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6051Project-based Learning - Coggle Diagram
6051Project-based Learning
goal
content knowledge
authentic materials
language
21st century skills
problem-solving
collaboration
critical thinking
communication
stages
Students accumulate the materials necessary for the project.
Students create their projects.
The teacher-coach and students negotiate the criteria for evaluating the projects.
Students prepare to present their projects.
Students discuss the background information needed for their designs.
Students present their projects.
Students take on the role of project designers, possibly establishing a forum for display or competition.
Students reflect on the process and evaluate the projects based on the criteria established in Step four.
The teacher-coach sets the stage for students with real-life samples of the projects they will be doing.
comparison:traditional and PBL
Project-Based Learning
Projects are the curriculum
Instruction is guided by student-identified ‘need-to-knows”
Teacher serves as designer, guide and facilitator
Focus on content and skills
Projects in the Traditional Classroom
Projects serve as ‘capstone’ at the end of a unit
Instruction is guided by textbook
Teacher serves as ‘holder of knowledge’
Primary focus is on content
traditional stages:
exam
project
review
quize
activity
lecture
quiz
activity
lecture
Grammar teaching
Traditional model:
Teach Grammar for Grammar’s Sake
解释规则：Explain several common ways to form past tense (use adverb such as 昨天; use aspect particles 过 or 了
分析例句：See examples of different sentences in past tense
专项练习：Do pattern drills, especially for 过 or 了
Communicative competence model: Teach Grammar for Communication’s Sake
Post task
Teach the forms of past tense, using sentences from the texts or from students’ output as example
During Task
Students work in pairs in which one member has read Story A and the other Story B. Students interview one another; using the information from the interview
Students figure out the things both did and the things both did not do
They then write up or orally repeat the story they have not read
Distribute two short narratives about recent experiences or events, each one to half of the class
activity
Grammar through structured input tasks
Matching-有意义的句子/词汇与图片匹配
Binary options-目标句型反复地出现在meaningful context里
Selecting alternatives-填空完成句型-口头/书写
Supplying information- 给定句子开头，剩下信息自己填写
Grammar in structured output tasks
project launch-entry event and rubric create "need to knows" and next steps
Form groups
activities, workshops, lectures, homework, research, labs
4.Benchmark
simulations, discussions, modeling, reading, interview, quiz
Benchmark
creating, feedback, building, writing, preparing, drafts
present
reflection on learning
Essence of PBL
student voice and choice:具体什么方面的，可以选择什么形式的产品，以presentation结束-reflection on the learning process （起初学生水平低，可以全班一起做，慢慢release control）
feedback and revision:针对产品制作的反馈
21st century skills: thinking, collaboration, communication
inquiry and innovation:guide student study -groups/whole - 共同的/不同的
publicity presented product；reflect to the community
need to know:为了做这个project我们要学习什么，developed什么？
driving questions or challenges:单元目标 语言目标 内容目标 生活的结合形成一个大的方向project topic
