Combining field based learning and project based learning into teaching english lessons to enhance learning outcome and foster personal and social development of students

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA HIGH SCHOOL EXPERIENTAL INITIATIVE COMBINING FIELD - BASED LEARNING AND PROJECT- BASED LEARNING INTO TEACHING ENGLISH LESSONS TO ENHANCE LEARNING OUTCOME AND FOSTER PERSONAL AND SOCIAL DEVELOPMENT OF STUDENTS Author: Dang Thi Hoai Thu Position: Teacher Subject: English THANH HOA, 2021 TABLE OF CONTENTS Contents Page I- INTRODUCTION…………………………………………… 1 Rationale…………………………………………………… Aims of the study…………………………………………… Objects of the study………………………………………… Methods of the study………………………………………… II- CONTENTS OF THE STUDY…………………………… Theoretical background………………………………… Practical background…………………………………… Applying FBL in teaching …….……………………… Results of applying method…………………………… 15 III- CONCLUSION…………………………………………… 18 Reference books Appendix 1: PROJECT TEAM WORK PLAN Appendix 2: GUIDELINES FOR POSTER LAYOUT Appendix 3: GUIDELINES FOR ORAL PRESENTATION Appendix 4: CHECK LISTS FOR POSTER Appendix 5: ASSESSMENT FOR GROUPWORK SKILL Appendix 6: TEACHER AND PEER’S ASSESSMENT Appendix 7: VIDEOS OF GROUPWORK LIST OF RECOGNIZED EXPERENTIAL INITIATIVES I- INTRODUCTION Rationale Today the demand for English to study, research, work and live in the domestic and international conditions is increasing in both quantity and quality Especially, in the context of rapid and deep integration as today, the need becomes even more urgent for not only individuals but also the whole nation The needs of teaching and learning foreign languages require a comprehensive change in all levels of education, disciplines, materials, facilities, methods and motivational attitudes of all participants in the process of teaching and learning foreign languages, in English Facing such demands, the Ministry of Education and Training has implemented the project of foreign language 2020 according to Decision No 1400 / QĐTTg (Decision of Prime Minister) dated 30 September 2008 The project has set the overall goal of "comprehensive reform of teaching and learning foreign languages in the national education system" By 2020 most Vietnamese young people would be able to use their competence of foreign language confidently in communication, learning to work in an environment of integration, multi-lingual, multicultural; Foreign languages become the strength of Vietnamese people, serving the industrialization and modernization of the country To achieve that goal, the Ministry of Education has implemented a number of specific measures, including changing textbooks as one of the solutions to help teaching and learning foreign languages have many positive changes How ever, many of the goals set forth in this project have not been achieved so far Therefore, in 2017, the Ministry of Education and Training submitted to the Government to supplement the project for the next phase and was approved by the Government to amend and supplement and issue a new decision for the project in the period from 2017 to 2025 To better understand the methodology of field-based teaching, as well as to maximize the effects it brings, I forcefully chose and applied Field- based learning (FBL) 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 reflect on those activities” (Silberman, 2007:8), since “learning is the process whereby knowledge is created through transformation of experience” (Kolb, 1984) In what follows I shall concentrate on “Combining Field- based learning and PBL to enhance learning outcome and foster personal and social development of students”, but many of the points apply to other aspects, too Aims of the study This paper endeavors to demonstrate the value of teaching outside the classroom - an experiental teaching method Therefore, my theme focuses on making clear about some issues below: - What is Field- based leaning? - Why use Field- based leaning? - What are the benefits of Field – based learning? - What is PBL and why use PBL? - How are Field- based learning and Project-based learning combined? Objects of the study This study was conducted in Thanh Hoa province, Vietnam It has 3,496,000 inhabitants (GSOV, 2014) In this province, the predominant native language is Vietnamese However, English is currently the most used language in the world (Michel, 2014) in different fields such as science, technology and education This is the reason why there are many bilingual schools and schools that teach ESL in Thanh Hoa province Here, there are a total of 798 high schools: 89.6 % public schools and 10.4 % private schools (GSOV, 2012) This study was carried out at a public high school that teaches ESL: Hoang Hoa high school, Thanh Hoa province The participants were 11th grade students In total, 100 students took part in this study, all of them have fulfilled English text book 11 and have had basic knowledge of world heritages during the school year Methods of the study My study is conducted by qualitative methods in order to collect a number of information, compare, and then, analyse data By using the combination of these methods, my theme will make clear the questions in this topic, and reach effectively the targets of the essay II- CONTENTS OF THE STUDY Theoretical background What is Field-based