SKKN applying PBL in teaching project lessons tieng anh 11, education publishing house

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT HÀ HUY TẬP Sáng kiến kinh nghiệm APPLYING PROJECT BASED TEACHING IN TEACHING PROJECT LESSONS, TIENG ANH 11, EDUCATION PUBLISHING HOUSE Người thực hiện: Lê Thị Mai Hương Chức vụ: Giáo viên- Tổ: Ngoại Ngữ- Văn Đơn vị: Trường THPT Hà Huy Tập Vinh, tháng năm 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………………………………… 2 Practical background…………………………………… 3 Applying PBL in teaching English …………………… Results of applying method…………………………… 17 III- CONCLUSION…………………………………………… 20 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 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 will 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 The new English book 11 is one of the pilot materials in some high schools nationwide In the book, the difference from the old one is the Project section at the end of each unit To better understand the methodology of project-based teaching, as well as to maximize the effects it brings, I forcefully chose and applied Project based learning (PBL) in teaching Project lessons 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” (Silberman, 2007:8) In what follows I shall concentrate on “Applying PBL in teaching Project lessons Tieng Anh 11, Education Publishing House”, but many of the points apply to other languages, too Aims of the study This paper endeavors to demonstrate the value of PBL in ELT in general and English teaching in particular Therefore, my theme focuses on making clear about some issues below: - What is PBL? - Why is PBL? - How is PBL applied? Objects of the study This study was carried out at Ha Huy Tap high school that teaches ESL.The participants were 11th grade students In total, 100 students took part in this study, all of them have fulfilled English text book 10 in the previous 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 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 real-world 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 highquality, 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 11 is the second of a three-level English language set of textbooks for the Vietnamese upper secondary school It follows the systematic, cyclinical and the theme-based curriculum approved by the Ministry of Education and Training on the 23 rd November 2012 The aim of this set of textbooks is to develop students’listening, speaking, reading and writing skill 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 give in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation include 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 includes Reading, Speaking, Listening and Writing Reading contain 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 provide 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 provide 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 aked 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 and interesting teaching methods for Project and, to a certain extent, these methods can fulfil the aim of doing a task in real – life situation Nonetheless, how will the class be if these methods are applied 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 I therefore forcedly implemented PBL in teaching one of the most practical lessons- Project, of which Unit 1,Unit and Unit 9, English text book 11, Education Publishing House brought my students as well as my teaching much joyful experience and core value Applying PBL in teaching Project lessons, Tieng Anh 11, Education Publishing House The process of PBL can be varied, depending on the real situation in terms of students’ ability and the content of each unit I have forcefully and successfully applied PBL in the following stages: 3.1 Stage 1: Discovering real situation related to the content of the lesson 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 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 Also, 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, open-ended, complex, and linked to the core value of what you want students to learn 3.2 Stage 2: Negotiating the Criteria for Evaluation 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 nine, and appointed the leader of each group - Assigning tasks 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 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 creat, 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 9, Cities of the future, my students chose posters 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 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 project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves Being given the Guidelines for poster layout (See Appendix), the students in each group worked on preliminary sketches until they decided on a final design Besides, students gathered information from many resourses such as websites, newspapers and their real lives They then compiled imformation, deciding on what pictures and information to paste on the posters Finally, they decided on how and where to put information and pictures on the posters During this stage, Check list for poster (See Appendix ) was also used to check the tasks of all the members During this stage, 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: • 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: Presenting the project In this stage, students became aware of the ways their presentations meet the criteria of assessment The teacher-coach using Teacher’s assessment (See Appendix ), observed how engaged they were in presenting their projects Each group in my class showcased its poster to the class, explaining how the product was achieved as well as presenting the content, the core value of the project Not one student was absent on the day of the competition 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 materials 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’ posters basing on the criteria discussed before I used my assessment rubric (see Appendix ), combining with students’ self assessment rubric and peer assessment rubric (see Appendix), to evaluate student’s work, gave them comments as well as compliments Sample English 11, Unit 1: THE GENERATION GAP, P 17 (Volume 1) Project: FAMILY CONFLICTS The class is divided into groups of to Each group will interview Stage 1: Discovering real situation related to the content of the lesson - Teacher gives questions for students to discuss What are the conflicts between you and your parents? What are the reasons for those conflicts? What are the solutions? - Students works in groups and discuss the answers for the questions - Students take notes Stage 2: Negotiating the Criteria for Evaluation Teacher and students decided to use rubrics including self assessment rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6) and checklist (See Appendix 4) Stage 3: Deploying projects - Teacher divides students into groups - Teacher appointes the leader of each group - The group’s leaders assign the task for each members “MILKY CITY” (Group 2‘s presentation) “ ECO CITY”(Group 1‘s poster