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Project based education

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2014 Uluslararası Lider Martılar Projeleri_No 8 …

2014 Uluslararası Lider Martılar Projeleri_No 8
2014 International ICT Leading Seagulls Projecxts #8

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  • 1. Project Based Learning in EFL in Turkey
  • 2. Content List  PBL the title  Content List  Gannt Card  Introducing our group  The question of PBL: What is PBL?  Examples of PBL in EFL in Turkey  Literature Review  Hypothesis  Methodology  Instruments  Results  Fishbone  Solutions and Suggestions  Conclusion  References
  • 3. STEPS March 18-19 March 20-21 March 22-23 March 24-25 March 26-27 March 28-29 March 30-31 April 1 PLAN Circle Formation Problem Definition Approval Literature Review Cause Strategy Tools/Data DO Interview CHECK Data Analysis Suggestion Conclusion ACT Presentation EXPECTED OBSERVED
  • 4. Group Name: Meeting every Tuesday and Friday @Poğaçacı @5p.m.
  • 5. What is Project Based Learning?
  • 6. What is Project Based Learning?  A systematic teaching method that engages students in learning essential knowledge and life- enhancing skills through an extended, student- influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks. (Moss, 1998)
  • 7. Project Based Learning in EFL  PBL is more applicable to EFL compared to other fields.  Task Based Instruction and Content Based Instruction.  PBL is a TBI and CBI but extended to a long term.
  • 8. Literature Review  PBL as discussed in the article by Donna Moss in 1998, is an approach that focuses on learner needs and problem-solving in English learning process.  The process of PBL can be subcategorized under 3 step:  Selecting a topic  Planning and Organization  Sharing the outcomes with other professionals (Moss, 1998)
  • 9. Literature Review  No matter how efficient this approach seems to be, there may be some unforeseen problems due to the unconventionality  The project may lose its purpose or gain a new one instead  This makes it like a living organism that can adapt to different environments with original methods (Moss, 1998)
  • 10. Literature Review: Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice, Iosif Fragoulis  Benefits of Project Work in Second and Foreign Language Settings  Students demonstrate increased self-esteem, and positive attitudes toward learning (Stoller, 2006:27).  Improved language skills (Levine, 2004).  Project-based learning provides opportunities for “the natural integration of language skills” (Stoller, 2006:33).  As what a low performing student said: “I really liked it (the project) I wish we did it more often”(Fragoulis, 2009).
  • 11. Stages in Project Work For successful project implementation; 1. Speculation: choice of project topic. 2. Designing the project activities: formation of groups and assigning of roles. 3. Conducting the project activities: implementing the activities designed in the previous stage. 4. Evaluation: the assessment of the activities from participants and discussion about whether the initial aims and goals have been achieved. (Fragoulis, 2009)
  • 12. Literature Review: Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms, Gökhan Bas  Project-based learning places demands on learners and instructors that challenge the traditional practices and support structures of schools (Laffey et al. 1998).  Students help choose their own projects and create learning opportunities based upon their individual interests and strengths. Projects assist students in succeeding within the classroom and beyond, because they allow learners to apply multiple intelligences in completing a project they can be proud of (Bas, 2008).  Project work is organic and unique to each class. This makes it exciting, challenging, and meaningful to learners (Moss & Van Duzer, 2005).
  • 13. Tangible Products Written outcomes  Summary  Synthesis  Position paper  Argumentative paper  Poster  Newsletter wall newspaper  Web page String and pin bulletin board display  Scrapbook Oral outcomes  Oral presentation with or without a handout and PowerPoint  Debate  Role play  Simulation  Poster Q & A
  • 14. BENEFITS Adaptable to different  student proficiency levels  levels of student preparedness student configurations  student interests  curricular and language emphases  tangible outcomes  lengths  themes  content resource
  • 15. PBL in EFL Samples
  • 16. Local Cultural Events in Turkey
  • 17. My Favorite Movie
  • 18. Jobs
  • 19. Brainstorming What are the characteristics of a good PBL in EFL? What are the problems that PBL face in Turkey? How should students who engage in a PBL in EFL be evaluated? How can we increase the use of PBL in EFL in Turkey?
  • 20. Numa n Orkun Gamze Funda Müslüm TOTAL 1st prob lem 5 6 5 4 5 25 2nd prob lem 6 5 6 5 6 28 3rd prob lem 4 3 2 7 3 19 4th prob lem 7 7 7 6 7 34 Research Problem
  • 21. 24% 26% 18% 32% Total 1st Problem 2nd Problem 3rd Problem 4th Problem
  • 22. Research Problem To what extent is PBL applicable to EFL in Turkish Educational System? What are the problems encountered? What could be the solutions for these problems?
  • 23. Why is not the use of PBL in EFL in Turkey common? Curriculum- based Teacher- based Student- based Administration- based Time Grammar Modern Needs Authenticity Motivation Lack of Training Change of Roles Motivation Unfamiliarity with group work Low self- esteem Higher cost Reluctance Underestimation Financial
  • 24. Methodology  We have used;  Interviews with professional teachers Previous articles concerning PBL in EFL around the world Matrix Diagram Current PBL researches in Turkey
