(SKKN mới NHẤT) combining project based learning in teaching english go green project to raise students awareness of the environmental problems

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA HIGH SCHOOL EXPERIENTAL INITIATIVE COMBINING PROJECT BASED LEARNING IN TEACHING ENGLISH GO GREEN PROJECT TO RAISE STUDENTS’ AWARENESS OF THE ENVIRONMENTAL PROBLEMS Author: Dang Thi Hoai Thu Position: Teacher Subject: English TIEU LUAN MOI download : skknchat@gmail.com THANH HOA, 2020 TABLE OF CONTENTS Contents Page I- INTRODUCTION…………………………………………… 1 Rationale…………………………………………………… Aims of the study…………………………………………… Objects of the study………………………………………… Methods of the study………………………………………… II- CONTENTS OF THE STUDY…………………………… Theoretical background………………………………… Practical background…………………………………… Applying PBL in teaching …….……………………… 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 TIEU LUAN MOI download : skknchat@gmail.com TIEU LUAN MOI download : skknchat@gmail.com I- INTRODUCTION Rationale Today the demand for English to study, research, work and live in the domestic and international conditions is increasing in both quantity and quality Especially, in the context of rapid and deep integration as today, the need becomes even more urgent for not only individuals but also the whole nation 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 will 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 The new English books is one of the pilot materials in some high schools nationwide In the book, the difference from the old one is the Project section at the 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 based learning (PBL) in teaching many units in English textbook, Education Publishing House, with the aim of enabling my students to “experience what TIEU LUAN MOI download : skknchat@gmail.com they are learning about and the opportunity to reflect on those activities” (Silberman, 2007:8), since “learning is the process whereby knowledge is created through transformation of experience” (Kolb, 1984) In what follows I shall concentrate on “Combining Project basedlearning and Go Green project in teaching English to raise students’ awareness of environmental problems”, but many of the points apply to other aspects, too Aims of the study This paper endeavors to demonstrate the value of PBL, combining with Go Green project in ELT in general and English teaching in particular Therefore, my theme focuses on making clear about some issues below: - What is PBL? - Why is PBL? - What does Go Green mean? - What are the benefits of Going Green? - What are some simple ways for students to Go Green? - How are PBL and Go Green project combined? 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 high school, Thanh Hoa province The participants were 10 th grade students In TIEU LUAN MOI download : skknchat@gmail.com total, 92 students took part in this study, all of them have fulfilled English text book 10 and have had basic knowledge of Going Green during the school year 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 II- CONTENTS OF THE STUDY Theoretical background  What is PBL? According to Wikipedia, Project-based learning (PBL) is a student- 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 The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life Why are so many educators around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments 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 realworld relevance for learning TIEU LUAN MOI download : skknchat@gmail.com 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 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 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 TIEU LUAN MOI download : skknchat@gmail.com 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  What does Go Green mean? Go Green does not only involve recycling Go Green involves much more Basically, Go Green means to live life, as an individual as well as a community, in a way that is friendly to the natural environmental and is sustainable for the earth It means contributing towards maintaining the natural ecological balance in the environment, and preserving the planet and its natural systems and resources It also means taking steps, whether big or small, to minimize the harm you to the environment (including the carbon footprints you leave behind), as a result of inhabiting this planet  Why Go Green? We all know that our future depends on protecting the health of our future builders and the planet To so, we need to instill a sense of environmental responsibility into new generations of citizens Since students spend more time at school than anywhere else, at least six hours a day, school is the best place to educate them a “green” lifestyle How can we have