Making full use of the application of PBL in teaching speaking skill in english textbooks, education publishing house

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA 4 HIGH SCHOOL EXPERIENTAL INITIATIVE MAKING FULL USE OF THE APPLICATION OF PROJECT BASED LEARNING IN TEACHING SPEAKING SKILL, E

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

EXPERIENTAL INITIATIVE

MAKING FULL USE OF THE APPLICATION OF PROJECT BASED LEARNING IN TEACHING SPEAKING SKILL, ENGLISH TEXT BOOKS, EDUCATION PUBLISHING

TABLE OF CONTENTS

I- INTRODUCTION……… 1

1 Rationale……… 1

2 Aims of the study……… 1

3 Objects of the study……… 2

4 Methods of the study……… 2

II- CONTENTS OF THE STUDY……… 3

1 Theoretical background……… 3

2 Practical background……… 4

3 Applying PBL in teaching English ……… 7

4 Results of applying method……… 15

III- CONCLUSION……… 18 Reference books

Appendix 1: PROJECT TEAM WORK PLAN

Appendix 2: GUIDELINES FOR POSTER LAYOUT

Appendix 3: GUIDELINES FOR ORAL PRESENTATION

Appendix 4: CHECK LISTS FOR POSTER

Appendix 5: ASSESSMENT FOR GROUPWORK SKILL

Appendix 6: TEACHER AND PEER’S ASSESSMENT

Appendix 7: VIDEOS OF GROUPWORK

LIST OF RECOGNIZED EXPERENTIAL INITIATIVES

I- INTRODUCTION

1 Rationale

Today the demand for English to study, research, work and live in thedomestic and international conditions is increasing in both quantity and quality.Especially, in the context of rapid and deep integration as today, the needbecomes even more urgent for not only individuals but also the whole nation.The needs of teaching and learning foreign languages require acomprehensive change in all levels of education, disciplines, materials,facilities, methods and motivational attitudes of all participants in the process ofteaching and learning foreign languages, in English Facing such demands, theMinistry of Education and Training has implemented the project of foreignlanguage 2020 according to Decision No 1400 / QĐTTg (Decision of PrimeMinister) dated 30 September 2008 The project has set the overall goal of

"comprehensive reform of teaching and learning foreign languages in thenational education system" By 2020 most Vietnamese young people will beable to use their competence of foreign language confidently in communication,learning to work in an environment of integration, multi-lingual, multicultural;Foreign languages become the strength of Vietnamese people, serving theindustrialization and modernization of the country."

To achieve that goal, the Ministry of Education has implemented a number

of specific measures, including changing textbooks as one of the solutions tohelp teaching and learning foreign languages have many positive changes

The new English book 11 is one of the pilot materials in some high schoolsnationwide In the book, the difference from the old one is the Project section atthe end of each unit

To better understand the methodology of project-based teaching, as well as

to maximize the effects it brings, I forcefully chose and applied Project basedlearning (PBL) in teaching many units in English textbook, EducationPublishing House, with the aim of enabling my students to “experience what

they are learning about and the opportunity to relect on those activities”(Silberman, 2007:8), since “learning is the process whereby knowledge iscreated through transformation of experience” (Kolb, 1984).

In what follows I shall concentrate on “Making full use of the application

of PBL in teaching speaking skill in English textbooks, Education Publishing House”, but many of the points apply to other languages, too.

2 Aims of the study

This paper endeavors to demonstrate the value of PBL in ELT in generaland English teaching in particular Therefore, my theme focuses on makingclear about some issues below:

- What is PBL?

- Why is PBL?

- How is PBL applied?

