Part 1 Introduction

Overview

This project aims to provide new international students in Halifax with a deep understanding of Canadian culture through firsthand exploration and experience of Halifax's waterfront. Through interaction with locals and tourists, students will have the opportunity to learn about and experience the lifestyle, history, and culture of the area firsthand. This activity is more than just a simple outing; it's a process of deep learning and authentic cultural experience.

Reason for Choosing This Theme

There are several reasons for choosing Halifax's waterfront as our object of study. First, as a cultural symbol of coastal cities, the waterfront carries rich historical and cultural values, serving as a link between the past and present, and between the local and the foreign. For Halifax residents, the ocean shapes unique living habits such as diet and entertainment. It is not just a source of livelihood or a natural landscape; it also symbolizes openness, freedom, adventure, and endless possibilities. Therefore, the ocean is an important cultural symbol in the local culture, shaping the collective identity and personal identification of the residents. Second, many of our team members were born and raised in places close to the sea, having cities with similar waterfronts. We have a special attachment and affection for the ocean and waterfronts. Moreover, when we first arrived in Halifax, the waterfront provided us with great comfort and inspiration. It is not just a geographical location but a place that can evoke emotions and memories. Lastly, through interactions with several locals in Halifax, we learned that the waterfront is also considered one of the symbols of Halifax. It represents not only a part of the natural landscape but also the local culture, economy, lifestyle, and even spiritual symbolism.

Educational Objectives and Activities

The core objective of this project is to allow students to deeply understand the unique culture of Halifax waterfront through firsthand experiences and practical activities. The dominant activities include: Interview Activity: Students will be divided into groups to interview locals, learning about their connection to the waterfront and its significance in their lives. Cultural Experience: Visiting historical museums and local dining, allowing students to experience the cultural connotations of the waterfront from multiple perspectives. Reflection and Sharing: Through group discussions and sharing, creating a waterfront tourist brochure, encouraging students to share their observations and feelings.

Thematic Content Overview

Our program, "Discovering and Appreciating the Diverse Cultures of Halifax Waterfront" aims to immerse students in the rich tapestry of Halifax's waterfront. Participants will delve into the waterfront's historical and geographical context while embracing its vibrant lifestyle. The curriculum covers a spectrum from structural aspects—understanding the waterfront's history, geography, and lifestyle, to factual—exploring shopping, food, landmarks, and activities. It emphasizes ethnographic learning by observing residents' lifestyles, fostering an appreciation for life and diversity. Interpretatively, the program connects students with the city's history and global culture through interactive activities, exhibitions, and festivals, enhancing their understanding of geography's impact on cultural and social development and promoting openness to multiculturalism.

Methodology and Learning Goals

Adopting a Project-Based Learning (PBL) approach infused with the Pedagogy of Encounter, our course design steers students beyond the classroom to the Halifax waterfront for direct engagement with local life. Spanning three sessions, the course's core theme promotes the discovery and appreciation of the waterfront's diverse cultures through exploration. Learning goals are categorized into knowledge—gaining insights into the waterfront's history, geography, and lifestyle, skills—developing interviewing techniques, enhancing writing through brochure creation, and refining presentation skills, and attitudes—cultivating a love for life and openness towards multiculturalism through cross-cultural experiences and activities. This holistic approach encourages students to appreciate diverse cultural backgrounds through firsthand experiences and interactive learning, ultimately fostering a well-rounded understanding and appreciation of Halifax's waterfront culture.

Part 2 Step-by-Step Guide for Teachers

Lesson 1

Lesson Overview

This lesson comprises two main parts: an introduction to the overall project and preparations for an interview in lesson 2. We primarily employ the pedagogical approaches of information and preparation, along with Task-Based Language Teaching (TBLT). The teacher's role is that of a facilitator and supporter during this 120-minute lesson. Physical objects, videos, and other teaching tools are used in a group learning setting to engage students throughout the in-class presentation.

Step-by-Step Guide

（1）Pre-Task:

Step 0: Distribute Project Guides.

