TEACHING INNOVATION Topic: ENHANCING AWARENESS OF LOCAL HERITAGE CONSERVATION FOR 11TH-GRADE STUDENTS AT KY SON HIGH SCHOOL THROUGH A PROJECT-BASED LESSON IN UNIT 6 OF THE ENGLISH
INTRODUCTION
Rationale
Local heritage conservation plays a vital role in maintaining cultural identity and historical values for future generations Unfortunately, many young individuals, especially students in remote areas, often lack awareness of their local heritage To address this challenge, incorporating heritage conservation into English language education through project-based learning (PBL) offers an effective solution.
Local heritage reflects a community's history, culture, and identity, encompassing both tangible elements like historical sites and artifacts, and intangible aspects such as folklore and traditional crafts In Ky Son, a culturally rich region, students are immersed in these valuable historical elements However, globalization and modernization threaten the preservation of traditional knowledge and practices Therefore, educating students on the significance of heritage conservation is crucial for instilling pride and a sense of responsibility in preserving their local traditions.
English language education provides an excellent platform for interdisciplinary learning The English 11 textbook - Global Success, particularly
Unit 6 emphasizes the importance of global and local heritage, providing an excellent opportunity for students to explore their cultural backgrounds while enhancing their language skills By integrating heritage conservation topics into English lessons, students not only refine their communication abilities but also gain a richer appreciation of their own cultural heritage.
Project-based learning (PBL) is an effective instructional method that immerses students in real-world tasks, fostering active learning and critical thinking By engaging in PBL, students take charge of their education through topic investigation, peer collaboration, and the creation of significant outcomes In teaching Unit 6, implementing a PBL approach allows students to delve into their local heritage, conduct research, and present their findings in English, enhancing both their content knowledge and language skills.
Integrating local heritage conservation into English lessons supports Vietnam's national education objectives, focusing on competency-based learning and fostering global citizens with strong local identities This project allows students to meet English curriculum requirements while actively participating in national heritage preservation efforts.
The project-based lesson in Unit 6 of English 11 - Global Success significantly enhances 11th-grade students' awareness of local heritage conservation at Ky Son High School This educational approach deepens their understanding of cultural heritage while simultaneously improving their English language skills.
The project enhances language skills and develops critical competencies, empowering students to value and safeguard their heritage This initiative ensures that future generations stay connected to their cultural roots while equipping them for success in a globalized world.
During the teaching process on the theme of heritage conservation, I found that students participated actively, proactively, creatively and were very interested
To raise awareness of local heritage conservation and enhance the basic competencies of Ky Son High School students, I conducted a study titled "Enhancing Awareness of Local Heritage Conservation for 11th-Grade Students at Ky Son High School through a Project-Based Lesson in Unit 6 of the English 11 Textbook - Global Success."
Aims of the study
This study aims to raise awareness of local heritage conservation among 11th-grade students at Ky Son High School through a project-based lesson derived from Unit 6 of the English 11 textbook, Global Success The primary objectives of the study include fostering a deeper understanding of heritage conservation and engaging students in meaningful projects that highlight the importance of preserving local culture.
- To train students in how to research, observe, interview and plan about the world around them
The goal is to equip students with essential knowledge and skills while fostering positive attitudes and developing their capabilities This includes instilling a sense of national pride, love, and responsibility towards their homeland, as well as educating them on the importance of preserving, protecting, and promoting the natural beauty of both their local area and the country as a whole.
- To improve language skills for students, the project encourages students to use English in contexts, improve their speaking, writing, reading and listening skills
- To provide critical thinking, cooperation, creativity and problem-solving skills, which are essential skills for students' future academic and career success
- To give students a chance to interact with adults, historians and local artisans, creating a bridge between generations and strengthening community relationships.
Scope of study
- The study is concerned about investigating the local culture values in Ky Son district and the effectiveness of using them in teaching and learning English
- The study was going to be conducted at Ky Son high school, and class 11C3, 11C6 were asked to participate in the study.
Method of the study
- Survey and practical research methods
Time of execution
Structure of the study
In addition to the problem statement and conclusion, the content of the topic includes the following parts:
- The background of the study (theoretical background and practical background)
- Lesson plan and experiment at Ky Son High School
MAIN CONTENT
THEORETICAL BACKGROUND
1 Theory of innovative teaching methods
In accordance with the Law on Education established on June 14, 2005, and its amendments, as well as various resolutions from the National Assembly aimed at innovating general education programs and textbooks, significant adjustments have been made to the implementation roadmap Notably, Resolution No 88/2014/QH13 and Resolution No 51/2017/QH14 outline the necessary reforms in educational content Additionally, Decree No 69/2017/ND-CP defines the organizational structure and responsibilities of the Ministry of Education and Training, further supporting these educational advancements.
2006 of the Government Pursuant to Decision No 404/QD-TTg dated March 27,
In 2015, the Prime Minister approved a project aimed at innovating general education programs and textbooks This initiative focuses on enhancing the quality of comprehensive education by emphasizing the development of ideals, traditions, ethics, lifestyle, foreign languages, information technology, and practical skills, ensuring that knowledge is effectively applied in real-world situations.
The education system in our country is transitioning from a content-focused approach to a competency-based model, driven by innovative teaching methods introduced in the 2018 General Education Program.
Teaching methods refer to the strategies and approaches used in the interaction between educators and students within specific educational contexts, with the goal of achieving established teaching and learning objectives By implementing innovative teaching methods, educators can enhance the development of essential skills and competencies in learners.
Choosing effective teaching methods and learning techniques is essential for developing self-study and scientific research skills in students Approaches like mind mapping, brainstorming, and project-based learning can significantly enhance students' interest and passion for learning.
- Selecting and using teaching methods and learning techniques to promote positivity and independent cognition; Developing creative thinking in students such as discovery learning, problem solving learning, game methods, etc
Choosing effective teaching methods and techniques is essential for cultivating practical skills and enhancing problem-solving abilities in real-life situations This includes the implementation of practice and experimental methods to foster a deeper understanding and application of knowledge.
Effective English teaching employs various methods to enhance students' qualities and abilities, including project-based learning, group learning, problem-solving learning, and visual learning.
Heritage refers to the cultural elements of a society, including traditions, languages, and historical buildings, that have been established in the past and continue to hold significance today Our heritage encompasses these vital aspects of our identity.
- Tangible heritage as our historical sites, buildings, monuments, objects in museums, artefacts and archives
- Natural heritage like our waterways, landscapes, woodlands, bogs, uplands, native wildlife, insects, plants, trees, birds and animals
- Intangible heritage as our customs, sports, music, dance, folklore, crafts, skills, and traditions
Vietnam's heritage is a vibrant blend of cultural, historical, and natural elements, shaped by a rich history and diverse influences The nation's deep cultural heritage, developed over thousands of years, is highlighted by several UNESCO World Heritage Sites, such as the ancient town of Hoi An, the Complex of Hue Monuments, and the Thang Long Imperial Citadel, each offering unique architectural and historical significance.
Vietnam boasts a rich intangible heritage, highlighted by traditional crafts, folk music such as Quan họ and Ca trù, and significant festivals like Tet Nguyen Đan (Lunar New Year), all of which are integral to daily life The country's natural heritage is equally stunning, featuring breathtaking sites like Ha Long Bay, Phong Nha-Ke Bang National Park, and the Mekong Delta, known for their remarkable landscapes and biodiversity Furthermore, Vietnam's heritage showcases a unique identity formed by a harmonious blend of indigenous traditions and foreign influences from cultures such as China and France.
Vietnam embraces modernization while diligently preserving its heritage through conservation efforts, cultural education, and tourism initiatives This commitment not only fosters national pride but also enhances the country's appeal to global visitors, showcasing its rich historical roots and vibrant cultural identity.
2.3 Some local heritage features of Ky Son district
Ky Son in Nghe An is a vibrant region characterized by the rich cultural diversity of four ethnic communities: Thai, Mong, Kho Mu, and Kinh Each group boasts its own unique cultural traditions Notably, the Mong people celebrate their heritage through bull fighting festivals, Pao throwing, and Cu Xia singing, all accompanied by colorful costumes and the melodious sound of the Khen.
The cultural heritage of the Thai people is vividly expressed through ancient stilt houses, the Khau Bua Sa festival, and the New Rice celebration, which feature traditional elements like jars of rice wine, Bamboo dancing, Lam Vong dancing, and Khac Huong singing These cultural identities encapsulate the "soul" of ethnic minorities, showcasing a rich diversity and essence shaped by generations of creative labor This heritage reflects the open-mindedness of the people, the grandeur of nature, and the resilience against natural disasters and the passage of time.
project lessons - English Book 11 - Global Success
Cultural and natural heritage is vital for maintaining national identity and connecting people to their history Unfortunately, many heritage sites are at risk of loss or destruction due to time, natural disasters, and human activities Therefore, it is crucial to raise awareness about heritage conservation, particularly among the younger generation The English 11 - Global Success program's Unit 6, titled "Preserving Our Heritage," aims to deepen students' understanding of local heritage through project-based learning This lesson not only enhances language skills but also fosters awareness and encourages action towards heritage conservation.
The project lesson enhances students' understanding of the significance of local cultural and natural heritage by exploring famous landscapes, ancient architecture, traditional festivals, and crafts from their hometowns This experience fosters an appreciation for heritage as a blend of historical relics and cultural practices, encouraging students to value and preserve it Additionally, the project develops language skills and critical thinking, as students conduct research and engage in discussions in English This process not only improves their reading, writing, listening, and speaking abilities but also hones their critical thinking by evaluating local heritage conservation challenges and proposing solutions, effectively applying their language knowledge in real-world contexts.
The project lesson fosters a sense of community responsibility among students by highlighting the importance of local heritage conservation It emphasizes that preserving heritage is a collective effort, not solely the duty of the state or conservation organizations This awareness empowers students to recognize their role in heritage preservation, motivating them to engage in activities such as advocacy, participation in conservation efforts, and encouraging community involvement in protecting cultural heritage.
Besides, the lesson also helps students practice teamwork and research skills
In project implementation, students must gather information, analyze data, and present their findings effectively Collaborative group work enhances their ability to listen, cooperate, and exchange ideas, ultimately fostering improved communication and creative thinking skills.
The project offers valuable practical lessons, enabling students to initiate activities that promote heritage protection within their schools and communities This experience reinforces the understanding that heritage conservation is a personal responsibility that everyone can embrace in their daily lives.
The project lesson of Unit 6 – English 11 - Global Success enhances students' awareness of local heritage conservation while developing essential skills like critical thinking, teamwork, and effective English usage Most importantly, it fosters a love and sense of responsibility for their homeland's heritage, empowering the younger generation to become protectors and preservers of cultural values for the future.
1 The textbook “Tieng Anh 11 – Global success”
1.1 An overview of the textbook “Tieng Anh 11 - Global Success”
The textbook "Tieng Anh 11 – Global Success," edited by Hoang Van Van, features significant updates from its previous edition, focusing on four essential themes: Our Lives, Our Society, Our Future, and Our Environment These themes are organized into ten units, each comprising eight lessons, including Getting Started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, Looking Back, and Project Each lesson is intended to be completed within a 45-minute class session.
1.2 An overview of the theme “Preserving our heritage” in the textbook “Tieng Anh 11 – Global success”
The sixth unit of the textbook "Tieng Anh 11 – Global Success" focuses on the theme of "Preserving Our Heritage." Each lesson within this unit is designed to support and enhance the understanding of this central theme, emphasizing the importance of cultural preservation and its relevance in today's world.
Lesson 1: Getting started – Heritage sites in Viet Nam
Lesson 2: Language – Vocabulary (Our heritage)
Lesson 3: Reading – Reading an article about an ideas competition for preserving heritage
Lesson 4: Speaking – Preserving cultural heritage
Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex
Leson 6: Writing – a leaflet about ways to preserve Trang An Scenic Landscape Complex
Lesson 7: Communication and culture – Preserving heritage around the world
Lesson 8: Looking back and project - How can we preserve our heritage?
2 Situation of learning about local heritage in the High Schools
To assess students' understanding of local heritages, I conducted a survey targeting 11th grade students at Ky Son High School This survey aimed to identify the challenges they encounter while learning about local heritage, allowing them to share their feelings, opinions, and needs The findings will contribute to raising awareness of heritage conservation among students in Ky Son district.
