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Module 9: Planning a project-based lesson (Outcomes (Sequence ELT project…
Module 9: Planning a project-based lesson
Outcomes
Sequence ELT project-based activities appropriately
Apply the sequence in realizing a project-based lesson in the new English textbooks.
List and explain the features of a project in ELT
content
Activities in preparation and realization of a ELT project
Project-based learning (PBL)
“a systematic teaching method that engages students in
learning essential knowledge and life-enhancing skills through an extended, student-influenced
inquiry process structured around complex, authentic questions and carefully designed products and task
and principles
based on authentic open tasks/ activities aiming at some outcomes.
projects foster students’ inquiry through autonomous learning and collaboration.
learner-centredness
projects should help students to apply and perform learnt knowledge.
advantages.
increase students’ motivation
teach and integrate all the four language
skills
boost both their individual learning styles and their relationships to
friends and teachers.
valuable break from classroom routines and allow students
to do something differently with authentic language
PLANNING A PROJECT-BASED LESSON
The objectives
basis for writing the project assessment scale/checklist.
main (language practice objectives) or subordinate (cultural knowledge objectives, learning strategy
objectives).
expressed in competence-based can-do statements.
ten steps of planning a project:
Step 1: Students and instructor agree on a project
Step 2: Students and instructor determine the final outcome of the project
Step 3: Students and instructor structure the project
Step 4: Instructor prepares students for information gathering
Step 5: Students gather information
Step 6: Instructor prepares students for compiling and analyzing data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the final activity
Step 9: Students present the final product
Step 10: Students and teachers evaluate the project
The driving questions
open-ended, with no one correct answer, based on an authentic situation, and feasible to measure the targets.
the driving questions may ask students to solve a
problem create a product, inform/convince others, form an opinion, survey the real world, or imagine/
try a different perspective
four phases:
developing
reporting
designing
evaluating
Challenges in PBL
• Time consumption
• Great efforts in preparation
• Some requirements on resources
• Teachers’ difficulties in designing authentic projects, designing the criteria, and the driving
questions, providing accurate feedback, using IT to support
• Students’ difficulties in knowing the appropriate learning goals, making inquiries
systematically, managing time, collaborating
• Learners using their own language
• Some learners doing nothing
• Groups working at different speeds
Definitions and features of projects in ELT
the result is predictable only to a limited extent.
a task
that requires initiative, creativity and organizational skills, as well as undertaking responsibility for
the solution to the problems connected with the topic.
specific kind of learning task, in which students are allowed to choose a topic and direction of its investigation.
essential components
Voice and choice
Authenticity
Critique and revision:
The public product
Sustained inquiry:
Reflection:
The challenging driving question
Method of assessment:
Student learning target
type of project
common types
Wall displays: posters, collages
o Reports/presentations: of surveys (class, family, community)
o Inventions: of transportation, houses, energy sources
o Tour guide booklets: of imaginary lands
o Models: of ideal vehicles, imaginary islands, countries
o Photo story books: using photos of families, towns, schools
o Magazines: of education, fashion
o Events: fashion shows, parties of celebrities, cultural demonstration
in ELT
Encounter projects
– students meet and interview tourists
– Students go to invite foreigners to classroom to talk
– Students visit and collect information from some English-speaking environment
Text projects: may not be face-to face encounter
– Sample texts and analyze them
Class correspondence– Bulletins or wall papers
Information survey and research
Production: Writing or speaking
Performance and organization:– Organize an event on a topic: