APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11a5 AT PHAN DANG LUU HIGH SCHOOL

PART I INTRODUCTION Abstract English has become a compulsory subject in the curriculum of most schools in our country for many years Recently, writing skill has been considered as an important to students who desire for study abroad This skill is also an important part of communication Good writing skills allow you to communicate your message with clarity and ease to a far larger audience than through face-to-face or telephone conversations Within the framework of this study which aims to diversity the methods of teaching to inspire foreign language students, to combine theory and practice as well as to develop the soft skills needed for working in a modern context I see that English practical experience has played the vital role for students in improving writing skill “A real and relevant context for learning through which young people recognize for themselves the importance of learning to their lives, both now and in the future Learning becomes compelling when young people take an active engagement with and responsibility for their own learning, increasing the impact and potential for future development.” (QCA, 2009) I also find that the modern world appreciate a worker of overall knowledge and life skills To meet this demand I think as an educator, we should make great daily effort to help our young learn develop their full potentials Those are the reasons why I would like to make a little contribution through my research below I The reality of the problem requiring the new solution First of all, I want to have a look at the traditional ways that students learn writing skill As a teacher of ten –year experience in the job, I see some obstacles that prevent students from having a proper writing at the first stage Whenever asked to finish a writing task, most of my students feel reluctant to because they are so bored with the repeated activities that nothing can inspire them More importantly, the materials and motivation seem to be a problem Learning to write is a linear process, and the tackling of new skill depends upon mastering the skills that came before it Early struggles with basic skills become magnified and more problematic as academic tasks become more challenging Writing becomes a chore for these children, and they will often try to avoid it at all costs However, there are several things that teachers can to support the learning of the writing skills that will help their students believe that they, too, can be writing experts! One method for supporting children with written expression difficulties in the classroom is to provide accommodations and/or interventions for the specific challenges The following are some features of effective written instruction that you can use in your classroom: -A literate classroom environment -Daily writing -Make writing motivating -Set regular teacher/student conferences -Create a predictable writing routine -Display overt teacher modeling -Include cooperative arrangements -Include a broad range of instructions -Integrate writing activities across the curriculum The results of my research can be efficiently applied to : - development of using language in an environment as natural as possible - development of writing skills and soft skills in real life situations - raise students’ interests in learning to write a - equip students with overall knowledge and life skill, consequently forming the necessary qualities of a 21st – century citizen That is the reason why I choose the topic “APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11A5 AT PHAN DANG LUU HIGH SCHOOL” I.2 Aims of the study The aims of the study are as the follows: - to get students gradually familiar with the latest method of teaching and learning - to build up a generation of young learners equipped with overall knowledge and soft skills - to suggest using this effective teaching method in Phan Dang Luu high school in particular and among high schools in general I.3 Scope of the study The study was going to be conducted at Phan Dang Luu high school for advanced students Due to the limitation of time, only class 11A5 were asked to participate in the study They are in an advanced class of English and I would apply this method in writing skill of unit 10 – Nature in Danger I.4 Research methods Combine creative learning experience and integrative learning This means that teachers gives students chances to take part in the topic - related activities, and through those ones teachers begin to instruct them to collect the knowledge associated with others subjects Taking students to the places of study, getting them into the real situations, preparing the materials related to the topic, discussing with other teachers in charge of the subjects included the study such as civic teachers or biology ones I.5 Significance of the study The study is conducted with the aim to make some changes in the teaching method of writing skill I hope that my study would be a contribution to the new trend of education- that is how to make