Some useful activities to stimulate students in learning project lesson at high school

NGHE AN DEPARTMENT OF TRAINING & EDUCATION TEACHING EXPERIENCE TOPIC: SOME USEFUL ACTIVITIES TO STIMULATE STUDENTS IN LEARNING PROJECT LESSONS ENGLISH 10 AT QUYNH LUU HIGH SCHOOL Field of study: English Methodology NGHỆ AN, APRIL, 2023 THE PREVIEW OF THE STUDY PART INTRODUCTION 1.1.Rationale 1.2 Aims and objectives of the study 1.3 Scope of the study 1.4 The mission of study 1.5 Methods of study PART 2.THEORETICAL BACKGROUND 2.1 Project presentation 2.2 The keys about Project based learning PART 3.PRACTICAL BACKGROUND PART 4.METHODOLOGY CHAPTER INITIATIVE IDEAS OF THE ACTIVITIES *CONCLUSION OF CHAPTER CHAPTER 2.THE REPORT ON USING ACTIVITIES Handing out request: investigation on students’ participation Playing manager’s Roles in the Project Team 3.Evaluating the Project Presentation Exchanging Evaluation ( for creating stimulation) 5.Giving feedback to encourage and stimulate students’ learning *CONCLUSION OF CHAPTER CHAPTER 3: PEDAGOGICAL EXPERIMENT AND SURRVEY PART 5: CONCLUSIONS AND SUGGESTIONS *REFERENCES *APPENDIXES APPENDIX 1: Sheet of investigation on students’s participation APPENDIX 2: Questionaire of survey students’ stimulation APPENDIX 3: Some photos of building - project activities in experimental class PART 1: INTRODUCTION 1.1.Rationale For very long time being, English has become an – n-0pinternational communicative language in the world It has been widely used in different fields such as economics, politics, culture, science, technology, education and tourism It must be strongly affirmed that English is one of the most important means of communication, the key factor helping develop in our society Therefore, teaching and learning English to use in daily life is more and more essensial Then, for the time being on, teaching and learning English has been playing a more important role in the purpose of human – development as the 2018 – education program Speaking is the most difficult in the four skills Reading, listening and writing can be conducted in progressof learning with a teacher or on learrner’s own, with books I think that the way of teaching by oral presentation will motivate student to use English in the spoken classroom At Quynh Lưu High school, a large number of students are not capable of speaking English while they have such a long time to tasks of the lesson Up to now, we have accessed English syllabus of Global Success for ỷears, the teachers of English find it difficult to encourage their students to make oral presentation in the process of teaching English skills As in other schools, teachers of English in Quynh Lưu are now approaching project - based learning to teach English to students They hope to provide students with a means of communication, namely English which is vital for them to be successful in their job and to fulfill their social demands in the time of globalization.Therefore, it is really essential to know whether the project based learning has the good effects on teaching oral presentation skill to the 10 th graders of Quynh Lưu High school With the aim to access the method on teaching oral presentation through the Project - based learning, I would like to choose the topic: “Some useful activities to stimulate students in learning project lesson at Quynh Lưu High School”, to find out the answer, and further, to help improve the teaching of oral presentation at my school In this study, I wouldl ike to study on developing students’ oral presentation through Project - based learning in English language activities, hoping students feel confident to create their own generally communicative production during each topic lesson 1.2 Aims and objectives of the study This study has been designed to investigate the use of oral English presentation for the 10th – grade students at Quynh Lưu High school In general, it has two purposes getting from learners’ work during lessons of a learning topic (of each Unit) Firstly, it aims at finding students’ attitudes towards the coordinating group work, team work Secondly, it is to investigate the impacts of oral presentations through project - based learning on the students’ performance in English lessons done in several forms such as presenting, reporting, short – film scenes As a result, it is to provide the teachers with some suggestions to make best use of oral presentations in their teaching with a view to better their students’ speaking skill.Our objective is to show how project based leaning can provide students enough practice to develop oral presentation skill in speaking English language 1.3 Scope of the study There are many different ways to motivate students to learn English, all these issues cannot be fully covered in this paper Due to the limited time and the length of the thesis, I focus on exploiting students’ attitudes toward the use of project based leaning (PBL) and its effectiveness in teaching the oral presentation skill The subjects of the study include about ninety 10th grader students of two classes: 10A2, 10A4 at Quynh Lưu High school.Applying the range of the topic study, I would like to make class 10A2 the experimental unit and class 10A4 the control unit 1.4 The mission of study - Do research on the theoretical and practical basis of teaching through guiding students in group work or team work - Do research and propose the process of making project activities that must be relevant with the competence knowledge of New English 10 Global Success so as all get chances to join and build their overall group’s presentation - Build and develop