Combining field based learning and project based learning into teaching english lessons to enhance learning outcome and foster personal and social development of students

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA 4 HIGH SCHOOL EXPERIENTAL INITIATIVE COMBINING FIELD - BASED LEARNING AND PROJECT- BASED LEARNING INTO TEACHING ENGLISH LESS

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

EXPERIENTAL INITIATIVE

COMBINING FIELD - BASED LEARNING AND PROJECT- BASED

LEARNING INTO TEACHING ENGLISH LESSONS TO ENHANCE

LEARNING OUTCOME AND FOSTER PERSONAL AND SOCIAL

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 FBL in teaching …….……… 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

The needs of teaching and learning foreign languages require a comprehensive change in all levels of education, disciplines, materials, facilities, methods and motivational attitudes of all participants in the process of teaching and learning foreign languages, in English Facing such demands, the Ministry of Education and Training has implemented the project of foreign language 2020 according to Decision

No 1400 / QĐTTg (Decision of Prime Minister) dated 30 September 2008 The project has set the overall goal of "comprehensive reform of teaching and learning foreign languages in the national education system" By 2020 most Vietnamese young people would be able 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 the industrialization 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 to help teaching and learning foreign languages have many positive changes

How ever, many of the goals set forth in this project have not been achieved so far Therefore, in 2017, the Ministry of Education and Training submitted to the Government to supplement the project for the next phase and was approved by the Government to amend and supplement and issue a new decision for the project in the period from 2017 to 2025

To better understand the methodology of field-based teaching, as well as to maximize the effects it brings, I forcefully chose and applied Field- based learning (FBL) in teaching many units in English textbook, Education Publishing House, with the aim of enabling my students to “experience what they are learning about and the opportunity to reflect on those activities” (Silberman, 2007:8), since “learning is the

2 Aims of the study

This paper endeavors to demonstrate the value of teaching outside the classroom - an experiental teaching method Therefore, my theme focuses on making clear about some issues below:

- What is Field- based leaning?

- Why use Field- based leaning?

- What are the benefits of Field – based learning?

- What is PBL and why use PBL?

- How are Field- based learning and Project-based learning combined?

3 Objects of the study

This study was conducted in Thanh Hoa province, Vietnam It has 3,496,000 inhabitants (GSOV, 2014) In this province, the predominant native language is Vietnamese However, English is currently the most used language in the world (Michel, 2014) in different fields such as science, technology and education This is the reason why there are many bilingual schools and schools that teach ESL in Thanh Hoa province Here, there are a total of 798 high schools: 89.6 % public schools and 10.4 % private schools (GSOV, 2012) This study was carried out at a public high school that teaches ESL: Hoang Hoa 4 high school, Thanh Hoa province The participants were 11th grade students In total, 100 students took part in this study, all

of them have fulfilled English text book 11 and have had basic knowledge of world heritages during the school year

4 Methods of the study

My study is conducted by qualitative methods in order to collect a number of information, compare, and then, analyse data By using the combination of these methods, my theme will make clear the questions in this topic, and reach effectively the targets of the essay

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II- CONTENTS OF THE STUDY

1 Theoretical background

What is Field-based Learning?

According to Wikipedia, a field trip or an excursion is a journey by a group of people

to a place away from their normal environment In field-based learning, teaching is extended to a site outside of the classroom or laboratory, exposing students to a real-world setting Students learn though direct interaction with an environment that reflects taught concepts rather than learning through indirect presentations of the setting such as textbooks or lectures

Field trips may also be defined as “any journey taken under the auspices of the school for educational purposes” (Sorrentino & Bell, 1970, p 223) Along with the engagement of concepts that is required by these experiences, the student bonding that occurs on field trips enhances the learning experience and creates a learning community as students continue onward in a discipline Teaching in the field also gives instructors the opportunity to get to know their students in greater depth in terms

of how the students see the world differently than the instructor This insight into student world-views can help the instructor to better communicate the concepts of the course

Field trips can take a variety of forms that meet a diverse set of needs and can enhance deep, active learning The intended educational outcomes of field trips focus on the following five areas (Behrendt & Franklin, 2014; Larsen et al., 2017; Tal & Morag, 2009):

1 Developing social and personal skills

2 Developing observation and perception skills

3 Adding relevance and meaning to learning

4 Providing first-hand real-world experiences

5 Enhancing intrinsic motivation and interest in the subject

Why use Field-Based Learning?

Field-based learning may serve a diverse range of teaching aims and goals as students are provided with a perspective of materials, objects or phenomena that are not accessible in, or fully appreciated through, other settings

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Field-based learning is generally chosen because the experience:

 provides an opportunity to present materials, objects or phenomena that are not accessible otherwise to students in a way that enables direct contact and interaction

 provides students with an opportunity to practice skills or techniques that cannot be carried out elsewhere

 stimulates higher understanding and reinforcement of previously learned classroom material

 stimulates an appreciation for, concern or valuing of the visited environment (Lonergan, N & Andresen, L.W (1988) field-based education: some theoretical considerations Higher Education Research & Development, 7 (1) 63-77.)

Benefits for Students Who Participate in These Experiences Include:

 knowledge transfer and knowledge recall (Nadelson & Jordan, 2012)

 increased relevance, improved perspective-taking, and increased autonomy (Lai, 1999)

 increased interest in the subject and influence on one’s college major and future career (Hutson et al., 2011)

 improvement in concept knowledge (Elkins & Elkins, 2007)

 improvements in understanding course content, performance on course assignments, and interest in the subject (Goh & Ritchie, 2011)

 increased relatedness with instructors and peers, competence, autonomy, and intrinsic motivation in the course (Fedesco et al., in press)

What is PBL?

