(Skkn mới nhất) some techniques to enhance the grade 10 students active participation in the project lessons

sa ng en ki PART I: INTRODUCTION nh ki I REASON FOR CHOOSING THE TOPIC ng hi Through the process of teaching high school English, especially the English program for grade 10, we have been constantly learning, applying, and synthesizing positive elements in the student-centered teaching method, which focuses on developing the comprehensive ability of knowledge and skills for students With the English program, the content of the lessons is built on the topics and knowledge in the previous and subsequent lessons in a unit of lessons with inheritance, development and synthesis This is a convenient point for teachers and students in the teaching process em w n a lo d th yj However, we realize that there are still many issues that teachers need to think about in the classroom teaching process The first is that the amount of language knowledge in the lessons has increased a lot compared to the current English program Secondly, in addition to language knowledge, students are also equipped with cultural knowledge, raising awareness about urgent global issues such as gender discrimination, environmental issues, and environmental issues, information technology applications In addition, a point that teachers need to pay attention to is that the lessons in the new English program are mainly skillsintegrated lessons, built in the direction of communication, so it requires teachers to design and implement the teaching activities in the direction of communication, developing integrated skills for students uy la ip an lu n va oi m ll fu a nh tz One of the lessons in the English program that is really practical for students that most teachers are confused or intend to ignore is the "project" lesson This is a practical lesson, an opportunity for students to learn, experience, create, find effective solutions to solve existing problems in the community, so it makes sense high education However, to implement a successful "project" lesson requires teachers to be well-prepared, have specific plans, research issues to discuss or assign and guide students carefully z vb k jm ht om l.c For the reasons above, from the beginning of the school year 2022- 2023, we have carried out a study with the topic “Some techniques to enhance the grade 10 students' active participation in the Project lessons” to find out the solution for improving students’ participation in Project lessons We hope to contribute to improve the effectiveness of English teaching in general and the "Project" practice sessions in particular gm From the lessons of my colleagues, from the seminars on method innovation or the knowledge gained from the refresher courses, to improve my professional knowledge and teaching methods, I myself have used some I tried the techniques and found that they were really effective for my teaching practice The “projects” in the English 10 program are fully implemented, passionately and creatively by students sa ng en ki II AIMS, SCOPE AND RESEARCH METHOD nh ki Aims: hi ng - Help students develop language skills and some necessary skills for students, English program 10 em - Apply a number of methods of organizing the implementation of "Project", creating interest in learning for students while improving the ability to work in groups and present for students w n d Scope a lo - Help students take the initiative, react promptly to all communication situations th yj - Applying in Project lessons – Tieng Anh 10 (Global Success) uy Research methods ip la - Observational method: The teacher self-searches and researches the program of textbooks and reference books; conduct class visits of colleagues an lu n va - Method of exchange and discussion: After attending the time with colleagues, being attended by colleagues, both conduct exchanges and discussions to draw out experiences for the lesson fu oi m ll - Experimental method: The teacher conducts experimental teaching of some specific lectures a nh tz - Control method: The teacher applies a variety of methods to organize activities in different pairs and groups, comparing the performance results with lessons that are performed only in one form z vb k jm ht om l.c gm sa ng en ki PART II: CONTENT nh ki I THEORETICAL BACKGROUND hi ng The definition of Project-based teaching and learning em Many definitions of project-based learning have been proposed by various authors Moss and Van Duzer define it as an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop As is discussed in, project-based learning (PBL) is a model that organizes learning around projects which are complex tasks, based on challenging questions or problems, involving students in design, problem-solving, decision making, or investigative activities; giving students the opportunity to work relatively autonomously over extended periods of time; and culminating in realistic products or presentations Project-based learning is a dynamic approach to teaching in which students explore real-world problems, issues and challenges, are inspired to obtain a deeper knowledge of the subjects they are studying and more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning In addition, the students develop confidence and self-direction as they move through both team-based and independent work PBL shifts away from the instruction of teacher-centeredness to that of student-centeredness The purpose of PBL is to foster students’ abilities for lifelong learning through contextualizing learning by presenting them with problems to solve and/or artifacts to create; in doing so, students’ motivation and enthusiasm, their problem-solving abilities, research skills, sense of collaborations, resource management skills, longing for communication and information sharing, and language use awareness are progressively evident, and more important, such a process of engaging in various levels of projects may turn their life experiences to advantage In language instruction, PBL is a flexible methodology allowing multiple skills to be developed in an integrated, meaningful, ongoing activity Beckett states that projects are generally thought of as a long-term (several weeks) activity which are part of an instructional method which promotes the simultaneous acquisition of language, content, and skills A major goal of project-based instruction is