PROJECT BASED LEARNING: INTEGRATING SKILLS AND SPECIFYING OBJECTIVES

Courtney Cunningham- cbc@uoregon.edu

University of Oregon

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:

Agenda

•Overview of PBL•Applying PBL to ELT: Goals &

Objectives•Application & Analysis Activity•Project Development Activity

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

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

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

How? Applying the elements of PBL TO ELT…

•Context•Goals & Objectives

•Product

How? Applying the elements of PBL TO ELT…

•Goals & Objectives•Course Goal (s)

•Objectives

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/

)

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.

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

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

Course Goals

•Speak English with increased confidence

•Give small group presentations

•Use new vocabulary

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

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

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 

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

Application and Analysis Activity(20 minutes)

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

1. Identify the possible context, how the project meets the elements of PBL, and the end-product of the sample project.

2. Write 3-5 language objectives incorporating a verb from bloom’s taxonomy and within the ABCD model.

3. Record your work on the wiki.

Project Based Learning Wiki

Examples•Folktales

•Newspaper/News broadcast

•Let’s Go See a Movie

•Geography and Travel

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

Project Based Learning Elective• Digital Geography and Travel Project

Student Example• A Memorable Trip to California

Design Activity(45 minutes)

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

1.Identify the possible context, how the project meets the elements of PBL, and the end-product of the sample project.

2.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.

3.Record your work on the wiki.

Questions/Comments

Thank you!

PROJECT BASED LEARNING: INTEGRATING SKILLS AND SPECIFYING OBJECTIVES

Courtney Cunningham- cbc@uoregon.edu

University of Oregon

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.