Erin Lowry Senior English Language Fellow 1st Regional ELT Conference September 19 & 20, 2008

"Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.“ — Don Knezek, ISTE CEO, 2008

"Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.“

What is project-based instruction? How can I use project-based learning in the classes I teach? How can technology work with PBI?

Another Communicative Approach Content-Based Approach Task-Based Approach Theme-Based Approach

Content-Based Approach

Task-Based Approach

Theme-Based Approach

A Project Is… “… a long-term (several weeks) activity that involves a variety of individual or cooperative tasks such as developing a research plan and questions, and implementing the plan through empirical or document research that includes collecting, analyzing, and reporting data orally and/or in writing” (Beckett, 2002, p. 54).

“… a long-term (several weeks) activity that involves a variety of individual or cooperative tasks such as developing a research plan and questions, and implementing the plan through empirical or document research that includes collecting, analyzing, and reporting data orally and/or in writing” (Beckett, 2002, p. 54).

What is Project-Based Learning? Asks a question or poses a problem that all students can answer. Concrete, hands-on experiences occur. Allows students to look at issues and topics in real-world problems. Fosters abstract, intellectual tasks to explore complex issues.

Asks a question or poses a problem that all students can answer. Concrete, hands-on experiences occur.

Allows students to look at issues and topics in real-world problems.

Fosters abstract, intellectual tasks to explore complex issues.

Benefits of PBI Student communities of inquiry Authentic communication Cooperative learning Collaboration Problem-sovling Learner-centered Alternative assessment Integrated skills instruction Strategy training

Characteristics of Project Work Focus on authentic content rather than specific language Learner-centered Cooperative learning Authentic integration of skills and processing of information from varied sources Product-oriented with an authentic purpose Motivates and builds confidence

Focus on authentic content rather than specific language

Learner-centered

Cooperative learning

Authentic integration of skills and processing of information from varied sources

Product-oriented with an authentic purpose

Motivates and builds confidence

NETS for Students Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

Creativity and Innovation

Communication and Collaboration

Research and Information Fluency

Critical Thinking, Problem Solving, and Decision Making

Digital Citizenship

Technology Operations and Concepts

NETS for Teachers Facilitate and inspire student learning and creativity Design and develop digital-age learning experiences and assessments Model digital-age work and learning Promote and model digital citizenship and responsibility Engage in professional growth and leadership

Facilitate and inspire student learning and creativity

Design and develop digital-age learning experiences and assessments

Model digital-age work and learning

Promote and model digital citizenship and responsibility

Engage in professional growth and leadership

Types of Projects Structured Projects - determined, specified, and organized by the teacher in terms of topic, methodology, and presentation. Unstructured Projects - defined largely by the students. Semi-structured Projects - organized in part by the teacher and in part by the students.

Structured Projects - determined, specified, and organized by the teacher in terms of topic, methodology, and presentation.

Unstructured Projects - defined largely by the students.

Semi-structured Projects - organized in part by the teacher and in part by the students.

The Project Framework The Project-Framework is a tool that helps students to learn language, content, and skills simultaneously. It consists of two components: the planning graphic and the project diary . The former provides the categorization of the target language, content, and skills and the latter provides students with a weekly summarization task . (Beckett & Slater, 2005)

The Project-Framework is a tool that helps students to learn language, content, and skills simultaneously. It consists of two components: the planning graphic and the project diary . The former provides the categorization of the target language, content, and skills and the latter provides students with a weekly summarization task .

(Beckett & Slater, 2005)

Integrating Technology Word processing skills Basic photo, video, and audio editing Research skills New literacy skills

Word processing skills

Basic photo, video, and audio editing

Research skills

New literacy skills

Technology-Enhanced Projects Blogs Wikis Websites Podcasts Videos

Blogs

Wikis

Websites

Podcasts

Videos

Projects with Authentic Concerns Designing leaflets for foreign travel agencies outside of Colombia Creating a bulletin board display introducing new teachers or students Creating an audio book for other classes or schools Developing a photo essay about life in Colombia for international visitors or exchange programs

Designing leaflets for foreign travel agencies outside of Colombia

Creating a bulletin board display introducing new teachers or students

Creating an audio book for other classes or schools

Developing a photo essay about life in Colombia for international visitors or exchange programs

Projects with Authentic Issues Staging a debate on censorship Conducting a presentation on AIDS awareness Publishing survey results on coping with social change in Developing arguments for and against international disputes