comprehensible output which generally occurs both during the project and as the final product of the project The variety of definitions has provided the features of PBL Thomas proposes the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism w n a lo d th yj uy la ip an lu n va oi m ll fu tz a nh z vb k jm ht om l.c PBL does not engage students in a project for an hour or a day, but it entails active participation for a longer period to build meaningful products or find an answer to a complex question However, it doesn’t imply that no schedule is followed in PBL, because it may stretch from a week to a whole semester gm Procedure of teaching project lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki Project-based learning helps students to learn how to work in teams and encourages them to use their creative, problem solving and critical thinking skills to come up with innovative solutions and products for real life audience ng hi The steps of project-based learning are shown in the following chart: em w n a lo d th yj uy la ip an lu n va oi m ll fu tz a nh z vb jm ht 2.1 Identification of a Problem or an Opportunity k This is the leading step in project-based learning Teachers or students identify a problem or an opportunity from their surroundings that requires meticulous work and demands a resolution This problem can be related to the curriculum and may be affecting the school, community, city or a country om The next step is to design a learning plan for the project which means that the teachers assess how the problem or opportunity connects with the standards he/she is intending to teach The best approach is to involve the students in this process so that they can feel included l.c 2.2 Project Planning gm This is an inquiry-based step that requires great attention to detail and group work because the learning goals of students will be based on the precise mapping of the driving problem statement Brainstorming and bloom’s taxonomy will assist you in this step to formulate the driving question (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki Select the project path which corresponds to the syllabus or curriculum It is better to integrate multiple subjects for enhanced student engagement and dynamic learning Make sure that the learning resources and content are at the students’ disposal while they are working on the project A teacher should be prepared to provide deep content knowledge to the students because the project can move in any direction and students may require a deeper understanding of the concepts to reach a viable conclusion hi ng em w 2.3 Schedule n a lo This is the third step of the PBL which involves setting a timeline and schedule for the project activities Students should be given a set date or time frame in which they had to present their final project work However, to realize the benefits of the whole process, be prepared to be flexible in your schedule Set the schedule by working collaboratively with students d th yj uy la ip 2.4 Monitor the Progress an lu In PBL, a teacher is engaged in the process right from the beginning to the end Teachers should incessantly monitor student work and progress The role of the teacher in PBL is that of a facilitator who strives to make the learning experiences worthwhile for the students n va oi m ll fu 2.5 Assessment tz a nh This is the fifth step of the PBL, and it involves assessing the learning outcomes and participation of students Teachers can use a rubric to record students’ progress and their learning outcomes z vb Rubrics allow teachers to grade student learning against certain standards and give effective feedback to the individual student at the end of the project The assessment helps students in enhancing their skills and thus increases their confidence Besides teachers, experts and the audience can also be consulted to give feedback k jm ht gm This is the last step in PBL which involves reflecting what worked and what didn’t during the whole process Reflection helps teachers to improve their instructional strategies in the future Teachers are also able to incorporate changes in their teaching strategies Some methods of assessing students’ projects Most of our assessment focuses on content mastery Techniques we are all familiar with include the evaluation of the final product and having students complete quizzes or tests Other benchmarks for content mastery you can use include the number of citations a student references, amount and quality of om l.c 2.6 Evaluate the Experience (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki research, use of experts, validity and effectiveness of arguments, meeting the topic, and answering the essential question hi ng Completing complex authentic projects that require collaboration, creativity, problem-solving, and innovation helps prepare students for increasingly complex life and work environments Effective communication in the 21st-century requires that students can effectively express themselves in writing, verbally, and visually Be sure to assess the quality of writing, including ideas, vocabulary, fluency, organization, and conventions, as well as the use of media and overall design Since a project is a collaborative effort that occurs over time, include evaluation components that consider teamwork, organization, planning, and behavior em w n a lo d th yj 3.1 Using Checklist How can we measure our efficiency when it comes to doing the things that we have set or planned to do? Afterwards, how we know we have achieved what we set out to achieve? Part of making sure a project is successful is to make routine evaluations throughout its execution We can also conduct post-project evaluation to help future projects and understand what went wrong, what went right, and what needs to be improved These are all details that can be conveniently listed on a checklist 3.2 Creating Rubrics uy la ip an lu n va m ll fu oi Because many performances cannot easily be quantified, we want to be as specific about our expectations as possible Creating a rubric for the final product and various components of project work can ensure a more accurate, specific, and useful assessment tz a nh z vb 3.3 Involving Students in Assessment k jm ht Involving students in project assessment boosts motivation, improves metacognition, and promotes self-directed learning Students who are asked to reflect on