A Bridge of Words

PROJECT TITLE: “Self-Assessment and Course Reflection using iMovie”


LEVEL: 400-level German Literature and Culture Seminar
German 441 “A BRIDGE OF WORDS-WORTE ALS BRÜCKE” in collaboration with Max Kade writer-in-residence Zdenka Becker, S2008

– Demonstrate language skills (process writing and oral presentation)
– Showcase newly gained knowledge
– Reflect on learning in terms of meaning to oneself and expanded horizon
– Skills in development

  • Listening Course’s emphasis is conversation with author and playwright Zdenka Becker on how to create a play and perform  a staged reading.
  • Writing Process writing for project’s text preparation. Course’s emphasis was on writing the play-process writing for scene structuring, character development, dialog development.
  • Reading Several short texts by and with Zdenka Becker and repeated reading of own text for best results of final project
  • Speaking Conversation with Zdenka Becker throughout the semester, rehearsals for the performance, and repeated practice of own text for best results of final project

PROJECT DESCRIPTION: Create a “Digital Narrative.”

Project’s CONTENT:

  • Explain what the course was about (content and language development) and show representative examples of what you have heard, seen, read, and written.
  • Reflect on what you have learned in terms of cultural and literary knowledge and writing the play, and tell about the reasons and how the learning of this material is meaningful to you.
  • Comment on the expansion of your language skills (consider all four skills).


  1. PURPOSE What am I trying to accomplish? What is my central aim?
  2. INFORMATION What information am I using in presenting my materials? Why and in what way is the information appropriate for my purpose?
  3. QUESTIONS What question am I raising?  What question am I addressing?  Am I considering the complexities in the question?
  4. INFERENCES/CONCLUSIONS What conclusions am I reaching and how did I reach these conclusions? Is there another way to interpret the information?
  5. CONCEPTS What is the main idea I want to get across? Can I explain this idea? How can I explain it best?
  6. ASSUMPTIONS Am I taking anything for granted? What am I taking for granted? What assumption has led me to that conclusion?
  7. POINT OF VIEW From what point of view am I looking at the issue? Is there another point of view I should consider?
  8. IMPLICATIONS/ CONSEQUENCES What am I implying? If someone accepted my position, what would be the implication(s)?

Project’s FORM:
Write your text that is 6 minutes in length when spoken.
Make use of expressions and vocabulary as well as grammatical and stylistic features that clearly demonstrate your language proficiency level (Process writing: Turn in your text for evaluation and advice – max. 2x).
When you reached the level which you consider your final version, record your text for use in iMovie.
Use iMovie to support your text with images (stills, audio and video clips) and music.
LENGTH of Project: 6-8 minutes

Video and audio clips from our videoconference and our staged reading of our play “A Bridge of Words” that are stored on
the course’s Moodle page.

1. CONTENT: Using the ACTFL’s STANDARDS for Foreign Language Learning:
Communication, Cultures, Connection, Comparison, Communities

Intellectual prowess, evidence of critical thinking,
Reflection of your thinking and recognition process,
Demonstrating knowledge; showing increased level of inter-/ trans-cultural awareness and sensitivity,
Creativity, originality of artistic expression
Proper Length

German Language:  Using ACTFL Proficiency Guidelines
Quality of expression – vocab. & (idiomatic) expressions
Pronunciation and Intonation
Fluency of Text Presentation
Communicative Ability

2. FORM: Formal Quality of Project


Students spend a lot of time reflecting on what they have done during the semester and how the various materials and projects are connected. They must consider how much they have gained on factual and cultural knowledge and on the development of their language skills. They must explain whether and how they have reached their personal goals which they had to articulate in the first week of classes.

A community of co-learners: Teachers can learn a lot about their students’ attitudes and their language and info learning process and progress. Also by permitting students to speak openly about the course as an “object” that belongs to both professor and students they acquire co-ownership of the course. Not only are they allowed to make suggestions for course improvements such as content enhancement and efficient course structure, but more importantly, they must reflect on their own learning outcomes. Thus, the teacher has created a community of co-learners and will receives most valuable input into his/her course design.


Die Suche nach meiner Identität mit Sonja Lehner

Meine Betrachtung by Meredith Castor

This second sample was created by a student in a unique situation. This beginning German student joined the four-hundred level course in order to work closely with Zdenka Becker, Max Kade writer-in-residence during Spring 2008. You will notice in her self-assessment narrative below, begins primarily in English, and progressively increases her use of German to reflect her personal journey in the course.