3 Objects of the study

This study was conducted in Thanh Hoa province, Vietnam It has3,496,000 inhabitants (GSOV, 2014) In this province, the predominant nativelanguage is Vietnamese However, English is currently the most used language

in the world (Michel, 2014) in different fields such as science, technology andeducation This is the reason why there are many bilingual schools and schoolsthat teach ESL in Thanh Hoa province Here, there are a total of 798 highschools: 89.6 % public schools and 10.4 % private schools (GSOV, 2012) Thisstudy was carried out at a public high school that teaches ESL: Hoang Hoa 4high school, Thanh Hoa province The participants were 11th grade students Intotal, 100 students took part in this study, all of them have fulfilled English textbook 10 in the previous school year

4 Methods of the study

My study is conducted by qualitative methods in order to collect anumber of information, compare, and then, analyse data By using the

combination of these methods, my theme will make clear the questions in thistopic, and reach effectively the targets of the essay.

II- CONTENTS OF THE STUDY

1 Theoretical background

According to Wikipedia, Project-based learning (PBL) is a centeredpedagogy that involves a dynamic classroom approach in whichstudents acquire a deeper knowledge through active exploration of real-worldchallenges and problems.[1] Students learn about a subject by working for anextended period of time to investigate and respond to a complex question,challenge, or problem.[2] It is a style of active learning and inquiry-basedlearning

student-The experience of thousands of teachers across all grade levels and subjectareas, backed by research, confirms that PBL is an effective and enjoyable way

to learn - and develop deeper learning competencies required for success incollege, career, and civic life Why are so many educators around theworld interested in this teaching method? The answer is a combination oftimeless reasons and recent developments

 PBL makes school more engaging for students Today’s students, morethan ever, often find school to be boring and meaningless In PBL, studentsare active, not passive; a project engages their hearts and minds, andprovides real-world relevance for learning

 PBL improves learning After completing a project, students understandcontent more deeply, remember what they learn and retain it longer than isoften the case with traditional instruction Because of this, students who gaincontent knowledge with PBL are better able to apply what they know andcan do to new situations

 PBL builds success skills for college, career, and life In the 21st centuryworkplace and in college, success requires more than basic knowledge and

skills In a project, students learn how to take initiative and responsibility,build their confidence, solve problems, work in teams, communicate ideas,and manage themselves more effectively.

 PBL helps address standards The Common Core and other present-daystandards emphasize real-world application of knowledge and skills, and thedevelopment of success skills such as critical thinking/problem solving,collaboration, communication in a variety of media, and speaking andpresentation skills PBL is an effective way to meet these goals

 PBL provides opportunities for students to use technology Students arefamiliar with and enjoy using a variety of tech tools that are a perfect fit withPBL With technology, teachers and students can not only find resources andinformation and create products, but also collaborate more effectively, andconnect with experts, partners, and audiences around the world

 PBL makes teaching more enjoyable and rewarding Projects allowteachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy oflearning alongside their students

 PBL connects students and schools with communities and the real

world Projects provide students with empowering opportunities to make a

difference, by solving real problems and addressing real issues Studentslearn how to interact with adults and organizations, are exposed toworkplaces and adult jobs, and can develop career interests Parents andcommunity members can be involved in projects

2 Practical background

It is a matter of fact that TIENG ANH 11 is the second of a three-levelEnglish language set of textbooks for the Vietnamese upper secondary school Itfollows the systematic, cyclinical and the theme-based curriculum approved bythe Ministry of Education and Training on the 23rd November 2012 The aim of

writing skill with a focus on communicative competence so that when finishingupper secondary school, they will have achieved level three of the ForegnLanguage Proficiency Framework for Viet Nam (Equivalent to B1 in theCommon European Framework of Reference for Languages).

GETTING STARTED contains a menu listing and the skills taught in theunit, a conversation introducing the overall topic of the unit, some topic-relatedvocabulary and the main grammar points, a number of activities to check’sstudents’ comprehension and provide practice of the teaching points in thissection

