Creating student led content-based group projects

Creating Student-LedContent-Based Group Projects
By Robin Rogers
University of Oregon
American English Institute

Purpose of Student-led Group Work
Encourage creativity
Help students develop responsibility for their own learning
Encourage communication for a purpose
Develop leadership skills
Build confidence
Learn content and vocabulary

Reading Discussion Project:What is it?
All students have a weekly reading assignment to read a chapter or two in one of these books.
Authentic Texts:
My Freshman Year: What a Professor Learned by Becoming a Student, (2005) by Rebekah Nathan, Cornell University Press.
American Ways: A Guide for Foreigners in the United States, (2003) by Gary Althen, Intercultural Press, Inc.
In Defense of Food: An Eater’s Manifesto, (2008) by Michael Pollen, Penguin Group.
Plugged In: The Generation Y Guide to Thriving at Work, (2008) by Tamara Erickson, Harvard Business Press.

Reading Discussion Project:What is it?
Vocabulary Lists:
Word Lists with 25 Academic Word List words that appear in that week’s reading are given to students at the beginning of each week as a study guide.

Reading Discussion Project:
Students sign up for these roles at the beginning of the term.
They know which week they will be the leader.
Discussion Leader (3-5 leaders/week)
Prepares discussion questions about the weekly reading assignments.
Leads a small group of their classmates in a discussion
Vocabulary Leader (2-4 leaders/week)
Creates a vocabulary review activity
Helps students review the part of speech, synonyms, definitions and spelling of the words

Teamwork

Discussion Leaders: Before the Discussion
Read the assigned reading.
Student leaders meet with other group members to create 6-10 discussion questions about the main ideas of the chapter.
One member of the group sends the questions to the teacher to check grammar and clarity.
Teacher meets with the students to give comments and possible corrections.
Students make corrections and send them back to the teacher.
Teacher posts electronic copy of the questions for the class to use to prepare answers for discussion.

Example of Student-Created Questions

Vocabulary Leaders:Before the Review Activity
Find the definitions and parts of speech for the 25 vocabulary words for their week.
Get together with their group to plan.
Share their ideas for activities with the teacher before the day of the review.
Tell the teacher if any materials are needed.
Prepare materials and Rules/Roles for the Activity.

Model Activity: Concentration

Learning through the process: Developing Leadership Skills
Each Vocabulary Leader should have a role:
Speaker: Giver of directions
Communicate Clearly
Set goals and rules for activity
Know how to pronounce the words or questions
Material Maker: Create and organize your materials and ideas
Mediator, Score keeper and/or Time Keeper
*Part of being a good leader is listening to your classmates.

Teachers’ Role: Encourage Creativity
Give clear directions
Model the activity
Have fun and be creative
Set up the structure by:
Creating unity
Offering safety and stability through organization
Having a consistent schedule and routine
Having set roles for participants

Students’ Roles: Prepare and lead
All Students responsibilities:
Learn vocabulary and prepare answers to questions
Work as a team in and out of class
Compromise and negotiate
Balance tasks and create materials
Develop communication skills
Improve pronunciation and clarity
Manage time of activity

Planning
Make clear students’ roles in the group
Set up meeting times with the teacher prior to class presentation
Teacher plays a support role and helps clarify directions with the students

Things for students to consider when planning:
When are you going to meet and plan?
What ideas and questions can you contribute?
Did you listen to others’ ideas also?
Who is going to prepare materials?
Who is going to explain the rules?
Are you going to keep score and/or help your classmates?

Evaluating Group Work
Students can reflect on their own learning.
Grades are given based on:
Correct use of grammar and vocabulary
Preparation/ On time/ Organization
Involvement in the activity
Use of time
Clarity of Instructions
Collaboration and Teamwork

Discussion Leader Rubric

Vocabulary Leader Rubric

Learning through the process: Building Confidence
Reading Discussion Project Allows Students To:
Take risks
Try something new
Interact with the material
Interact with the classmates
Develop their English voice
Share opinions in the discussion
Speak English in a safe environment

Conclusion:
Even though group work takes a lot of time to set up, it can be very rewarding and can lead to some great results.
Students’ comments are always positive about this project.
If the teachers are willing to take risks and time to set it up, this project can be challenging and rewarding.

Creating student led content-based group projects

by Robin Rogers

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