a set of criteria to evaluate students’ co-operation capacity through their share for overall group or team work - Do Pedagogical experiment to test the scientific hypothesis of the sutdy 1.5 Methods of study 1.5.1.Theoretical methods - Study relevant document on reliable sources for the topic: boo0ks, magazines, Website supplying the thesis of teamwork, groupwork, project management,… - Study as the base data of Unit’s contents, theme contents of New English 10 Global Success for overall Project presentation 1.5.2.Methods of pedagogical invesstigation Do survey and conduct class running on project presentation of groups PART 2: THEORETICAL BACKGROUND 2.1 Project presentation 2.1.1 Concept of project presentation Oral presentation is an extension of oral communication skill It is where the presenter shows their knowledge on a particular subject The participant might choose the title or the teachers give it to them In order to talk about it with their classmates after this the participant makes a small research to get more information about this topic 2.1.2 Communcative langugage oral presentation This type of presentation has a primary goal, which is to make the audience learn something new The speakers use in this type of presentation an informative speech The aim of informative presentation is to be communicating with the audience and giving them much information in a limited time It is the most important elements that speakers can use, to the audience change their opinions and take a positive action about the speakers’ topic They will have confidence in their performance and deal with any reaction 2.1.3.The benefits of using oral presentations Oral presentations have been shown to be extremely successful with respect to improving learners’ second language skills, and increasing their autonomy For example, Girard, Pinar and Trapp (2011) found that using oral presentations in their classroom lead to greater class interaction and participation, an increased interest in learning, and noticeable improvements in their students’ communication and presentation skills For most language teachers the five major benefits to use oral presentations in the classroom are: - They provide students with realistic language tasks - They have value outside the language classroom - They improve students’ motivation 2.1.4 Running class with oral presentation 2.1.4.1.Teachers’Role: The teacher’s role is not an easy one because oral presentation is challenging job for teachers Teacher also need to prepare their students for their task by groupwork, teamwork, then develop their interaction skill The teacher’s role in oral presentation is an a guide, organizer consultant resource person, and supporter this role involve also organizing into groups, preparing details, more information about the topic, helping them to learn how to conduct their presentation and finally evaluation the students performance 2.1.4.2 Students’role: Students, must be ready to join in a real world project format being qualified to participate in a team project, and has realistic expectations about the process Some students are more qualified, or ready to participate in project learning, than others Students should also have a desire to gain experience Students should bring some technical, interpersonal, communication and creative thinking skills to the project They should be willing to subordinate their personal preferences to the decisions of the team, and be willing to compromise in order to achieve a group production 2.2 The keys about Project based learning Project-based learning has been investigated in a great number of studies on the global scale over the last decade, but the application of this approach to teaching English as a foreign language in Vietnam is still not popular Projectbased learning is a learning method which focuses on the learner; the teacher acts mainly as a facilitator and motivator PBL emphasizes learning activities that are learner-centered and usually integrated with real world concerns I also deal with the application of PBL in teaching oral presentation and suggest several language learning projects To show more, we need some specific items as the keys to build a perfect project presentation.The most important skills in project management are just a few of the soft talents that a group doing project must take it in practice They are: 2.2.1 Leaders’ role Leading a team is one of the most crucial aspects of a project manager’s work, and it’s a soft skill that not everyone possesses A competent leader can gain people’s trust, motivate employees, gain buy-in, make sound judgments, and accept responsibility for the team’s triumphs and mistakes.Leaders entails empowering others, being regarded as a powerful source of authority and information, and guiding and teaching others along the road it’s critical to recognize the distinction between leadership and management Being a leader entails more than just getting people to follow your orders Leadership entails empowering others, being regarded as a powerful source of authority and information, and guiding and teaching others along the road 2.2.2 Communication Communication skills, both written and verbal, are essential in any profession, but project managers in particular A project manager is a person who acts as a link between all parties participating in a project, and their ability to transmit key information to all parties involved is critical to the project’s success A competent communicator will be able to persuade others to share their vision, reach an agreement, and identify the best methods for