Project-Based Learning (PBL) PDF

Project-based Learning (PBL) Overview of PBLL WHAT WHY Project-based learning HOW 2 PBL - WHAT A project may be defined as a long-term activity that involv...

Project-based Learning (PBL) Overview of PBLL WHAT WHY Project-based learning HOW 2 PBL - WHAT A project may be defined as a long-term activity that involves a variety of individual or cooperative tasks, involving planning, research and reporting. (Beckett, 2002) Project work is work which focuses on completing a task. Project work normally involves a lot of resources - time, people and materials; learners practise a range of skills and language systems. (British Council Teaching English website) 3 PBL - WHAT PBL Representing a natural extension of what is already taking place in class (much more than group work) Allowing for fully integrated language and content learning Can be adapted in a variety of instructional settings (general English, EAP, ESP, pre-service / in-service teacher training) Not replacing other teaching methods, but complementing mainstream methods and being used with almost all levels, ages and abilities of students” (Stoller, 2002, p. 109) 4 PBL - WHAT PBL Being known as experiential learning Highlighting giving students concrete experiences in which they must use language in order to fulfill the objectives of a lesson Including activities that contextualize language, integrate skills and point towards authenic, real-world purspoes (Brown & Lee, 2015, p.50) 5 PBL - WHY PBL’s features Being guided by real-world subject matter and topic of interest to ss Requiring active student-involvement (learner-centred, not teacher-dominated) and teacher's guidance and support (guide, advisor, coordinator, facilitator) Stimulating authentic communication, cooperative and collaborative learning (rather than competition) among ss Providing ss with a real purpose of reaching an end product (e.g., an oral presentation, a poster session, stage performance,...) Being oriented to the process and product of ss' work Engaging ss in the creative process of developing their products (Brown & Lee, 2015; Fragoulis & Tsiplakides, 2009; Stoller, 2002) 6 PBL - WHY PBL’s features Leading to authentic integration of skills and processing of information from varied sources, mirroring real-life tasks Focusing on fluency and accuracy Enhancing ss' language skills and content knowledge Stimulating ss' intrinsic motivation, engagement and enjoyment Building ss' confidence, self-esteem and autonomy (responsibility of their own learning) Developing ss' problem-solving and high order critical thinking skills (Brown & Lee, 2015; Fragoulis & Tsiplakides, 2009; Stoller, 2002) 7  PBL - HOW Project types & examples Depending on their product, projects are classified into different types: Production projects: creation of bulletin-board displays, videos, radio programs, posters, photo essays, letters, brochures, menus,... Performance projects: debates, oral presentations, theatrical performances, food fairs, fashion shows,... Organizational projects: planning and formation of a club, conversation table, conversation-partner program,... (Stoller, 2002, p. 211) 8  PBL - HOW Project types & examples Hands-on projects: Constructing a park model Research projects: Writing about value of solar power Creative projects: Creating a video advertising a product (adapted from Brown & Lee, 2015, p.50) (Stoller, 2002, p. 211) 9  PBL - HOW Implementation - Conducted by individuals, pairs, groups or class - Involving numerous steps through different stages: - 10 steps (Stoller, 2002, p. 112 - see Handout 1) - 4 stages (Fragoulis & Tsiplakides, 2009, pp. 114-115) - 3 stages (Larsen-Freeman & Anderson, 2011) 10  PBL - HOW Project types & examples What types of projects are targeted in your English textbooks? - Tieng Anh - Global Success - Tieng Anh - I learn Smart World 11  PBL - HOW Procedure: 4 main stages 1. Identification (Speculation): Identifying the project by selecting topic (of interests and stimutating investigation) and identifying learning objectives 2. Planning (Designing the project activities): Grouping, assigning roles and duties, agreeing on ways of carrying out, sources of information and other activities outside classroom. 3. Implementation (Conducting the project activities): collecting information, processing, classifying (maybe divided into sub-stages for students and teacher’s feedback) 4. Evaluation: Present the final product and receiving feedback (Teacher feedback, Peer - / self- feedback – Criteria / rubrics) (Fragoulis & Tsiplakides, 2009) 12  PBL - HOW Procedure: 3 main stages (Larsen-Freeman & Anderson, 2011) 1. Planning: planning the content and scope of the project and specific language focus neeed, assigining roles 2. Gathering information: taking place outside classroom, gathering information, using four language skils in a natural and integrated way 3. Reviewing the project: (students) monitoring their own work, and receiving T’s feedback *T’s roles: a counselor, a consultant, not a project director (Larsen-Freeman & Anderson, 2011) 13  PBL - PRACTICE Look at Stoller’s (2012) framework for developing a project in a classroom for more specific steps (Handout 1) and his stages Develop a plan for implementing a project to teach your students Consider developing criteria for project evaluation (See checklist – Handout 2) 14  References and further resources Beckett, G. (2002). Teacher and student evaluations of project-based instruction. TESL Canada journal, 52-66. Brown, H. D.,th & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4 ed.) (Chapter 5. Agency in language learning). New York: Pearson Education Fragoulis, I., & Tsiplakides, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice. English Language Teaching, 2(3), 113-119. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.) (Chapters 11). Oxford: Oxford University Press. Stoller, F. L. (2002). Project work: A means to promote language and content. In R.C. Richards and W. A. Renandya (Eds). Methothology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press. Further resources: https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/n-p/pr oject-work https://www.youtube.com/watch?v=WDJexRQqaJg 15