Applying PBL in teaching project lessons tieng anh 11, education publishing house

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, pe

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT HÀ HUY TẬP

Sáng kiến kinh nghiệm

APPLYING PROJECT BASED TEACHING IN TEACHING PROJECT LESSONS, TIENG ANH 11, EDUCATION

PUBLISHING HOUSE

Người thực hiện: Lê Thị Mai Hương

Chức vụ: Giáo viên- Tổ: Ngoại Ngữ- Văn

Đơn vị: Trường THPT Hà Huy Tập

Số đt: 0974335433/0916817180

Email: lemyhuong171@gmail.com

Vinh, tháng 3 năm 2021

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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……… 2

1 Theoretical background……… 2

2 Practical background……… 3

3 Applying PBL in teaching English ……… 5

4 Results of applying method……… 17

III- CONCLUSION……… 20 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

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 of teachingand learning foreign languages, in English Facing such demands, the Ministry

of Education and Training has implemented the project of foreign language 2020according to Decision No 1400 / QĐTTg (Decision of Prime Minister) dated 30September 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 will be able to use their competence offoreign language confidently in communication, learning to work in anenvironment of integration, multi-lingual, multicultural; Foreign languagesbecome the strength of Vietnamese people, serving the industrialization andmodernization 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 Project lessons in English textbook, EducationPublishing House, with the aim of enabling my students to “experience whatthey are learning about and the opportunity to relect on those activities”(Silberman, 2007:8)

In what follows I shall concentrate on “Applying PBL in teaching Project lessons Tieng Anh 11, 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 making clearabout some issues below:

- What is PBL?

- Why is PBL?

- How is PBL applied?

3 Objects of the study

This study was carried out at Ha Huy Tap high school that teachesESL.The participants were 11th grade students In total, 100 students took part inthis study, all of them have fulfilled English text book 10 in the previous schoolyear

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 ofthese methods, my theme will make clear the questions in this topic, and reacheffectively the targets of the essay

II- CONTENTS OF THE STUDY

1 Theoretical background

According to Wikipedia, Project-based learning (PBL) is a centered pedagogy 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, and providesreal-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 and can

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 andskills 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 of learningalongside 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 ofthis set of textbooks is to develop students’listening, speaking, reading andwriting 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 this

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 Reading contain

a topic- related reading text developed to suit students’ interest and age Thevocabulary and grammar points learnt in the previous sections are recycled inthe 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 away that ensures an uninterrupt link between them Listening consists of four orfive activities which aim to develop listening skills such as listening for generalideas and/ or litening for specific tinformation Writing guide students throughthe writing process and focus on the specific text types rewuired by the syllabus.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 inthe 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 and interesting teaching methods for Project and, to a certain extent,these methods can fulfil the aim of doing a task in real – life situation.Nonetheless, how will the class be if these methods are applied Will the

responsibility, 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 aspresentation 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 teachingone of the most practical lessons- Project, of which Unit 1,Unit 6 and Unit 9,English text book 11, Education Publishing House brought my students as well

as my teaching much joyful experience and core value

3 Applying PBL in teaching Project lessons, Tieng Anh 11, 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 I have forcefully andsuccessfully applied PBL in the following stages:

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 on thetest” 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 engages interestand inititates questioning This could take the form of a lively discussion

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

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) and checklist.(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

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—an importantpurpose A teacher in a project-based learning environment explicitly teachesand assesses these skills and provides frequent opportunities for students toassess themselves

Being given the Guidelines for poster layout (See Appendix), the students

in each group worked on preliminary sketches until they decided on a finaldesign Besides, students gathered information from many resourses such aswebsites, 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 ) was also used to checkthe tasks of all the members

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

 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 ), observed how engaged they were in presenting their projects Eachgroup 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