a green future without green schools? By Going Green at schools in practice and the classroom, we can bring about the idea that such sustainable lifestyle is normal and acceptable That will make the process of producing new generations of responsible people much easier  Benefits of Go Green at School: First and foremost, Go Green helps protect the environment and save our planet Research shows that greener school environments can improve student’s TIEU LUAN MOI download : skknchat@gmail.com health and learning as well as counteract some of the unhealthy environmental factors and practices often employed by schools Besides, it teaches the students to be less wasteful and more responsible What’s more, it could save energy and even lower utility bills for schools Next, it teaches the students how important it is to take care of the earth as they are growing up this is something they see with their own eyes Last but not least, it helps set a good example for others (It can be your friends or your family) – They will benefit from seeing the way you act about the environment as they will act accordingly  Simple ways for students to Go Green at School Get to School Greenly Why drive when you can walk or ride! Driving less helps save gas and cause less air pollution By biking to school, you cannot only help reduce carbon dioxide but also improve your health In fact, regular cycling is good for your heart and muscles and it may improve how you walk and balance Re-use school supplies Before buying every item on the supplies list, take time to look at the supplies you already have and see what can be re-used Are last year’s pens and pencils still usable? Do you really need a new lunchbox? Can you exchange old school things and text books to reuse? By re-use some usable items, you will reduce waste and save a lot of money Buy recycled or renewable ones If you really need to buy new supplies, you can make green choices by considering recycled and renewable school supplies You can find many retailers which are selling those supplies out there such as Ecojot.com, which offer notebooks, sketchbooks, and more made entirely from post-consumer TIEU LUAN MOI download : skknchat@gmail.com waster When buying a new backpack, consider ones that are made from recycled material as well as is padded to prevent back pain. Making green and economical purchases can go a long way in protecting the environment and saving your money 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 23 rd 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 LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary give in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation include 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 TIEU LUAN MOI download : skknchat@gmail.com In order to assess the effectiveness of applying this method to teaching unit and unit 10, I have compared my work within many classes (10 A1, 10 A7, 10 A3, 10A10 school year 2019-2020) At the beginning of the school- year, before I apply PBL approach in teaching, I tested attitude of 100 students from classes: 10 A1, 10 A7, 10 A3, 10 A10 (in which there were many good students in 10A1 and 10A10) The statistics was shown as follows: Before the application of PBL Number of students Percentage 40 40 % 11 11 % 20 20 % 5% 10 10 % makes school more engaging for students improves learning provides opportunities for students to use technology connects students and schools with communities and the real world helps address standards (skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills After a year of applying PBL, the result is better: After the application of PBL Number of Percentage students makes school more engaging for students improves learning provides opportunities for students to use technology connects students and schools with Compared with a year ago 95 95 % increase 55 % 83 83 % increase 72 % 65 65 % increase 45 % 90 90 % 17 TIEU LUAN MOI download : skknchat@gmail.com increase 85 % communities and the real world helps address standards (skills increase 85 % such as critical thinking/problem solving, collaboration, communication in a variety of 95 95 % media, and speaking and presentation skills The result means that the implementation and solutions used in the school year 2019-2020 have brought good effect on students’ learning attitude Before using this method, most of my students could traditionally complete all the tasks in the text book, with the help of their teacher However, they easily forgot the vocabularies, the topic as well as the contents of the unit To a certain extent, after each lesson, students seemed to know the floating part in an “ice berg”, not really understand the deeply sinked part in the unit, in other words, it is