their own performance learn to evaluate their strengths and weaknesses and are able to pinpoint where to focus their efforts to see the greatest results om l.c You may also want to have students complete a peer evaluation for components of the project, such as the project presentation Students can also evaluate the writing, design, and effective communication during the creation and presentation of the final product Combining your assessment of the process and the end product with student reflections and evaluations will help you create a more accurate assessment of student performance gm You might have students provide feedback and critiques by asking them to keep a project journal or work log, evaluate themselves using the project rubric, and answer additional self-assessment questions An open-ended self-assessment allows students to share learning that occurred during the process that was not included in the rubric As they reflect and evaluate, students should describe their learning and contemplate decisions they have made individually and as a team (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki * Content objectives nh ki By the end of the lesson, students will be able to: hi ng - recognize different international organizations and inquire more valuable information about these organizations em - raise students’ respect and gratitude for the contribution of international organizations w n - build up classmates' awareness of the need to show their responsibility to society by their practical actions a lo d B LANGUAGE FOCUS th yj * Key vocabulary: Use words related to volunteer projects: name, foundation, headquarters, member countries, aims, activities, projects uy la ip * Key grammar/ structure: Use past simple tense to introduce the time and place of formation, use present simple tense to introduce activities an lu C TEACHING AIDS oi a nh a Contextualize the task m ll Step 1: Introduction fu D PROCEDURE n va Textbook, board, chalk, pictures, photos, projector tz - Have the students watch some pictures about some logos of international organizations to elicit the task z vb WORLD HEALTH ORGANISATION WORLD TRADE ORGANISATION THE RED CROSS k jm ht FOOD AND AGRICULTURE ORGANISATION om l.c gm 30 (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki hi ng em w n INTERNATIONAL CIVIL AVIATION ORGANISATION a lo d INTERNATIONAL MARITIME ORGANISATION th yj uy la ip an lu n va oi m ll fu INTERNATIONAL LABOUR ORGANISATION tz a nh INTERNATIONAL ORGANISATION FOR STANDARDIZATION z - Ask students to work in groups to discuss all the information they know about these international organizations such as their name, foundation, headquarters, member countries, aims, activities, projects… vb jm ht k - Elicit ideas from each group and increase students' interest about the project assignment they are going to gm - Address the objectives of the lesson to the class and emphasize on the core value and language requirements for the project - Help students understand the instructions and the procedure for conducting the project Remind students of the following points: + They should discuss to select an international organization that they can find lots of information about + Then they brainstorm all the information and illustrations about the international organization they choose + They critically discuss what they can to help our society 31 om l.c b Inform the class of the lesson objectives (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki + They need to have a good preparation for their presentation on the project nh ki c Timeline and assessment hi ng - Allow week for students to work on their project em - Introduce the form of project teamwork plan, checklist and rubric for project assessment to students Give a clear explanation to help students understand all requirements before they start doing their project w n Step 2: Divide class into groups a lo - Using multiple-theory technique to divide students into groups of 10 according to their competence d th yj - Have students in each group choose: leader who will assign the tasks to the members and monitor teamwork note-taker who will be responsible for taking notes of group ideas for later discussions members have a duty in finding and selecting information required about the international organization members is responsible for arranging the content corresponding to the illustrated pictures to prepare for presentation members are in charge of designing slides member who is good at speaking has to make a presentation la ip - uy - n va - an lu - oi - m ll fu - a nh tz The duties of group members may change basing on the task delivery in each group z vb Step 3: Conduct the project k jm ht - Encourage students to make a detailed teamwork plan for their project (Ask them to make a time line) - Remind students that they need to compile, evaluate and synthesize the relevant information for the project presentation For example, instruct them to arrange the information into a suitable order such as name, foundation, headquarters, member countries, aims, activities, projects, etc Step 5: Prepare students for the final activity 32 om - Guide students how to collect pictures and information for their project by doing a search on the internet, in magazines or newspapers l.c Step 4: Prepare students to collect the used things and make new things gm - Elicit the information about the way to promote the image of the international organization For example, if students want to use the internet to promote the image of the international organization, ask them some guiding questions such as which website they would like to use, how they can spread the image, etc (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki - Have students think about the language use, skills, the content requirements and oral presentation hi ng - Encourage students to anticipate questions the audience may ask them about their presentation em Step 6: Present the final outcomes of the project - Have students present the final outcomes of their work in the project show: w n + Teacher sets the time for each group to present and rules: Each group has minutes to present and minutes for question and answer section a lo d + While one group presents its project, the others observe, tick the checklist and give comments th yj uy - Observe and take notes both the good and bad points while groups are presenting their projects la ip Step 7: Assess students' work an lu - Use the rubrics and checklists for the project product and for the oral presentation oi m ll fu Step 8: Give key values n - Praise the best product va - Give constructive and positive feedback tz z vb 1) What have you learned today? 