Learning? According to Wikipedia, a field trip or an excursion is a journey by a group of people to a place away from their normal environment In field-based learning, teaching is extended to a site outside of the classroom or laboratory, exposing students to a realworld setting Students learn though direct interaction with an environment that reflects taught concepts rather than learning through indirect presentations of the setting such as textbooks or lectures Field trips may also be defined as “any journey taken under the auspices of the school for educational purposes” (Sorrentino & Bell, 1970, p 223) Along with the engagement of concepts that is required by these experiences, the student bonding that occurs on field trips enhances the learning experience and creates a learning community as students continue onward in a discipline Teaching in the field also gives instructors the opportunity to get to know their students in greater depth in terms of how the students see the world differently than the instructor This insight into student world-views can help the instructor to better communicate the concepts of the course Field trips can take a variety of forms that meet a diverse set of needs and can enhance deep, active learning The intended educational outcomes of field trips focus on the following five areas (Behrendt & Franklin, 2014; Larsen et al., 2017; Tal & Morag, 2009): Developing social and personal skills Developing observation and perception skills Adding relevance and meaning to learning Providing first-hand real-world experiences Enhancing intrinsic motivation and interest in the subject Why use Field-Based Learning? Field-based learning may serve a diverse range of teaching aims and goals as students are provided with a perspective of materials, objects or phenomena that are not accessible in, or fully appreciated through, other settings Field-based learning is generally chosen because the experience:  provides an opportunity to present materials, objects or phenomena that are not accessible otherwise to students in a way that enables direct contact and interaction  provides students with an opportunity to practice skills or techniques that cannot be carried out elsewhere  stimulates higher understanding and reinforcement of previously learned classroom material  stimulates an appreciation for, concern or valuing of the visited environment (Lonergan, N & Andresen, L.W (1988) field-based education: some theoretical considerations Higher Education Research & Development, (1) 63-77.) Benefits for Students Who Participate in These Experiences Include:  knowledge transfer and knowledge recall (Nadelson & Jordan, 2012)  increased relevance, improved perspective-taking, and increased autonomy (Lai, 1999)  increased interest in the subject and influence on one’s college major and future career (Hutson et al., 2011)  improvement in concept knowledge (Elkins & Elkins, 2007)  improvements in understanding course content, performance on course assignments, and interest in the subject (Goh & Ritchie, 2011)  increased relatedness with instructors and peers, competence, autonomy, and intrinsic motivation in the course (Fedesco et al., in press) What is PBL? According to Wikipedia, Project-based learning (PBL) is a studentcentered pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems.[1] Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem.[2] It is a style of active learning and inquiry-based learning The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life Why are so many educators around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments PBL makes school more engaging for students Today’s students, more than ever, often find school to be boring and meaningless In PBL, students are active, not passive; a project engages their hearts and minds, and provides realworld relevance for learning PBL improves learning After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction Because of this, students who gain content knowledge with PBL are better able to apply what they know and can to new situations PBL builds success skills for college, career, and life In the 21st century workplace and in college, success requires more than basic knowledge and skills In a project, students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively PBL helps address standards The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills PBL is an effective way to meet these goals PBL provides opportunities for students to use technology Students are familiar with and enjoy using a variety of tech tools that are a perfect fit with PBL With technology, teachers and students can not only find resources and information and create products, but also collaborate more effectively, and connect with experts, partners, and audiences around the world PBL makes teaching more enjoyable and rewarding Projects allow teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students PBL connects students and schools with communities and the real world Projects provide students with empowering opportunities to make a 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 Practical background It is a matter of fact that TIENG ANH 10, 11 and 12 is a three-level English language set of textbooks for the Vietnamese upper secondary school They follow the systematic, cyclinical