the next technology wave developing an extended integrated skills project tesol conference 2011

The Next Technology Wave: Developing an Extended Integrated

Skills Project (ISP)TESOL New Orleans

18 March 2011

Ozgur Pala

David Bartsch

Overview

• What is ISP?

• Theoretical rationale

• Historical development of ISP at FP

• The old ISP: Level 1 sample

• The new ISP: samples

• Lessons learned

BUT FIRST…

Purpose of the presentation

• Describe our department’s journey


• Decide your department’s journey

WHAT IS THE ISP?

ISP: the short version

1. Integration of skills

2. Project-based instruction

ISP: the slightly longer version

• Academic

• A set of department-wide project guidelines

• Each level has a different project

• More details later…

ISP targets

• authentic experience

• improved language and content knowledge

• increased meta-cognitive awareness

• enhanced critical thinking and decision-making abilities

• increased motivation and engagement

• meaningful technology use

THEORETICAL RATIONALE

Project-Based Learning

• PBL

– is a natural extension of what is already taking place in class

– an open learning process, which responds to the specific teaching context and learners’ needs and interests.

(Stoller, 1997)

Project-Based Learning

• T/PBL involves tasks that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is on meaning rather than form

(Nunan, 1989)

Why project-based learning?

• Creates a vibrant learning environment

• Focuses on real-world content learning rather than on specific language targets.

(Lee, 2002)


• Is student centered.

• Mirrors real-life tasks.

(Levine, 2004)


• culminates in a sharable end product that has a real purpose.

• has both a process and product orientation.

• results in building student confidence, self-esteem, and autonomy

(Stoller, 1997)

• Possibility for collaboration

PBL and integrated skills classes

PBL leads to interpreting and evaluating authentic reading materials

responding orally to reading and lecture materials in a forum


academic writing following listening and reading,

synthesizing facts and ideas from multiple sources as preparation for writing


Resulting in

improving study skills and learning a variety of language skills needed in academic and real

life (Brinton, Snow, and Wesche 1989)

Why integration of skills?

• equips students with more effective, real-life communication skills

• provides more variety in language instruction

Arslan (2008)

Why integration of skills?

• Avoids “teaching to the test”.

• Helps track student progress in multiple skills concurrently

• Satisfies students’ different learning styles

(Jing, 2006)

http://farm1.static.flickr.com/18/22941318_cbc18d43c6.jpg?v=0

Why integrate technology?

• Reality:

– Multiple literacies (written, spoken, visual, spatial, etc.)

– Migration of communication from print to digital environments

• Required: A merge between language, technology and media education

(Masats et al 2009)


• Today’s students are tech savvy and have little trouble developing the skills needed to participate in a ‘wired’ society.

• Students think it is cool and therefore they find it more motivating.


• Ubiquitous

• Easy access to tons of authentic materials

• Our university has a tech-friendly environment

• Our department encourages utilizing it

Integration of specific technologies

• Ok, where are the real materials that integrate technological tools such as Movie Maker, YouTube, Audacity and Facebook?

QATAR UNIVERSITY AND ISP BACKGROUND

QU Overview

• QU is a state-sponsored university

• Roughly 8000 students

Department Overview

• Post-highschool, pre-university program

• ~150 teachers

• ~2000 students per semester

• EAP

Department Overview

• Levels 1-4

• Level 1 is entry-level

ISP: 2009

• is a long-term curriculum concept that encompasses language skills, critical thinking skills and independent learning skills.

• the goal of the project was to enable learning within a more authentic model.

• incorporated into the Reading and Writing classes; multi-media time was also used for work on the integrated project.

(Hassouna 2009, in-house document)

ISP: 2009

• a shorter version was piloted in the fall term of 2008 in all four levels and the extended version was then used in the spring term of 2009.

• ISP initiated self-directed, engaging work that required a composite of overlapping and interconnecting skills.

(Hassouna 2009, in-house document)

Old ISP guidelines

• Essentially just a standard research paper.

• Main differentiation between levels was length of product:

– Level 1: 150 words

– Level 2: 250 words?