delivering any given piece of information 2.2 3.Teamwork A good project manager is not only a team leader, but also a team member That includes cooperating, collaborating, being pleasant to work with and communicate to, and treating others fairly In this job, ego isn’t allowed It’s rather simple to detect if you’re doing it correctly on this one Is your team wellcoordinated? Do they have enough faith in one another to tell the truth, argue, and seek assistance? If they do, you’re doing something right In conclusion, helping learners be motivated and get stimulation spirit , teacher should put them in status of co-operation This should make them involved in on-going-stimulation, in short, the only way: doing project lesons PART 3: PRACTICAL BACKGROUND As mentioned above, in the part of rationale, a large number of students at Quynh Lưu High School find it hard to use what they have learned to speak out what they have in mind in English but most of them are always in attempt to say something This is the reason why they have always wanted to use English In a survey made recently shows that nearly third – four of students want to use English to express their ideas and they show strong attempt to practice English as well as they can if they are put in convenient situations On conducting the process of building a fulfilled project lesson, I have always been on the rules of language – creating communiation as following: Rule 1:Being led by students when shaping the project Explore what your students want to know and to do, within the confines of the course Enabling students to direct their own learning is a really effective way to get them interested and engaged Offer them choice where possible in how they work towards the desired learning outcomes For any community project to be successful, it is vital that local people’s needs and wishes are taken into account This must be based on collecting reliable information and insight from local people and community representatives Do not make assumptions about what will and will not work; this can lead to serious misjudgements and derail a project before it has even begun The first step was to arrange a brainstorming session with key community leaders and the students We’d recommend allowing your lecturers to act as moderators posing the questions to community leaders and encouraging students to the same in order to understand key needs and challenges Without such guidance, students will not know how to run such a session and it may stall Rule Allowing students set their own learning approach Give students a large degree of freedom in how they choose to meet the challenge posed – in this case, developing promotional media material Rather than judge students’ work as good or bad, instructors should encourage and guide them, providing constructive feedback This gives students the freedom and confidence to develop their creative thinking Our students chose to present the information in the form of powerpiont slides, short videos and role-play activities to in project presentation As creators and presenter of a vast range of digital content via their mobile devices and social media platforms, our students were able to fulfill with this medium 3.Rule Hosting site visits to bring the project to real life – class activities Site visits are crucial in helping students understand the real-world implications of their project and its potential impact Depending on how your visit is organised, it can give valuable insight on different perspectives or target audiences Our students needed to understand the local way of life and culture in order to design media content that was responsive to community needs and showed the true characteristics of the place The students were taken to sites in the guise of tourists to see the attractions and take part in activities, such as sharing household routes, helpful actions for community or volunteer work along with their awareness of réponsibility These items allowed the students to gather information, pictures and interview insights from local people, real situation to develop their content of project 4.Rule 4.Create a win-win project Using projects such as this one makes learning more fun, enhances student engagement, supports self-directed learning and allows learning outcomes to be measured in authentic contexts This particular project will also, hopefully, help the representatives of each group in turn trsst to show how they did project, it also promote their sustainable learning attractions.Whenever they find something they got from their lessons that makes them use in practice, especially using in real life, they confirm themselves, they seem to be the winner And afterall, they will be motivated and stimulated In short, learing - based projects can provide great opportunities for students to enhance their learning, get creative and gain practical experience, while also motivate and stimulate them To make this problem in practical situation, teachers of English in Quynh Lưu High school apply the activity for Project lesson in English 10 so that all students can get opportunities to try their competence For this purpose, I have given the limit of projects through topics of the Units in English 10 The general content of English 10 – Global Success in the syllabus of the 2018- education program is designed in 10 Unit with topic for each Every topic gives learners certain content of educational values I myself study quite carefully and consider the ability as well as the application in daily life of the learners, then the research on topics of unit 1; unit 4; unit 