and the theme-based curriculum approved by the Ministry of Education and Training on the 23rd November 2012 The aim of this set of textbooks is to develop students’listening, speaking, reading and writing skills with a focus on communicative competence so that when finishing upper secondary school, they will have achieved level three of the Foregn Language Proficiency Framework for Viet Nam (Equivalent to B1 in the Common European Framework of Reference for Languages) GETTING STARTED contains a menu listing and the skills taught in the unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, a number of activities to check’s students’ comprehension and provide practice of the teaching points in this section LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary gives in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation includes aspects of pronunciation that can be problematic to Vietnamese students such as sound clusters, weak form, stress patterns and intonation Grammar introduce and practice the main grammar points in focus They are presented in meaningful contexts and follow the thre- stage approach to language teaching SKILLS include Reading, Speaking, Listening and Writing Reading contains a topic- related reading text developed to suit students’ interest and age The vocabulary and grammar points learnt in the previous sections are recycled in the reading text The text also provides an imput of language and ideas for students to use in the Speaking, Listening and Writing sub- sections that follow Speaking includes three or four activities which are designed and sequenced in a way that ensures an uninterrupt link between them Listening consists of four or five activities which aim to develop listening skills such as listening for general ideas and/ or litening for specific tinformation Writing guide students through the writing process and focus on the specific text types rewuired by the syllabus COMMUNICATION AND CULTURE includes sub - sections Communication provides language consolidation and free practice of intergrated skills This section recycles what students have learnt in the previous sections and introduces extra vocabulary for extension The activities are less controlled Students are encouraged to express their ideas and opinions freely Culture providing information about the ASEAN countries and English - speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture LOOKING BACK offers revision and consolidation of the language learnt in the unit PROJECT is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in real – life situation Students are asked to survey or carry our research to get information about their friends, their neighbourhood or to broaden their knowledge about the real world The project activities often involve teamwork which develops team spirit Much of the work for the Project can be done outside of class, at home or during break time It goes without saying that many teachers have been trying hard to find suitable teaching methods and, to a certain extent, these methods can fulfill the aim of helping students understand and know thoroughly the contents of the lessons 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? Field-based learning bearing many good points as mentioned above can bring to a new change in teaching process I therefore forcedly implemented FBL in teaching many units in English text books 10, 11,12, whose topic related to world heritage sites brought my students as well as my teaching much joyful experience and core value When applying FBL into teaching process, it is crucial important for educators to take these tips into consideration in order to have successful field- based learning experience Begin the trip with a full value contract (FVC) The FVC is a document written for the group, by the group, and establishes agreed upon expectations on what is appropriate or inappropriate behavior on the trip This document, which can be updated as needed, can be referred to throughout the trip, and provides a sense of safety and community for the class Logistics play an important role in the success of a field trip If students are lacking in basic human needs (e.g., uncomfortable temperatures, hungry/thirsty, standing in direct sunlight, exhaustion), they will be less likely to learn Check the weather forecast and have students plan accordingly Make sure you have plenty of food to eat throughout the day, and be mindful of food allergies and preferences to ensure a smooth experience Carefully consider the sequence of events during a field trip Outdoor education expert Jay Roberts (2016) recommends that mornings are better for intellectual topics, afternoons are better for hands-on activities, and evenings are best for reflection and interpersonal discussions Balanced programming should be taken into consideration when planning field trips Instructors should avoid over- or under-programming trips, which could lead to either information saturation or boredom Instructors should continuously take the pulse of the experience so if necessary, they can implement their contingency plan by either cutting back on some activities or incorporating more experiences or assignments into the trip Instructors about to embark on a field trip should be prepared to engage in risk management behavior Before