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Workshop Objectives

examine sample projects and determine how they fit into the elements of PBL
produce language objectives for sample projects, in the ABCD model
design a project including all elements of PBL and with ABCD objectives that are sequenced according to the necessary steps to complete the project

After being presented with an overview of PBL and its application to ELT, participants will:

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Agenda

Overview of PBL
Applying PBL to ELT: Goals & Objectives
Application & Analysis Activity
Project Development Activity

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What is PBL?

“Project based learning is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.”

http://www.edutopia.org/project-learning-introduction

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What are the elements of PBL?

Extended time frame
Collaboration
Inquiry, investigation, research
Construction of an artifact or performance of a consequential task

http://www.sun-associates.com/lynn/pbl/pbl.html 

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Why incorporate PBL in ELT?

Promotes collaboration and interaction
Learners communicate meaningfully and for authentic purposes
Allows students with a variety of learning styles to demonstrate their acquired knowledge
Students learn language, content, and skills simultaneously
Increases learner autonomy

Students collaborate in small groups or pairs to complete a variety of tasks that lead to the end product, so communicating and working together is an integral part of PBL and what makes it so great for ELT.
Because students are working to solve real world problems or tasks, the language is meaningful and authentic. PBL really helps develop strategic competence.
While working in small groups students establish different roles based on their strengths. All students play a vital and necessary role in completing the project. It allows all students to shine and display what they are good at.
Students can be given choices at any stage or within different realms of the project. For example, the teacher can give students a theme and the language skills required for the project, and students can choose what end product they want to produce.
Students are in charge of their learning process while completing the project, the teacher acts as a facilitator and provides guidance when necessary

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How? Applying the elements of PBL TO ELT…

Context
Goals & Objectives
Product

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How? Applying the elements of PBL TO ELT…

Goals & Objectives
Course Goal (s)
Objectives

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Writing Objectives

“Rationale

Writing clear course objectives is important because:

Objectives define what you will have the students do.
Objectives provide a link between expectations, teaching and grading.”

(http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/)

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ABCD Model

A- audience
Who are your learners?
B- behavior

What measurable, observable actions do you want to see them carry out?

C- condition

What do they need in order to achieve the behavior?

D- degree

What are the standards for acceptable performance i.e. time limit, range of accuracy, proportion of correct responses, qualitative standards?

Smaldino, S. E., Lowther, D. L., & M., Russell, J. D. (2011).

Instructional media and technologies for learning (10th ed.).

Upper Saddle River, NJ: Pearson.

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Bloom’s Taxonomy is a classification of levels of intellectual behavior that can be used as a guide to help us know what we want to see from our students and how we will see them accomplish those behaviors.

Bloom’s helps us ensure that we’re using observable and measurable behaviors in writing our language objectives as well as promoting critical thinking on many levels.

Remembering: can the student recall or remember the information?

Understanding: can the student explain ideas or concepts?

Applying: can the student use the information in a new way?

Analyzing: can the student distinguish between the different parts?

Evaluating: can the student justify a stand or decision?

Creating: can the student create a new product or point of view?

We want to make sure that we are promoting our students’ ability to not only remember and understand chunks of language, but to use language to apply, analyze, evaluate and create meaning as well.

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Plan an Adventure Trip

Context:
High Beginner Level ESL Students

12 Arabic Speakers
4 Chinese Speakers
1 Portuguese Speaker

UO AEI Intensive English Program- Oral Communication Skills Course
First 2-3 weeks of the course

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PBL Elements for:

Extended time frame: 2 weeks
Collaboration: groups of 2-3 Ss
Inquiry: researching information
Performance of a consequential task: group presentation with PPT

Plan an Adventure Travel Trip

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Course Goals

Speak English with increased confidence
Give small group presentations
Use new vocabulary

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Objectives

(C) After watching the teacher give a PPT presentation about an adventure travel trip, (A) students (B) will discuss ideas about other adventure travel trips, (D) in their small groups
(C) After being provided questions that must be answered in the presentation, (A) students (B) will research information about the adventure sport they have chosen (D) in complete sentences

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Objectives

(C) After answering all questions in complete sentences, (A) students (B) will organize their information on note cards, (D) incorporating at least 5 new vocabulary words
(C) After preparing their note cards, (A) students (B) will record their portion of the presentation using a voice recording service (D) speaking for at least 1-2 minutes

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Objectives

(C) After practicing their presentation, (A) students will (B) present their adventure travel trip to the class with their small group, (D) each member must speak for at least one minute, in complete sentences, and with at least five new vocabulary words, demonstrating appropriate volume, eye contact, and posture

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Objectives

(C) After presenting with their groups, (A) students (B) will evaluate their performance and the project experience (D) using a rubric and guiding questions provided by the teacher

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Application and Analysis Activity�(20 minutes)

In a small group of 4, please read and discuss the sample project provided. Then,

Identify the possible context, how the project meets the elements of PBL, and the end-product of the sample project.
Write 3-5 language objectives incorporating a verb from bloom’s taxonomy and within the ABCD model.
Record your work on the wiki.

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Project Based Learning Wiki

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Examples

Folktales
Newspaper/News broadcast
Let’s Go See a Movie
Geography and Travel

http://www.ncsall.net/?id=385

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Project Based Learning Elective

Digital Geography and Travel Project

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Student Example

A Memorable Trip to California

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Design Activity�(45 minutes)

In your small group, brainstorm different project ideas. After agreeing on an idea,

Identify the possible context, how the project meets the elements of PBL, and the end-product of the sample project.
Write 3-5 language objectives incorporating a verb from bloom’s taxonomy and within in the ABCD model. Sequence your objectives by the necessary steps students will need to do to complete the project.
Record your work on the wiki.

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Questions/Comments

Thank you!

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Project Based Learning: Integrating Skills and Specifying Objectives

Courtney Cunningham- cbc@uoregon.edu

University of Oregon

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References

Graves, Kathleen (2000). Designing Language Courses: A Guide for Teachers. Boston: Heinle & Heinle (p. 75-79; 260)
http://www.cal.org/siop/resources/faqs.html#5
http://www.edutopia.org/project-learning-introduction
http://www.ncsall.net/?id=385
http://www.sun-associates.com/lynn/pbl/pbl.html
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
http://projects.siyavula.com/naturalsciences/files/2012/04/blooms.jpghttp://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/
Smaldino, S. E., Lowther, D. L., & M., Russell, J. D. (2011). Instructional media and technologies for learning (10th ed.). Upper Saddle River, NJ: Pearson.