– Level 3: etc…

Old ISP guidelines

• Increasing expectations of in-depth writing

• Topic—up to the teacher

Old ISP

• See PDF

Old ISP example: Level 1

Old ISP challenges

• Difficulty of finding/adapting/creating suitable materials, particularly at the lower levels

• Requirement to paraphrase and summarize at the lower levels was difficult

• Inconsistency of implementation

Spring 2009 feedback

• Student dissatisfaction with the process

• Faculty concern

(Hassouna 2009, in-house)

Spring 2009 student feedback: perceived benefits

• Learned new skills through the ISP

• Some suggested that reading and summarizing the information was the most useful.

• Others suggested that finding the information on the internet and other sources was the most useful.

• 62% said the project made them more independent learners.

Why change the ISP form?

• Concern that the old version wasn’t working well.

• Undifferentiated between levels--feedback from consultants asking why everyone did the same thing.

• Repetitive, since it was essentially the same every semester, just longer.

• Over to Dave

Spring 2010 student feedback

• New versions of ISP were piloted.

• Each level: different project.

• Feedback received from students: new=better!

Why the current assignments?

• Perception that the tasks were attainable for each level

Why differentiate projects?

http://edutwist.com/elin/wp-content/uploads/2009/03/cartoon_large_intro1.gif

To ensure a fair selection you all

get the same test. You must all climb

that tree.

Current ISP structure: general

• Assignments have an increasing written component according to the level.

• Process and product are both graded.

• Oral presentations are to be done on the same topic, but are officially a separate assignment.

Current ISP instruction

• One dedicated class: 4 contact hours per week

• Class is split between IELTS preparation and ISP

THE NEW ISP: SAMPLES

Current ISP topics

• Level 1: Design a travel brochure

• Level 2: Create a (video) commercial with accompanying report

• Level 3: Create a written movie review

• Level 4: Design and implement a survey, and analyze the data in a written report

Current ISP structure: Level 1

• Students create a Holiday Brochure of a country/city of their own choice, but not Qatar/home country or London.

• At least 250 words

Level 1 ISP possible components

• Information and pictures in sections, such as:

– Geography

– Climate

– Hotel Accommodation

– Shopping, Restaurants and Money

Level 1 ISP possible components

• Information and pictures in sections, such as:

– Travelling around the country or city of choice

– Culture

– Historical sites and Places to Visit

– Any other important or relevant information.

Level 1 ISP sample

Level 1 sample worksheet

Model Brochure Questions

A. Brochure Questions

Question 1: What do you see all over the brochure that you have to find on the internet?

Question 2: How many headings are there?

There are ___________________ headings.

Question 3: What other headings would you add? Name them and why.

Question 4: Where can you go to find the information for the brochure? Will you find it all in the same place?


D. Questions about Headings

Answer the seven questions about the travel brochure headings. Read the brochure to find the answers.

1. “Your world tour planning experts. We make you go Round the WORLD”

The above is a slogan about the brochure. Is a slogan:

a) a definition b) an introduction or c) a catch sentence to get the reader’s attention?

2. Getting Around – Getting around means how a person travels in a city? T/F


F. Identifying VocabularyFill in the blanks with the correct bolded words.

1. _____________ are things you see in a city that are interesting, famous, historical, or important.2. When I want to go on a trip but not plan every detail I choose a holiday ______________.3. I like to spend time in _________________ and look at the trees, animals, and flowers.

Travellers Packages Nature TraditionalSights International Itinerary

Purpose of sample and worksheets

• Give students a model.

• Provide information about structure expected.

• Inform students of appropriate grammar.

• Give cues for appropriate/suggested vocabulary.

Level 1-2 ISP assessment

Current ISP structure: Level 2

• Create a 1-2 minute advertisement in Microsoft Movie Maker on a product or service.

• Write a 350-400 word written report based on the commercial and the creative process.

Report requirements

Some or all of the following:

• the reasons for choosing the product or service.

• the target audience.

• the purpose of your advertisement.

• why you think the images you used will help to sell the product or service.

Report requirements

Some or all of the following:

• a description of what the music used means.

• why you think the music will help to sell the product or service.

• a list of all the websites that you used in creating the advertisement and in the report.

• any other information that you think is important.

