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Design philosophy of G5 IB PYP project

Design philosophy of G5 IB PYP project



Communicative approach, Project-based learning, Task-based language teaching, Technology Infusion

Communicative approach, Project-based learning, Task-based language teaching, Technology Infusion



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    Design philosophy of G5 IB PYP project Design philosophy of G5 IB PYP project Document Transcript

    • Design Philosophy And ReflectionAuthor: Joanna Huang Title: Chinese Studies TeacherSchool: Canadian International School of Hong Kong
    • TABLE OF CONTENTS TABLE OF CONTENTSDesign Philosophy of this Thematic Unit Plan: Background Information Abstract Introduction Literature Review Method and Design Result Discussion Conclusion Reference Appendix
    • DESIGN PHILOSOPHY OF THIS THEMATIC UNIT PLAN Background InformationSchool Canadian International School of Hong KongStudents G5 Class (Learning Chinese as a Second Language)Background Students with Cantonese or Mandarin backgroundTransdisciplinary Theme Where we are in place and timeUnit Topic Ancient Chinese CivilizationTechniques Project-based learning, task-based language teaching, communicative language teaching and technology infusionICT tools Apple software, Google Sites, WebQuest, Schoology and the other online resourcesInquiry into 1.How information about the past is gathered and interpreted 2. The advantages and limitations of various forms of evidence An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectivesTeacher questions 1. How do we know and what we know about the past? 2. How can we gather accurate information about the past? 3. Why do different interpretations of evidence occur?Objectives After learning this Primary Years Program (PYP) unit, students will be able to: 1. Participate in enquiry-based, project-based learning activities to seek further knowledge 2. Comprehend the meaning of ‘civilization’ 3. Brainstorm ideas and draw a concept map 4. Elaborate various civilizations 5. Work collaboratively to explore a variety of resources 6. Find solutions to the challenges they are working on 7. Use time more effectively for achieving their goals 8. Reflect and improve their planning strategies for presenting their group projects 9. Transform knowledge and skills into products, solution, and new information by using technology 10. Create and Complete projects with Hanyu Pinyin input method 11. Demonstrate presentation orally in Mandarin/Putonghua
    • AbstractBeing the 21st century teachers, teachers need to foster the development of students’ 21stcentury skills through meaningful curriculum instruction and activities. Students willmore successfully develop their language learning skills through engaging in varioushands-on, interactive class activities. Teaching in the Canadian International School ofHong Kong, an International Baccalaureate (IB) school, the writer has been trying toincorporate different strategies to motivate students’ learning interest, to foster students’knowledge learning and transdisciplinary skills, and to suit students’ differentiationneeds. IntroductionThe importance of an inquiry-based learning experience is advocated in the curriculumframework of the International Baccalaureate Primary Years Program. In the role offacilitator, the teachers create opportunities for students to be involved in the inquiringprocess to obtain a more in-depth knowledge experience through a student-centeredlearning experience.Canadian International School of Hong Kong has adopted a 1:1 MacBook program,where teachers and students use Apple Computer MacBooks as an indispensable assetfor teaching, for learning, for communicating and for collaborating in this educationalsetting.The concept of Project-based learning is very similar to the concept of IB Inquiry-basedlearning. Rigorous student-centered activities facilitate students to engage in the projectsfor solving problems. Through hands-on projects, students communicate and cooperatewith each other to explore a variety of resources to find solutions to the challenges theyare working on, to use time effectively for achieving their goals, and to reflect andimprove their planning strategies for demonstrating their group projects. Literature ReviewProject-based learning:Project-based learning has been equated with “in-class group work, out-of classactivities, cooperative learning, task-based instruction, a vehicle for fully integratedlanguage and content learning, and a mechanism for cross-curricular work.” (Beckett &Miller, 2000)Project-based learning is “a dynamic approach to teaching. Students explore real worldproblems and challenges, simultaneously developing cross-curriculum skills whileworking in small collaborative groups.” It inspires students to pursue deeper knowledgeof the topic they are studying. In the process of completing projects, technology is oftenintegrated effectively into the curriculum. (The Geoge Lucas Educational Foundation)Students “go through an extended process of inquiry in response to a complex question,problem, or challenge.” While allowing for some degree of student "voice and choice,"
