I found the article Project-based ESL Education: Promoting Language and Content Learning, by Yan Guo, Ph.D., University of Calgary, at: http:// http://www.atesl.ca/cmsms/home/newsletters/december-2007/project-based-esl-education /. , very interesting and would like to share some of the main points with you too.
Project-based learning aims to engage students in the investigation of real life problems and develop students’ creativity, problem-solving, and lifelong learning (Barron, 1998; Breault & Breault, 2005; Blumenfeld et al., 1991). A very clear, 10-step structure of the real-world project work is given by Alan and Stoller (2005), which I’m going to use in my project work:
1. the students and instructor agree on a theme for the project,
2. the students and instructor determine the final outcome of the project,
3. the students and instructor structure the project,
4. the instructor prepares students for the demands of information gathering,
5. the students gather information,
6. the instructor prepares students for the demands of compiling and analyzing data,
7. the students compile and analyze information,
8. the instructor prepares students for the language demands of conducting the activity,
9. the students present the final product,
10. the students evaluate the project.
Besides improving language and content knowledge, PBL can undoubtedly enhanced learners’ motivation, their critical thinking and decision-making abilities. It can improve the students’ performance in writing and communication, and initiate their active roles in learning (Gu, 2002).
According to the research, PBL offered an opportunity for learners to communicate meaningfully and increased authentic interaction and purposeful language learning (Gu, 2001). Students interacted far more often in project-based learning than they would have in other ESL courses; they had more autonomy in their learning, and they perceived that the learning process was more relevant to their lives (Fang & Warschuer, 2004).
However, there may be some kind of resistance to this method, especially in a formal, traditional classroom, where you are bound with the Curriculum objectives. Personally, I think, PBL should be integrated in the syllabus, and shouldn’t be given as a separate task beyond the curriculum. (Though, it can also work in some cases). We should all build our PBL on both the learners’ needs, as well as teachers’ objectives.
All the best
Bella
Dear Bella,
ReplyDeleteAfter reading the assigned material about PBL and our colleagues’ posts, I could say this method stuck into my memory as :
-student –directed
-proof of active learning
-supporting students’ autonomy
-fostering intrinsic motivation
-cooperative teamwork
-well-structured
-interdisciplinary
-developing knowledge within a context
-real-world topics
Maybe the characteristics are randomly listed but for sure they prove a method which is a real a link between practice and theory .
“Tell me and I forget,
Show me and I remember,
Involve me and I understand.”
Yours,
Camelia
Dear Bella,
ReplyDeleteThanks for your informative post. I do agree with your point of view that we should integrate the PBL in the syllabus not using it separately. Actually, I've used it with my students as something extra. Of course, students have enjoyed a lot accomplishing the project. But at the same time I have a syllabus that I should finish on time. Yes, you are right. We should build PBL on students' needs and teachers' objectives.
Yours,
Azhar