SKKN Combining technology and PBL in teaching unit 12, English textbook 10

TABLE OF CONTENTS
Page
1. 
INTRODUCTION
1.1. Reasons of choosing the theme.
Up to now, English which is used very popularly in Vietnam is an indispensable international language. English is one of the compulsory subjects at high schools. It has been used for Final Examinations to evaluate students’ level of knowledge. Therefore, whether students are proficient at English or not, bases mainly on teaching methods. Being proficient at English means students are good at both received skills – reading and listening, and productive skills – speaking and writing. These four skills are integraded in a lesson to improve all these skills for the students because one certain skill can be used to improve the others. 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.
Moreover, there is no doubt that using technology in teaching and learning English always brings us surprising results. Students can search information with a laptop or a computer connected to the internet. 
Basing on these facts, I forcefully chose and applied a combination of technology and 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” [5], since “learning is the process whereby knowledge is created through transformation of experience” [4]. 
In what follows I shall present the theme “Combining technology and PBL in teaching unit 12, English textbook 10” that I have applied in teaching English in many classes with the aim of helping students focus on learning English at High school. 
1.2. Aims of the study
My theme focuses on making clear about some issues below:
What is PBL?
Why is a combination of technology and BPL?
How is technology and PBL combined?
1.3. Objects of the study
10th grade students in classes 10A1, 10A11 in Hoang Hoa 4 High school, Thanh Hoa province are the objects chosen for my study. The students are in the first year of high school, tending to focus only on 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.
1.4. Methods of the study
In order to collect a number of information, compare, and then, analyse data my study is conducted by qualitative methods. 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.
1.5. New ideas of the study
With a laptop or a computer connected to the internet, students working in groups search, choose, compile and arrange information related to their project. Then they complete their presentation on slides of the power point software with the teacher’s instructions.
CONTENTS OF THE STUDY
2.1. Theoretical background
2.1.1. What is Project-Based Learning?
Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems. According to reseachers (Barron & Darling-Hammond, 2008; Thomas, 2000), project-based learning essentially involves the following:
Students learning knowledge to tackle realistic problems as they would be solved in the real world.
Increased student control over his or her learning.
Teachers serving as coaches and facilitators of inquiry and reflection.
Students ( usually, but not always ) working in pairs or groups.
Teachers can create real-world problem-solving situations by designing questions and tasks that correspond to two different frameworks of inquiry-based teaching: PBL, which tackles a problem but doesn’t necessarily include a student project, and PBL, which involves a complex task and some forms of student presentation, and/or creating an actual product or artifact. experience” [1].
These inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008). Although these methods of inquiry-based teaching differ slightly, for simplicity they’re combined in these pages and reffered to as PBL. [2].
(source: https://www.edutopia.org)
2.1.2. Why is a combination of technology and PBL considered as an effective and enjoyable way to learn?
The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that a combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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.
A combination of technology and 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. [3]
(source: https://www.edutopia.org)
2.2. Practical background
Hoang Hoa 4 high school is located in Hoang Hoa district, Thanh Hoa province. It was built in 1989. At present, the school has 32 classes with nearly 1.540 students. 
Almost all students in the school live in the countryside and don’t have many opportunities and conditions to practice English regularly as well as take part in extra English classes. Although they are studious and obedient students, they do not raise the sense of initiative in learning English. They need the teacher’s help.
Teachers in this school 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 16 units and 6 test yourself units. 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. PBL conbined with technology can make students more active and creative. I therefore forcedly implemented PBL and technology in teaching many units, of which Unit 12, English text book 10, Education Publishing House brought my students as well as my teaching much joyful experience and core value.
2.3. Combining technology and PBL in teaching Unit 12, English textbook 10 (Tiếng Anh 10), Education Publishing House.
The process of a combination of technology and 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 and technology in teaching unit 12, English textbook 10, Education Publishing House in the following steps.
English 10, Unit 12: Music, Page 124
Project: Music 
 1. Music, which brings us many special benefits, plays a vital role in our lives. Morever, there are a great number of kinds of music. Each kind expresses its own emotion. Work in group:
- Discuss the role of music, its good points.