leaving for a trip, instructors should be familiar with and have contact information for emergency resources in the field location, campus security, administration, transportation, and mental health and sexual assault counselors Combining Field- based learning and Project - based learning to enhance learning outcome and foster personal and social development of students The places applied Field – based learning 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 unit; that means teaching Reading, Speaking, Listening, Writing skills and language focus in turns traditionally, I have forcefully and successfully applied FBL in teaching unit English text book 10, unit English text book 11, Education Publishing House in the following stages Unit 4: FOR A BETTER COMMUNITY English 10, Unit 4: FOR A BETTER COMMUNITY, P 47 (Volume 1) PROJECT: A FIELD TRIP TO HELP THE NEEDY Find someone/ a place in your community that needs help What are the problems of this person/ this place? What you think you can to help? Make a plan Present your ideas to the whole class PROJECT: A FIELD TRIP TO PRESERVE OUR WORLD HERITAGE SITES Choose a heritage site in Viet Nam and find information about it Then discuss and make a proposal for its preservation and protection Present your ideas to the class - Here are some guilding questions: What ‘s the name of the heritage site? Where is it located? In what condition is it now? Is it well-preserved, damaged or in ruins? What you think should be done to improve it? How can it be preserved for future generations? How can it be protected from damage, theft or irresponsible behaviour? Sample of Unit 8: OUR WORLD HERITAGE SITES English 11, Unit 8: PRESERVING THE ENVIRONMENT, P 30 (Volume 2) Project: A FIELD TRIP TO PRESERVE OUR WORLD HERITAGE SITES 10 3.1 Stage 1: Discovering real situation related to the content of the lesson and preparing students Many students find schoolwork meaningless because they not perceive “a need to know” what they are being taught They are unmotivated when told they will need it later in life or simply because “it’s going to be on the test” 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 stage, as a classroom teacher, I could powerfully establish the basic narrative/description elements of the material to be studied on the field study before the trip takes place (via lecture, handout, etc.), simultaneously, point students toward any useful resources to gain important foundational knowledge This strategy allows for more time to be spent on deeper and more analytical and evaluative thinking when on-site  Fostering awareness It is of great importance to teach and foster a self-conscious awareness of students on the site Many students may be unaware of the history, significance or background of a site that is necessary for critical consideration of the environment that their learning is taking place in  Engaging In this stage, 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, openended, complex, and linked to the core value of what you want students to learn Encourage students to ask questions of guides, to interact with the site and its environment, and to chat with other visitors What, for instance, local visitors say about the site? Do they react notably differently to your group? Why? 11  Provoking meta-learning Have students think about how what they experienced at the site complicates or contradicts what they have read or discussed in class How might they account for any such differences? How does the medium of learning affect their conclusions?  Building upon learning Leave time for discussion on site while the issues are fresh; always follow up field studies with a discussion in class once students have had time to reflect on their experiences 3.2 Stage 2: Negotiating the Criteria for Evaluation Inform students of upcoming assignments/assessments on what they learn during their field studies This will help students to check in on their learning throughout their trip and to ensure they are learning what they need to I and my students decided 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 3.3 Stage 3: Deploying projects - Dividing groups In the first place, I divided my class in to groups of eight, and appointed the leader of each group (Students worked in groups of 8) 12 - Assigning tasks The group’s leaders assigned the task for each member 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 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 Unit which is about our world heritage sites, my students chose composition, posters and videos to be their final products During this stage, 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’ leader distributed work to members) 3.4 Stage 4: Conducting the project A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life This exposure to authentic skills meets the second criterion for meaningful work—an important purpose A teacher in a projectbased learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves 13 Being given the guidelines for paying a visit to Hue ancient city (See Appendix 3), the students in each group, during the field trip, worked on preliminary sketches until they decided on a final plan Besides, students gathered information from many resourses such as internet, magazines They then compiled information and pictures taken by themselves Finally, they decided on how to write their compositon During this stage, Check list for making plan (See Appendix 4) was also used to check the tasks of all the members (Studentsgathered information by taking note and recording-image extracted from https://youtu.be/0qjQpIDe90w) (Image extracted from https://youtu.be/099JRNl3yCg) During this trip, I served as coach, moving from group to group to guide the students' work As I did so, I asked myself the following coaching questions: 14  Do the students have a clear understanding of the task?  