Combining technology and PBL in teaching unit 12, english textbook 10

TABLE OF CONTENTS Page INTRODUCTION .1 1.1 Reasons of choosing the theme 1.2 Aims of the study 1.3 Objects of the study 1.4 Methods of the study 1.5 New ideas of the study 2 CONTENTS OF THE STUDY 2.1 Theoretical background .2 2.2 Practical background 2.3 Combining technology and PBL in teaching Unit 12, English textbook 10 (Tiếng Anh 10), Education Publishing House .5 2.3.2 Step 2: Discusing the Criteria for Evaluation 2.3.3 Step 3: Organizing projects .7 2.3.4 Step 4: Conducting the project 2.3.5 Step 5: Presenting the project 12 2.3.6 Step 6: Reflecting on the Process and Evaluating the Process .14 2.4 Results of combining technology and PBL in teaching unit 12, English text book 10, Education publishing house 16 CONCLUSION 17 3.1 Conclusion 17 3.2 Suggestion 18 REFERENCES APPENDIX : PROJECT TEAM WORK PLAN APPENDIX 2: GUIDELINES FOR POWER POINT LAYOUT APPENDIX 3: GUIDELINES FOR ORAL PRESENTATION APPENDIX 4: CHECK LISTS FOR POSTER APPENDIX : ASSESSMENT FOR GROUPWORK SKILL APPENDIX 6: TEACHER AND PEER’S ASSESSMENT APPENDIX 7: The talk of the group about “Music” APPENDIX 8: The talk of the group about “Music” INTRODUCTION 1.1 Reasons of choosing the theme Up to now, English which is used very popularly in Vietnam is an indispensable international language English is one of the compulsory subjects at high schools It has been used for Final Examinations to evaluate students’ level of knowledge Therefore, whether students are proficient at English or not, bases mainly on teaching methods Being proficient at English means students are good at both received skills – reading and listening, and productive skills – speaking and writing These four skills are integraded in a lesson to improve all these skills for the students because one certain skill can be used to improve the others Language teachers; therefore, should find out the most suitable methods – from the curricula, pedagogies, school environment and settings, assessments and extra-curricular activities to concretely bridge theories and practices Moreover, there is no doubt that using technology in teaching and learning English always brings us surprising results Students can search information with a laptop or a computer connected to the internet Basing on these facts, I forcefully chose and applied a combination of technology and Project based learning (PBL) in teaching many units in English textbook, Education Publishing House, with the aim of enabling my students to “experience what they are learning about and the opportunity to relect on those activities” [5], since “learning is the process whereby knowledge is created through transformation of experience” [4] In what follows I shall present the theme “Combining technology and PBL in teaching unit 12, English textbook 10” that I have applied in teaching English in many classes with the aim of helping students focus on learning English at High school 1.2 Aims of the study My theme focuses on making clear about some issues below: - What is PBL? - Why is a combination of technology and BPL? - How is technology and PBL combined? 1.3 Objects of the study 10th grade students in classes 10A1, 10A11 in Hoang Hoa High school, Thanh Hoa province are the objects chosen for my study The students are in the first year of high school, tending to focus only on their main subjects in the National Examination and English is not really their interest; therefore, they complete the tasks in their English text book in a passive way 1.4 Methods of the study In order to collect a number of information, compare, and then, analyse data my study is conducted by qualitative methods 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 1.5 New ideas of the study With a laptop or a computer connected to the internet, students working in groups search, choose, compile and arrange information related to their project Then they complete their presentation on slides of the power point software with the teacher’s instructions CONTENTS OF THE STUDY 2.1 Theoretical background 2.1.1 What is Project-Based Learning? Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems According to reseachers (Barron & Darling-Hammond, 2008; Thomas, 2000), project- based learning essentially involves the following:  Students learning knowledge to tackle realistic problems as they would be solved in the real world  Increased student control over his or her learning  Teachers serving as coaches and facilitators of inquiry and reflection  Students ( usually, but not always ) working in pairs or groups Teachers can create real-world problem-solving situations by designing questions and tasks that correspond to two different frameworks of inquiry-based teaching: PBL, which tackles a problem but doesn’t necessarily include a student project, and PBL, which involves a complex task and some forms of student presentation, and/or creating an actual product or artifact experience” [1] These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008) Although these methods of inquiry-based teaching differ slightly, for simplicity they’re combined in these pages and reffered to as PBL [2] (source: https://www.edutopia.org) 2.1.2 Why is a combination of technology and PBL considered as an effective and enjoyable way to learn? The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that a combination of technology and 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  A combination of technology