APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11a5 AT PHAN DANG LUU HIGH SCHOOL

I see that English practical experience has played the vital role for students in improving writing skill.. However, there are several things that teachers can do to support the learning

PART I INTRODUCTION

Abstract

English has become a compulsory subject in the curriculum of most schools in our country for many years Recently, writing skill has been considered as an important to students who desire for study abroad This skill is also an important part of communication Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversations Within the framework of this study which aims to diversity the methods of teaching to inspire foreign language students, to combine theory and practice as well as to develop the soft skills needed for working in a modern context

I see that English practical experience has played the vital role for students in improving writing skill “A real and relevant context for learning through which young people recognize for themselves the importance of learning to their lives, both now and in the future Learning becomes compelling when young people take

an active engagement with and responsibility for their own learning, increasing the impact and potential for future development.” (QCA, 2009)

I also find that the modern world appreciate a worker of overall knowledge and life skills To meet this demand I think as an educator, we should make great daily effort to help our young learn develop their full potentials

Those are the reasons why I would like to make a little contribution through my research below

I 1 The reality of the problem requiring the new solution

First of all, I want to have a look at the traditional ways that students learn writing skill As a teacher of ten –year experience in the job, I see some obstacles that prevent students from having a proper writing at the first stage Whenever asked to finish a writing task, most of my students feel reluctant to do because they are so bored with the repeated activities that nothing can inspire them More importantly, the materials and motivation seem to be a problem

Learning to write is a linear process, and the tackling of new skill depends upon mastering the skills that came before it Early struggles with basic skills become magnified and more problematic as academic tasks become more challenging Writing becomes a chore for these children, and they will often try to avoid it at all costs However, there are several things that teachers can do to support the learning

of the writing skills that will help their students believe that they, too, can be writing experts!

One method for supporting children with written expression difficulties in the

challenges The following are some features of effective written instruction that you can use in your classroom:

-A literate classroom environment

-Daily writing

-Make writing motivating

-Set regular teacher/student conferences

-Create a predictable writing routine

-Display overt teacher modeling

-Include cooperative arrangements

-Include a broad range of instructions

-Integrate writing activities across the curriculum

The results of my research can be efficiently applied to :

- development of using language in an environment as natural as possible

- development of writing skills and soft skills in real life situations

- raise students’ interests in learning to write a

- equip students with overall knowledge and life skill, consequently forming the necessary qualities of a 21st – century citizen

That is the reason why I choose the topic “APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11A5 AT PHAN DANG LUU HIGH SCHOOL”

I.2 Aims of the study

The aims of the study are as the follows:

- to get students gradually familiar with the latest method of teaching and learning

- to build up a generation of young learners equipped with overall knowledge and soft skills

- to suggest using this effective teaching method in Phan Dang Luu high school in particular and among high schools in general

I.3 Scope of the study

The study was going to be conducted at Phan Dang Luu high school for advanced students Due to the limitation of time, only class 11A5 were asked to participate in the study They are in an advanced class of English and I would apply this method in writing skill of unit 10 – Nature in Danger

I.4 Research methods

Combine creative learning experience and integrative learning This means that

teachers gives students chances to take part in the topic - related activities, and through those ones teachers begin to instruct them to collect the knowledge associated with others subjects

Taking students to the places of study, getting them into the real situations, preparing the materials related to the topic, discussing with other teachers in charge

of the subjects included the study such as civic teachers or biology ones

I.5 Significance of the study

The study is conducted with the aim to make some changes in the teaching method of writing skill I hope that my study would be a contribution to the new trend of education- that is how to make an interesting lesson and how to engage students more in their learning process In other words, this would form a student – centered class rather than a teacher – centered one

PART II: CONTENT

II.1 Theoretical background

II.1.1 Creative learning experience

II.1.1.1 What is creative learning experience?

Creative learning experience is an educational activity in which individual students can directly take part in the real situations of various angles under the teachers’ guidance and organization Students play a role as the center of the activity, which enable them to develop practical competence, personality and improve their potentials of creative learning and working Creative experience is highly appreciated in each subject and the activity itself is not a subject but an educational activity Because subjects are made up of some scientific criteria, their contents are firmly structured Meanwhile an educational activity requires integrative knowledge and different skills to carry out a task

II.1.1.2 What are the benefits and limitations of CLE?

+ Benefits: First, this way of learning can get every student in an activity It is obvious that there is a must for student to work because they directly experience the situations which help them store the knowledge better in comparison with learning in class Secondly, young learners have to deal with the requirements arising during the experience That is the reason why they quickly adapt to the changes as well as the new things they encounter As a result, learning through this process makes a good help to form an entire development for young generations of the 21st century

+ Limitation: First, this method costs time and effort from both teacher and learner They have to be well – prepared for the lesson Moreover, some projects even need financial ability to be successful

II.1.2.1 What is integrative teaching?

Integrative teaching is a teaching theory describing a movement toward

integrated lessons helping students make connections across curricula This higher education concept is distinct from the elementary and high school "integrated curriculum" movement Integrated teaching comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying skills and practices in various settings; utilizing diverse and even contradictory points of view; and understanding issues and positions contextually."