and presentation) “TECH CITY” (Group 3‘s poster) “ CITY ON MARS ” (Group 4‘s poster) Stage 6: Reflecting on the Process and Evaluating the Process Teacher assesses students’ posters basing on the criteria discussed before using assessment rubric (see Appendix ), combining with students’ self assessment rubric and peer assessment rubric (see Appendix), to evaluate student’s work, gave them comments as well as compliments Results of applying PBL in teaching speaking skill, English text book 11, Education publishing house In order to assess the effectiveness of applying this method to teaching unit 9, I have compared my work within classes (11 A1, 11A2, 11 A3, school year 2020 -2021) At the beginning of the school- year, before I apply PBL approaching teaching, I tested attitude of 100 students from classes: 11 A1, 11A2, 11 A3 (in which there were many good students in 11A1 and some in 11A2) The statistics was shown as follows: Before the application of PBL Number of students Percentage makes school more engaging for students 40 40 % improves learning 11 11 % provides opportunities for students to use technology 20 20 % connects students and schools with communities and the real world 5% helps address standards (skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills 10 10 % After a year of applying PBL, the result is better: After the application of PBL Number of students Percentage Compared with a year ago makes school more engaging for students 95 95 % increase 55 % improves learning 83 83 % increase 72 % provides opportunities for students to use technology 65 65 % increase 45 % connects students and schools with communities and the real world 90 90 % increase 85 % helps address standards (skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills 95 95 % increase 85 % The result means that the implementation and solutions used in the school year 2017-2018 have brought good effect on students’ learning attitude 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 (Class without appying PBL) It is a matter of fact that when applying applying PBL in teaching in general and teaching speaking skill 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 (Class with PBL application) Here, I felt the sense that schoolwork is more meaningful when it is not (Class with PBL application) 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 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 make a city liveable and sustainable, it is our responsibility”- for example Additionally, all the students in my class also had the chance to express their wish in the name of the cities such as: “MILKY CITY” (Group 2); “ECO CITY” (Group 1); “CITY ON MARS” (Group 4); “TECH CITY” (Group 3) 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 is 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 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 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 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 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! 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 2016-0315 What is PBL? Buck Institute for Education Retrieved 2016-03-15 http://www.unesco.org/fileadmin/MULTIMEDIA/INSTITUTES/UIL/con fintea/pdf/press/confinteavi_statement_delors_en.pdf https://www.facebook.com/maihuong.le.779/videos/3330314357085047/ APPENDIX 1: PROJECT TEAM WORK PLAN Project name Team members Product: Due: What need to be done? Who will this part? By when? Where? APPENDIX 2: GUIDELINES FOR POSTER LAYOUT Your PROJECT POSTER may follow the layout below (or may create your own) layout) Locat ion,ar eapop ulatio n (pictu Enviro res) nment al conditi ons (pictur es) Waste proces Weat NAME her OF condi tion CITY (pictu res) (symb Mean s of ol/ SLOGAN: name) transp ………………… ort GROUP ……… (pictu MEMBERS: res) 1………………… ……………… 2………………… Educ …………… ation 3………………… ……………… APPENDIX 3: GUIDELINES FOR ORAL PRESENTATION Name of the project:…………………………… APPENDIX 3: GUIDELINE FOR ORAL’S PRESENTATION Name of the project: Names of the Group Members: I- INTRODUCTION Group members Introducing name of project Reasons for choosing this aspect of city II- CONTENTS Topic Supporting ideas proofs III- CONCLUSION IV- QUESTIONS AND ANSWERS APPENDIX 4: CHECK LISTS FOR POSTER / VIDEO/ SLIDES MARKING CRITERIA NAME OF THE Have you chosen one of aspects of PROJECT your project? Have you had a group leader? Have your leader assign tasks to the members? PREPARATION Have you searched the information from magazines, newspapers, the Internet, and liberaries? Have you complied, evaluated, and synthesized the relevant information? DISCUSSION OF Have you discussed some aspects THE ASPECTS relevant to your project ? RELATED TO THE PROJECT ILLUSTRATION Have you found some pictures/ photos/videos to illustrate each aspect of the project ? Have you had a clear, beautiful and understandable illustration of each aspects? Have you made a poster , a video or a slide including the following: Title of project DESIGN Name of group Main contents with each aspects Have you presented your contents in YES(V)/ NO(X) COMMENTS a logical and understandable way? APPENDIX 5: ASSESSMENT FOR GROUPWORK SKILL Group:…………………………………………………… Class:…………………………………………………… Skills What we did Discussing Our group discussed the same content, each member proved their own answer Deciding We made dicision together Voting We voted for each decision Agreeing We agreed with this voting Listening We listened to each members Sharing ideas We shared ideas together Working together We worked in group Concentrating We concentrated on our task Solving problem We solved our groups’ problem Encouraging We encouraged one another Proving We proved our answer by concrete supporting Always Sometimes Never ideas APPENDIX 6: TEACHER AND PEER’S ASSESSMENT Group: ……………………………………………… Criteria Content of the project Fully research 10 The content is fully illustrated on the project Fullfil the question in the lesson Real connection MARK Form Mark 10 30 of The lay out is clear and reasonable the The letter are easy to read project Pictures, graphics are beautiful, attractive Writing Error MARK 20 Presentation Confident, flexible, attractive 10 Group has cooperation in presentation time Group know the content well 10 Presentation is smooth Time is not over mins Clarify the problem Attractive Presentation go with poster MARK 50 TOTAL MARK 100 Teacher’s Peer’ s assessment assessment Clasification: D: under 50 marks B 70-80 marks C: 50-60 marks A: 80-100 marks ... compliments Results of applying PBL in teaching speaking skill, English text book 11, Education publishing house In order to assess the effectiveness of applying this method to teaching unit 9, I have... (Class without appying PBL) It is a matter of fact that when applying applying PBL in teaching in general and teaching speaking skill in particular, my students enjoyed working together to creat... and core value Applying PBL in teaching Project lessons, Tieng Anh 11, Education Publishing House The process of PBL can be varied, depending on the real situation in terms of students’ ability