Staging a debate on censorship

Conducting a presentation on AIDS awareness

Publishing survey results on coping with social change in

Developing arguments for and against international disputes

Learner-Centered Projects Planning and implementing field trips to an international airport to interview international travelers Conducting presentations on local sports teams or heroes Producing a theatrical interpretation of a favorite film or TV show Putting on a fashion show

Planning and implementing field trips to an international airport to interview international travelers

Conducting presentations on local sports teams or heroes

Producing a theatrical interpretation of a favorite film or TV show

Putting on a fashion show

Data Collection Research projects - library work Correspondence projects - communication with individuals via email, phone, fax, letters, etc. Survey projects Encounter projects - face-to-face contact

Research projects - library work

Correspondence projects - communication with individuals via email, phone, fax, letters, etc.

Survey projects

Encounter projects - face-to-face contact

Project Outcome Production projects - bulletin boards, brochures, videos, posters, letters, photo essays, menus, etc. Performance projects - debates, presentations, drama, etc. Organizational projects - planning and forming a club, conversation partner programs, etc.

Production projects - bulletin boards, brochures, videos, posters, letters, photo essays, menus, etc.

Performance projects - debates, presentations, drama, etc.

Organizational projects - planning and forming a club, conversation partner programs, etc.

Developing a Project Agree on a theme for the project Determine the final outcome Structure the project Prepare students for the language demands of step 5 Stoller (1997) and Sheppard and Stoller (1995)

Agree on a theme for the project

Determine the final outcome

Structure the project

Prepare students for the language demands of step 5

Developing a Project Student gathers information Prepare students for the language demands of step 7 Stoller (1997) and Sheppard and Stoller (1995)

Student gathers information

Prepare students for the language demands of step 7

Developing a Project Prepare students for the language demands of step 9 Present final product Students evaluate the project Stoller (1997) and Sheppard and Stoller (1995)

Prepare students for the language demands of step 9

Present final product

Students evaluate the project

Preparing for Information Gathering Correspondence or encounter projects - plan exercises on question formation, introduce conversational gambits, role play for practice, practice note taking and recording Research projects - review steps for finding resources, practice skimming and note taking Other - using graphic organizers, Internet literacy skills

Correspondence or encounter projects - plan exercises on question formation, introduce conversational gambits, role play for practice, practice note taking and recording

Research projects - review steps for finding resources, practice skimming and note taking

Other - using graphic organizers, Internet literacy skills

Project Examples Storytelling and creation Scrapbooks Photo, audio, video, writing editing Class magazine or newsletter Surveys Presentation Photo essays

Storytelling and creation

Scrapbooks

Photo, audio, video, writing editing

Class magazine or newsletter

Surveys

Presentation

Photo essays

Resources for Project Work Ideas Read Write Think http://www.readwritethink.org/lessons/lesson_view.asp?id=395 Thinkfinity http://www.marcopolo-education.org/ Project Learning—Edutopia, George Lucas Foundation http://www.edutopia.org/project-learning

Read Write Think

http://www.readwritethink.org/lessons/lesson_view.asp?id=395

Thinkfinity

http://www.marcopolo-education.org/

Project Learning—Edutopia, George Lucas Foundation

http://www.edutopia.org/project-learning

Portfolios & Alternative Assessment

Any Questions? Email me: [email_address] My wiki and the presentation: http://colombotech.pbwiki.com/

Email me: [email_address]

My wiki and the presentation: http://colombotech.pbwiki.com/

References Alan, B. & Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum Online, 43 (4). Retrieved December 13, 2006 from http://exchanges.state.gov/forum/vols/vol43/no4/p10.htm Baek, Y., Jung, J. & Kim, B. (2008). What makes teachers use technology in the classroom? Computers & Education , 50, 224–234. Beckett, G. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19 (2), 52 -66. Beckett, G. & Slater, T. (2005). The project framework: a tool for language, content, and skills integration. ELT Journal . 59 (2), 108-116. Beckett, G. H. (2005). Academic language and literacy socialization through project-based instruction: ESL student perspectives and issues. Journal of Asian Pacific Communication , 15(1), 191-206. Beckett, G. H. & Chamness Miller, P. (2006). Project-based second and foreign language education . Greenwich, Conn.: Information Age Pub.ç Foss, P., Carney, N., McDonald, K. & Rooks, M. (2007). Project-Based Learning Activities for Short-Term Intensive English Programs. Asian EFL Journa l, 23(x). Retrieved September 5, 2008 from http://www.asian-efl-journal.com/pta_Oct_07_ypf&nc&km&mr.php

Alan, B. & Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum Online, 43 (4). Retrieved December 13, 2006 from http://exchanges.state.gov/forum/vols/vol43/no4/p10.htm

Baek, Y., Jung, J. & Kim, B. (2008). What makes teachers use technology in the classroom? Computers & Education , 50, 224–234.