Integrated studies involve bringing together traditionally separate subjects so that students can grasp a more authentic understanding Veronica Boix Mansilla, cofounder of the Interdisciplinary Studies Project at Project Zero, explains "when (students) can bring together concepts, methods, or languages from two or more disciplines or established areas of expertise in order to explain a phenomenon, solve a problem, create a product, or raise a new question" they are demonstrating interdisciplinary understanding For over a decade, Project Zero researchers at the Harvard Graduate School of Education have been studying interdisciplinary work across a range of settings They have found interdisciplinary understanding to be crucial for modern-thinking students

II.1.2.2 Benefits and limitations of integrative teaching

+ Benefits: Integrative teaching is about making significant connections between subjects or skills that are usually addressing several different subject areas integrating curriculum can also improve learning experiences Moreover, an integrated approach to teaching is designed to focus teaching within the curriculum, setting perimeters and establishes the continuity of teaching across the years and levels With this approach, students are equipped with a variety of skills and knowledge, so they can enter this world with great confidence and success + Limitations: There is limited awareness of this method among teachers who think this approach is neither necessary nor useful In addition, both teachers and students are still passive in this new method because they has got used to the traditional ones and not willing to change Finally, there is a shortage of educational facilities or out-of-date equipment

II.1.3 Writing skill

II.1.3.1 Definition of writing skill

Writing skill is a writing process, as defined by the NCTE and IRA (1996), includes “the many aspects of the complex act of producing a written communication, specially, planning, drafting, revising, editing, and publishing”

School (1998), Zemelman and Daniels advocated using the writing process as a way to improve students’ writing skills They reported that improvement in students’ writing performance is related to the following elements: regular and substantial practice at writing; instruction in writing process strategies; exposure to models of writing in process, including skilled adult and classmates; peer and teacher collaboration in every stage of writing skill

In the article Writing as a Mode of Learning, Janet Emig (1977) described writing as “a unique mode of learning” involving the active participation of both the left and right hemisphere of the brain Researchers have agreed that writing enhances thinking skills; the higher cognitive functions of analysis and synthesis seem to develop most fully with the support of written language As we know, if the most effective learning occurs when learning is reinforced, then writing will develop as well

II.1.3.2 The importance of improving writing skill

Writing skill is an essential component of literacy, in order to participate in the society of future, students need to be proficient writers According to Standards for the English Language Arts, the 1996 report by National Council of Teachers of English (NCTE) and the International Reading Association (IRA), the literacy requirements of our society are increasing and are expected to continue to rise Researchers estimate that by the year 2020, students will need powerful literacy abilities in order to join fully in society and workplace

II.1.4 Integrated subjects

- This study bases on Unit 10 – Nature in Danger – Writing skill - English 11

I would prefer to apply the topic “Nature In Danger” because in this lesson students can be taught how to get overall knowledge integrated in the subjects English – Geography – Biology – Civic

+ English: Through this topic, students know how to use a variety of vocabularies

in other academic fields like Geography and Biology to write about Pu Mat National Park

+ Geography: I find the lesson related to some units in Geography such as

Unit 6 - Geography 12: The mountainous country

Unit 3 - Geography 11: Global affairs

+ Biology: The topic is related to some units such as

Unit 3 – Biology 11: The introduction of animal species

Unit 3 – Biology 11: Plant species

+ Civic: The topic is related to some units such as

Period 25 - Unit 12 – Civic 11: The policies of natural resources and environment protection

II.1.4.1 Integrated criteria

+ Knowledge

- In English subject: Through this experience, students will understand and write about some general features of Pu Mat National Park using a variety of vocabularies in other academic fields like Geography and Biology to write about

Pu Mat National Park

- In Geography subject: Students know about the relationship between geographical location with geographical features of Pu Mat In addition, students understand more about some endangered species and the importance of forests through which they raise their awareness of the need to protect the environment

- In Biology: They can deeply understand more about the structure of nature and the importance of biodiversity

- In Civic: Students realize their responsibility for joining hands to protect the natural environment specially the Natural Park

- In Biology: Students improve the skill of protecting plants and animals in the place they live

- In civic: Students know and have necessary actions to protect the environment And they can take part in some volunteer work done to make this world better + Attitude

- In English: Students have right attitude towards the environment and through this they have motivation to write articles or reports in English to spread the importance of nature

- In Geography: Students have good behavior to the surrounding areas

- In Biology: Students appreciate the vital role of biodiversity and join hands in protecting ecosystem

- In Civic: Students will believe and agree with environmental policies When they have belief, they will obey the laws and support what is good for nature

II.1.5 Ways of doing the study

PLAN THE TRIP TO PU MAT

DIVIDE THE CLASS INTO FOUR GROUPS AND GIVING TASKS

SUMMARIZING INFORMATION AFTER THE TRIP (IN CLASS)

