Tieng anh lvt project based learning “halloween party for 11th grade students, luong van tuy gifted high school”

This study willaddress the inherently questionable problems regarding how to apply project- basedlearning in teaching HALLOWEEN PARTY for grade 11 students.. The focal point of this stud

English has undeniably proven its significance as one of the most fundamental andvital subjects in schools’ curricula With a view to harnessing the vast volume of theknowledge which can be immeasurably obtained from this language, a myriad ofresearch and studies have invested a considerable amount of effort in working out theapproach to putting the knowledge gained into practice, particularly, practical skills inactual reality Nonetheless, there are not many studies investigating the potential ofusing the language to become a means for practical communication in realcircumstances outside the class to enhance communication in English This study willaddress the inherently questionable problems regarding how to apply project- basedlearning in teaching HALLOWEEN PARTY for grade 11 students

The focal point of this study is the extent to which the theoretical backgroundconcerning project – based learning, the steps and procedure of a project – basedlearning lesson as an assistant for both teachers and students in achieving newtechniques, procedures, new knowledge and skill sets to improve their teaching andlearning abilities in real life In this study, we also illustrate the students’performance

in “project-based learning for 11th grade students at LVT gifted high school” fromOctorber to November for English major and we tend to use this teaching method fornon-major English students in another period of time this school year, 2021-2022

as a foreign language, it is a crucial language internationally speaking Learning tospeak English fluently is, therefore, quite a valuable skill Students are encouraged touse the verbal use of language to communicate with others in real situation, real life

A nontraditional education model - Project based learning seeking to better preparestudents for solving real-world problems and issueing while teaching them what theyneed to know to succeed in school when pocessding interpersonal skills is wisedlyapplied in English lessons right now

“Project based learning” is an increasingly popular trend in the 21st century aiming atsuggesting some practical methods or approaches for teachers to use as a reference

source for enhancing students’ language use in learning English in a dynamicclassroom to actively explore real-world problems and challenges and then acquire adeeper knowledge

This research was done to guide teacher feasible procedures used in a project basedlearning lesson as the seven steps guided in the theoretical parts in order to help teacherencourage students to develop a balanced, diverse approach to solving real-worldproblems, both on their own and in a team to give as the examples lesson done by thegrade 11th students of Luong Van Tuy Gifted High school When using project basedlearning, teachers prepare students for success in the real world like no otherteaching style can

2 Aims of the study:

This study is expected to provide an in-depth understanding of the Effective –project based learning and its realization in the form of interactive communication

in a real lesson as well as proposing lesson plan and typical activities as solutions toavoid ambiguity when applying this in real project – based lessons to maximize thestudents’ efficiency in actual communication academically and informally.Furthermore, learners and instructors might gain and develop interest in exploringthe shared difficulties and the suggested remedies put forward in this paper forfuture betterment of teaching projects

3 Scope of the study:

This study focuses on:

- The definition of Project – based learning, its numerous benefits to both teachers andstudents in language teaching

- Its gold standards for high quality project – based learning

- Its familiar types to students and teachers

- Covering some units in the textbook English 10, 11, 12 that can be taught in thisproject based learning and some types of vital Project – based learning assessments

- Providing the project – based learning procedure namely “HALLOWEEN PARTY”carrying out at Lương Van Tuy Gifted High school with the participation of grade 11students from Octorber to November 2021 and also the illustration of the lesson plan

4 Research time: From October to November 2021.

5 Significance of the study:

The study is expected to be beneficial to not only teachers and students at LuongVan Tuy Gifted High school in particular but also others from other schools ingeneral English teachers will be able to enrich their techniques in teaching project-

based, in improving students’ speaking performances, which can greatly benefitstudents.