and 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 real-world relevance for learning  A combination of technology and 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  A combination of technology and 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  A combination of technology and 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  A combination of technology and 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  A combination of technology and 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  A combination of technology and PBL connects students and schools with communities and the real world Projects provide students with empowering opportunities to make a difference, by solving real problems and addressing real issues 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 [3] (source: https://www.edutopia.org) 2.2 Practical background Hoang Hoa high school is located in Hoang Hoa district, Thanh Hoa province It was built in 1989 At present, the school has 32 classes with nearly 1.540 students Almost all students in the school live in the countryside and don’t have many opportunities and conditions to practice English regularly as well as take part in extra English classes Although they are studious and obedient students, they not raise the sense of initiative in learning English They need the teacher’s help Teachers in this school have been trying hard to find suitable teaching methods and, to a certain extent, these methods can fulfil the aim of helping students understand and know thoroughly the contents of 16 units and test yourself units Nonetheless, how will the class be if these methods are applied in all the lessons? Will the students find it interesting to learn whereas they can find the exact answers for the tasks in many reference books? Will the completing tasks in the text book help students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively? Will the students have chance to build important skills such as critical thinking, problem solving, collaboration, communication in a variety of media, and speaking as well as presentation skill? More important, will the students be connected with comunities and the real world while studying in textbook only? PBL bearing many good points as mentioned above can bring to a new change in teaching process PBL conbined with technology can make students more active and creative I therefore forcedly implemented PBL and technology in teaching many units, of which Unit 12, English text book 10, Education Publishing House brought my students as well as my teaching much joyful experience and core value 2.3 Combining technology and PBL in teaching Unit 12, English textbook 10 (Tiếng Anh 10), Education Publishing House The process of a combination of technology and PBL can be varied, depending on the real situation in terms of students’ ability and the content of each unit By my experience in learning and teaching English, instead of teaching lessons in each units; that means teaching Reading, Speaking, Listening, Writing skills and language focus in turns traditionally, I have forcefully and successfully applied PBL and technology in teaching unit 12, English textbook 10, Education Publishing House in the following steps English 10, Unit 12: Music, Page 124 role in our Project: Music Each kind Music, which brings us many special benefits, plays a vital lives Morever, there are a great number of kinds of music famous expresses its own emotion Work in group: project - Discuss the role of music, its good points - Name some kinds of music - Find out songs, pictures or photos of songs/singers/bands/musisians to demonstrate your opinion in the - Write the slogan and the core value of your project Prepare and give presentation to your class Time: days 2.3.1 Step Breaking real situations related to the content of the lesson From my point of view, many students not identify what they know, what they need to know and what they are being taught so they find the lessons boring and meaningless With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I have accepted In this step, as a classroom teacher, I could powerfully activate my students’ need to know content by launching a unit in a way that engages interest and inititates questioning This could take the form of a lively discussion Morever, I gave out many driving questions to my students Good driving questions capture the heart of the project in clear, compelling language, giving students a sense of purpose and challenge The question should be provocative, open-ended, complex, and linked to the core value of what you want students to learn It could be abstract (What are roles of music in our lives?/); concrete (What are kinds of music?); or focused on solving a problem (Does music bring us numerous advantages? What are they?) (Teacher give out many driving questions to students) 2.3.2 Step 2: Discusing the Criteria for Evaluation In this step, I and my students had to decide that the projects should be assessed by fullfiling the questions in rubrics including self assessment rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6) and checklist.