6; unit 9.Themes for projects: - Project 1:(unit 1): Talking about household routines sharing Project 2:(unit ): Talking about Volunteering Work Project 3:(unit 6); Talking about Future job for the young Project 4:(unit 9); Talking about Environmental problems PART 4: METHODOLOGY CHAPTER INITIATIVE IDEAS OF THE ACTIVITIES The study aims to collect data about the use of the PBL in developing 10th grade students’ oral presentation To achieve that, I have tried to investigate how students of our school get the effectiveness of using project based learning on achieving better result in their oral presentation by doing their tasks We have also investigated how teacher judge the use of PBL as a proper means to develop their students’ oral presentation skill Here I will share some ideas or may call useful activities that helped my students create good projects for their presentations, then for my report in this topic study It’ s they key for my success in making my students motivated via project – based lessons 4.1.1.Handing out request: investigation on students’ participation a.Theoretical remark: As planned in English 10 Global Success, Project lessons are at the end of process division of a Unit To make the Project run well in the progress of learning, my students often get the request for doing project at the second or the third lesson Teacher create more details as the range in content of the unit so that whole class have proper content division to work in group Members of the group will play roles of the Leader, Secretary, the rest are the Suppoters Soon after receving the request, the Leader will take the whole- action duty, plan the schedule, idea, deliver specific part for Suppoters Every member partly share the whole work and follow the plan of team b Practical activities: As the request, all will share report for the whole project product And they should follow to perform duties and support, combine other members ‘ ideas to create overall project productivity + Build a draft of project status report include everything knowledge regarding the status of the project This will be a good exercise that helps think exhaustively without leaving important issues and try their best for the whole + Edit the Draft to create the status report so as suit the requirements Edit and fufilify the information that suppoters have given Ensure that they have provided information regarding issues presented in the Project Sheet of responsibility division submited by Group’s leader 4.1.2.Playing manager’s Roles in the Project Team a.Theoretical remark: Teacher plays role as the guide and consultor to identify problems students face during Project buildingand offer assisstance, This stimulates students though the way they participate in the development of the group's activity plan One of the most important steps in teamwork to improve the team productivity is to hold discussions with each member of the team regarding their roles and expectations regarding their duties within the team Priority tasks assignments in Project duty are necessary Moreover, the time that the representative will devote to these tasks should be clear and equal so that everyone must have chance to attempt the challenge In addition, the quality and outcome of the expected work must be understood by each individual on the team It is critical to give the team the freedom to work after the roles and tasks are determined This has a big role in increasing team presentation productivity b Practical activities: -Supply outcome of the work to make ideas understood by each individual on the team Give the team the freedom to work after the roles and tasks are determined This has a big role in increasing team presentation productivity Images of presenting managger’s roles to set duties to group ‘s members 4.1.3 Evaluating the Project Presentation a.Theoretical remark: Students should be provided Learning Opportunities through their project work This is important, especially in the modern world where technology is evolving every second Learners don’t stop at putting a team together Learning opportunities must be provided as frequently as needed Presentation opportunities enables them to show their participation in the whole learning duty, especially learning Enlish in communicative target today This also encourage learners to gain knowledge – skill approach of education As a result, you’ll be on your way to developing an innovative project team, moreover, students interest their own view and positive attitude to English learning All of these provide them with learning opportunities to become innovative b Practical activities: Presentation opportunities enables them to show their participation in the whole learning duty, especially learning Enlish in communicative target today This also encourage learners to gain knowledge – skill approach of education Image of representatives presenting and class ‘s observation 4.1.4 Exchanging Evaluation (for creating stimulation) a Theoretical remark: It’s likely that we, the one who often organise team – idea building activitiesto make presentatives in the classroom should get student to be engaged It also helps consolidate on work results Student must believe that what they’re learning is important, they want to learn to confirm competence themselves Thus, it’s important to demonstrate what they have prepared as individual contribution to the group’s project Really stimulate them by telling them that their contribution may appreciate and get special consideration Showing them that every item is used to build their group’ final result to make