Moreover, this study is believed to enrich other researchers’ references if they want

to conduct a research on the related topic

PART II: DEVELOPMENT

1 Definition:

English is obviously the most prominent language in the world today Perhaps not bythe number of native speakers, but when you consider all the people who learn andspeak it as a foreign language, it is a crucial language internationally speaking Toincrease students’ engagement and help them develop deeper conceptualunderstanding, discover principles that govern learning and teach them deeperknowledge, teachers nowadays often use “project based learning” considering to beone of the most potential solutions

Different linguists and instructors give their definitions of Project based learning asfollows: The roots of project based learning extend back over a hundred years, to thework of educator and philosopher John Deway (1959), whose laboratory School at theUniversity of Chicago was based on the process of inquiry He is recognized as one ofthe early proponents of project-based education or at least its principles through hisidea of "learning by doing" He promoted the so-called expressive or constructiveactivities as the centre of correlation Educational research has advanced this idea ofteaching and learning into a methodology known as "project-based learning" As stated

by Thomas (2000), “Project – based learning utilizes complex task, based onchallenging question or problems that involve students in design, problem – solving,decision making, or investigating activities, give students the opportunity to workrelatively autonomously over extended periods of time, and cultiminate in realisticproducts or presentations” It means that the students who have many opportunities topractice speaking English and get involved in meaningful communication especiallyhave a chance to apply language use in each unit of the textbook to do the project.Therefore, the process of teaching and learning could rise from dullness and learnerswould exploit their background knowledge of the subject and boost their language use.According to Edutopia (2016, AU 26) Project - based learning is “a dynamic classroomapproach in which students actively explore real - world problems and challenges and

acquire a deeper knowledge”

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamicclassroom approach in which it is believed that students acquire a deeper knowledge

through active exploration of real-world challenges and problems Students learn aboutthe subject by working for an extended period of time to investigate and respond to acomplex question, challenge, or problem It is a style of active learning and inquiry-based learning

Overall, Project-Based Learning is simply a method of structuring curriculum aroundprojects These projects highlight the process of learning itself by offering authentic,inquiry-based activities for learners to access content, share ideas, and revisit their ownthinking It often requires students not simply to collect resources, organize work, andmanage long-term activities, but also to collaborate, design, revise, and share theirideas and experiences with authentic audiences and supportive peer groups Studentsgain knowledge and skills by working for an extended period of time to investigate andrespond to an authentic, engaging, and complex question, problem, or challenge Itencourages students to develop a balanced, diverse approach to solving real-worldproblems, both on their own and in a team Project based learning prepares students forsuccess in the real world like no other teaching style can

2 The gold standard for high-quality PBL

Students work on a project over an extended period of time – from a week up to asemester – that engages them in solving a real-world problem or answering a complexquestion They demonstrate their knowledge and skills by creating a public product orpresentation for a real audience

As a result, students develop deep content knowledge as well as critical thinking,collaboration, creativity, and communication skills Project Based Learning unleashes

a contagious, creative energy among students and teachers

To help ensure the students are getting the main course and are engaging in qualityProject Based Learning, PBL works promotes a research-informed model for “GoldStandard PBL.” The Gold Standard PBL model encompasses two useful guides foreducators: 

3 Some main types of Project based learning familiar and beneficial to students

3.1 Challenge-Based Learning

One type of Project-Based Learning is Challenge-Based Learning–the learning driven

by the identification and mitigation of authentic challenges and problems native tostudents and their communities In that way, it is a multidisciplinary approach tolearning

It’s essentially a type of Problem-Based Learning rebranded by Apple in the early2000s in that both have to find solutions to problems over a period of time as theirstructure

3.2 Place-Based Education

Place-Based Education is an approach to learning that embeds students in their

‘place’–that is, the geographical and sociocultural spaces Promiseofplace.org says thisincludes the “local heritage, cultures, landscapes, opportunities, and experiences; usesthese as a foundation for the study of language arts, mathematics, social studies,science and other subjects across the curriculum, and emphasizes learning throughparticipation in service projects for the local school and/or community.”