Step 1: Introduce the Topic with a Video

Show a video about the waterfront using PowerPoint (page 3). After viewing, guide students to discuss the term "waterfront" and its characteristics. Use questions like "Where is it?" and "What can you see?" to introduce the theme of the Halifax Waterfront. To give a general idea of Halifax Waterfront to students

Step 2: Have students check the map of Halifax Waterfront and participate in a Scavenger Hunt in pairs.

Using PowerPoint (pages 4-7) and the map in the Students Project Guide to guide students to explore three topics: food, history, and activities. Display three images representing these themes and have pairs guess where on the map they can find these scenes. The first pair to find them wins. This activity aims to spark interest in the waterfront and provide a concrete concept of the three themes.

Step 3: Guide students in classifying the locations they found.

Use PowerPoint (page 8-10) and a video to guide students in classifying the locations they found. In groups, have each group find at least one location corresponding to food, history, and activity and place the information on sticky notes on the appropriate category on the board. This step reinforces their understanding of the waterfront content and lays the groundwork for the project.

Step 4: Present the entire project plan to the students.

Using PowerPoint (page 11) to present the entire project plan to the students. The project involves group collaboration to create a tourist guide brochure, culminating in a presentation. The process includes interviewing locals at the Halifax Waterfront for information. The project spans three lessons: today's class for forming groups and preparing, the next lesson for interviews and experiences at the waterfront, and the final lesson for compiling information, creating the brochure, and presenting the outcomes. Then, outline the session's schedule with PowerPoint (pages 12-13). Make sure to confirm that students have understood the key information, inviting questions and clarifications.

Step5: Forming groups and assigning role

Using PowerPoint (page 14), instruct students to form groups of four based on shared interests in the topics of food, history, and activities. Guide them in assigning roles within the group and recording their group information on page 1 of Project Guides with pencils.

Step6: Guide students voting the top 3

Using PowerPoint (page 15) and the categorized information on the board to select the top three things interested in experiencing. Suggest that students discuss their points of interest and reasons before voting. Have them record their top three choices in Project Guides with pencils. Remind them to use their smartphones to photograph the board's information for group discussions. This step helps to form preliminary ideas for the brochure content.

（2）While-Task:

Step1: Guide students through brainstorming effective interview techniques, watching a video on interviewing passersby, and discussing the key takeaways in groups.

Use PowerPoint (page 17) to prompt students to brainstorm several questions related to conducting interviews. Proceed with PowerPoint (page 18), where students watch a video on interviewing passersby and discuss the questions from the previous slide. Finally, using PowerPoint (page 19), facilitate a discussion on the dos and don'ts of interviewing and summarize the key points of conducting street interviews. This step aims to prepare interview manner for the interview

Step2: Brainstorm interview questions:

Lead a brainstorming session with PowerPoint (page 20) for students to come up with language for interviews based on their group's topic and the video they watched. Offer support as needed while circulating the classroom.

Step3：Prepare interview tools:

Use PowerPoint (page 21) to guide a discussion on the tools needed for street interviews, highlighting the basic tools such as video recording, photography, and note-taking. Encourage the use of portable devices like smartphones for these purposes.

Step4: Guide students to mock interviews with guests:

Using PowerPoint (page 22). Remind students that this includes fully role-playing the interviews and noting any issues. Aim for a guest count that matches or is half the number of groups to ensure each group can conduct an interview while another observes. Monitor the class and note any problems, helping students become familiar with interviewing to reduce anxiety during real interviews.

（3）Post-Task:

Step1: Adjust roles and language:

Use PowerPoint (page 24) to reflect on and adjust the roles and language based on the mock interviews. Encourage students to consider reallocation of roles and to refine their interview questions.

Step2: Review and complete the Project Guide:

Guide students to fill in and revise page 3 of their Project Guides, further clarifying the action plan.

Lesson 2

Lesson Overview:

In this lesson, students will delve into the Halifax Waterfront, conducting interviews, observations, and discussions to gain a deeper understanding of its various aspects including food, activities, and history. By the end of the lesson, students should have documented interactions with locals and record firsthand recommendations to enhance their understanding and promotion of Halifax Waterfront.