FORM A WRITING TOPIC FROM THE COLLECTED DATA

MAKING AN INTEGRATED LESSON PLAN

CARRY OUT THE TEACHING PROCEDURE

II 1.5.1 Step 1: Plan the trip to Pu Mat carefully

The teacher has a meeting with Class Parents Society to discuss about the trip in one day After I get permission from the parents of 38 students in class, I start to

go into the details Prepare 4 posters in Ao size and 4 makers then deliver to 4 groups so that students can use them to collect data from the experience

II.1.5.2 Step 2: Divide the class (38 students) into 4 groups and giving tasks

+ Group 1 includes 10 members: Tran Ha Trang (leader), Nguyen Thi Phuong Thao, Pham Anh Thu, Pham Minh Thu, Nguyen Khanh Hien, Dang Thi Tinh, Ho Thi Hoa Quynh, Dang Nhat Linh, Phan Thi Khuyen

+ Group 2 includes nine members: Nguyen Ngoc Binh (leader), Luu Thi Hong Na, Nguyen Thi Tham, Thai Phuong Thao b, Phan Nguyen Huong Thao, Dao Mai Quynh, Dao Phuong Quynh, Nguyen Thi Van Anh, Pham Dang Ngoc Ha

+ Group 3 includes ten members: Vu Thai Thuy Linh (leader), Nguyen Thi Thao Van, Nguyen Thi Hong Minh, Nguyen Quynh Trang, Thai Thi Quynh Trang, Ho Thi Huyen Trang, Nguyen Nhu Quynh, Nguyen Thi Tam, Vu Thi Lan, Nguyen Thi Phuong

+ Group 4 includes nine members: Dao An Na (leader), Phan Thi Le Vi, Phan Khanh Huyen, Thai Phuong Thao a, Nguyen Thi Thanh Hai, Phan Thi Phuong Thao, Phan Thi Quynh, Nguyen Thi Huong, Nguyen Thi Hoai

Giving tasks to each group

When the class arrives at Pu Mat, ask students to gather in groups to perform the activities below

Group 1: Collect the data about location, total area and special features of Pu Mat National Park

Group 2: Find out the plants and some typical animals in Pu Mat

Group 3: Find out about the Biodiversity Values in Pu Mat

Group 4: Collect the information about conservation and then determine their individual responsibility to protect the environment

+ Some images of the activities

ANALYSING THE ACHIEVED RESULTS AFTER THE RESEARCH

Pictures of group 1

Pictures of group 2

Pictures of group 3

Location and total area - about 120 km from Vinh City

- an area of 94,804ha, spreading in Tuong Duong, Con Cuong and Anh Son

Special features

- beautiful landscapes and abundance of fauna and flora making Pu Mat a tourist destination

Group 2: Point out the Biodiversity Values

Biodiversity values DESCRIPTIONS

Source of food and income

- the provision of food

- firewood and harvested wildlife

Ecological and environmental

values

- production of oxygen

- the maintenance of fresh water quality by vegetation

- the balance of the environment

- the maintenance and production of fertile soil

Group 3: Biodiversity of Pu Mat

FEATURES DESCRIPTIONS

+ 834 vertebrate species + 1084 insects

Plants

- 1289 medicinal plants + 201 essential oil – bearing ones + 79 edible wild plants

+ 34 plants used in handcrafts

Group 4: Responsibilities of citizens

Group 2

Group 3

Group 4

II.1.5.4 Step 4: Forming a writing topic from the collected data

Writing a description (about 120 words) of Pu Mat National Park, using the facts and figures below

Geographical

- Location: about 120km from Vinh

- Total area: an area of 94,804 ha, Tuong Duong, Con Cuong and Anh Son

- Special features: beautiful landscape and abundance of fauna and flora/ Pu Mat a popular tourist destination

Animals and plants - 1918 animal species ( vertebrate and insects)

- 1289 medical plants(essential oil – bearing species and edible wild plants)

Biodiversity values - source of food and income

- balance of environment

II.1.5.5 Step 5: Making the lesson plan

Types of lesson plan

There are two ways of making a lesson plan in my method: a four-subject

integrated lesson plan (English – Geography – Biology – Civic) or two-subject

lesson plan (English with one another) Here I would like to focus on Type 1 (four

subjects)

Lesson plan

I/ Objectives:

1 Education aims: - Help students consolidate the information in the trip to write a

paragraph in which integrated knowledge is included

2 Knowledge: Know more vocabularies related to 4 other subjects and the way to

link ideas to make a complete paragraph

II/ Place: Projector room of PDL high school

II/ Material: pictures, handout, the data collected in the trip, projector……

III/ Anticipated problems: There may be a lack of time

IV/ Procedure:

Teacher’s activities Students’ activities

I Warm - up(5 minutes)

Aim: Warm up the atmosphere of the class

by giving them the game “which team have

more correct answers”

Requirement of the game “write the names of

National Parks in Vietnam”

Set the rules:

+ the class will be divided into 4 teams

+ you have 3 minutes to think and one

minute to write on the blackboard

Game “ Which team have more correct answers”

The class forms 4 groups Work in groups to find the national parks