Does each student have ownership of her role within the group?  Are the students attentive and working together cooperatively?  Are the resources that students use geared to their comprehensive level of understanding?  Are any groups stumbling in a way that is blocking their work due to heightened emotions? My role as coach obtained a clarity of purpose throughout this process Prompted by the coaching questions and the checklist, the students used their own intellects to solve problems while attaining a higher level of learning 3.5 Stage 5: Handing in products In this stage, students became aware of the ways their products meet the criteria of assessment The teacher-coach using Teacher’s assessment (See Appendix 6), observed how engaged they were in carrying out their projects Each group in my class handed in its composition, videos and posters to the teacher, explaining how the product was achieved as well as presenting the content, the core value of the project The products will then be showed for the whole class for assessment (Students handing in their compositions) 15 3.6 Stage 6: Reflecting on the Process and Evaluating the Process In this simulation, 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 trip and what they found to be frustrating Students shared their reflections to note what they had in common 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’ results 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 and 6), to evaluate student’s work, gave them comments as well as compliments (Students assessed peer’s work; Teacher evaluated, commented, and gave marks) https://mail.google.com/mail/u/0?ui=2&ik=a0d62564d5&attid=0.1&permmsgid= msg-f:1603348470703657476&th=16403cf06f751204&view=att&disp=safe (students’ final products) 16 Results of combining FBL and PBL in teaching unit 8, English text book 11, Education publishing house In order to assess the effectiveness of applying this method to teaching unit and unit 10, I have compared my work within many classes (11A1, 11A7, 11A3, 11A10 school year 2019-2020) At the beginning of the school- year, before I apply FBL and PBL approach in teaching, I tested the attitude of 100 students from classes: 11A1, 11A7, 11A3, 11A10 (in which there were many good students in 11A1 and 11A10) The statistics was shown as follows: Before the combination of PBL and FBL Number of students Percentage makes school more engaging for students 40 40 % improves learning 11 11 % 20 20 % 5% provides opportunities for students to use technology connects students and schools with communities and the real world helps address standards (skills such as critical thinking/problem solving, collaboration, communication in a variety 10 10 % of media, and speaking and presentation skills enhances students’ learning outcome foster personal and social development of students 30 30 % 5% After a year of applying FBL-PBL combination, the result is better: After the combination of PBL and Number of Percentage Compared with a FBL year ago students makes school more engaging for 95 95 % increase 55 % 17 students improves learning 83 83 % increase 72 % 65 65 % increase 45 % 90 90 % collaboration, communication in a 95 95 % increase 85 % 95 95 % increase 60 % 100 100% provides opportunities for students to use technology connects students and schools with communities and the real world increase 85 % helps address standards (skills such as critical thinking/problem solving, variety of media, and speaking and presentation skills enhances students’ learning outcome foster personal and social development of students increase 95 % The result means that the implementation and solutions used in the school year 2019-2020 have brought good effect on students’ learning attitude as well as outcome Before using this method, most of my students could traditionally complete all the tasks in the text book, with the help of their teacher However, they easily forgot the vocabularies, the topic as well as the contents of the unit To a certain extent, after each lesson, students seemed to know the floating part in an “ice berg”, not really understand the deeply sinked part in the unit, in other words, it is the core value of the lesson It is a matter of fact that when combining FBL and PBL in teaching in general and teaching unit in particular, my students enjoyed working together to creat their groups’ outcomes, they seemed to be very eager for each unit because they like dealing new challenges 18 (Class without FBL -PBL combination) (Class with FBL -PBL combination) 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 viewers, they cared more about its quality Once again, it is the more, the better when it comes to authenticity and even more important than any other things, all the students could