Step-by-Step Guide

（1）Pre-Task

Step1:Brief Recap and Review (8:00 - 8:15)

Briefly recap the objectives of the previous lesson to refresh students' memory. Review the interview questions guide to prepare students for developing the project.

Step2:Preparation (8:15 - 8:30)

Review the interview questions guide once more. Encourage students to prepare any necessary materials for conducting interviews.

（2）While-Task

Step1:Group Interviews (8:30 - 11:00)

Guide students to approach locals and conduct interviews regarding their experiences and recommendations related to Halifax Waterfront. Encourage students to delve deep into their observations and record their experiences thoroughly.

Step2:Group Discussions (11:00 - 12:00)

Allow students to discuss their choices based on votes and the insights gathered from interviews.

Step3:Break (12:00 to 13:00)

Provide a break for students to refresh and recharge.

Step4:Experience and Recording (13:00 - 15:00)

Direct groups to follow up on their discussions by experiencing and recording their findings in groups. Assist students in synthesizing information, identifying patterns or trends, and drawing conclusions about Halifax Waterfront.

（3）Post-Task

Step1:Discussion and Reflection (15:00 - 15:45)

Gather all groups back together and facilitate a discussion on their observations, interview findings, and experiences. Guide students to fill in the relevant sections of their project guide, reflecting on their exploration, interviews, and experiences.

Step2:Conclusion (15:45 - 16:00)

Summarize key takeaways from the lesson. Provide instructions for the next class to transition smoothly.

Lesson 3

Lesson Overview

This lesson mainly focuses on students’ presentation, they need to conclude what they have collected from lesson 2, reach an agreement about what to select as well as what to discard, and they need to produce their final product--a tourist guide brochure, each group contributes to part of it until they combine the three parts together as a whole brochure. This lesson is a 100% student-centered classroom, the role of the teacher is mostly a facilitator instead of a lecturer or a manager. The teacher guides and monitors their process, offers help when needed, and gives feedback after listening to and seeing their products.

Step-by-Step Guide

（1）Pre-Task:

Step 1: Review for lesson 2.

If the interval between lesson 2 and lesson 3 is long, students likely forget about what they did last time. This review is crucial, and it’s important to ask students to bring what they filmed and notes during lesson 2 to the classroom beforehand. Direct the attention of creating a tour guide brochure back to students.

（2）While-Task:

Step 1: Let students work in groups to discuss their experience and choose the final content for their brochures.

While students work in groups, the teacher walks around in the classroom as a helper and facilitator, ready to answer students’ questions and participate in their talks, since they have to select the content for the final brochure, there might be disagreements even arguments, the teacher has to be ready to cope with these kinds of situations. As they are international middle school students, this process helps them to build and strengthen their communicative skills as well as intercultural understanding.

Step 2: Let students use the website called Canva to create their own parts for the final tourist guide brochures.

By using the website Canva, they can create their own template and designs, enabling them to choose different sections of the brochures in a digital version. This is the main part of the final product, teacher has to be ready to offer help both in content and form.

Step 3: Present their final brochures in front of the whole class, one group by one group.

Each group by each group, students present their final product to the class. They must introduce their content and explain why they design that way. The teacher has to pay attention to time and role allocation and make sure every student contributes to their group presentation. Also, the teacher guides peer comments after each presentation, encourages students to find positive and inspiring parts from each presentation, and offers useful comments to their fellow students.

（3）Post-Task:

Step 1: The teacher gives opinions and concludes the presentation.

To conclude the lesson, the teacher gives final comments and opinions and, in the end, lets students combine their parts as a whole tour brochure. Through this process, students learn to cooperate more by working with other groups, and by coming across different forms and designs, they polish their understanding of different cultures and habits, moreover, better embrace the culture behind Halifax Waterfront.

Step 2: Students explore the official website of the local tourism bureau, and email them directly.

Students finalize their product by combining three modules together, after they have the final brochture, students learn to find the local tourism government bureau online and explore their contact information, in the end, they email their final brochure digital version directly to the bureau. The teacher facilitates students to write emails when needed.

Teaching Materials（Excerpt）

Teaching Slides

Handout