THE IMPLEMENTATION OF PROJECT WORK DIFFERS GREATLY FROM ONE INSTRUCTIONAL
PROJECT-BASED LEARNING
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| Ecuador 2012 |
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| Ecuador - 2010 |
Working with Project-Based Learning let me figure out how the teacher works can be divided in different parts even with teacher guidance or only with the students creativity and always goes longer than expected. Once the instructor guides them step by step students go through an extended process of inquiry in response to a complex question problem or challenge. It is so demanding in effort, and time but the results in knowledge and confidence are really incredible and rewarding. While allowing for some degree of student “voice and choice”, rigorous projects are carefully planned, managed, and assessed to help students learn key academic content, practice all the skills together called 21st Century Skills (collaboration, communication & critical thinking), and create high-quality, authentic products & presentations also the Emotional Effect in confidence is collected in specifics PBL
SUMMARY CONCLUSION
We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below.
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| Ecuador - 2013 |
• Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources.
• Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project.
• Strive to engage students in all stages of the project. Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement.
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| Ecuador 2013 |
• Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for meaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning.
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| Ecuador 2012 |
• Integrate tasks that require both independent and collaborative work. Help students reach an agreement about different team member responsibilities. Students should view each other as single links in a chain that unites, through exchanges of information and negotiation of meaning, to produce a successful project outcome.
• Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity.
• Take advantage of Steps 4 (Instructor prepares students for information gathering), 6 (Instructor prepares Ss for compiling and analyzing data), and 8 (Instructor prepares Ss for the final activity ) to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project.
• Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their Classrooms and develop actual projects for and with their students.
Resource T 10
Bülent Alan and Fredricka L . Stoller
T U R K E Y A N D U N I T E D S T A T E S
IDEAS AND GOOD EXAMPLES TO USE IN ENGLISH CLASS
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| China - 2013 |
Nowadays, in my Spanish and English class, I use to work with my Chinese students in Speaking with confidence. So at this point, I could realize that the problem in speaking is not only for a foreign language it is in the same mother language. Therefore, it’s a normal problem in every human being. They’re so shy and struggle in public speaking. In that way, I need to work with them in confidence. In my English class, I have two classes per week, every Monday which means I must take an advantage from this short period of time.. So I really love to plan PBL activities, role plays, country or hometown presentations, real problems for real solutions or simply to have fun into an interesting topic being discussed with my students.
Actually, I’m working in Drama Activities; short role-plays do the trick! I provide my students with a framework for them to put in a creative content and role play in a true-to-life situation or even spontaneously about tell a story together. Recently you know perfectly the catastrophe about the Boeing-777 got lost/kidnapped or something else.. in Malaysia and Asian Sea. So it’s always in the news and such a great opportunity to research and collect all information about and show in classroom in a process of 3 weeks. In the end they could show A REAL NEWS AND TV SHOW.
TYPE: Drama
TITLE: WHAT HAPPENED WITH THE BOEING 777
AIM: To practice inquire information questions & answers, type interviews in an imaginative way.
TIME: 20 to 30 minutes
STAGES:
- (5 mins.) Ask an imaginative student to sit comfortably on a chair with eyes closed. Tell him/her that he/she is a Representative from MAYSIA Airlines and proceed to 'interview the Representative in a gentle voice:
"What happened to this flight?"
"Where was the specific position from the airplane?"
"What happened with the pilots, aircrew, and passengers?”
"Tell us about the last news."
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| China 2013 |
“…….” (students continue with the questions getting involved with family’s aircrew and passengers) I establish with the other students that you may only ask questions which are equally appropriate for this REAL SITUATION. Then monitor while the other students proceed with the interview.
(15 - 25 mins.) After this initial interview is over, my students will be eager to get involved in such emotional representation, then I put them in groups of 3 or 5 and let the interviews continue allowing about 5 minutes per interview.
No matter the mistake or bad pronunciation are made the most important is only to speak with confidence. The feedback is at the end.
My next step in this PBL is to establish groups and allow them to create their own TV SHOW in other specific topic, they should film it. With my Spanish students and other English majors’ students, we’ll make a booklet in 4 different languages (Spanish (my mother tongue), English (students & me), French (me) and Chinese (students). This will contain common questions related to learn a language with useful information and with a communicative learning approach. Speak it easy!
Then I’ll plan other activities or probably another "crazy idea" - PBL comes to my mind
Thanks for your comments.
Best regards
Wilson P. Chiluiza Vásquez
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