- Name some kinds of music. 
- Find out songs, pictures or photos of famous songs/singers/bands/musisians to demonstrate your opinion in the project.
- Write the slogan and the core value of your project.
2. Prepare and give presentation to your class.
3. Time: 7 days
2.3.1. Step 1. Breaking real situations related to the content of the lesson.
From my point of view, many students do not identify what they know, what they need to know and what they are being taught so they find the lessons 
boring and meaningless. 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 step, 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. 
Morever, 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 roles of music in our lives?/); concrete (What are kinds of music?); or focused on solving a problem (Does music bring us numerous advantages? What are they?)
(Teacher give out many driving questions to students)
2.3.2. Step 2: Discusing the Criteria for Evaluation
In this step, I and my students had to decide 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.
(Teacher and students are discusing the Criteria for Evaluation)
2.3.3. Step 3: Organizing projects
 Dividing the class into 4 groups: 
In the first place, I divided my class in to 4 groups of nine or ten, and appointed the leader of each group. 
	(Students worked in groups of nine)
 Assigning tasks
In the second place, 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. Each member had a chance to share what they had learned with the group. 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 create, 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 12, Music, my students chose pictures to be their final products. During this step, 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’ leaders distributed work to members)
2.3.4. Step 4: Conducting the project.
(source: https://www.edutopia.org)
In a project, students should be given opportunities to build such 21st century skills as brainstorming, negotiating, collaborating, communicating, critical thinking and using 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 the power point presentation 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, CD, VCD and their real lives. They then compiled imformation, deciding on what pictures, songs and information to paste on slides of the power point presentation. Finally, they decided on how and where to put information, songs and pictures on it. During this step, Check list for power point presentation (See Appendix 4) was also used to check the tasks of all the members.
(Students gathered information, songs and pictures with a laptop connected to the Internet )
 (Students compiled information, songs and pictures)
 (Students prepare for their presentations)
During this step, I served as an observer, moving from group to group to guide the students' work. As I did so, I asked myself the following coaching questions:
Are the students attentive and working together cooperatively?
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
Are the resources that students use suitable for their comprehensive level of understanding?
(Teacher as an observer guides the students' work)
I as an observer 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.
2.3.5. Step 5: Presenting the project.
In this step, students were 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 power point presentation 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. 
Here, I enclosed three video clips and two power point presentations presented by my students in a CD Rom (see the CD Rom) and a talk of group 3 about “Music” (see Appendix 7 and 8) .
“Music makes us happy and excited” (Group 4 with their project and presentation)
“When we listen to music, we feel relaxed”(Group 1 with their project and presentation)
“Music helps me express ideas, thoughts and feelings”( (Group 2 with their project and presentation)
“Music conveys our hopes and dreams” (Group 3 with their project and presentation)
2.3.6. Step 6:  Reflecting on the Process and Evaluating the Process.
In this step, 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’ presentation on the power point software 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 assessed peer’s work)
	(Teacher evaluated, commented, and gave marks)
2.4. Results of combining technology and PBL in teaching unit 12, English text book 10, Education publishing house.
(Students at class 10B2 school year 2013-2014 with traditional method)
I have compared my work with many classes (10 B2, 10 B3, 10 B7 school year 2013-2014, 10 A1, 10 A2, 10 A11 school year 2016-2017) for many years in order to assess the effectiveness of applying this method to teaching unit 12 - Music. 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 deeply sinked part in the unit, in other words, it is the core value of the lesson.
It is a matter of fact that when applying PBL and technology in teaching in general and teaching unit 12 in particular, my students enjoyed working together to create their groups’ outcomes, they seemed to be very eager for each unit because they want to deal with new challenges. 
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. Moreover, all the students could find out the core value of their projects; that is: “Music plays an important roles in our lives”.
3. CONCLUSION
3.1. 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, in my opinion, 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 are also shown as the role of the teacher from the provider into a consultant; students will fulfil t