(Source: Data processed from author's survey)
Survey link: https://docs.google.com/forms/d/e/1FAIpQLScwhWvNfgj2-
Kx_zzKBwMs-kYJDj8_tIevJElX6EHawrF7b9w/viewform?usp=header
The survey result of 300 students in 11th grade at Ky Son High School, I found that:
Many students have grasped the concept of heritage, identifying local heritages and engaging in activities aimed at studying and protecting them They are eager to preserve and promote local values through project assignments, such as designing leaflets and posters Over 80% of students express a desire to create these materials to enhance their understanding of local history and geography while showcasing the unique aspects of their culture This initiative contributes to the promotion of tourism in the district, fostering connections with both domestic and international visitors.
Students are keenly interested in the origin, significance, and preservation of local heritages Many express a desire to engage in projects that involve designing leaflets aimed at conserving these heritages This initiative provides them with valuable opportunities to enhance their language skills, including speaking, writing, research, and presentation abilities.
The survey results strongly motivated me to explore the topic of enhancing local heritage conservation awareness among 11th-grade students at Ky Son High School This study focuses on implementing a project-based lesson derived from Unit 6 of the English 11 textbook, "Global Success."
3 Situation of teaching local heritage for students at Ky Son high school
My research focuses on the integration of local heritage into education, aiming to enhance students' understanding of the origins and significance of these heritages Through a survey conducted with nine English teachers at Ky Son High School, I explored how this approach can foster essential competencies and promote awareness of heritage conservation among students.
Survey for teacher: https://docs.google.com/forms/d/e/1FAIpQLSdAG7rZAD6Nd_PykHjxDH8 vjQ3vr4OmwRqpAOo-8R1gAb5iPA/viewform?usp=header
1 Do you often mention local heritages while teaching lessons in Unit 6 –
B Yes, but I do it less
2 What extent and scope do you often teach your students about local heritages?
A Some heritages in Nghe An province
B Some heritages in Ky Son district
- Result survey: (at Ky Son High School – 9 votes)
(Source: Data processed from author's survey)
The survey results indicate that most teachers have not effectively utilized local heritages in their teaching, often only providing brief introductions without in-depth exploration Additionally, the predominance of Kinh ethnic group teachers in areas with significant ethnic minority populations creates challenges in understanding and integrating local heritages into the curriculum Consequently, teachers encounter difficulties in organizing activities that encourage students to learn about their local heritages, leading to infrequent engagement with these important cultural resources.
11 mention it in teaching and are not satisfied with the educational effectiveness of this content area for students
III LESSON PLAN AND PRODUCT EXPERIMENTATION
1 Methods used in guiding students to make leaflets and brochures to raise awareness of preserving local heritages in Ky Son district
The 2018 general education program emphasizes a blend of theoretical and practical learning To enhance teaching effectiveness and foster student qualities and abilities, a variety of innovative teaching methods are employed.
1.1.1 Definition of project-based learning
Project-based learning is a teaching method in which students undertake a complex learning task that combines theory and practice, creating products that can be presented
CONCLUSION
Novelty of the study
The initiative has introduced innovative solutions to enhance awareness of local heritage, with several proposals successfully implemented and tested over the past two school years, generating enthusiasm among teachers and students This approach not only enriches students' understanding of local heritage and interdisciplinary knowledge but also cultivates essential learning and life skills, particularly in interviewing, presentation, and creative thinking Furthermore, it aligns with the Ministry of Education and Training's goals for innovative teaching methods and assessment practices, addressing the current educational landscape.
Scientific nature of the study
The article emphasizes scientific accuracy and employs appropriate research methods that align with the subject matter Its logical and rigorous structure adheres to established regulations, presenting the content in a coherent manner The processing and analysis of documents meet the standards of scientific work, while the arguments are tightly constructed, thorough, and highly persuasive.
The methods are combined smoothly, supporting each other, besides helping students grasp knowledge systematically, teachers can also easily improve, expand
46 knowledge, and connect with real life, thereby students have the opportunity to develop their abilities and practice necessary and useful life skills.