Beckett, G. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19 (2), 52 -66.

Beckett, G. & Slater, T. (2005). The project framework: a tool for language, content, and skills integration. ELT Journal . 59 (2), 108-116.

Beckett, G. H. (2005). Academic language and literacy socialization through project-based instruction: ESL student perspectives and issues. Journal of Asian Pacific Communication , 15(1), 191-206.

Beckett, G. H. & Chamness Miller, P. (2006). Project-based second and foreign language education . Greenwich, Conn.: Information Age Pub.ç

Foss, P., Carney, N., McDonald, K. & Rooks, M. (2007). Project-Based Learning Activities for Short-Term Intensive English Programs. Asian EFL Journa l, 23(x). Retrieved September 5, 2008 from http://www.asian-efl-journal.com/pta_Oct_07_ypf&nc&km&mr.php

References Fang, X, & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly 38(2), 301-323. Fried-Booth, D. L. (2002). Project work. (2nd ed.). Oxford: Oxford University Press. Friedman, J. (2000). Using Online Projects to Enhance Learning. Retrieved from http://www.more.net/~janice/ portfolio/MACE . Jeon-Ellis, G., Debski, R. & Wigglesworth, G. (2005). Oral Interaction around Computers in the Project-Oriented CALL Classroom. Language Learning & Technology , 9(3), pp. 121-145. NETS For Students. (2007). ISTE’s Educational Technology Standards for Students. Retrieved from http://www.iste.org . Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. Retrieved from World Wide Web: http://www.autodesk.com/foundation

Fang, X, & Warschauer, M. (2004). Technology and curricular reform in China: A case study. TESOL Quarterly 38(2), 301-323.

Fried-Booth, D. L. (2002). Project work. (2nd ed.). Oxford: Oxford University Press.

Friedman, J. (2000). Using Online Projects to Enhance Learning. Retrieved from http://www.more.net/~janice/ portfolio/MACE .

Jeon-Ellis, G., Debski, R. & Wigglesworth, G. (2005). Oral Interaction around Computers in the Project-Oriented CALL Classroom. Language Learning & Technology , 9(3), pp. 121-145.

NETS For Students. (2007). ISTE’s Educational Technology Standards for Students. Retrieved from http://www.iste.org .

Thomas, J. W. (2000). A review of research on project-based learning. The Autodesk Foundation. Retrieved from World Wide Web: http://www.autodesk.com/foundation

References Moss, D. (1997). Project-based learning and assessment: A resource manual for teachers. Arlington, VA: The Arlington Education and Employment Program (REEP). (ERIC Document Reproduction Service No. ED442306) Moss, D. & Van Duzer, C. (1998). Project-based learning for adult English language learners. National Clearinghouse for ESL Literacy Education. (ERIC Document Reproduction Service No. ED427556) Northwest Regional Educational Laboratory. (2002). Implementing Project-Based Instruction. Retrieved September 5, 2008 from http://www.nwrel.org/request/2002aug/implementing.htm http://www.nelliemuller.com/Articles_by_Nellie_Deutsch.htm http://www.nelliemuller.com/project.problem.and.inquiry-based.learning.htm Stoller, F. (1997). Project work: A means to promote language content. English Teaching Forum Online, 35 (4). Retrieved from http://exchanges.state.gov/forum/vols/vol35/no4/p2.htm

Moss, D. (1997). Project-based learning and assessment: A resource manual for teachers. Arlington, VA: The Arlington Education and Employment Program (REEP). (ERIC Document Reproduction Service No. ED442306)

Moss, D. & Van Duzer, C. (1998). Project-based learning for adult English language learners. National Clearinghouse for ESL Literacy Education. (ERIC Document Reproduction Service No. ED427556)

Northwest Regional Educational Laboratory. (2002). Implementing Project-Based Instruction. Retrieved September 5, 2008 from http://www.nwrel.org/request/2002aug/implementing.htm

http://www.nelliemuller.com/Articles_by_Nellie_Deutsch.htm

http://www.nelliemuller.com/project.problem.and.inquiry-based.learning.htm

Stoller, F. (1997). Project work: A means to promote language content. English Teaching Forum Online, 35 (4). Retrieved from http://exchanges.state.gov/forum/vols/vol35/no4/p2.htm