Technically one could learn through a Place-Based Education and not do projects atall, but the idea of performing authentic work in intimate communities certainly lendsitself neatly to Project-Based Learning

3.3 Activity-Based Learning

Activity-Based Learning takes a kind of constructivist approach, the idea beingstudents constructing their own meaning through hands-on activities, often withmanipulatives and opportunities to experiment ABL can also be tied to other models,including Competency-Based Learning and Maker Learning

3.4 Other Types of Project-Based Learning

There are other types of learning that could qualify as a ‘type’ of PBL if the learning isdriven through the ideation and execution of a project–usually through inquiry, design,collaboration, and iteration over time It might even be considered misleading,confusing, or even ‘inaccurate’ to consider something like ‘Academic PBL’ or

‘Teacher-Centered PBL’ but the point is to clarify and emphasize the key elements ofPBL, and then consider some different approaches–some likely a better fit than othersfor your classroom

A few examples:

Inquiry-Based PBL: PBL where the emphasis is on inquiry

Genius Hour-Based PBL: a PBL experience driven by a student’s specific interests,passions, and gifts

Gamified PBL: PBL that has elements of gamification–levels, points, badges,challenges, etc

Scenario-Based PBL: PBL designed around specific scenarios–historical, creative,environmental, etc

Teacher-Driven PBL: PBL controlled more by the teacher than the student

Student-Centered PBL: PBL with elements and processes that are designed with thestudent’s ‘needs’ over other factors like available technology, time, etc

Authentic PBL: PBL based on concepts authentic to the student

Tangible PBL: hands-on PBL with physical artifacts

Digital PBL: PBL that is mostly/entirely digital

Academic PBL: PBL where the emphasis is on the mastery of academic standards

Open-Ended PBL: PBL where a project may not solve a specific problem and may not

be completed within the given timeframe of the classroom schedule and may have apurpose vaguer than that of other forms of project-based learning

Guided PBL: PBL characterized by the support of students by teachers, families,experts, or others

Self-Directed PBL: The opposite of Guided PBL

Collaborative PBL: PBL where the emphasis is on collaboration: student-to-student,student-to-expert, etc

Single-Disciplinary PBL: PBL where the majority of the work is done within a singlecontent area

Multidisciplinary PBL: PBL intentionally designed to incorporate multiple disciplinesand content areas

Maker Learning PBL: PBL that emphasizes ‘tinkering,’ making, experimentation, andresourcefulness to ‘make’ ‘things’

4 APPLICATION “PROJECT – BASED LEARNING” IN ENGLISH TEXTBOOKS 10, 11, 12:

1 10 Unit 3 – People’s background Speaking about someone’sbackground

2 10 Unit 9 – Undersea world consequences of sea problems.Talk about causes and

Offer solutions to sea problems

3 10 Unit 12 - Music Talk about favourite kind ofmusic

4 10 Unit 16 – Historical places Talk about a historical place inNinh Binh

7 11 Unit 10 – Nature in danger

Talk about environmentalpollution in Ninh Binhprovince: Causes,consequences and solutions

8 11 Unit 16 – The wonders of the world Talk about the wonders of NinhBinh province.

1 10 Unit 1 – Family’s life Speaking about someone’sbackground

2 10 Unit 4 – For a better community activities the young often do toTalk about the voluntary

5 10 Unit 9 - Preserving the environment

Talk about causes andconsequences of pollution.Offer solutions to problems

6 10 Unit 10 - Eco tourism Talk about the Trang An – Ecotourism ( Ninh Bình)

7 11 Unit 4-Caring for those in need activities the young often do toTalk about the voluntary

help others

8 11 Unit 5- Beeing part of Asean Talk about the culture diversityamong Asean countries.

9 11 Unit 6 - Global warming Talk about Global warming(inNinh Binh province): Causes,

consequences and solutions

10 11 Unit 7- Further education Talk about the furthereducation

11 11 Unit 8 – Our world heritage sites Talk about the wonders of NinhBinh province.

