Applying project based learning in teaching unit 15, English text book 12, education publishing house

Applying project based learning in teaching unit 15, English text book 12, education publishing house

For many years, it has been said that teaching and learning English is considered by a lot of teachers as teaching and learning a set of isolated skills such as reading, listening, speaking, writing skill as well as teaching grammar items in language focus. Teaching English, indeed, was viewed as a mastery of these skills. Many teachers have been trying hard to apply suitable methods of learning and teaching with a view to helping students understand the lessons better and better. Nevertheless, it is a matter of fact that the present English textbook curriculum designed over 10 years ago and used in teaching in many high schools throughout Viet Nam does not meet the demand of learning as presented in the UNESCO International Commission on Education for the 21st Century in 1996, that is : learning to live together, learning to know, learning to do and learning to be. Language teachers; therefore, should find out the most suitable methods– from the curricula, pedagogies, school environment and settings, assessments and extra-curricular activities to concretely bridge theories and practices.

Basing on these facts, I forcefully chose and applied Project based learning (PBL) in teaching many units in English textbook, Education Publishing House, with the aim of enabling my students to “experience what they are learning about and the opportunity to relect on those activities” (Silberman, 2007:8), since “learning is the process whereby knowledge is created through transformation of experience” (Kolb, 1984).

In what follows I shall concentrate on the application of PBL in teaching unit 15, English textbook 12, Education Publishing House, but many of the points apply to other languages too.

 