Level 2 ISP example

Level 2 ISP example

• Insert movie here

Level 2 ISP report

Level 3 objectives

• Watch a movie/documentary

• Write a 350-400 word movie review

Movie review components

• Biography of the star(s)/director of the movie

• Discussion of genre, audience and purpose

• Discussion of plot and themes

– Compare the movie to other movies in the genre

Movie review components

• Analysis of motivation of characters

• Comparison of 2 published movie reviews

• Analysis of favorite scene

• Personal opinion/reflection

Level 3 ISP example: Abdullah

Level 4 objectives

• Create a survey: www.SurveyMonkey.com

Level 4 objectives

• Write a report based on the results of that survey.

• At least 450 words

Report requirements

• Should include:

– Introduction

– Literature Review

– Methodology

– Findings/Analysis

– Conclusions/Recommendations

– Reference List

Level 4 example

Level 4 example

• What is your gender?– Yes– No

• Have you ever gone to a mixed school? – Yes– No

• If you had had the chance to go to a mixed school, would you have gone?– Yes– No

Level 4 example

• Do you think that boys and girls should be separated in specific years?– Yes– No– If yes, when? (open-ended blank)

• If you had the chance to make all schools in your country one type—whether mixed or separated, what would you choose?– Mixed– Separated– Any comments (open-ended blank)

Level 4 example

LESSONS LEARNED

Stoller: steps for a better ISP

• Students gather information.

• Instructor prepares students for the

language demands of compiling and

analyzing data.

• Students compile and analyze information.(Stoller, 1997)


• Instructor prepares students for the

language demands of the culminating

activity.

• Students present final product.

• Students evaluate the project. (Stoller, 1997)


• Students and instructor agree on a theme for

the project.

• Students and instructor determine the final

outcome.

• Students and instructor structure the project.

• Instructor prepares students for the language

demands of information gathering. (Stoller, 1997)

We ignored Stoller: why?

• Big department (~150 teachers)

– Not flexible

• Locally-expected teaching style: more

authoritarian

• Student maturity

• Student critical thinking skills

• Haven’t “arrived” yet

QU lessons learned

• Provide clear objectives and implementation.

QU lessons learned

http://3.bp.blogspot.com/_v_AvY-ZkSl0/TSe6CvVn2yI/AAAAAAAAD_A/n3EgKDVURc4/s400/cartoon_math.gif

“I think you should be more explicit here in step two.”

QU lessons learned

• Work hard to integrate the project into the rest of the curriculum.– Don’t introduce genres in the project that aren’t in the

rest of the curriculum.

– Do keep genres in keeping with the rest of the program’s objectives.

• Provide learner-appropriate source materials.– (This seems obvious, but is harder than it sounds.)

– For lower-level learners, websites are almost impenetrable.

QU lessons learned

• Provide variety across levels/classes.

– Variety of topics

– Variety of output

• Create detailed rubrics.

QU lessons learned

• Craft the activities for maximum language output vs. learning and using the technology.

• Provide staff with any relevant technology training.

References

• Aykut, Arslan (2008): Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills. Published in: International Journal of Human Sciences , Vol. 5, No. 1 (2008): pp. 1-21.

• Brinton, D., Snow, M.A., Wesche, M.B. (1989). Content based Second Language Instruction. Boston, MA: Heinle & Heinle.

• Dooly, M. & Masats, D. (tbp 2011) Closing the loop between theory and praxis: New models in EFL teaching. ELT Journal, 65(1).

• Jing, W. (2006). Integrating Skills for Teaching EFL —Activity Design for the Communicative Classroom, Sino-US English Teaching, Dec. 2006, Volume 3, No.12 (Serial No.36).

• Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59, 282-290.

References

• Levine, G., S. (2004). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37, 26-36.

• Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

• Stoller, F. L. (1997). Project work: a means to promote language content. English Teaching Forum. Vol. 35/4.

• Stoller, F. L. 2006. ‘Establishing a theoretical foundation for project-based learning in second and foreign language contexts’ in G. H. Beckett and P. Chamness Miller (eds.). Project-Based Second and Foreign Language Education. Past, Present and Future. Charlotte, NC: Information Age Publishing. http://www.linguist.org.cn/doc/su200612/su20061201.pdf.

• Graphics not otherwise attributed are from the Microsoft Office ClipArt collection.

For more information

• David Bartsch: [email protected]

• Ozgur Pala: [email protected]

• www.slideshare.net/bartsch