    • rigorous projects are carefully planned, managed, and assessed to help students learn keyacademic content, practice “21st Century skills”. 1 (Adams, et al.)Task-based language teaching:Task-based language teaching may be divided to three main phases: “Pre-task, On-taskand Pro-task”. Teachers can give basic guidelines during pre-task phase. Students willperform and complete a task. Upon completing the task, students present the task to theclass. During pro-task phase, teacher and peer will give feedback. It is time for teacherto emphasize key vocabulary, structures, and correct problems students had.“A pedagogical task is a piece of classroom work that involves learners incomprehending, manipulating, producing or interacting in the target language”. (Nunan,2004)“Conduct a task-based approach needs analysis to identify the learners’ current or futuretarget task. These are the real-world things people do in everyday life.” (Long, 2000)“The lesson is based around the completion of a central task and the language studied isdetermined by what happens as the students complete it.” (British Council )Although task-based language teaching approach is more student-centered, properdifferentiation strategies need to be incorporated for fostering efficient language learningexperience.Communicative language teaching:“The semantic and communicative dimensions of language are more emphasized thanthe grammatical characteristics, although these are also included.” ”The target oflanguage learning is to learn to express communication functions and categories ofmeaning.” (Orwig, 1999)The goal of foreign language teaching is to “extend the range of communicationsituations in which the learner can perform with focus on meaning.” (Littlewood, 2007)Technology infusion:“The information literacy, media literacy and ICT literacy skills” are listed as the skillswhich students should master in the 21st century. (Partnership for 21st century skills ,2004)“Technology-enabled project learning is the ne plus ultra of classroom instruction.”1 Communication skills, collaboration skills, inquiry skills, research skills, problem solving skills, criticalthinking skills, organization skills, time management skills, presentation skills, self reflection skills, andcomputer literacy skills. (The Partnership for 21st Century Skills, 2002)
    • “Effective tech integration must happen across the curriculum in ways that researchshows deepen and enhance the learning process.” Technology-enabled projects supportfour key components of learning: “active engagement, participation in groups, frequentinteraction and feedback, and connection to real-world experts” (The George Lucaseducational foundation)“In the PYP, information and communication technology (ICT) is not identified as aparticular subject area, but is recognized as a tool that facilitates learning throughout thecurriculum” “ICT provides opportunities for the enhancement of learning, and maysignificantly support students in their inquiries, and in developing their conceptualunderstanding.” “A PYP school community should collaboratively identify and agree onthe need for, and aims of, the use of ICT.” (International Baccalaureate, 2009) Method and DesignBackground:At the Canadian International School of Hong Kong, Ancient Chinese Civilization ischosen as an inquiry topic for the Grade Five students under the PYP theme – “Wherewe are in place and time”. (International Baccalaureate Organization, 2009)Purpose:To engage CDNIS students and lead to a purposeful and beneficial learning processthrough this PYP unit on Ancient Chinese CivilizationParticipants:Nineteen G5 students in my Chinese classProcedures:1. Teachers guide the students to start this inquiry unit, give information relating to thistransdisciplinary theme, clarify the learning purpose, central idea, key concepts, possibletools, attributes of the learner profile, and criteria of assessment tasks…and so on.2. An online WebQuest2 is created to provide useful project information and guidinginstruction. Detailed content of this online WebQuest is included in the Appendices.3. Students are arranged into different groups to work collaboratively on their projectsbased upon their different backgrounds, interests, abilities and talents.4. Teacher will set up a Schoology3 class blog, lead students to create their Schoologyaccounts in order that students can share their information, discuss with their grouppartners and post their feedback and projects into this class Schoology blog.2 A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners workwith comes from the web. http://webquest.org/index.php3 Schoology is a free web-based learning management system (LMS) built on a social network. Schoologyleverages the familiarity of popular social media tools to improve communication and collaboration.https://www.schoology.com/about.php