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 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
 HOANG HOA 4 HIGH SCHOOL
 EXPERIENCE INITIATIVE
 APPLYING PROJECT BASED LEARNING IN 
 TEACHING UNIT 15, ENGLISH TEXT BOOK 12, 
 EDUCATION PUBLISHING HOUSE
 Author: Dang Thi Hoai Thu
 Position: Teacher
 Subject: English
 THANH HOA, 2016
TABLE OF CONTENTS
 Contents
Page
I- INTRODUCTION
1
1.Rationale
1
2. Aims of the study
1
3. Objects of the study
1
4. Methods of the study
2
II- CONTENTS OF THE STUDY
2
Theoretical basis
2
Practical basis
3-4
Applying PBL in teaching unit 15
4-12
Results of applying method
13-14
III- CONCLUSION AND RESOLUTION
14-15
Reference books
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
I- INTRODUCTION
1. Rationale
For many years, it has been said that teaching and learning English is considered by a lot of teachers as teaching and learning a set of isolated skills such as reading, listening, speaking, writing skill as well as teaching grammar items in language focus. Teaching English, indeed, was viewed as a mastery of these skills. Many teachers have been trying hard to apply suitable methods of learning and teaching with a view to helping students understand the lessons better and better. Nevertheless, it is a matter of fact that the present English textbook curriculum designed over 10 years ago and used in teaching in many high schools throughout Viet Nam does not meet the demand of learning as presented in the UNESCO International Commission on Education for the 21st Century in 1996, that is : learning to live together, learning to know, learning to do and learning to be. Language teachers; therefore, should find out the most suitable methods– from the curricula, pedagogies, school environment and settings, assessments and extra-curricular activities to concretely bridge theories and practices.
Basing on these facts, I forcefully chose and applied Project based learning (PBL) in teaching many units in English textbook, Education Publishing House, with the aim of enabling my students to “experience what they are learning about and the opportunity to relect on those activities” (Silberman, 2007:8), since “learning is the process whereby knowledge is created through transformation of experience” (Kolb, 1984).
In what follows I shall concentrate on the application of PBL in teaching unit 15, English textbook 12, Education Publishing House, but many of the points apply to other languages too.
2. Aims of the study
My theme focuses on making clear about some issues below:
What is PBL?
Why is PBL?
How is PBL applied?
3. Objects of the study
The objects chosen for my study and application are 12th grade students in classes 12B3, 12B5, 12B10 in Hoang Hoa 4 High school, Thanh Hoa province. The students are in the last year of high school, tending to focus only in their main subjects in the National Examination and English is not really their interest; therefore, they complete the tasks in their English text book in a passive way.
4. Methods of the study
My study is conducted by qualitative methods in order to collect a number of information, compare, and then, analyse data. By using the combination of these methods, my theme will make clear the questions in this topic, and reach effectively the targets of the essay.
II- CONTENTS OF THE STUDY
1. Theoretical background
According to Wikipedia, Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which students acquire a deeper knowledge through active exploration of real-world challenges and problems.[1] Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem.[2] It is a style of active learning and inquiry-based learning. 
The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life. Why are so many educators around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments.
PBL makes school more engaging for students. Today’s students, more than ever, often find school to be boring and meaningless. In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.
PBL improves learning. After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.
PBL builds success skills for college, career, and life. In the 21st century workplace and in college, success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively.
PBL helps address standards. The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills. PBL is an effective way to meet these goals.
PBL provides opportunities for students to use technology. Students are familiar with and enjoy using a variety of tech tools that are a perfect fit with PBL. With technology, teachers and students can not only find resources and information and create products, but also collaborate more effectively, and connect with experts, partners, and audiences around the world.
PBL makes teaching more enjoyable and rewarding. Projects allow teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students.
PBL connects students and schools with communities and the real world. Projects provide students with empowering opportunities to make a difference, by solving real problems and addressing real issues. Students learn how to interact with adults and organizations, are exposed to workplaces and adult jobs, and can develop career interests. Parents and community members can be involved in projects.
2. Practical background
It is a matter of fact that the present English textbook, used in many Vietnamese high schools, was a theme- based design, including 16 units and 6 test yourself units. Each unit is relevant to a certain topic and is divided into reading, speaking, listening, writing skills and languague focus lesson.
Many teachers have been trying hard to find suitable teaching methods and, to a certain extent, these methods can fulfil the aim of helping students understand and know thoroughly the contents of the lessons. Nonetheless, how will the class be if these methods are applied in all the lessons? Will the students find it interesting to learn whereas they can find the exact answers for the tasks in many reference books? Will the completing tasks in the text book help students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively? Will the students have chance to build important skills such as critical thinking, problem solving, collaboration, communication in a variety of media, and speaking as well as presentation skill? More important, will the students be connected with comunities and the real world while studying in textbook only?
PBL bearing many good points as mentioned above can bring to a new change in teaching process. I therefore forcedly implemented PBL in teaching many units, of which Unit 15, English text book 12, Education Publishing House brought my students as well as my teaching much joyful experience and core value.
3. Applying PBL in teaching Unit 15, English text book 12, Education Publishing House .
	 The process of PBL can be varied, depending on the real situation in terms of students’ ability and the content of each unit. By my experience in learning and teaching English, instead of teaching lessons in each units; that means teaching Reading, Speaking, Listening, Writing skills and language focus in turns traditionally, I have forcefully and successfully applied PBL in teaching unit 15, English text book 12, Education Publishing House in the following stages.
English 12, Unit 15: Women in society, P. 162
Project: WOMEN IN SOCIETY
 1. Throughout history, unrooted cultural beliefs allowed women only limited roles in society. However, there have been many considerable contributions of women to society from the past to the present day and women in most parts of the world have gained significant legal rights. Work in group
- Discuss the role of women at home, at work
- Find out pictures or photos of famous women with their contribution and status in the past and in the world 
- Write the slogan and the core value of your project.
2. Prepare and give presentation to your class.
3. Time: 10 days
3.1. Stage 1: Discovering real situation related to the content of the lesson.
Many students find schoolwork meaningless because they do not perceive “a need to know” what they are being taught. They are unmotivated when told they will need it later in life or simply because “it’s going to be on the test.”. With a compelling student project, the reason for learning relevant material becomes clear: I need to know this to meet the challenge I have accepted.
In this stage, as a classroom teacher, I could powerfully activate my students’ need to know content by launching a unit in a way that engages interest and inititates questioning. This could take the form of a lively discussion. 
Also, in this stage, I gave out many driving questions to my students. Good driving questions capture the heart of the project in clear, compelling language, giving students a sense of purpose and challenge. The question should be provocative, open-ended, complex, and linked to the core value of what you want students to learn. It could be abstract (What are characteristics of modern women?/ to what extent the life of a city woman is better than that of a country woman?); concrete (Are women treated equally to men nowadays?); or focused on solving a problem (How can we change the attitude of the world to women?)