an interesting lesson and how to engage students more in their learning process In other words, this would form a student – centered class rather than a teacher – centered one PART II: CONTENT II.1 Theoretical background II.1.1 Creative learning experience II.1.1.1 What is creative learning experience? Creative learning experience is an educational activity in which individual students can directly take part in the real situations of various angles under the teachers’ guidance and organization Students play a role as the center of the activity, which enable them to develop practical competence, personality and improve their potentials of creative learning and working Creative experience is highly appreciated in each subject and the activity itself is not a subject but an educational activity Because subjects are made up of some scientific criteria, their contents are firmly structured Meanwhile an educational activity requires integrative knowledge and different skills to carry out a task II.1.1.2 What are the benefits and limitations of CLE? + Benefits: First, this way of learning can get every student in an activity It is obvious that there is a must for student to work because they directly experience the situations which help them store the knowledge better in comparison with learning in class Secondly, young learners have to deal with the requirements arising during the experience That is the reason why they quickly adapt to the changes as well as the new things they encounter As a result, learning through this process makes a good help to form an entire development for young generations of the 21st century + Limitation: First, this method costs time and effort from both teacher and learner They have to be well – prepared for the lesson Moreover, some projects even need financial ability to be successful II.1.2 Integrative teaching II.1.2.1 What is integrative teaching? Integrative teaching is a teaching theory describing a movement toward integrated lessons helping students make connections across curricula This higher education concept is distinct from the elementary and high school "integrated curriculum" movement Integrated teaching comes in many varieties: connecting skills and knowledge from multiple sources and experiences; applying skills and practices in various settings; utilizing diverse and even contradictory points of view; and understanding issues and positions contextually." Integrated studies involve bringing together traditionally separate subjects so that students can grasp a more authentic understanding Veronica Boix Mansilla, cofounder of the Interdisciplinary Studies Project at Project Zero, explains "when (students) can bring together concepts, methods, or languages from two or more disciplines or established areas of expertise in order to explain a phenomenon, solve a problem, create a product, or raise a new question" they are demonstrating interdisciplinary understanding For over a decade, Project Zero researchers at the Harvard Graduate School of Education have been studying interdisciplinary work across a range of settings They have found interdisciplinary understanding to be crucial for modern-thinking students II.1.2.2 Benefits and limitations of integrative teaching + Benefits: Integrative teaching is about making significant connections between subjects or skills that are usually addressing several different subject areas integrating curriculum can also improve learning experiences Moreover, an integrated approach to teaching is designed to focus teaching within the curriculum, setting perimeters and establishes the continuity of teaching across the years and levels With this approach, students are equipped with a variety of skills and knowledge, so they can enter this world with great confidence and success + Limitations: There is limited awareness of this method among teachers who think this approach is neither necessary nor useful In addition, both teachers and students are still passive in this new method because they has got used to the traditional ones and not willing to change Finally, there is a shortage of educational facilities or out-of-date equipment II.1.3 Writing skill II.1.3.1 Definition of writing skill Writing skill is a writing process, as defined by the NCTE and IRA (1996), includes “the many aspects of the complex act of producing a written communication, specially, planning, drafting, revising, editing, and publishing” (p77) In A Community of Writers: Teaching Writing in the Junior and senior High School (1998), Zemelman and Daniels advocated using the writing process as a way to improve students’ writing skills They reported that improvement in students’ writing performance is related to the following elements: regular and substantial practice at writing; instruction in writing process strategies; exposure to models of writing in process, including skilled adult and classmates; peer and teacher collaboration in every stage of writing skill In the article Writing as a Mode of Learning, Janet Emig (1977) described writing as “a unique mode of