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

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

PBL improves learning After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations

PBL builds success skills for college, career, and life In the 21st century workplace 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-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills PBL is an effective way to meet these goals

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

PBL makes teaching more enjoyable and rewarding Projects allow teachers

to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning 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 Students learn how to interact with adults and organizations, are exposed to workplaces and adult jobs, and can develop career interests Parents and community members can be involved in projects

2 Practical background

It is a matter of fact that TIENG ANH 10, 11 and 12 is a three-level English language set of textbooks for the Vietnamese upper secondary school They follow the systematic, cyclinical and the theme-based curriculum approved by the Ministry of Education and Training on the 23rd November 2012 The aim of this set of textbooks

is to develop students’listening, speaking, reading and writing skills with a focus on communicative competence so that when finishing upper secondary school, they will have achieved level three of the Foregn Language Proficiency Framework for Viet Nam (Equivalent to B1 in the Common European Framework of Reference for Languages)

GETTING STARTED contains a menu listing and the skills taught in the unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, a number of activities to check’s students’ comprehension and provide practice of the teaching points in this section

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LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary gives in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation includes aspects of pronunciation that can be problematic to Vietnamese students such as sound clusters, weak form, stress patterns and intonation 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 include Reading, Speaking, Listening and Writing Reading contains 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 provides an imput of language and ideas for students 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 for general ideas and/ or litening for specific tinformation Writing guide students through the writing process and focus on the specific text types rewuired by the syllabus

COMMUNICATION AND CULTURE includes 2 sub - sections Communication provides language consolidation and free practice of intergrated skills This section recycles what students have learnt in the previous sections and introduces extra vocabulary for extension The activities are less controlled Students are encouraged to express their ideas and opinions freely Culture providing information about the ASEAN countries and English - speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen 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 the language and skills they have learnt throughout the unit to perform a task in real – life situation Students are asked to do survey or carry our research to get information about their friends, their neighbourhood or to broaden their knowledge about the real

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world The project activities often involve teamwork which develops team spirit Much of the work for the Project can be done outside of class, at home or during break time

It goes without saying that many teachers have been trying hard to find suitable teaching methods and, to a certain extent, these methods can fulfill the aim of helping students understand and know thoroughly the contents of the lessons Nonetheless, how will the class be if these methods are applied in all the lessons? Will the students find it interesting to learn whereas they can find the exact answers for the tasks in many reference books? Will the completing tasks in the text book help students learn how to take initiative and responsibility, build their confidence, solve problems, work

in teams, communicate ideas, and manage themselves more effectively? Will the students have 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 with comunities and the real world while studying in textbook only?

Field-based learning bearing many good points as mentioned above can bring to a new change in teaching process I therefore forcedly implemented FBL in teaching many units in English text books 10, 11,12, whose topic related to world heritage sites brought my students as well as my teaching much joyful experience and core value When applying FBL into teaching process, it is crucial important for educators to take these tips into consideration in order to have successful field- based learning experience

1 Begin the trip with a full value contract (FVC) The FVC is a document written for the group, by the group, and establishes agreed upon expectations on what

is appropriate or inappropriate behavior on the trip This document, which can

be updated as needed, can be referred to throughout the trip, and provides a sense of safety and community for the class

2 Logistics play an important role in the success of a field trip If students are lacking in basic human needs (e.g., uncomfortable temperatures, hungry/thirsty, standing in direct sunlight, exhaustion), they will be less likely

to learn Check the weather forecast and have students plan accordingly Make

4 Balanced programming should be taken into consideration when planning field trips Instructors should avoid over- or under-programming trips, which could lead to either information saturation or boredom Instructors should continuously take the pulse of the experience so if necessary, they can implement their contingency plan by either cutting back on some activities or incorporating more experiences or assignments into the trip

5 Instructors about to embark on a field trip should be prepared to engage in risk management behavior Before leaving for a trip, instructors should be familiar with and have contact information for emergency resources in the field location, campus security, administration, transportation, and mental health and sexual assault counselors

3 Combining Field- based learning and Project - based learning to enhance learning outcome and foster personal and social development of students

The places applied Field – based learning can be varied, depending on the real situation in terms of students’ ability and the content of each unit By my experience

in learning and teaching English, instead of teaching lessons in each unit; that means teaching Reading, Speaking, Listening, Writing skills and language focus in turns traditionally, I have forcefully and successfully applied FBL in teaching unit 4 English text book 10, unit 8 English text book 11, Education Publishing House in the following stages

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Sample of Unit 8: OUR WORLD HERITAGE SITES

English 11, Unit 8: PRESERVING THE ENVIRONMENT, P 30 (Volume 2)

Project: A FIELD TRIP TO PRESERVE OUR WORLD HERITAGE SITES

PROJECT: A FIELD TRIP TO PRESERVE OUR WORLD HERITAGE SITES

Choose a heritage site in Viet Nam and find information about it Then discuss and make a proposal for its preservation and protection Present your ideas to the class

- Here are some guilding questions:

1 What ‘s the name of the heritage site?

2 Where is it located?

3 In what condition is it now? Is it well-preserved, damaged or in ruins?

4 What do you think should be done to improve it?

5 How can it be preserved for future generations?

6 How can it be protected from damage, theft or irresponsible behaviour?

Unit 4: FOR A BETTER COMMUNITY

English 10, Unit 4: FOR A BETTER COMMUNITY, P 47 (Volume 1)

PROJECT: A FIELD TRIP TO HELP THE NEEDY

Find someone/ a place in your community that needs help What are the problems of this person/ this place? What do you think you can do to help? Make a plan Present your ideas to the whole class