the Board will be given the rubric below to judge your presentation:


Gallery Walk learning stations-

Persuasion Map-

Alpha Boxes-

Asia Society. (2008). Going global: Preparing our students for an interconnected world. New York: Author.

Biber, G. E. (1831). Henry Pestalozzi and his plan of education: Being an account of his life and writings. London: J. Souter.


Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, DC: Author.

Gabbard, W., Starks, S. H., Jaggers, J., & Cappiccie, A. C. (2011). Effective Strategies for Teaching Cultural Competency to MSW Students in a Global Society. World Academy Of Science, Engineering & Technology, 801389-1393.

Kandel, I. (1930). International understanding and the schools. Address delivered before the National Association of Secondary School Principals. In I. Kandel, Essays in Comparative Education (pp. 228–235). New York: Teachers College.

National Research Council. (2007). International education and foreign languages: Keys to securing America's future. Washington, DC: National Academies Press.

Partnership for 21st Century Skills. (2007). Beyond the three Rs: Voter attitudes toward 21st century skills. Tucson, AZ: Author.

Reimers, F. M. (2009). Global Competency. Harvard International Review, 30(4), 24-27.

Reimers, F. (2009). Educating for Global Competency. In J. E. Cohen & M. B. Malin (Eds.),International perspectives on the goals of universal basic and secondary education. New York: Routledge.

Tran, L., & Nyland, C. (2013). Competency-based training, global skills mobility and the teaching of international students in vocational education and training. Journal Of Vocational Education & Training, 65(1), 143-157. doi:10.1080/13636820.2012.755215

Why We Need Competency-Based Education

Global Competency Rubric-

Global Mindset-

Why assess?

WorldSavy- Global Competency Report

Leading for Global Competency