learning” involving the active participation of both the left and right hemisphere of the brain Researchers have agreed that writing enhances thinking skills; the higher cognitive functions of analysis and synthesis seem to develop most fully with the support of written language As we know, if the most effective learning occurs when learning is reinforced, then writing will develop as well II.1.3.2 The importance of improving writing skill Writing skill is an essential component of literacy, in order to participate in the society of future, students need to be proficient writers According to Standards for the English Language Arts, the 1996 report by National Council of Teachers of English (NCTE) and the International Reading Association (IRA), the literacy requirements of our society are increasing and are expected to continue to rise Researchers estimate that by the year 2020, students will need powerful literacy abilities in order to join fully in society and workplace II.1.4 Integrated subjects - This study bases on Unit 10 – Nature in Danger – Writing skill - English 11 I would prefer to apply the topic “Nature In Danger” because in this lesson students can be taught how to get overall knowledge integrated in the subjects English – Geography – Biology – Civic + English: Through this topic, students know how to use a variety of vocabularies in other academic fields like Geography and Biology to write about Pu Mat National Park + Geography: I find the lesson related to some units in Geography such as Unit - Geography 12: The mountainous country Unit - Geography 11: Global affairs + Biology: The topic is related to some units such as Unit – Biology 11: The introduction of animal species Unit – Biology 11: Plant species + Civic: The topic is related to some units such as Period 31 - Unit 15 - Civic 10: Citizens with some urgent problems of humans Period 25 - Unit 12 – Civic 11: The policies of natural resources and environment protection II.1.4.1 Integrated criteria + Knowledge - In English subject: Through this experience, students will understand and write about some general features of Pu Mat National Park using a variety of vocabularies in other academic fields like Geography and Biology to write about Pu Mat National Park In Geography subject: Students know about the relationship between geographical location with geographical features of Pu Mat In addition, students understand more about some endangered species and the importance of forests through which they raise their awareness of the need to protect the environment - In Biology: They can deeply understand more about the structure of nature and the importance of biodiversity - In Civic: Students realize their responsibility for joining hands to protect the natural environment specially the Natural Park + Skills - In English subject: Students use the collected information as well as the form of a paragraph to finish the required task - In Geography subject: Students enhance the skills of linking to the reality about the negative impacts of humans on the environment such as deforestation or killing animals - In Biology: Students improve the skill of protecting plants and animals in the place they live - In civic: Students know and have necessary actions to protect the environment And they can take part in some volunteer work done to make this world better + Attitude - In English: Students have right attitude towards the environment and through this they have motivation to write articles or reports in English to spread the importance of nature - In Geography: Students have good behavior to the surrounding areas - In Biology: Students appreciate the vital role of biodiversity and join hands in protecting ecosystem - In Civic: Students will believe and agree with environmental policies When they have belief, they will obey the laws and support what is good for nature II.1.5 Ways of doing the study PLAN THE TRIP TO PU MAT DIVIDE THE CLASS INTO FOUR GROUPS AND GIVING TASKS SUMMARIZING INFORMATION AFTER THE TRIP (IN CLASS) FORM A WRITING TOPIC FROM THE COLLECTED DATA MAKING AN INTEGRATED LESSON PLAN CARRY OUT THE TEACHING PROCEDURE ANALYSING THE ACHIEVED RESULTS AFTER THE RESEARCH II 1.5.1 Step 1: Plan the trip to Pu Mat carefully The teacher has a meeting with Class Parents Society to discuss about the trip in one day After I get permission from the parents of 38 students in class, I start to go into the details Prepare posters in Ao size and makers then deliver to groups so that students can use them to collect data from the experience II.1.5.2 Step 2: Divide the class (38 students) into groups and giving tasks + Group includes 10 members: Tran Ha Trang (leader), Nguyen Thi Phuong Thao, Pham Anh Thu, Pham Minh Thu, Nguyen Khanh Hien, Dang Thi Tinh, Ho Thi Hoa Quynh, Dang Nhat Linh, Phan Thi Khuyen + Group includes nine members: Nguyen Ngoc Binh (leader), Luu Thi Hong Na, Nguyen Thi Tham, Thai Phuong Thao b, Phan Nguyen Huong Thao, Dao Mai Quynh, Dao Phuong Quynh, Nguyen Thi Van Anh, Pham Dang Ngoc Ha + Group includes ten members: Vu Thai Thuy Linh (leader), Nguyen