their project “real” productivity They may be always excited about this, they see how it applies to them, they may be motivated to learn more and more attentively 10 b Practical activities: Members of every group will see the plan and the deadline that their project productivity complete All of students, the supporters, hand in their work as contribution so that their leader collect such apart information or items to build up bigger items, then ,make up overall project productivity for presentation.This is the result of the whole team, showing the general result by cooperation Survey students’ stimulation Questionaire about the Projects to show students’ stimulation sense and English communication improvement PROJECT NAME MEETING DATE AND TIME QUESTION SHEET Questions The project plan was well defined and communicated from the start The initial project goals were clear The allocated resources were adequate for achieving our goals The original project timeline was realistic Our project team worked well together Our team worked effectively with the client We got the project results that we wanted 7.1 Explain why or why not What went well on this project? What aspect of the project was most frustrating? 10 What was the most satisfying part of the project? 11 What issues would you like to discuss in the meeting? ( individual idea) ( individual idea) ( individual idea) ( individual idea) ( individual idea) 4.1.5.Giving feedback to encourage and stimulate students’ learning a.Theoretical remark: One of the most difficult things of a teacher is how to motivate your students It is also one of the most important Students who are not motivated will not learn effectively They won’t retain information, they won’t participate and some of them may even become disruptive A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teacher’s methods un-engaging or be distracted by external forces It may even come to light that a student who appeared unmotivated actually has difficulty learning and is in need of special attention Students look to teachers for approval and positive reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized and valued You should encourage open communication and free thinking with 11 your students to make them feel important Be enthusiastic Praise your students often Recognize them for their contributions If your classroom is a friendly place where students feel heard and respected, they will be more eager to learn A “good job” or “nice work” can go a long way b Practical activities: At the time of the Project presentation taken place, students on be half of their group take their turns to presentation in front.Each group get three times to practice presentation in turns Teacher, since the first Project lesson, declares the common rules of evaluation: + Final result for marking depends on how three presentation turns + Encouraging marks and special Gifts for the best presentator + Gifts and Praise for the best group’s project productivity Image of students getting positive comments from the feedbak group *CONCLUSION OF CHAPTER In chapter 1, we have focused our research on the theoretical basis as well as the practical basis of the topic We have illicited concepts of activities and clarified the activities applied and investigated in thís study: classification, roles, how to design and practice such activities for running project lessons by the approach of cooperation capacity.Through the investigation, we found that the majority of teachers and students had a relatively correct perception of the role of cooperation capacity in teaching and learning as well as in practice However, at present, for many reasons, the use of study cards for teaching has not been used regularly.On the basis of theoretical and practical analysis, we will research and propose the process of using worksheets to teach reading lessons to practice students' cooperation capacity CHAPTER 2.THE REPORT ON USING ACTIVITIES 12 (to stimulate students in learning project lessons English 10) Activity 1: Handing out request: investigation on students’ participation Purpose of using activities in Project lesons to stimulate students in my study was conducted quite successfully, showing via the investigation to collect members of the group examine how their friends have done to support the overall project In order to conduct our investigation, answer the research questions, and confirm our hypothesis, we collected data from students’questionaire and classroom observation The major tool of collecting data was the questionaire given to 10th grade students Evaluated Evaluation activity Criteria Level ways Elements -Actively volunteer to receive the task Through 1.Receiving the -Do not volunteer but happily observation, request accept tasks when assigned invesstigation responsibility -Reluctance to accept assigned tasks -Refuse to accept the quest -Be eager to express opinions,participate in the development of the group's plan of action -Participate in the development of 2.Participation in the development of the group's activity plan, but not the group's activity being proactive plan -Less participation in planning group activities -Do not participate in the development of group activity plans - Try to complete your own tasks, while actively supporting other team members 3.Duties taking and -Try to complete my own tasks, but not actively supporting the supports,help to other members other members -Try to complete my own mission, but not supporting the other members yet Individual evaluation sheet in the group, servations Individual evaluation sheet in the group 13