the core value of the lesson It is a matter of fact that when applying applying PBL in teaching in general and teaching unit and unit 10 in particular, my students enjoyed working together to creat their groups’ outcomes, they seemed to be very eager for each unit because they like dealing new challenges 18 TIEU LUAN MOI download : skknchat@gmail.com (Class without PBL application) (Class with PBL application) Here, I felt the sense that schoolwork is more meaningful when it is not done only for the teacher or the test When students presented their work to real audience, they cared more about its quality Once again, it is the more, the better when it comes to authenticity and even more important than any other things, all the students could find out the core value of their projects; that is: “To go Green and make our planet liveable and sustainable, it is our responsibility” Additionally, all the students in my class also had the chance to exchange and donate their school supplies III- CONCLUSION Conclusion Teaching method is a product connecting theory and practice in order to help students acquire knowledge, practice their skills and solve the problems Changing teaching method, according to me, firstly is changing the phylosophy of teaching By the end of the lesson, students can find out the core value of the problem and apply them in to their real life Besides, changes is also shown as the role of the teacher from the provider into a consultant; students will fulfil the demand of knowledge themselves It is clearly that in my class, with PBL, each unit indeed is appealling to students because they are solving their realproblem in their life When students practice decision making and deductive reasoning and are exposed to examples from real life, they are able to expand their skills, evaluate their options, and think critically The activities in this section help students visualize how events actually unfold by having students 19 TIEU LUAN MOI download : skknchat@gmail.com conduct research, discuss and write about the material, collect or draw illustrations, and reflect on their work Students learn from each other by analyzing and synthesizing material, reinforcing main points, and moving information from short- to long-term memory Most importantly, students content- basedly talk and write for a purpose, because their work is often presented in front of their peers I myself find it is relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader, for all the activities in the classroom PBL is a dynamic approach to teaching in which students explore realworld problems and challenges With this type of active and engaged learning, students are insprired to obtain a deeper knowledge of the subjects they’re studying When designing or planning projects the work or task is meaningful if it fulfills two criteria First, students must perceive the work as personally meaningful, as a task that they want to well Second, a meaningful project fulfills an educational purpose Suggestion Basing on practical teaching English text book 10, 11, 12 Education Publishing House, I suggest that there should be no multiple choice questions in examinations in order to assess the real ability of students and to avoid students’ laziness This is my little experience in finding methods to help students find learning is acquiring actively by themselves I hope that you will use these hands-on, interactive strategies to motivate and engage your students, and to foster an environment that makes learning fun I hope to receive your reading and comments as well as contribution to make this theme more perfect so that it can be applied widely Thanks for your reading! THE CONFIRMATION OF Thanh Hoa, July 10 th 2020 20 TIEU LUAN MOI download : skknchat@gmail.com THE HEAD MASTER I hearby assure this is my experience initiative, without copying the contents of other people Author Đặng Thị Hoài Thu 21 TIEU LUAN MOI download : skknchat@gmail.com REFERENCES Bibliography: Kolb, D A (1984) Experiential Learning: Experience as the Source of Learning and Development Englewood Cliffs, NJ: Prentice-Hall Silberman, M (2007) The Handbook of Experiental Learning San Fransisco: Pfeiffer Webliography:  Project-Based Learning, Edutopia, March 14, 2016 Retrieved 2016-0315  What is PBL? Buck Institute for Education Retrieved 2016-03-15 http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/ confintea/pdf/press/confinteavi_statement_delors_en.pdf https://youtu.be/iRQBMa63UUw  http://www.all-recycling-facts.com/what-does-going-greenmean.html#ixzz5p1OlFVNo TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 1: PROJECT TEAM WORK PLAN Project name Team members Product: Due: What need to be Who will this done? part? By when? Where? APPENDIX 2: GUIDELINES FOR AN EXCHANGE PARTY Your EXCHANGE PARTY may follow the layout below (or may create your own layout) What type of school supplies you to sell? NAME OFwant PROJECT:………… What type of school supplies you want to exchange? How many people take part in the party? What type of school supplies you want to donate to the library? …… What are the result of your party? SLOGAN:………………………… APPENDIX 3: GUIDELINES FOR ORAL PRESENTATION Name of the project:…………………………… GROUP MEMBERS: 1………………………………… 2……………………………… 3………………………………… TIEU LUAN MOI download : skknchat@gmail.com Names of the Group Members: I- WHAT Old text books School supplies Reusable thing, materials II- HOW Things for selling Things for exchanging Things for donating III- WHERE IV- WHEN TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 4: CHECK LISTS FOR PROJECT MARKING CRITERIA YES(V)/ COMMENTS NO(X) NAME OF THE Have you chosen one of aspects of PROJECT environment? Have you had a group leader? Have your leader assign tasks to the members? Have you collected school supplies PREPARATION from their sisters, brothers, or relatives or of yours Have you collected your own school things? Have you complied, evaluated, and sorted out the relevant text books? Have you discuss an aspects of DISCUSSION OF environment in terms of: THE ASPECTS RELATED TO ENVIRONMENT WhyGo Green? How to Go Green? Environmental conditions? TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 5: ASSESSMENT FOR GROUP WORK SKILLS Group:…………………………………………………… Class:…………………………………………………… Skills Discussing What we did Always Sometimes Never Our group discussed the same content, each member proved their own answer Deciding We made dicision together Voting We voted for each decision Agreeing We agreed with this voting Listening We listened to each members Sharing ideas We shared ideas together Working We worked in group together Concentratin We concentrated on g our task Solving We solved our groups’ problem problem Encouraging We encouraged one another Proving We proved our answer by concrete supporting TIEU LUAN MOI download : skknchat@gmail.com ideas TIEU LUAN MOI download : skknchat@gmail.com APPENDIX 6: TEACHER AND PEER’S ASSESSMENT Group: ……………………………………………… Criteria Mark Fully research Peer’ s assessment assessment 10 Content The content is fully illustrated of on the project the Fullfil the question in the project lesson Real connection 10 MARK plan Teacher’s 30 Format The is clear of reasonable the The letter are easy to read project Pictures, graphics and 5 are beautiful, attractive Writing Error MARK 20 effectiveness 10 Group has cooperation in presentation time Group know the content well 10 Conducting the Presentation is smooth project Time is not over mins Clarify the problem 10 Attractive MARK 50 TOTAL MARK 100 TIEU LUAN MOI download : skknchat@gmail.com Classification: D: under 50 marks B 70-80 marks C: 50-60 marks A: 80-100 marks TIEU LUAN MOI download : skknchat@gmail.com LIST OF RECOGNIZED EXPERENTIAL INITIATIVES Full name: Dang Thi Hoai Thu Position: Teacher School: Hoang Hoa high school TT Tên đề tài SKKN “Dùng tranh vẽ để dạy nói cho học sinh lớp 10” “Đổi cách kiểm tra miệng tiết dạy tiếng Anh” Số, ngày, Kết tháng, năm Cấp đánh giá đánh định xếp loại giá xếp cơng nhận, (Phịng, Sở, loại (A, quan Tỉnh ) B, ban hành C) QĐ Số 59/QĐSGD& ĐT, Sở B ngày 24/2/2006 Số 539/QĐSGD &ĐT, ngày 18/10/2011 Sở Năm học đánh giá xếp loại 2004-2005 C 2010-2011 B 2013-2014 B 2015-2016 “Applying mind maps in reading Số 753/ lessons from unit QĐ-SGD& ĐT, ngày to unit 16 – English 03/11/2014 text book 10- Sở publishing house” “Applying project based learning in teaching unit 15, English text book Số 972/ QĐ-SGD& ĐT, ngày 24/11/2016 Sở 12, Education Publishing House TIEU LUAN MOI download : skknchat@gmail.com “Making full use of the application of PBL in teaching speaking skills Số 1455/ QĐ-SGD& ĐT, ngày 26/11/2018 Sở Số 2007/ QĐ-SGD& ĐT, ngày 08/11/2019 B 2017-2018 Sở B 2018-2019 Tỉnh B 2018-2019 units 15, English text book 12, Education Publishing House “Making full use of the application of PBL in teaching speaking skills, English text books, Education Publishing House “Vận dụng phương pháp dạy học theo dự án giảng dạy kỹ nói Tiếng Anh” Số 3806/ QĐHĐKHSK, ngày 24/9/2019 TIEU LUAN MOI download : skknchat@gmail.com ... value Combining PBL and Go Green project in teaching English to raise students? ?? awareness of the environmental problems The process of PBL can be varied, depending on the real situation in terms of. .. project in teaching English to raise students? ?? awareness of environmental problems? ??, but many of the points apply to other aspects, too Aims of the study This paper endeavors to demonstrate the. .. 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,