(See Appendix 4) Once the criteria were clearly defined, the students realized that they might have to be modified in the future (Teacher and students are discusing the Criteria for Evaluation) 2.3.3 Step 3: Organizing projects  Dividing the class into groups: In the first place, I divided my class in to groups of nine or ten, and appointed the leader of each group (Students worked in groups of nine)  Assigning tasks In the second place, the group’s leaders assigned the task for each members In terms of making a project feel more meaningful to students, the more voice and choice, the better The leaders should assign the tasks depending on each member’s ability Each member had a chance to share what they had learned with the group On one end of the scale, groups’ members should also discuss on how to design, create, and present products In the middle, I might provide a limited menu of options for creative products to prevent students from becoming overwhemed by choices On the other end of the scale, students could decide what products they will create, what resources they will use, and how they will structure their time Students could even choose a project’s topic and driving questions Basing on the topic in units 12, Music, my students chose pictures to be their final products During this step, students in each group use the check list (See Appendix 4) and Project team work plan (See Appendix 1) and Assessment for group work skill (See Appendix 5) to check the work and the duty of each member (Groups’ leaders distributed work to members) 2.3.4 Step 4: Conducting the project (source: https://www.edutopia.org) “Music helps me express ideas, thoughts and feelings”( (Group with their project and presentation) “Music conveys our hopes and dreams” (Group with their project and presentation) 2.3.6 Step 6: Reflecting on the Process and Evaluating the Process In this step, the students discussed what they enjoyed about working in their groups, and how one student's idea would spawn another student's idea They discussed what they liked about the materials and what they found to be frustrating Students shared their reflections to note what they had in common 14 and what was special to each group or to each individual personally They reviewed the criteria of assessment and discussed how well they met them The teacher assessed students’ presentation on the power point software basing on the criteria discussed before I used my assessment rubric(see Appendix 6), combining with students’ self assessment rubric and peer assessment rubric(see Appendix ans 6), to evaluate student’s work, gave them comments as well as compliments (Students assessed peer’s work) (Teacher evaluated, commented, and gave marks) 15 2.4 Results of combining technology and PBL in teaching unit 12, English text book 10, Education publishing house (Students at class 10B2 school year 2013-2014 with traditional method) I have compared my work with many classes (10 B2, 10 B3, 10 B7 school year 2013-2014, 10 A1, 10 A2, 10 A11 school year 2016-2017) for many years in order to assess the effectiveness of applying this method to teaching unit 12 - Music Before using this method, most of my students could traditionally complete all the taks 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 PBL and technology in teaching in general and teaching unit 12 in particular, my students enjoyed working together to create their groups’ outcomes, they seemed to be very eager for each unit because they want to deal with new challenges 16 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 Moreover, all the students could find out the core value of their projects; that is: “Music plays an important roles in our lives” CONCLUSION 3.1 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, in my opinion, 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 are 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 combining technology and PBL, each unit indeed is appealling to students because they are solving their real-problem 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 conduct research, discuss, use technology to collect and design 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 17 I myself find it is relaxing to be a facilitator, an adviser, an observer, a co- learner instead of being a translator and a leader , for all the activities in the classroom Combining technology and PBL is a dynamic approach to teaching in which students explore real- world 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 3.2 Suggestion Basing on practical teaching English textbook 10, 11, 12 Education Publishing House, I suggest that there should be a projector and a computer or a laptop in each classroom in order to motivate students in learning English and help them prepare projects better 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, May 31st 2017 THE HEAD MASTER I, the undersigned, certify my authority of the experiential initiative entitled “Combining technology and PBL in teaching unit 12, English textbook 10” Except where the references are indicated, no other person’s piece of work has been used without due acknowledgements in the text of initiative Author Nguyễn Thị Hoa 18 ... theme ? ?Combining technology and PBL in teaching unit 12, English textbook 10? ?? that I have applied in teaching English in many classes with the aim of helping students focus on learning English. .. situation in terms of students’ ability and the content of each unit By my experience in learning and teaching English, instead of teaching lessons in each units; that means teaching Reading, Speaking,... Combining technology and PBL in teaching Unit 12, English textbook 10 (Tiếng Anh 10) , Education Publishing House The process of a combination of technology and PBL can be varied, depending on the real