3.6 Stage 6: Reflecting on the Process and Evaluating the Process

In this simulation, the students discussed what they enjoyed aboutworking in their groups, and how one student's idea would spawn anotherstudent's idea They discussed what they liked about the materials and what theyfound to be frustrating Students shared their reflections to note what they had incommon and what was special to each group or to each individual personally.They reviewed the criteria of assessment and discussed how well they met them

The teacher assessed students’ posters basing on the criteria discussedbefore I used my assessment rubric (see Appendix ), combining with students’self assessment rubric and peer assessment rubric (see Appendix), to evaluatestudent’s work, gave them comments as well as compliments

Sample 1

English 11, Unit 1: THE

GENERATION GAP, P 17 (Volume

1)

Project: FAMILY CONFLICTS

The class is divided into groups of 6

to 8 Each group will interview

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

- Teacher gives questions for students to discuss

1 What are the conflicts between you and your parents?

2 What are the reasons for those conflicts?

3 What are the solutions?

- Students works in 4 groups and discuss the answers for the questions

- Students take notes

Stage 2: Negotiating the Criteria for Evaluation

Teacher and students decided to use rubrics including self assessmentrubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)and checklist (See Appendix 4)

Stage 3: Deploying projects

- Teacher divides students into 4 groups

- Teacher appointes the leader of each group

- The group’s leaders assign the task for each members

- Groups’ members should also discuss on how to design, create, and presentproducts, what products they will create, what resources they will use, and howthey will structure their time

( The group’s leaders assign the task for each members )

Stage 4: Conducting the project.

Students gathered information from many resourses such as websites,newspapers and their real lives They then compiled imformation, deciding onwho to interview and when to interview and what questions should be used tomake a video

Stage 5: Presenting the project

- Groups show their video

Stage 6: Reflecting on the Process and Evaluating the Process

- Teacher asks students’ ideas about the best video

- Teacher assesses students’ doing basing on the criteria discussed before

Link to video:

https://www.facebook.com/maihuong.le.779/videos/3330314357085047/

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

- Teacher gives questions for students to discuss

1 What is the global warming?

2 What cause the global warming?

3 What are the effects of the global warming?

4 What are the solutions?

- Students works in 4 groups and discuss the answers for the questions

Sample 2

English 11, Unit 6: GLOBAL

WARMING, P 17 (Volume 2)

Project: GLOBAL WARMING

The class is divided into groups of 6

to 8 Each group will discuss the

questions given below Report to the

- Students take notes

Stage 2: Negotiating the Criteria for Evaluation

Teacher and students decided to use rubrics including self assessmentrubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)and checklist (See Appendix 4)

Stage 3: Deploying projects

- Teacher divides students into 4 groups

- Teacher appointes the leader of each group

- The group’s leaders assign the task for each members

- Groups’ members should also discuss on how to design, create, and presentproducts, what products they will create, what resources they will use, and howthey will structure their time

Stage 4: Conducting the project.

Students gathered information from many resourses such as websites,newspapers and their real lives They then compiled imformation to makepowerpoint presentation

Stage 5: Presenting the project

- Groups present their ideas

(Group 1 ‘s presentation)

(Group 1 ‘s presentation)

Stage 6: Reflecting on the Process and Evaluating the Process

Teacher assesses students’ posters basing on the criteria discussed beforeusing assessment rubric (see Appendix ), combining with students’ selfassessment rubric and peer assessment rubric (see Appendix), to evaluatestudent’s work, gave them comments as well as compliments

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

- Teacher asks students to discuss their own ideal city of the future, including thefollowing points:

1.The city’s name

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

3 Infrastructure: means of transport, environmental conditions, energy souces, treatment of waster

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

- Teacher asks students to take notes of their group’s ideas and think about how

to organize them

Stage 2: Negotiating the Criteria for Evaluation

Teacher and students decided to use rubrics including self assessmentrubric, peer assessment rubric and teacher assessment rubric (See Appendix 6)and checklist (See Appendix 4)

Stage 3: Deploying projects

Sample 3

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