2) What is value of your project? 3) How you feel about your project? a nh - Ask students the following questions to identify key values after doing the project k jm ht - Encourage students to talk about practical advice based on their real problem and their own ability We have carried out the last survey with the same questions on the same students from the four classes The survey was done the second time after using these techniques to check how effective the ones have brought about The table below shows the results of the survey before and after using the techniques with the aim of enhancing active participation in project lessons 33 om We applied these techniques to teach Project lessons in the school year 20222023 In spite of some difficulties, we achieved considerable successes in students’ activities and competences, which are the results of improving their active participation l.c gm VII RESULTS AND COMMENT Results (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki Questions Answers Percentage(%) nh ki hi ng Before using After the techniques using the techniques w n a lo d 74,5 B Important 27,5 25,5 C Less important 11,5 D Unimportant 8,2 38,3 88,7 B Important 54,1 11,3 4,5 3,1 10,4 76,2 26,6 21,3 53,7 2,5 D Rarely 9,3 A Very active 9,8 B Active 27,3 45,5 C Less active 12,5 17,2 D Inactive 50,4 A Communicating 25,2 3,6 B Cooperating 24,6 2,4 C Solving problem 23,5 9,3 D All of them 26,7 84,7 th 52,8 oi A Very important la em Is the active participation of each member in group activities important? A Very important yj uy ip How important is the use of techniques to promote your group participation? C Less important an lu D unimportant C Sometimes m ll B Often fu tz a nh z 37,3 vb k jm ht om l.c gm What abilities have you improved by actively participating in group activities in the project lesson? n How was your level of participation in group activities during the lesson? A Usually va How often are you involved in product evaluations of other groups' projects? Comments The survey has shown that the using of techniques to enhance students’ participation in project lessons is very effective 74.5% of the students agree that the participation of members in group activities is very important, which means that group work benefits them Besides, 88,7% of the students realize the 34 (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki nh ki importance of using techniques It is clear that the techniques help to make students actively participate in group work Thanks to the techniques, 76,2 % of the students assure that they have more chance to get involved in product evaluation of other groups’ projects Moreover, they participate in group activities more actively than before Especially, 84,7% of the students show that actively participating in group activities in project lessons helps to improve their abilities including communicating, cooperating and solving problems hi ng em w n a lo d th yj uy la ip an lu n va oi m ll fu tz a nh z vb k jm ht om l.c gm 35 (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons sa ng en ki PART III: CONCLUSION nh ki hi ng The study was implemented at the beginning of the school year 2022-2023, when we were assigned to teach grade 10 students The fact that our students’ school entrance marks were low, especially the English subject means the students’ knowledge and competences are not good Consequently, in contrast with the continued advance of civilization, our students have had more and more difficulties in both study and life Hence, we have made great efforts to find solutions to help our students to improve their learning and achieve successes in the life With the techniques suggested in this study, our students are engaged in their tasks They take part in Project lessons more actively, which helps develop their skills and competences including communicating, cooperating and problem solving competences em w n a lo d th yj uy la ip To carry out a successful Project lesson, it is necessary for teachers not only to have competence and enthusiasm, but also the ability of applying appropriate teaching methods and teaching aids creatively as well as the ability of organizing and controlling the class to achieve high efficiency in their activities an lu n va Through the process of applying the study “Some techniques to enhance the grade 10 students' active participation in the Project lessons”, I personally think we need to note the following points: Before giving students a "project", teachers need to choose a form of "project" expression: presentations, writing reports, recording video clips or making advertisements In addition, teachers need to divide groups to implement the project in the most convenient and effective way, assign tasks to each member, master the requirements, necessary lists (checklist, rubrics) and time limits of the performance; When evaluating products, teachers need to it objectively, with cross-evaluation assignments, and feedback to promptly draw points that need to be fixed for the next project; In order to raise awareness and promote education, teachers need to draw out meanings, lessons or key values (key value, big ideas) after each time students carry out a "project" in a residential community oi m ll fu tz a nh z vb k jm ht om l.c 36 gm Our measures have been taken during the teaching process Thanks to the development of information technology, we have searched for much useful information to carry out the study In addition, the study has been completed with the assistance of the foreign language experts, our school’s Board of Directors, our colleagues and students We would like to express our sincere acknowledgement of their support and cooperation We would be grateful if we receive the comments and good ideas from readers and other teachers so that the study is getting more and more effective and interesting (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons (Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons(Skkn.má»›i.nhất).some.techniques.to.enhance.the.grade.10.students.active.participation.in.the.project.lessons