Thi Thao Van, Nguyen Thi Hong Minh, Nguyen Quynh Trang, Thai Thi Quynh Trang, Ho Thi Huyen Trang, Nguyen Nhu Quynh, Nguyen Thi Tam, Vu Thi Lan, Nguyen Thi Phuong + Group includes nine members: Dao An Na (leader), Phan Thi Le Vi, Phan Khanh Huyen, Thai Phuong Thao a, Nguyen Thi Thanh Hai, Phan Thi Phuong Thao, Phan Thi Quynh, Nguyen Thi Huong, Nguyen Thi Hoai Giving tasks to each group When the class arrives at Pu Mat, ask students to gather in groups to perform the activities below Group 1: Collect the data about location, total area and special features of Pu Mat National Park Group 2: Find out the plants and some typical animals in Pu Mat Group 3: Find out about the Biodiversity Values in Pu Mat Group 4: Collect the information about conservation and then determine their individual responsibility to protect the environment + Some images of the activities Pictures of group Pictures of group Pictures of group 10 Picture of group II.1.5.3 Step 3: Summarizing the information collected in each group + Assigning tasks After the trip, teacher asks student to spend a period on summarizing the information they have collected from the experience Divide the class into groups similar to the original groups in the trip to Pu Mat and give them the posters as follow Group 1: Summarize geographical features FEATURES Location and total area DESCRIPTIONS - about 120 km from Vinh City - an area of 94,804ha, spreading in Tuong Duong, Con Cuong and Anh Son 11 1.It / area of 94,804 ha, spread/ in three districts of Tuong Duong, Con Cuong and Anh Son 2.There /be/ beautiful landscape/ abundance of fauna and flora /a tourist destination Listen to the rules Two students play the game Scientists/ discover/ 1918 animal species Take note the words /include/ vertebrate and insects Students listen and make more sentences There/ be/ 1289 medical plants/ include essential oil – bearing species and edible wild plants Expected sentences Pu Mat/ biodiversity values It/ provide/ source of food and income/ Thai ethnic minority it/make/ environment/ balance 1.Pu Mat covers an area of 94,804 ha, spreading in three districtsof Tuong Duong, Con Cuong and Anh Son 2………………… + After the students finish, introduce the 3………………… game “Lucky pictures” After giving the key, teacher provides the outline of a paragraph so that students can use them to complete the description in their Take note paragraph Listen to the teacher Outline of a paragraph Introduction (topic sentence) Body (supporting sentences) +first, second, in addition, besides, … 3.Conclusion (emotion, feeling) - Teacher lets students watch a video about their experience to Pu Mat before asking Students watch the video 18 them to write III While – writing (10 minutes) -Teacher divides the class into groups to write the description of Pu Mat National Park - Provide whiteboard makers and sheet of A0 paper - Set time: 10 minutes to finish writing Correct the mistakes with the teacher After students finish their writing, teacher ask them to paste on the board and then checking IV Post – writing (8) Class – correction Write a paragraph (about 100) V Homework (2 minutes) about your responsibilities of Asks students to note down the topic to write protecting nature at home II.1.5.6 Step 6: Carrying out the teaching procedure The teaching performance is specifically described in the CD enclosed in this initiative Here are some pictures extracted from the whole lesson 19 20 II.1.5.7 Analyzing the achieved results after the research The first effective of my research is that it has created a positive learning attitude among students I mean that the final result can answer the two questions in my quick survey “Are you interested in learning through creative experience?” and “Your weakness in writing is due to…… ” 100% students answer “yes” for the first question and 90% choose “motivation” for question This information helps educators see clearly the core problems hindering them from moving on Obviously, the traditional way is so much familiar to them that they become bored with it and find little motivation and enthusiasm for daily schooling During the time I spent with my students, I realized that the best way of studying was by selfstudy or self-experience It is understandable that once a student has got excited about something, it will go more smoothly into their mind than being forced It is accepted in most fields of learning that excited learning attitude and motivation are essential to success and achievement In terms of academic achievement specially in writing skill, I have collected some interesting results from the homework I assigned “Write about the responsibilities of students in protecting nature” My students can write a paragraph without guidelines, which proves to be better than other lessons taught in traditional ways The reasons why they can perform a good task is that they have been equipped enough with all the necessary things from attitude, experience to the way of developing a topic depending on their integrated knowledge gained through the trip 21 The last benefit I see has a profound