Effectiveness of the study
This educational method is clearly presented and easy to implement Over the past two years, my colleagues and I have tested its effectiveness, which has shown significant improvement The advantages of this approach are substantial for learners, teachers, and schools alike.
Participating in the project enhances students' essential skills, including communication, language, and creative thinking, which are crucial for their future career paths Additionally, engaging in experiential activities within the community fosters a deeper love for their homeland By diversifying teaching methods, students become more active and engaged in their lessons and subjects.
For teachers: project-based and experiential education creates conditions for teachers to improve their professionalism and cooperation among colleagues as well as opportunities to build good relationships with students.
Recommendations
Educating students about the importance of preserving local cultural heritages and promoting cultural values through projects and practical experiences is essential For this approach to yield significant and sustainable results, it is crucial to engage the full attention of management levels, various sectors, and society as a whole, particularly in the realm of education management.
- There needs to be close coordination between schools and local authorities of villages, communes, and village elders to effectively implement the project
- Create conditions in terms of facilities, time, funding, and human resources for educational activities to be carried out effectively
- Open training courses to improve teachers' capacity in using and applying innovative teaching methods in general education programs
To effectively enhance capacity education by integrating local cultural values for the youth, it is essential to have comprehensive direction, guidance, and support from educational authorities and local government agencies.
To organize activities to learn about local heritage effectively, teachers need to:
- Determine the right mindset and attitude for themselves and their students:
47 the importance of educating awareness of preserving local heritage and developing necessary capacities in life
Teachers must select the right organizational structure and meticulously design extracurricular activities at every stage This includes naming the activity, setting clear objectives, defining the content and format, preparing the necessary conditions, and creating detailed plans for implementation.
- In particular, teachers need to constantly study, improve their experience in organizing, and guiding students to carry out creative experiential learning tasks
To achieve success, it is essential for teachers to integrate information technology into extracurricular activities Additionally, investing in the evaluation of these activities—covering aspects such as format, methods, and tools—is crucial to ensure that they hold practical significance.
Active participation in all stages of project activities is essential for students to develop knowledge, skills, and positive attitudes, which are crucial for career choices and lifelong learning This engagement helps them become valuable members of society After completing group work and project experiences, students should reflect on their lessons learned to enhance their participation in future activities.
1 The General Education English Language Curriculum issued with the Circular
No 32/2018/TT-BGDDT dated 26 December 2018 of the Minister of Education
2 Resolution No 29-NQ/TW on fundamental and comprehensive innovation in education and training, Hanoi
3 Ministry of Education and Training (2019), module 1, Understanding the general education program - High school program
4 Ministry of Education and Training (2020), Module 2, Using teaching methods, education to develop qualities and abilities of high school students in English, Ho Chi Minh City University of Education Publishing House
5 David Graddol (2006), English next, Vol.62, British council London
6 Islam, C & Mares, C (2014) Developing materials for language teaching Bloomsbury Publishing 86-195
7 David A Kolb (2015), Experiential learning: Experience as the source of learning Development, second edition
8 Nguyen Thi Huong (2020), Some methods of teaching English to students through experiential activities, Education Magazine, special issue October
9 Tiếng Anh 11- Student’s book –Global success, Education Publishing House and Pearson
10 Tiếng Anh 11- Work book -–Global success, Education Publishing House and Pearson
11 Tiếng Anh 11- Teacher’s book - –Global success, Education Publishing House and Pearson
APPENDIX 1: PRE – QUESTIONNAIRE ON LEARNING AND TEACHING ABOUT LOCAL HERITAGE
This questionnaire seeks to identify the challenges you encounter in learning about local heritage Your honest responses will assist us in enhancing our teaching methods and better supporting your educational journey.
A traditions, cultures passed down from previous generations
B historical sites, natural landscapes passed down from previous generations
C traditions, culture historical sites, natural landscapes, artifacts passed down from previous generations
D artifacts passed down from previous generations
Question 2: How many local heritages do you know?
Question 3: Do you often introduce local heritages to your friends?
Question 4: Do you want to learn about your local heritage?
Question 5: What activities have you participated in to learn about local heritage?
A Interview (ask the elderly) B Visiting C Mass media
Question 6: What activities have you participated in to preserve or protect your local heritages?