1 10 Unit 3 – People’s background Speaking about someone’s

2 10 Unit 9 – Undersea world consequences of sea problems.Talk about causes and

Offer solutions to sea problems

3 10 Unit 12 - Music Talk about favourite kind ofmusic

4 10 Unit 16 – Historical places Talk about a historical place inNinh Binh

7 11 Unit 10 – Nature in danger

Talk about environmentalpollution in Ninh Binh

consequences and solutions

8 11 Unit 16 – The wonders of theworld Talk about the wonders of NinhBinh province

1 12 Unit 1 – Home life Speaking about someone’sbackground

2 12 Unit 2 – Culture diversity Talk about the culture diversityof different countries in the

world

3 12 Unit 3 – Ways of socializing

Talk about some prestigiouscustoms and some ways ofsocializing to avoid cultureshocks

4 12 Unit 8 - New ways to learn Speaking about new ways that

students can explore to bettertheir studies

5 12 Unit 10 – Endangered species

Talk about causes andconsequences of theendangerment of some species.Offer solutions to problems

5 PROJECT – BASED LEARNING STEPS:

Project based learning is a dynamic approach to teaching in which students explorereal-world problems and challenges With this type of active and engaged learning,students are inspired to obtain a deeper knowledge of the subjects they’re studying.When designing or planning projects, the work or task is meaningful if it fulfills twocriteria First, students must perceive the work as personally meaningful, as a task thatmatters and that they want to do well Second, a meaningful project fulfills aneducational purpose Project based learning emphasizes learning activities that arelong-term, interdisciplinary and student-centered as the following steps:

 • Question • Plan • Schedule • Monitor • Assess • Evaluate

5.1.Question 

• Start with the Essential question

• Take a real-world topic and begin an in-depth investigation

• Make sure it is relevant for your students

5.2.Plan 

• Plan which content standards will be addressed while answering the question

• Involve students in the questioning, planning, and project-building process

• Teacher and students brainstorm activities that support the inquiry

• Facilitate the process (do not just grade papers)

• Mentor the process (set up meetings during the process)

• Make requirements clear by using descriptive rubrics

5.5.Assess 

• Make the assessment authentic The product should measure the knowledge or skillyou were hoping for them to learn

• Know authentic assessment will require more time and effort from the teacher

• Vary the types of assessment used

5.6.Evaluate 

• Take time to reflect, individually and as a group

• Share feelings and experiences

• Discuss what worked well

• Discuss what needs to change

• Share ideas that will lead to new inquiries, thus new projects

5.7.Following up 

• Please complete the survey linked below

• We are looking for ideas for a school-wide theme to use for our first Austin HighSchool PBL-Give us your ideas on the feedback form

In short, Project-based learning is a fun and creative teaching method that getsstudents involved in their learning, rather than handcuffing them to their desks andbooks These ongoing projects will stick with students well beyond your class andoffer a fantastic opportunity for them to work on developing many important skills.Try it out in your own class and see the benefits unfold for your students!

6 Project – based learning assessment:

Because PBL is about more than learning content, PBL teachers shouldinvestigate and experiment with multi-model strategies for assessing theirstudents' learning skills There are many resources and options teachers have toensure students are accountable as well as motivated both individually and within theirproject group as the followings:

6.1 Rubrics.

Rubrics play an important part in the grading of PBL artifacts They need to bedetailed enough that students understand what is desired of them once they achieve aspecific Student Participation in Project-Based Learning 7 problem solution It is alsoimportant that you share any rubrics prior to beginning an artifact (Bender, 2012)Creating rubrics for tangible artifacts is much easier than grading the intangible skills,such as participation and effort, for each student As described by the Buck Institute forEducation (2016), the 4 C’s are major assessment areas in PBL: Creative/criticalthinking, collaboration, communication, and creativity Using rubrics makes assessing

students on the 4 C’s much more simplistic and objective and should be used for bothindividual and group grades

