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Keith Kelly  Getxolinguae2010
 

Keith Kelly Getxolinguae2010

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    Keith Kelly  Getxolinguae2010 Keith Kelly Getxolinguae2010 Presentation Transcript

    • Project work in the language classroom Getxolinguae 2010 Keith Kelly [email_address]
    • The plan for today…
      • Definition of ‘Project’
      • Student focus
      • Resources
      • Language, Skills, Concepts
      • Products
      • Follow up – networks (factworld@yahoogroups.com)
    • Project work – defining what we mean
      • ‘ At school and university, a project is a research assignment given to a student
      • which generally requires a larger amount of effort and more independent work
      • than is involved in a normal essay assignment. It requires students to
      • undertake their own fact-finding and analysis, either from library/internet
      • research or from gathering data empirically. The written report that comes from
      • the project is usually in the form of a dissertation, which will contain sections on
      • the project's inception, methods of inquiry, analysis, findings and conclusions’.
      • (Answers.com)
      • fun
      • student-focused
      • curriculum-focused
      • integrated skills
      • structured and product-led
      • (KK)
    • Project work - Curriculum
      • Locate the curriculum guidelines for subjects you are interested in
      • UK National Curriculum:
      • Guidelines, resources, samples of work
      • Example - What goes on in Science?
    • Curriculum area?
    • Project work - Resources
      • Science Across the World
      • a) a bank of resources for general Science projects
      • b) a database of contacts for carrying out a curriculum exchange project with a school in another country,
      • c) an internet-based and ICT focus to learning.
      • Example – What did you eat?
    • Project work - Skills
      • research work
      • dealing with data (gathering, presenting)
      • presentation work
      • Example - Heredity
      • Hair colour, eye colour, skin colour, height, ear lobes, mid finger hair, tongue rolling
    • Conclusions and getting started 1) Explore the content curriculum: - resources - skills - the language 2) Identify an appealing aspect of this context for you and students - a skill - PPTs - a grammar area - passive voice - general academic language for the content curriculum - economy 3) Offer a focus in your language lesson (large or small).
    • Discount
    • References
      • Forum for Across the Curriculum Teaching
        • www.factworld.info
        • [email_address]
      • Young learners and teens group [email_address] ,
      • onestopclil discussion forum www.onestopclil.com/forum_board.asp?catid=80
      • Gibbons, P (2002) Scaffolding Language, Scaffolding Learning, Heinemann
      • Science across the world www.scienceacross.org
      • Biotechnology and Biological Sciences Research Council, www.bbsrc.ac.uk
      • UK National Curriculum Website http://curriculum.qca.org.uk/