A Join the Culture and Arts Club to preserve local cultural identity
B Propaganda to protect heritage through posters and slogans
C Make videos, write articles to introduce local heritage and post on social media
Thank you for your time! Your answers will help us support you better
APPENDIX2: POST – SURVEY: STUDENTS' LEARNING ATTITUDES AFTER THE LESSON
Thank you for participating in our project lesson Your feedback will help us improve out teaching methods Please be honest in your responses
Read the following question and decide whether they are suitable for you Tick () the appropriate box
Part 2: Students' learning attitudes after the lesson
How do you feel about creating meaningful products and participating in experiences?
Thank you for your feedback! Your responses will help us make reading lesson even better
Survey link: https://docs.google.com/forms/d/e/1FAIpQLSdvfRxaoVK9MZ1lxBN_SCCK4Buf xWNZm9PD61uZXZy W9B5w/viewform?usp=
Teachers’ feedback survey after teaching
Read the following question and decide whether they are suitable for you Tick () the appropriate box
Easy to do and effective
Difficult to implement and not very
Continue to implement and replicate
Continue to implement and improve effective
How do you think about organizing activities to enhance awareness of local heritage conservation for
11th-grade students at Ky Son high school through a project-based lesson in unit 6 of the English 11 textbook - Global
APPENDIX 3: SURVEY ON THE NECCESSITY AND FEASIBILITY OF SUGGESTED TEACHING INITIATIVE
This questionnaire aims to support the study titled “Enhancing Awareness of Local Heritage Conservation for 11th-Grade Students at Ky Son High School through a Project-Based Lesson in Unit 6 of the English 11 Textbook - Global Success.” Your responses are crucial for this research, and all information you provide will be used solely for research purposes.
Please put a tick () and fill in the information where necessary
Question 1: Which school you are working for?
A Ky Son high school B Others
Question 2: Is it necessary to enhance awareness of local heritage conservation for
11th-grade students at Ky Son high school through a project-based lesson in unit 6 of the English 11 Textbook - Global Success in present time?
A Unnecessary B Less necessary C Necessary D Very necessary
Question 3: Is it feasible to enhance awareness of local heritage conservation for
11th-grade students at Ky Son high school through a project-based lesson in unit 6 of the English 11 Textbook - Global Success in present time?
A Unfeasible B Less feasible C Feasible D Very feasible
Survey link: https://docs.google.com/forms/d/1JLkuHt_w9N3rrkOqYW_qxxGmBWNJvXyqrV9ohbknQ/edit
APPENDIX 4: SOME PICTURES OF STUDENTS IN PRACTICE
Photos of some local heritages collected by students
Roofs were made of Po Mu wood – Huoi Giang 1 village, Tay Son Commune
Puxailaileng mountant – Na Ngoi Commune
Thai ethnic brocade craft village - Na village, Huu Lap commune
Pu Nha Thau Temple – Na Luong 2 village, Huu Kiem commune
Source: Khánh studio – Ky Son district (Group 4 - 11C6)
Muong Long 1 village- Muong Long commune
Source: Khánh studio - Kỳ Sơn (Group 5 – Class 11C6)
H’Mong cake (H’mong ethnic people) – Ky Son district
Bamboo dance (Thai ethnic people) – Na Khuong village – Na Loi commune
Old Tower – Yen Hoa village, My Ly commune
Rattan and bamboo craft village – Dinh Son 1 village, Huu Kiem commune
H’Mong ethnic brocade craft village – Pha Xac village, Huoi Tu commune
Tet offering tray of Thai people – Pieng Pho village, Pha Danh commune
Khen dancing (H’mong ethnic people) – Tay Son Commune, Muong
Long commune, Nam Can commune
Village elder, Na Luong 2 village –
Village elder, Na Khuong Village -
Source: Group 1 – Class 11C6 Source: Group 1 – Class 11C3
Village elder, Huoi Giang 1 Village,
Source: Group 3 - Class11C6 Source: Group 2 – Class11C3
Village elder, Yen Hoa Village,
Village elder, Muong Long 1 village,
Source: Group 4 - Class11C6 Source: Group 4 – Class11C3
Images of students making brochures and posters in class