find out the core value of their projects; that is: “To enjoy and protect the beauty of the world heritage sites, it is our responsibility” Additionally, all the students in my class also had the chance to share and strengthen their friendships through the trip as well as exposing to local culture in terms of special cuisine and conical leaf hats as souvenirs (students have more chances to strengthen their friendship and keep memory of their youth) 19 (students enjoyed local cuisine and bought sourvenirs) III- CONCLUSION Conclusion Teaching method is a product connecting theory and practice in order to help students acquire knowledge, practice their skills and solve the problems Changing teaching method, according to me, firstly is changing the phylosophy of teaching By the end of the lesson, students can find out the core value of the problem and apply them in to their real life Besides, changes 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 FBL-PBL combination, 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 and write about the material, collect or draw illustrations, and reflect on their work Students learn from each other by analyzing and synthesizing material, reinforcing main points, and moving information from short- to long-term memory Most importantly, students content- basedly talk and write for a purpose, because their work is often presented in front of their peers I myself find it is relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader, for all the activities in the classroom 20 PBL as well as FBL are dynamic approaches 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 Suggestion Basing on practical teaching English text book 10, 11, 12 Education Publishing House, I suggest that there should be no multiple - choice questions in examinations in order to assess the real ability of students and to avoid students’ laziness This is my little experience in finding methods to help students find learning is acquiring actively by themselves I hope that you will use these hands-on, interactive strategies to motivate and engage your students, and to foster an environment that makes learning fun I hope to receive your reading and comments as well as contribution to make this theme more perfect so that it can be applied widely Thanks for your reading! THE CONFIRMATION OF Thanh Hoa, May 10 th 2021 THE HEAD MASTER I hearby assure this is my experience initiative, without copying the contents of other people Author Đặng Thị Hoài Thu 21 REFERENCES Bibliography: Kolb, D A (1984) Experiential Learning: Experience as the Source of Learning and Development Englewood Cliffs, NJ: Prentice-Hall Silberman, M (2007) The Handbook of Experiental Learning San Fransisco: Pfeiffer Webliography: Project-Based Learning, Edutopia, March 14, 2016 Retrieved 2016-03-15 What is PBL? Buck Institute for Education Retrieved 2016-03-15 https://www.queensu.ca/ctl/teaching-support/instructional-strategies/fieldbased-learning https://cft.vanderbilt.edu/guides-sub-pages/teaching-outside-the-classroom/ http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/confintea /pdf/press/confinteavi_statement_delors_en.pdf https://youtu.be/iRQBMa63UUw http://www.all-recycling-facts.com/what-does-going-greenmean.html#ixzz5p1OlFVNo https://youtu.be/0qjQpIDe90w https://youtu.be/099JRNl3yCg LIST OF RECOGNIZED EXPERENTIAL INITIATIVES Full name: Dang Thi Hoai Thu Position: Teacher School: Hoang Hoa high school Số, ngày, tháng, Kết Cấp năm định đánh giá Năm học đánh giá công nhận, quan xếp loại đánh giá xếp xếp loại ban hành QĐ (A, B, loại Sở, C) TT Tên đề tài SKKN “Dùng tranh vẽ để dạy nói Số 59/QĐ-SGD& cho học sinh lớp 10” ĐT, ngày 24/2/2006 “Đổi cách kiểm tra Số 539/QĐ-SGD miệng tiết dạy &ĐT, ngày tiếng Anh” 18/10/2011 “Applying mind maps in reading lessons from unit Số 753/ QĐto unit 16 – English text SGD& ĐT, ngày book 10-publishing house” 03/11/2014 “Applying project-based learning in teaching unit Số 972/ QĐ15, English text book 12, SGD& ĐT, ngày Education Publishing 24/11/2016 House “Making full use of the application of PBL in Số 1455/ QĐteaching speaking skills SGD& ĐT, ngày units 15, English text book 26/11/2018 12, Education Publishing House “Making full use of the application of PBL in Số 2007/ QĐteaching speaking skills, SGD& ĐT, ngày English text books, 08/11/2019 Education Publishing House “Vận dụng phuơng pháp Số 3806/ QĐdạy học theo dự án HĐKHSK, ngày giảng dạy kỹ nói 24/9/2019 Tiếng Anh” Combining PBL in teaching Số 2088/ QĐEnglish GO GREEN project HĐKHSK, ngày to raise students’awareness 17/12/2020 of the environmental problems Sở B 2004-2005 C 2010-2011 B 2013-2014 B 2015-2016 B 2017-2018 B 2018-2019 Tỉnh B 2018-2019 Tỉnh B 2019-2020 Sở Sở Sở Sở Sở ... enhance learning outcome and foster personal and social development of students? ??, but many of the points apply to other aspects, too Aims of the study This paper endeavors to demonstrate the value of. .. learning outcome and foster personal and social development of students The places applied Field – based learning can be varied, depending on the real situation in terms of students? ?? ability and the... the field location, campus security, administration, transportation, and mental health and sexual assault counselors Combining Field- based learning and Project - based learning to enhance learning