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Creating Effective Project-Creating Effective Project-Based LearningBased Learning
Robin HarveyRobin HarveyNew York UniversityNew York University
Why project-based learning?Why project-based learning?
… … a lot of education in the past has been taughta lot of education in the past has been taughtInIn isolation: isolation: each student learning by each student learning by
himself,himself,tt hehe teacher not having much contact with teacher not having much contact with
thethestudents other than through lecturing,students other than through lecturing, the theteacher not having much contact with otherteacher not having much contact with otherteachers, the school not having much contactteachers, the school not having much contactwith the city it's in, and, most importantly, thewith the city it's in, and, most importantly, thestudents not having much contact with one students not having much contact with one
another.another.
George Lucas, 2007George Lucas, 2007
Know your studentsKnow your studentsDevelop social emotional learningDevelop social emotional learning
EEducate students’ ducate students’ hhearts and earts and mmindsinds
Try project-based learningTry project-based learning
Daniel Goleman andDaniel Goleman and George Lucas George Lucas on on new demands to teachers (2007)new demands to teachers (2007)
The New The New Bloom’s TaxonomyBloom’s Taxonomy
Research on advantages of Research on advantages of Project-Based LearningProject-Based Learning
Authentic language learningAuthentic language learning Interactive learningInteractive learning Cooperative learningCooperative learning Language through contentLanguage through content High level thinking skillsHigh level thinking skills High social and emotional skillsHigh social and emotional skills Learning through doingLearning through doing
Long (2000), Ellis (2003), Nunan, (2004)Long (2000), Ellis (2003), Nunan, (2004)
Students are focused on the Students are focused on the project, the meaning, and the project, the meaning, and the interaction with other interaction with other students and the teacher, and students and the teacher, and not on language learning.not on language learning. As As in conversation, the in conversation, the meaningmeaning is what is important.is what is important.
Thinking out of the boxThinking out of the box
Humanistic approach to Humanistic approach to teaching: Learning teaching: Learning community (Stevic)community (Stevic)
Affective factors: Affective factors: Relaxed alertnessRelaxed alertness
(Caine & Caine)(Caine & Caine)
Multiple intelligences Multiple intelligences (Gardner)(Gardner)
Social emotional Social emotional intelligences (Goleman)intelligences (Goleman)
© Horner 2002
Possible Outcome / ProductsPossible Outcome / Products
Printed materials, such as greeting cards **Printed materials, such as greeting cards ** Wall newspaper/display Wall newspaper/display Audio-video productionAudio-video production Power point presentation **Power point presentation ** Webpage/blogsWebpage/blogs Performances (plays, karaoke, songs)Performances (plays, karaoke, songs) Language/culture festivals **Language/culture festivals ** Stories and Poems **Stories and Poems **
Some Sample Student ProjectsSome Sample Student Projects
• Valentine’s Day cardsValentine’s Day cards• My homeMy home• My schoolMy school• My neighborhoodMy neighborhood• Dos & Don’tsDos & Don’ts• Going to a Chinese RestaurantGoing to a Chinese Restaurant• Poems for the SeasonsPoems for the Seasons• The Beijing OlympicsThe Beijing Olympics
Valentine’s DayValentine’s Day 情人节情人节
Incorporate art into projectsIncorporate art into projects Illustrations provide cues to meaningIllustrations provide cues to meaning Creative use of Language to express Creative use of Language to express
meaningful, personal ideasmeaningful, personal ideas Every-day LanguageEvery-day Language
A successful TBL/PBL MatrixA successful TBL/PBL Matrix
Identifying
a theme
Collecting, analyzing & compiling materials
Language focus
Determine
End product & presentation
Language
focus
Planning & structuring
Team work, creativeness, hard work
Planning and PreparationPlanning and Preparation
Preparation Preparation 备课备课
Topics --Topics -- 话题话题老师决定还是学生选择老师决定还是学生选择
Resources / researchResources / researchLanguage requirements Language requirements 语言的必要语言的必要
Project Guidelines (Presentation Project Guidelines (Presentation Rubric) Rubric) 活动的要求活动的要求
Organization Organization 课程构架课程构架 Time constraints Time constraints 时间的局限性时间的局限性
Group or Individual ProjectGroup or Individual ProjectWhat Work can be done in classWhat Work can be done in classComputer lab timeComputer lab timeHomework Homework Language constraints Language constraints 语言的局限性语言的局限性
Monitoring Monitoring 监督监督 & Assessing Progress& Assessing ProgressMeetings with StudentsMeetings with StudentsIntermediate Steps of Project (editing with Intermediate Steps of Project (editing with
teacher, reviewing with teacher)teacher, reviewing with teacher)Feedback to students EVERY STEP very Feedback to students EVERY STEP very
important!important! Evaluating/grading Evaluating/grading 测试评分估量测试评分估量
Rubric for language, Rubric for contentRubric for language, Rubric for contentWeighting for eachWeighting for each
Fairfax County Public Schools has great sample Fairfax County Public Schools has great sample rubrics for language teaching and learning (online)rubrics for language teaching and learning (online)
Steps of TBL/PBL (Stoller, 2003)Steps of TBL/PBL (Stoller, 2003)
1. Determining a theme1. Determining a theme2. Identifying the final2. Identifying the final outcomeoutcome3. Structuring the 3. Structuring the projectproject4. 4. Preparing SS for the Preparing SS for the language needslanguage needs5. Collecting 5. Collecting data/materialsdata/materials6.6. Preparing SS for Preparing SS for language needslanguage needs
7. Compiling and7. Compiling and analyzing data/analyzing data/ materialsmaterials8. 8. Preparing SS for Preparing SS for language needslanguage needs9. Present the project9. Present the project10. Evaluating the10. Evaluating the projectproject 11. More language 11. More language study*study*
A sample project: A sample project: Going to a Chinese restaurantGoing to a Chinese restaurant
去中国餐厅去中国餐厅
Language objectives:Language objectives:• Add and subtractAdd and subtract• Language of correctionLanguage of correction• ““How much?”How much?”• Making changeMaking change• Making simple requests, “do you have” and Making simple requests, “do you have” and
“I want”“I want”• Expressing thanksExpressing thanks
The Task -- Part 1The Task -- Part 1How much money? How much money?
Students are given a big pile of (play) money and are Students are given a big pile of (play) money and are asked to respond to the question: asked to respond to the question:
““ 你有多少钱你有多少钱 ?”?” (“How much money do you have?”)(“How much money do you have?”)
Students count their money and report back to the Students count their money and report back to the group.group.
The teacher introduces “How much?” “Too expensive!”, The teacher introduces “How much?” “Too expensive!”, mini-dialogue and then offers students to buy foods.mini-dialogue and then offers students to buy foods.
Task #2: Know Your Food Task #2: Know Your Food (Reading / Writing)(Reading / Writing)
Students, working in small groups or individually, place Students, working in small groups or individually, place the appropriate food picture on the food it describes.the appropriate food picture on the food it describes.
• 炒饭炒饭 汉堡 汉堡 饺子 饺子
Each student moves one seat to the right to look over Each student moves one seat to the right to look over their fellow students’ work and assist them to “get it their fellow students’ work and assist them to “get it right.”right.”
Task #3:Task #3:Make your MenuMake your Menu
Once students have worked together to Once students have worked together to ensure each has the correct name for ensure each has the correct name for each food, they design and create menus each food, they design and create menus incorporating picture and labels, including incorporating picture and labels, including pricing. (Older, more experienced students pricing. (Older, more experienced students can write the food names on their menus.)can write the food names on their menus.)• Intermediate, informal (written) assessment.Intermediate, informal (written) assessment.
Feifei’s MenuFeifei’s Menu
飞
飞
的
菜
单
Martine’s MenuMartine’s Menu
拧
丽
的
菜
单
Task #4Task #4Grand OpeningGrand Opening
• Students set up “booths”; some act Students set up “booths”; some act as sellers and others as customers as sellers and others as customers while they practice the language while they practice the language learned. learned. • Pair stronger students with weakerPair stronger students with weaker• Encourage “cheating”Encourage “cheating”• Students move from booth to booth, also switch rolesStudents move from booth to booth, also switch roles
• Appropriate as an (oral) assessment Appropriate as an (oral) assessment and/or culminating activity.and/or culminating activity.
Writing PoemsWriting Poems 写诗歌写诗歌
Goals:Goals: Vocabulary richVocabulary rich Pattern-based languagePattern-based language Creative, engaging, and Creative, engaging, and
personal (meaningful)personal (meaningful) Four (or f ive) skil ls engagedFour (or f ive) skil ls engaged
Writing Poetry Writing Poetry 写诗歌写诗歌
Read Poem Read Poem 读诗读诗 Introduce Vocabulary Introduce Vocabulary 词汇介绍词汇介绍
• Games & Activities to reinforce/practiceGames & Activities to reinforce/practice Introduce New Structures Introduce New Structures 语法介绍语法介绍 Discuss meaning Discuss meaning 讨论意思和意义讨论意思和意义 Illustrate poem Illustrate poem (画画)(画画)
• shows understanding (shows understanding ( 表示学生能够理解) 表示学生能够理解)
春妈妈春妈妈
春,是花的妈妈春,是花的妈妈 红的花,蓝的花红的花,蓝的花 张开小小的嘴巴张开小小的嘴巴 春妈妈春妈妈 用雨点喂她。用雨点喂她。
春妈妈春妈妈
Writing PoetryWriting Poetry
Write poems based on the Write poems based on the originaloriginal Group or individual taskGroup or individual task Assessment, shows understandingAssessment, shows understanding Practices using new vocabularyPractices using new vocabulary Communicative taskCommunicative task
Final Project
夏爸爸夏爸爸
夏,是棒球的爸爸夏,是棒球的爸爸
Yankees Yankees 很棒,红娃子很臭。很棒,红娃子很臭。
夏爸爸夏爸爸
我最喜欢棒球!我最喜欢棒球!