LANGUAGE includes Vocabulary, Pronunciation as well as Grammar.Vocabulary give in- depth practice of the words and phrases presented inGETTING STARTED and additional vocabulary for use later in the unit.Pronunciation include aspects of pronunciation that can be problematic toVietnamese students such as sound clusters, weak form, stress patterns andintonation Grammar introduce and practice the main grammar points in focus.They are presented in meaningful contexts and follow the thre- stage approach

to language teaching

SKILLS includes Reading, Speaking, Listening and Writing Readingcontain a topic- related reading text developed to suit students’ interest and age.The vocabulary and grammar points learnt in the previous sections are recycled

in the reading text The text also provide an imput of language and ideas forstudents to use in the Speaking, Listening and Writing sub- sections that follow.Speaking includes three or four activities which are designed and sequenced in

a way that ensures an uninterrupt link between them Listening consists of four

or five activities which aim to develop listening skills such as listening forgeneral ideas and/ or litening for specific tinformation Writing guide studentsthrough the writing process and focus on the specific text types rewuired by thesyllabus

COMMUNICATION AND CULTURE includes 2 sub - sections.Communication provide language consolidation and free practice of intergratedskills This section recycles what students have learnt in the previous sectionsand introduces extra vocabulary for extension The activities are less controlled.Students are encouraged to express their ideas and opinions freely Cultureproviding information about the ASEAN countries and English speakingcountries around the world connected to the cultural aspects of the unit topic Ithelps students to broaden their knowledge of the world cultures as well asdeepen that of their own Vietnamese culture.

LOOKING BACK offers revision and consolidation of the language learnt

in the unit

PROJECT is aimed at providing students with an opportunity to apply thelanguage and skills they have learnt throughout the unit to perform a task in real– life situation Students are aked to do survey or carry our research to getinformation about their friends, their neighbourhood or to broaden theirknowledge about the real world The project activities often involve teamworkwhich develops team spirit Much of the work for the Project can be doneoutside of class, at home or during break time

It goes without saying that many teachers have been trying hard to findsuitable teaching methods and, to a certain extent, these methods can fulfil theaim of helping students understand and know thoroughly the contents of thelessons Nonetheless, how will the class be if these methods are applied in allthe lessons? Will the students find it interesting to learn whereas they can findthe exact answers for the tasks in many reference books? Will the completingtasks in the text book help students learn how to take initiative andresponsibility, build their confidence, solve problems, work in teams,communicate ideas, and manage themselves more effectively? Will the studentshave chance to build important skills such as critical thinking, problem solving,collaboration, communication in a variety of media, and speaking as well as

presentation skill? More important, will the students be connected withcomunities and the real world while studying in textbook only?

PBL bearing many good points as mentioned above can bring to a newchange in teaching process I therefore forcedly implemented PBL in teachingmany units, of which Unit 9, English text book 11, Education Publishing Housebrought my students as well as my teaching much joyful experience and corevalue

3 Applying PBL in teaching Speaking skill in English text books, Education Publishing House.

The process of PBL can be varied, depending on the real situation interms of students’ ability and the content of each unit By my experience inlearning and teaching English, instead of teaching lessons in each units; thatmeans teaching Reading, Speaking, Listening, Writing skills and languagefocus in turns traditionally, I have forcefully and successfully applied PBL inteaching speaking skill, English text books, Education Publishing House in thefollowing stages

Sample

English 11, Unit 9: CITIES OF THE FUTURE, P 57 (Volume 2)

Project: CITIES OF THE FUTURE

1 Work in groups of four to six Discuss and decide on your own ideal city of the future You can expand the ideas you braned stormed in the COMMUNICATION section Include the following points:

- The city’s name

- Geographical features: location, area, population, weather conditions

- Infrastructure: means of transport, environmental conditions, energysouces, treatment of waster

- People’s life and work: education, health care, working hours

Take notes of your group’s ideas and think about how to organize them Then design a poster to promote your ideal city Add some pictures to illustrate it

2 Introduce your poster to the class Present the features of your city and explain what makes it the most liveable city in the world.

