Project-based Learning Ppt 1

Project-Based
Learning: PBL for EFL
Dr. Rob Danin

English Language Specialist
www.robdanin.com
What is Project-Based
•
Learning?
PBL focuses on real-world problems
(authentic) and encourages students to explore
issues outside the classroom
• “Learning by doing” educational process
• Encourages student motivation and
collaboration
– Students show pride in a project they have
designed themselves and shared with others
• Supports ELLs to discover new vocabulary,
actively engage others in non-rehearsed
dialogue, and generally improve cognitive
skills
– plan, organize, summarize, ask questions,
PBL is Skill-Based
To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
present ideas
To learn written communication –
reflective
writing
Important Elements of PBL
• Standards Based
• Assessment
• Student Centered
• Collaboration
• Real World
Connection
• Extended Time
Frame
• Multimedia
Therefore, Project Based
Learning is
A systematic teaching method
Learning is
that engages learners in acquiring
knowledge and skills
Learning is
extended inquiry process
Learning is
structured around complex, relevant
questions
Learning is
structured around carefully
designed products
Learning is
and authentic tasks.
Learning is
A systematic teaching method
that engages learners in
acquiring knowledge and skills
through an extended inquiry
process structured around
complex, relevant questions,
carefully designed products, and
authentic tasks.
rom Introduction to Project Based Learning Handbook, Buck Institute for Education.
PBL is NOT New
JOHN DEWEY
SOCRATES LEV VYGOTSKY
JEAN PIAGET
BENJAMIN BLOOM
Not to Be Confused With
Problem-Based Learning
Product
Project-Based emphasi
s
Process
Problem- emphasi
Based s
PBL Considerations
It’s different!
• Student driven It’s hard!
• Developing a “good”
problem
• Teacher giving up control
It’s time-consuming!
• Planning
• Implementing It’s wonderful!
• High
engagement/motivation
• Self-directed learning
• Stretch learning abilities
Questions to be Answered by PBL
Inquiry Approach to Instruction
• Teacher and students brainstorm
activities that support inquiry:
– “What’s going on?”
– “Why is this happening?”
– “What does this mean?”
– “What will happen in the future?”
Examples of PBL
• interviews: either translated or in English
• a PowerPoint presentation
• a play
• a script
• a simulation
• a cartoon
• an adaptation of a
previous project
• a video
• an original idea
How Does Research Support
• Increases studentPBL?
motivation and
engagement in learning
• Is more effective than traditional instruction
in increasing academic achievement
• Improves student retention of knowledge
over time
• Is especially effective with lower-achieving
students
• Improves mastery of 21st century skills
The Difference:
PBL and Traditional Projects
The Teacher’s Role
• Serve as facilitator
• Model thinking and problem-solving
strategies effectively
• Structure meaningful tasks
• Work with students to frame worthwhile
questions
• Manage the structure of multiple day-
to-day activities to produce high quality
outcomes
• Teach students to set goals
PBL Questions to be Considered
• Has the teacher adequately prepared
the students (e.g., foundational skills)?
• Does the teacher solicit student input?
– Do the teacher and student
negotiate learning outcomes?
– Who selects the topic?
– Who defines the products and
activities?
– Who controls the timeline and pace
of the project?
The Student’s Role
• Set goals
– Begin with the end in mind
• Explore and ask questions

– In order to answer
Essential Questions
• Work well with peers
• Stay accountable to self,

peers, and teacher for
Developing Essential Questions
Essential Questions are…
• stimulating.
• open-ended.
• aligned to the project topic.
• challenging.
• Essential Questions should relate to

real-world (authentic) situations that
students find interesting.
Students Develop Needed Skills
• Information Searching & Researching

• Critical Analysis
• Summarizing and Synthesizing
• Inquiry, Questioning and Exploratory
Investigations
• Design and Problem-solving
Student Planning Phase
• Identify a topic
• Work on project
• Ask questions that clarify topic
• Respond to questions raised
EFL Project Examples
• Are Cell Phones Dangerous?
(Introduction to Non-Fiction) (intermediate high)
The student designed a survey, conducted interviews among friends and
strangers, examined research on the topic, and prepared a 12-page paper.
In the paper, the student compared available data from cell phone use and
research in the United States and Russia; she also summarized the results
of the survey she conducted and showed video on the topic.
• Mind Playground: A Mad Podcast
(Introduction to Fiction) (intermediate high)
The student designed a series of interviews and profiles using different
electronic voices based on characters from the novels and short stories
read during the course. One of the questions asked by the student was,
“how can technology be integrated into the study of fiction and English for
nonnative speakers?”
• The USA and the USSR: The Truth in the Arts and Cinema of the
Sixties
(The Sixties: a Decade of Change) (advanced level)
The student doing this project asked questions about U.S. and Soviet
relations at a dark period in their history. The project contained original
video footage from the two countries, a survey of people who lived during
the time as well as some humorous anecdotes and movie footage connected
How are PBL Units Designed?
PBL Planning Template
PBL Planning Template Example
PBL Planning Log
PBL Assessment
One way of creating proficiency levels for PBL is to use
Bloom’s Taxonomy, which consists of six levels, from
lowest to highest: knowledge, comprehension,
application, analysis, synthesis, and evaluation.
The lower level involves rote memorization. At this level,

students might develop a poster or PowerPoint
presentation with facts. At the higher levels, students
are encouraged to produce more complicated projects
(i.e., community-based). This can promote
differentiation of instruction based on students’
Project Evaluative Measures
Does the project
• Meet standards?
• Engage students?
• Focus on essential understanding?
• Encourage higher-level thinking?
• Teach literacy and reinforce basic skills?
• Allow all students to succeed?
• Use clear, precise assessments?
• Require the sensible use of technology?
• Address “authentic” issues?
Project Evaluation
(Self and Peer Assessment)
• Take time to reflect individually and as a
group
• Share feelings and experiences
• Discuss what worked well
• Discuss what needs to be changed/revised
• Share ideas that will lead to new inquiries

and projects
Reflective Evaluation
• What did I/we learn?
• Did I/we collaborate effectively?
• What skills did I/we learn?
• What skills do I/we need to
practice?
• What was the quality of my/our
work?
• Where can I/we improve?
PBL Rubric
PBL In Action (3:50)
http://www.youtube.com/watch?feature=player_e
mbedded&v=LMCZvGesRz8
PBL: Think/Pair/Share
• What ideas do you have for a project?
• What question will you ask your students?
• Write down possible questions that will
“launch” a project-based learning activity.
• Choose one of your questions. Brainstorm
with your colleague sitting next to you.
Take notes (concept map).
• What subjects can be “woven” into this
PBL activity?
Project-Based Learning Resources
• http://www.bie.org/
• http://pbl-online.org/ (BIE sponsored)
• https://
www.edutopia.org/article/planning-pbl-i
mplementation
• http
://21centuryedtech.wordpress.com/2010
/01/16/free-project-based-learning-resou
rces-that-will-place-students-at-the-cent
er-of-learning/
• http://www.lullah.com/pblwebquest/
Let’s Begin PBL!
Think
BIG!
What is
The
the
Question
Question?
is the
Answer!
www.robdanin.com

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Project-Based

Learning: PBL for EFL

Dr. Rob Danin

• Explore and ask questions

• Work well with peers

• Stay accountable to self,

• Essential Questions should relate to

• Information Searching & Researching

The lower level involves rote memorization. At this level,

• Share feelings and experiences

• Discuss what worked well

• Discuss what needs to be changed/revised

• Share ideas that will lead to new inquiries

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