project-based learning & teaching
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Project-Based Learning & Teaching. What is PBLT?. Learners work in groups to solve challenging, authentic problems a component of an inquiry-based approach to learning, - PowerPoint PPT PresentationTRANSCRIPT
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Project-Based Learning & Teaching
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What is PBLT?Learners work in groups to solve
challenging, authentic problems a component of an inquiry-based
approach to learning, (students create knowledge and understanding through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks.)
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Main Elements of PBLT(1) an extended time frame; (2) collaboration; (3) inquiry, investigation, and
research; and finally, (4) the construction of an
artifact or performance of a consequential task.
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The Benefits of PBLTimproved language skills,content learning, real-life skills,sustained motivation, and positive self-concepts. (Stoller, 2006)
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meaningful communication, experiential learning, individual strategy building, and
a sense of accomplishment.
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With the focus on the culminating product, language learning becomes incidental.
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designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge.
does not assume that all students can demonstrate their knowledge in a single, standard, way.
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How to Implement PBLTStart with the Essential QuestionDesign a Plan for the ProjectCreate a ScheduleMonitor the Students and the
Progress of the ProjectAssess the OutcomeEvaluate the Experience
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From Stoller (2006)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,
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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, and
10. the students evaluate the project.
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Divide your cards into 3 categories…1. I do this in my classroom now.
2. I am partially successful in doing this in my classroom.
3. I don't do this in my classroom.
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For the cards in each group (1,2,3), answer the corresponding questions below:
1. How do you do this in your class? Why is it important?
2. How can you make this more successful? Why is it important?
3. Why don’t you do this? Should you try? Find someone who feels that they do it and talk to him/her.
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12 Principles of Language Learning &TeachingFrom H. Douglas Brown (2007).
Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition)
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Cognitive
1. Automaticity2. Meaningful learning3. The anticipation of reward4. Intrinsic motivation5. Strategic investment
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Affective
6.. Language ego7. Self-confidence8. Risk-taking9. The language-culture connection
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Linguistic
10. The native language effect11. Interlanguage12. Communicative competence
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Principle #1: AutomaticiyEfficient 2nd language learning
involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.
“the road to fluency”
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Task
Match each card to a principle.
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Principle #2: Meaningful LearningMeaningful learning will lead
toward better long-term retention than rote learning.
Appeals to student interestsConnects new info to old info
(schemata building)
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Prinicple #3: Anticipation of RewardEncourage for confidenceEncourage students to encourage
other studentsBe excited and enthusiastic!It’s a long and winding road –
keep an eye on the end rewards – get your students to look there, too
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Principle #4: Intrinsic MotivationThe most powerful rewards are
those that are intrinsically motivated within the learner.
Intrinsic vs. Extrinsic◦Intrinsic brings feeling of
competence and self-determination◦Extrinsic is all about gaining an
award or avoiding punishment
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Principle #5: Strategic InvestmentSuccessful mastery of the 2nd
language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention
Multiplicity of learning styles and strategies = multiplicity of techniques
Encourage students to explore a range of strategies
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Principle #6: AutonomyTeaching is not “spoonfeeding”
learners everythingStudents need to become
independent learnersTeachers can help students
develop these skills and strategies
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Principle #7: Language EgoAs human beings learn to use a 2nd
language, they also develop a new mode of thinking, feeling, and acting – a 2nd identity.
Be supportive because adult learners often feel stupid!
Be challenging but kind in activitiesConsider carefully who to call on,
how to pair or group etc)
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Principle #8: Willingness to CommunicateCreate an atmosphere in the
classroom that encourages students to try out language, venture a response
Provide reasonable challengesReturn students’ risky attempts
with positive affirmation
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Principle #9: The Language-Culture ConnectionWhenever you teach a language,
you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
Explicitly discuss cultural differences
Consciously connect culture and language
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Principle #10: The Native Language EffectErrors are windows to
interlanguage; is it the native language?
Help students to hold onto the helpful aspects of their NL
Facilitate thinking in the target language
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Principle #11: Interlanguage2nd language learners tend to go
through a systematic developmental process as they progress to full competence in the TL.
Distinguish between interlanguage errors and all others
Tolerate interlanguage forms that make sense and show learning
Encourage self-correctionDon’t let your corrections make
students afraid of speaking
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Principle #12: Communicative CompetenceStrive toward
◦Organizational competence = grammatical and discourse
◦Pragmatic competence = functional and sociolinguistic
◦Psychomotor skills (pronunciation, intonation)
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Communicative goals are best achieved by giving due attention to:◦language use and not just usage◦fluency and not just accuracy◦authentic language and contexts◦students’ eventual need to apply
classroom learning to unrehearsed contexts in the real world.