6.2 Peer Evaluations

As a facilitator, the teacher doesn’t always see all that goes on within a group Givinggroup grades for all artifacts doesn’t allow for accountability for students who takeadvantage of what Lim (2012) calls social loafing, where students assume that theirgroup members will pick up their slack Peer evaluations can also be unreliable whenfriends are part of the same groups Lim conducted a study to determine what studentsbelieve their peers should be graded on The results indicated that students find socialcollaboration more important than intellectual contribution, something that teacherscan’t easily observe With more accountability on individuals within a group,motivation can occur naturally There are many ways that Lim suggests that studentscan grade their group members including peer nominations, peer rankings, and peerratings Bender (2012) adds that peer evaluations don’t need to be done at thecompletion of a project but also can be effective if conducted throughout the processwhere teachers can intervene with individuals or the team if needed—helping to reducethe “friend effect” Regardless of the type of peer evaluation, Lim’s study indicatedhow important students find that rating their peers is in PBL projects

6.3 Self-Evaluations and Reflections.

Having a student determine their own grade on a certain artifact based on a numericalscale can be very difficult when some students inflate their Student Participation inProject-Based Learning 8 grades and others are too hard on themselves (Bender 2012).However, just like with peer evaluations, self- evaluations are important as it givesstudents a chance to self-regulate their learning They can therefore give teachers asense of their feeling about their own participation Bender suggests these be done boththroughout and at the end of a project He also advocates that doing this gives teachers

an opportunity to hold student-teacher conferences to determine what their “real” evaluation should look like Reflections on the other hand can be done bothindividually and by groups Having students reflect on various components of the PBLproject can help develop questions students may have and create a more clear vision.For instance, students can reflect on the driving question or they can reflect on how

self-their brainstorming session went—giving teachers a sense of understanding aboutwhere the group is headed (Bender, 2012) Warren (2016) recommends thinking ofreflections in three phases: in-action (midst of action), on-action (after action), and for-action (guide to future action), where for-action allows students to think about howthey can improve on the next PBL project

7 SOME SUGGESTED PROJECT – BASED LEARNING :

PART III: PRACTICAL APPLICATIONS:

PROJECT – BASED LEARNING “HALLOWEEN PARTY”

by 11 th grade students at LVT Gifted High School

I Overview

The newly found hypothesis that ESL teachers may have problems with teaching ESLstudents using project – bassed has informed us in our designing and implementing of

the project “ Project – based learning “ HALLOWEEN PARTY” at grade 11.

Aiming at improving the complexity of students’ oral production, we have specificallydesigned lessons including different tasks that revolve around a common theme “Halloween party”, giving teacher clear reference to reclycle the prioritizing targettasks

As observers, we took note of the procedures that students in each group did andprovided helps if necessary Finally, we assessed the students’ results and give themsome feedbacks so that they can made lots of progress in the next lessons

Described in the table below are the stages of our project-based learning “HalloweenParty”, which were carried out both online and offline

Stages Time Description Work

arrangement

Delivery task

One week( From the first ofOctorber to the 7th

of Octorber)

Teacher works withstudents to groupstudents into 4groups: Teamleaders and thethree other teams

students discuss and

structure of thetopic

HALLOWEENPARTY

Online groupwork ,in group of 7students viaMicrosoft Team

Teacher organized atwo – hour face – to– face meeting withstudents to discussthe themes to beworked on

Face – to- facemeeting withteacher

Students workedoffline, collectingtopic-related ideas,and organized those

in a sharedNotebook

Students workedindependently, then

as a whole group

Teacher preparedlesson plans, basing

on the suggestedideas of the fourteams

Actual

implementation (From the 10

th to

28th Octorber, 2021)( Session 1: 16thOctorber, 2021)( Session 2: 23rdOctorber, 2021)(Session 3: 28th

-The lesson plan isdesigned according

to the topicHalloween party

( As supplementaryappendix)

-The class isdivided into 3 parts

Offline:

- Self – study +independent work-Group discussion

to make sure how todecorate their coneramazingly most,how to choose the