3 Time: 7 days

3.1 Stage 1: Discovering real situation related to the content of the lesson.

Many students find schoolwork meaningless because they do not

perceive “a need to know” what they are being taught They are unmotivated

when told they will need it later in life or simply because “it’s going to be onthe test” With a compelling student project, the reason for learning relevantmaterial becomes clear: I need to know this to meet the challenge I haveaccepted

In this stage, as a classroom teacher, I could powerfully activate mystudents’ need to know content by launching a unit in a way that engagesinterest and inititates questioning This could take the form of a livelydiscussion

Also, in this stage, I gave out many driving questions to my students.Good driving questions capture the heart of the project in clear, compellinglanguage, giving students a sense of purpose and challenge The question should

be provocative, open-ended, complex, and linked to the core value of what you

want students to learn It could be abstract (What are features of a liveable city?/

to what extent do you think a liveable city should be?); concrete (Is the city youare living in a liveable one?); or focused on solving a problem (How can wechange the attitude of the people to make a liveable city?)

3.2 Stage 2: Negotiating the Criteria for Evaluation

I and my students decided that the projects should be assessed byfullfiling the questions in rubrics including self assessment rubric, peerassessment rubric and teacher assessment rubric (See Appendix 6) andchecklist (See Appendix 4)

Once the criteria were clearly defined, the students realized that theymight have to be modified in the future

3.3 Stage 3: Deploying projects

- Dividing groups

In the first place, I divided my class in to groups of six, and appointed theleader of each group

(Students worked in groups of 6)

- Assigning tasks

The group’s leaders assigned the task for each members In terms ofmaking a project feel more meaningful to students, the more voice and choice,the better The leaders should assign the tasks depending on each member’sability On one end of the scale, groups’ members should also discuss on how todesign, create, and present products In the middle, I might provide a limitedmenu of options for creative products to prevent students from becomingoverwhemed by choices On the other end of the scale, students could decidewhat products they will creat, what resources they will use, and how they willstructure their time Students could even choose a project’s topic and drivingquestions Basing on the topic in units 9, Cities of the future, my students choseposters to be their final products During this stage, students in each group usethe check list (See Appendix 4) and Project team work plan (See Appendix 1)and Assessment for group work skill (See Appendix 5) to check the work and

the duty of each member

(Groups’ leader distributed work to members)

3.4 Stage 4: Conducting the project.

A project should give students opportunities to build such 21st centuryskills as collaboration, communication, critical thinking, and the use oftechnology, which will serve them well in the workplace and life This exposure

to authentic skills meets the second criterion for meaningful work—animportant purpose A teacher in a project-based learning environment explicitlyteaches and assesses these skills and provides frequent opportunities forstudents to assess themselves

Being given the Guidelines for poster layout (See Appendix 3), thestudents in each group worked on preliminary sketches until they decided on afinal design Besides, students gathered information from many resourses such

as websites, newspapers and their real lives They then compiled imformation,deciding on what pictures and information to paste on the posters Finally, theydecided on how and where to put information and pictures on the posters.During this stage, Check list for poster (See Appendix 4) was also used to checkthe tasks of all the members

(Students gathered and compiled information and pictures)

(Students drew their poster)

During this stage, I served as coach, moving from group to group toguide the students' work As I did so, I asked myself the following coachingquestions:

 Do the students have a clear understanding of the task?

 Does each student have ownership of her role within the group?

 Are the students attentive and working together cooperatively?

 Are the resources that students use geared to their comprehensive level ofunderstanding?

 Are any groups stumbling in a way that is blocking their work due

to heightened emotions?

My role as coach obtained a clarity of purpose throughout this process.Prompted by the coaching questions and the checklist, the students used theirown intellects to solve problems while attaining a higher level of learning

3.5 Stage 5: Presenting the project

In this stage, students became aware of the ways their presentations meetthe criteria of assessment The teacher-coach using Teacher’s assessment (SeeAppendix 6), observed how engaged they were in presenting their projects.Each group in my class showcased its poster to the class, explaining how the

product was achieved as well as presenting the content, the core value of the

project Not one student was absent on the day of the competition

“HAPPY CITY” (Group 1‘s presentation)

“SFELCITY”(Group 2‘s poster and presentation)

“SINGAPORE CITY” (Group 3‘s poster)