    • 5. Through the whole inquiry process, students explore resources, experimentpossibilities, make connections, collect data, report findings, clarify ideas, deepenunderstanding, test theories, seek information, solve problems, present projects, andwork on self-evaluation. ResultPost-Project Feedback Questionnaire Anonymous Data Analysis: persons1 I am a boy / girl boys 7 girls 122 I have / have no Chinese background, I speak_______ at have 19 home.3 I have ever / have never learned Mandarin Chinese before have ever 16 I joined CDNIS. have never 34 So far, I have been learning Mandarin Chinese for 5 years 3 ____years. 6 years 3 7 years 9 8 years 1 9 years 1 10 years 25 Before I join Huang Laoshi’s G5 class, I have ever / have have ever 0 never used Schoology. have never 196 Before I join Huang Laoshi’s G5 class, I have ever / have have ever 7 never heard WebQuest. have never 127 If you have ever used Schoology or WebQuest before, if educational 6 it is for educational learning purpose or other purpose?8 Do you enjoy learning Chinese through Schoology and yes 16 WebQuest? Yes / No no 39 If Schoology and WebQuest can help you learning yes 15 Chinese, guide you to complete your Chinese project? no 4 Yes / No10 If you think Schoology and WebQuest are helpful for your Chinese language and culture learning, please share some ideas.About no. 10 question, students think Schoology and WebQuest are helpful for theirChinese language and culture learning because of the following reasons:- learn more from clear web-based guidelines- discuss and share ideas/ thoughts /feedbacks through the Schoology
    • Discussion1. Students’ participation:Students engage actively in class activities, finish projects collaboratively, and presentgroup projects in Mandarin/Putonghua to the whole class.2. Students’ feedback:Students enjoy a variety of class activities, different learning experience and assessmentformat, not always the traditional learning procedures of memorizing texts, copyingcharacters, or paper and pen assessment formats.3. Teacher’s reflection:Through this Ancient Chinese Civilization project, students further develop theirenquiry-based learning skills, communication skills, collaboration skills, additionallanguage skills, information technology skills and intercultural understanding. Conclusion1. Students’ interrelated language skills in listening, speaking, reading and writing arefostered within the enriched cultural framework, by working on this PYP project.Through this Ancient Chinese Civilization project, students have also developed their“intercultural understanding”. (International Baccalaureate Organization, 2009)2. However, with demanding curriculum criteria and tight schedule, it is hard to finishcurriculum content when conducting time-consuming hands-on class activities. It is stilla challenge for teacher’s planning. ReferenceAdams, C., Rowland, T., Mergendoller, J. R., Ravitz, J., Larmer, J., Ross, D., et al. (n.d.). Project-based Learning for the 21st Century. (Buck Institute for Education) Retrieved April 3, 2011, from BIE: http://www.bie.orgBeckett, G. H., & Miller, P. C. (2000). Project-based Second and Foreign Language Education: Past, Present and Future. USA: Information Age Publishing Inc. . British Council . (n.d.). BBC. (British Council ) Retrieved Apr. 9, 2011, from A Task-based approach: http://www.teachingenglish.org.uk/think/articles/a-task- based-approachInternational Baccalaureate. (2009). Making the PYP happen. Cardiff, UK: International Baccalaureate Organization.International Baccalaureate Organization. (2009). Making the PYP happen . Cardiff , UK: Antony Rowe Ltd. .International Baccalaureate Organization. (2009). Making the PYP happen. Cardiff, UK: Antony Rowe Ltd.
    • Littlewood, W. (2007). Communicative language teaching. Cambridge, UK: Cambridge University Press .Long, M. H. (2000). Focus on Form in Task-Based Languge Teaching. In R. D. Lambert, & E. Shohamy (Eds.), Language Policy and Pedagogy. Philadelphia, USA: John Benjamin Publishing Company.Nunan, D. (2004). Task-Based Language Teaching. Cambridge, UK: Cambridge University Press.Orwig, C. J. (1999). Ways to approach language learning. (SIL International ) Retrieved April 13, 2011, from Communicative language teaching: http://www.sil.org/lingualinks/languagelearning/waystoapproachlanguagelearning/ CommunicativeLanguageTeaching.htmPartnership for 21st century skills . (2004). Partnership for 21st century skills . Retrieved Apr. 11, 2011, from Framework for 21st century learning: http://www.p21.org/The Geoge Lucas Educational Foundation. (n.d.). Why teach project-based learning? : Providing students with a well-rounded classroom experience. Retrieved April 7, 2011, from Edutopia : http://www.edutopia.org/project-learning-introductionThe George Lucas educational foundation. (n.d.). Edutopia. Retrieved April 12, 2011, from Why integrate technology into the curriculum?: http://www.edutopia.org/technology-integration-introduction
    • AppendixWebQuest: https://sites.google.com/site/ancientchinesecivilization/HomeSelected screen shots of this WebQuest are as below for reference. Please check theabove mentioned WebQuest website for more detailed information.
    • Schoology Class Blog:Selected screen shots for reference.