effect on students’ behavior to the environment With the integrated civic subject – Period 31 - Unit 15 - Civic 10: Citizens with some urgent problems of humans, the students in class 11A5 enhance their awareness of the need to protect nature especially the areas surrounding them They are willing to take part in the volunteer work organized by Ho Chi Minh Communist Youth Union of Phan Dang Luu High School Here are some pictures of their activities in preserving a clean environment Phan Dang Luu students in a volunteer campaign of District Communist Youth Students in class 11A5 collect rubbish at Phan Dang Luu Square in Yen Thanh 22 23 PART III CONCLUSION How to encourage students to learn actively has recently become a big concern to methodologists and linguistics As a teacher, I always make great efforts to build up high spirit of language learning among my students That is the reason why I choose this method for writing skill which is considered the most difficult skill in mastering a language When students become reluctant to write, it is time teacher needed to warm their up and motivate them to learn Creative learning experience makes an effective tool in this situation, and integrative teaching also plays a key role in helping young learners acquire overall knowledge in written language In addition to these results, I also find out some other rewarding soft skills deriving from this method Aspects of survey Percentage before applying new method Percentage after applying new method 35% 88% Ability in writing a good 40% paragraph 60% Effective of group work 47% 90% Ability in using various 43% structures 70% Participation and excitement in lessons 98% Interest in writing skill 60% After conducting this research, I find that the topic of reasearch is undoubtedly new and interesting to propose for further study Writing skill is a complex skill, so it needs many factors to perform a successful lesson as well as make students enthusiastic about writing I would strongly recommend the method in my research to my colleagues for both English and other subjects Many other writing lessons in the textbook English 10 and 12 can be adapted with a view to diversity the method of teaching writing skill and spreading creative learning experience along with integrated teaching method to catch up with the update trend in recent education I also would like to express my thanks to my dear students and colleagues having helped me to complete this teaching experience I really expect to welcome more contribution to perfect my research as well as further study 24 PART IV: REFERENCE English textbook 11 (NXBGD) http://www.masscommunicationtalk.com/definition-and-techniques-ofwriting-skill.html https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1487&context=th eses Jack M Chokwe (2013) Factors Impacting Academic Writing Skills of English Second Language Students Mansilla, V.B.2005 Assessing student work at disciplinary crossroads Huber, M.T, Hutching, P & Gale, R (2005) Integrative Learning for Liberal Education Nobori, Mariko (22nd June 2011) “Integrating Art and Politics to Improve High School Student Engagement” Creative learning experience.com www Creatorstreet.com PART V: APPENDIX Some good writing pieces of students after the research 25 26 27 28 29 Some pictures of the experience trip 30 31 Questionnaires QUICK SURVEY Answer the following questions by circling A, B, C or D Question 1: Would you like to study through real experience? ……………………………………………………………………………… Question 2: Do you think integrated learning is useful for you? Why/ Why not? ……………………………………………………………………………………… Question 3: What is your main difficulty in this method? …………………………………………………………………………………… Question 4: Your weakness in writing are due to the…………………… A B C D E F Teachers Learners Lack of practice Lack of motivation in writing Lack of good approach to teaching writing Lack of reading Question 4: Why we have to care for and protect the nature and environment? A Nature provides us with lot of valuable resources B The pollution environment will lead to damage to the surrounding areas C Nature brings about high economic effects and guarantee stable longterm development D All are correct Question 5: The reason why nature is threatened? A Using fertilizers and pesticides for cultivation B Killing, hunting, or capturing endangered animals C Cutting down trees for wood D All are correct Question 6: As a citizen of global world, what will you to protect sea environment? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… 32 ... That is the reason why I choose the topic APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11A5 AT PHAN DANG LUU HIGH SCHOOL ... apply this method in writing skill of unit 10 – Nature in Danger I.4 Research methods Combine creative learning experience and integrative learning This means that teachers gives students chances... successful II.1.2 Integrative teaching II.1.2.1 What is integrative teaching? Integrative teaching is a teaching theory describing a movement toward integrated lessons helping students make connections