  • 25. Interview Questions  Bugünkü konumuz Proje esaslı öğrenimin yabancı dil eğitiminde kullanılması. Bu konudaki bilginizi ve tecrübenizi paylaşır mısınız?  Siz hiç böyle bir proje uyguladınız mı? Bu yöntemin Türkiye’de kullanılma yoğunluğu ne kadardır?  Bize projemizi anlatır mısınız?/  Sizce bu yöntemin Türkiye’de uygulanmamasının sebebi nedir?  Okul yönetiminin bu tür projelere karşı duruşu nasıl?  Peki Öğrencilerin motivasyonu?  Ailelerin bir etkisi var mı?  Müfredat bu yöntemi kullanmaya uygun mudur?  Bize yaptığınız projelerde anlatabileceğiniz başka sorunlar var mı?  Bunları nasıl çözdünüz?
  • 26. Teacher Profile  Teacher 1: 5 years of experience  Teacher 2: 2 years of experience  Teacher 3: 15 years of experience  Teacher 4: 17 years of experience  Teacher 5: 20 years of experience
  • 27. Sample Answers  ‘‘Bu konunun öneminin ve son zamanlardaki popularitesinin farkındayım. Eskiden bu kadar ağırlık verilmezdi. Ama uyguladıkça görüyorum ki proje bazlı eğitimin özellikle yabancı dil eğitimi üzerine etkileri çok önemli’’ (Teacher 5)  ,‘‘Yönetim elinden geldiğince yardımcı olmaya çalışıyor ancak bu tip yenilikçi hamlelerde desteğin her zaman bakanlıktan gelmesi lazım. Aksi taktirde yöneticiler de kendi inisiyatiflerinde hareket etmeye çekiniyorlar.’’ (Teacher 1)  ‘‘Para konusunun öncelikli problem olduğunu söyleyebilirim. Diğer yandan öğretmenlerin de proje bazlı çalışma konusunda teşvik edilmesi lazım. Seminerler bu konuda yardımcı olacaktır.’’ (Teacher 3)
  • 28. Sample Answers  ‘‘Bana sorarsanız öğretmenin motivasyonunun yüksek olması lazım burada ki çocukları da harekete geçirebilsin. Öğretmen de uğraşmak istemeyince olmuyor tabi. Öğretmenin hem zamanını hem bazen parasını hatta sabrını harcaması lazım. Öğretmen olmak genel olarak zor iş. Maaşların azlığına hiç girmeyeyim.’’ (Teacher 1)  ‘‘Proje bazlı eğitim aslında İngilizce eğitimi için birebir. Ama maalesef yetiştirmemiz gereken bir program var. Belki de bu tür yenilikçi yöntemlere müfredatta yer verilebilir.’’ (Teacher 3)  ‘‘Benim en güzel ve en çok destek almış projem “Where I want to go” projesidir. Bu projeye sadece kendi sınıfımla değil diğer şubeleri de katarak yaptık. Bütün öğretmen arkadaşlarımın destekleriyle tabi. Spor salonumuzu stantlara böldük veher standda öğrenciler bir ülkeyi anlattı.’’ (Teacher 2)
  • 29. Findings
  • 30. Curriculum-Based Problems  The time required to perform PBL in English language classrooms is limited  It is difficult to teach grammar with PBL  The topics are not authentic enough for PBL  Modern needs of English learners are not emphasized  Formulating suitable problems that include large goal and specific objectives
  • 31. Teacher-based Problems  Time and effort consuming  Change of roles: teachers have to shift from transfer of information to a tutor’s and guide role  Lack of motivation  Setting up approriate assessment is difficult in PBL
  • 32. Student(and parent)-based Problems  Higher cost  Lack of motivation  Change of roles: Students have to change attitude and go from memorization to active searching for information  Unfamiliarity of collaboration and group work in classroom  Low self-esteem to be active in classroom
  • 33. Administration-based Problems  Reluctance to support project works: Underestimation of benefits of PBL  Financial problems for big projects  Innovative ideas may not be welcomed by administrators  Meeting the demands and expectations
  • 34. Solutions & Suggestions  A particular amount of time is reserved for PBl in curricula starting from 2006, so it should be used.  Teachers and administrators should be encouraged with training e.g workshops and seminars  Group work can be emphasized more in classrooms  The financial support that is necessary for PBL can be provided by Ministry of Education  Teachers can be motivated through some positive outcomes like rewards  The bureaucratic process can be simplified for teachers and administrators  Teachers can be given the initiative to conduct project works
  • 35. Conclusion  PBL in EFL should be developed and popularized in Turkey  This may help students to not only learn the topic but also daily language  The strengths and capacities of the language learners should not be underestimated  PBL gives opportunities to students to make active investigationss that enable them to learn concepts, apply information and represent their knowledge  An active collaboration of administration, teachers and parents is compulsory for a healthy PBL process
  • 36. References  Tiangcho, J. A. (2005). Project-based learning (pbl) assessment for efl/esl instruction: The philippine experience and its implications to taiwan . Informally published manuscript, Cross-cultural Research and Development Center, .  Moss, D. (1998). Project-based learning for adult english language learners. In C. Van Duzer (Ed.), National Center for ESL Literacy EducationEducation and Employment Program.  Bas, G. (2008). Implementation of Multiple Intelligences Supported Project-Based Learning in EFL/ESL Classrooms. 1-11.  Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language in Greek Primary Schools: From Theory to Practice. English Language Teaching, 113-119.  Köksal, H. (2005, January 1). Imece Circles Project. . Retrieved March 28, 2014, from http://www.hayalkoksal.com/V1/index.php?view=article&catid=34%3Aulusalcalism alar&id=46%3Aimece&format=pdf&option=com_content&Itemid=72&lang=en
  • 37. References  Links for images  http://weheartit.com/entry/108099139/tag/leon%20the%20professional?cont ext_user=elektrike  http://www.lordoftherings.net/  http://lotr.wikia.com/wiki/Lord_of_the_Rings_film_trilogy?file=Ringstrilogyp oster.jpg  http://www.personabubble.com/blog/wp- content/uploads/2013/04/different-occupations2.jpg  https://www.facebook.com/photo.php?fbid=10151910176388108&set=a.4520 47908107.225606.703658107&type=1&theater
  • 38. Special Thanks to Dr. Hayal KÖKSAL