冬奶奶冬奶奶
冬,是雪人的奶奶冬,是雪人的奶奶 大的雪人,小的雪人大的雪人,小的雪人 张开小小的嘴巴张开小小的嘴巴 冬奶奶冬奶奶 用热巧克力喂她。用热巧克力喂她。
Beijing OlympicsBeijing Olympics 北京奥运会北京奥运会
Current Events, Culture, LanguageCurrent Events, Culture, Language Establish Rubric for All ProjectsEstablish Rubric for All Projects Provide basic Vocabulary, Sentence Provide basic Vocabulary, Sentence
Structures, Important QuestionsStructures, Important Questions Students work individually (essays) and in Students work individually (essays) and in
groups (powerpoint projects and groups (powerpoint projects and presentations)presentations)
Model ExpectationsModel Expectations
奧运选手李小鵬简介
李小鵬是中国奧运体操选手。他是中国湖南省长沙市人。他的生日是 1981 年 7 月 27 日。他今年 26 岁。家有爸爸跟妈妈,沒 有兄弟姊妹。他喜欢吃妈妈做的湘菜。他平常喜欢玩电游、打电话 和 跟朋友逛街。
Olympic Athletes Olympic Athletes 奥运选手奥运选手
Olympic Athlete IntroOlympic Athlete Intro
Guidelines for Report on Olympics
Your final report must include the following:
Report in form of Powerpoint Presentation to class :Use five questions ( 五个重要问题 ) as guidelines, answer at least
3-420-30 sentences minimum ( 至少二十到三十个句子 )Include pictures/images
Glossary Vocabulary List ( 单字 )
Characters ( 汉字 ) &Pinyin ( 拼音 )Definition ( 定义 ) in English
New sentence patterns (语法结构)
Bibliography (websites used, references)
Oral Presentation & Written Presentation will be weighted equally for your grade. (Rubric based on these expectations.)
Olympic Torch RouteOlympic Torch Route
Olympic TorchOlympic Torch
Olympic AthletesOlympic Athletes
福娃福娃
中国爱福娃。中国爱福娃。 中国的福娃热。中国的福娃热。
这是福娃笔
这是福娃花园这是福娃花园
What the names mean What the names mean (( part 1part 1 ))
贝贝 和 晶晶代表 贝贝 和 晶晶代表 BeijingBeijing 。。
欢欢 和 迎迎 代表 欢欢 和 迎迎 代表 WelcomesWelcomes 。。
妮妮 代表妮妮 代表 YouYou 。。
What the names What the names meanmean (( part2part2 ))
贝贝代表鱼。贝贝代表鱼。 晶晶代表熊猫。晶晶代表熊猫。 欢欢代表火的奥林匹欢欢代表火的奥林匹
克比赛。克比赛。 迎迎代表西藏的羚羊迎迎代表西藏的羚羊
。。 妮妮代表燕。妮妮代表燕。
Vocabulary ListVocabulary List 符号符号 --fúhàofúhào 情-情- qingqing 热热 - rè- rè 飞机飞机 --fēijīfēijī 钥链钥链 --yàoliànyàoliàn 花园花园 --huāyuánhuāyuán 鞋鞋 - xié- xié 代表-代表- daibiao daibiao 鱼鱼 -yú-yú 熊猫熊猫 - xióngmāo- xióngmāo 羚羊的西藏 羚羊的西藏 xīzàngde yànxīzàngde yàn
My students’ reaction My students’ reaction to these projectsto these projects
Very enthusiastic, motivatedVery enthusiastic, motivated Learned and used “Real life” language and Learned and used “Real life” language and
communication skillscommunication skills Took responsibility for their own learningTook responsibility for their own learning Can be tailored to students of many age groups Can be tailored to students of many age groups
and levels:and levels:• Younger students, simpler language, less money.Younger students, simpler language, less money.• Older students can use more complex language, more Older students can use more complex language, more
money (!) and more written language.money (!) and more written language.
Engage the student’s whole Engage the student’s whole brain! brain!
Foster real communication Foster real communication and learningand learning
among your students.among your students.
TBA/PBA works. Try it.TBA/PBA works. Try it. THANK YOU!THANK YOU!
Robin HarveyProject for Developing Chinese Language Teachers
New York University
Project Developing Chinese Project Developing Chinese Language Teachers (DCLT)Language Teachers (DCLT)
Project DCLT
New York University
Frank Lixing Tang, Director
Robin Harvey, Coordinator
(212)992-9367