3.2. Stage 2: Negotiating the Criteria for Evaluation
I and my students decided that the projects should be assessed by fullfiling the questions in rubrics including self assessment rubric, peer assessment rubric and teacher assessment rubric (See Appendix 6) and checklist.(See Appendix 4)
Once the criteria were clearly defined, the students realized that they might have to be modified in the future.
3.3. Stage 3: Deploying projects
- Dividing groups
In the first place, I divided my class in to groups of eight, and appointed the leader of each group. 
	(Students worked in groups of 8)
- Assigning tasks
The group’s leaders assigned the task for each members. In terms of making a project feel more meaningful to students, the more voice and choice, the better. The leaders should assign the tasks depending on each member’s ability. On one end of the scale, groups’ members should also discuss on how to design, create, and present products. In the middle, I might provide a limited menu of options for creative products to prevent students from becoming overwhemed by choices. On the other end of the scale, students could decide what products they will creat, what resources they will use, and how they will structure their time. Students could even choose a project’s topic and driving questions. Basing on the topic in units 15, women in Society, my students chose posters to be their final products. During this stage, students in each group use the check list (See Appendix 4) and Project team work plan (See Appendix 1) and Assessment for group work skill (See Appendix 5) to check the work and the duty of each member . 
	(Groups’ leader distributed work to members)
3.4. Stage 4: Conducting the project.
A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work—an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.
Being given the Guidelines for poster layout (See Appendix 3), the students in each group worked on preliminary sketches until they decided on a final design. Besides, students gathered information from many resourses such as websites, newspapers and their real lives. They then compiled imformation, deciding on what pictures and information to paste on the posters. Finally, they decided on how and where to put information and pictures on the posters. During this stage, Check list for poster (See Appendix 4) was also used to check the tasks of all the members.
	(Students gathered information and pictures)
(Students compiled information and pictures)
	(Students drew their poster)
 During this stage, I served as coach, moving from group to group to guide the students' work. As I did so, I asked myself the following coaching questions :
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
My role as coach obtained a clarity of purpose throughout this process. Prompted by the coaching questions and the checklist, the students used their own intellects to solve problems while attaining a higher level of learning.
3.5. Stage 5: Presenting the project
In this stage, students became aware of the ways their presentations meet the criteria of assessment. The teacher-coach using Teacher’s assessment (See Appendix 6), observed how engaged they were in presenting their projects. Each group in my class showcased its poster to the class, explaining how the product was achieved as well as presenting the content, the core value of the project. Not one student was absent on the day of the competition.
“A beautiful woman pleases the eyes, a good woman pleases the hearts. The first one is jewel, the second is treasure”(Group 1 with their project and presentation) 
“Women make happy homes”(Group 2 with their project and presentation)
“Women‘s rights is the human rights”( (Group 3 with their project and presentation)
“Good education and being self-confident make women beautiful in modern society” (Group 4 with their project and presentation)
3.6.Stage 6:  Reflecting on the Process and Evaluating the Process
In this simulation, the students discussed what they enjoyed about working in their groups, and how one student's idea would spawn another student's idea. They discussed what they liked about the materials and what they found to be frustrating. Students shared their reflections to note what they had in common and what was special to each group or to each individual personally. They reviewed the criteria of assessment and discussed how well they met them.
The teacher assessed students’ posters basing on the criteria discussed before. I used my assessment rubric(see Appendix 6), combining with students’ self assessment rubric and peer assessment rubric(see Appendix 4 ans 6), to evaluate student’s work, gave them comments as well as compliments.
(Students joined the walk art and assessed peer’s work)
(Teacher evaluated, commented, and gave marks)
4. Results of applying PBL in teaching unit 15, English text book 12, Education publishing house.
	In order to assess the effectiveness of applying this method to teaching unit 15, I have compared my work with many classes (12 B1, 12 B7, 12 B8 school year 2012-2013, 12 B3, 12 B5, 12 B10 school year 2015-2016) for many years. Before using this method, most of my students could traditionally complete all the taks in the text book, with the help of their teacher. However, they easily forgot the vocabularies, the topic as well as the contents of the unit. To a certain extent, after each lesson, students seemed to know the floating part in an “ice berg”, not really understand the deeplysinked part in the unit, in other words, it is the core value of the lesson.
It is a matter of fact that when applying applying PBL in teaching in general and teaching unite 15 in particular, my students enjoyed working together to creat their groups’ outcomes, they seemed to be very eager for each unit because they like dealing new challenges. Here, I enclosed a video clip made by my student before their presentation [3]
Here, I felt the sense that schoolwork is more meaningful when it is not done only for the teacher or the test. When students presented their work to real audience, they cared more about its quality. Once again, it is the more, the better when it comes to authenticity and even more important than any other things, all the students could find out the core value of their projects; that is: “Women is half of the world in terms of their contribution and roles and we need to highly appreciate and love them” . Additionally, all the students in my class also had the chance to understand more some sayings about women such as: “women‘s rights is the human rights”(Group 2); “Women make happy homes”(Group 3); “Good education and being self-confident make women beautiful in modern society(Group 4); “A beautiful woman pleases the eyes, a good woman pleases the heart, the first is a jewel, the second is a treasure” (Group 1).
III- CONCLUSION
Conclusion
Teaching method is a product connecting theory and practice in order to help students acquire knowledge, practice their skills and solve the problems. Changing teaching method, according to me, firstly is changing the phylosophy of teaching. By the end of the lesson, students can find out the core value of the problem and apply them in to their real life. Besides, changes is also shown as the role of the teacher from the provider into a consultant; students will fulfil the demand of knowledge themselves. It is clearly that in my class, with PBL, each unit indeed is appealling to students because they are solving their real-problem in their life. When students practice decision making and deductive reasoning and are exposed to examples from real life, they are able to expand their skills, evaluate their options, and think critically. The activities in this section help students visualize how events actually unfold by having students conduct research, discuss and write about the material, collect or draw illustrations, and reflect on their work. Students learn from each other by analyzing and synthesizing material, reinforcing main points, and moving information from short- to long-term memory. Most importantly, students content- basedly talk and write for a purpose, because their work is often presented in front of their peers. 
 I myself find it is relaxing to be a facilitator, an adviser, a coach, a co-learner instead of being a translator and a leader , for all the activities in the classroom.
PBL is a dynamic approach to teaching in which students explore real- world problems and challenges. With this type of active and engaged learning, students are insprired to obtain a deeper knowledge of the subjects they’re studying. When 

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