Creating student led content-based group projects


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Creating student led content-based group projects

  1. 1. Creating Student-LedContent-Based Group Projects<br />By Robin Rogers<br />University of Oregon<br />American English Institute<br />
  2. 2. Purpose of Student-led Group Work<br />Encourage creativity<br />Help students develop responsibility for their own learning<br />Encourage communication for a purpose<br />Develop leadership skills<br />Build confidence<br />Learn content and vocabulary<br />
  3. 3. Reading Discussion Project:What is it?<br />All students have a weekly reading assignment to read a chapter or two in one of these books.<br />Authentic Texts:<br />My Freshman Year: What a Professor Learned by Becoming a Student, (2005) by Rebekah Nathan, Cornell University Press.<br />American Ways: A Guide for Foreigners in the United States, (2003) by Gary Althen, Intercultural Press, Inc.<br />In Defense of Food: An Eater’s Manifesto, (2008) by Michael Pollen, Penguin Group.<br />Plugged In: The Generation Y Guide to Thriving at Work, (2008) by Tamara Erickson, Harvard Business Press.<br />
  4. 4. Reading Discussion Project:What is it?<br />Vocabulary Lists:<br />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.<br />
  5. 5. Reading Discussion Project:<br />Students sign up for these roles at the beginning of the term.<br />They know which week they will be the leader.<br />Discussion Leader (3-5 leaders/week)<br />Prepares discussion questions about the weekly reading assignments.<br />Leads a small group of their classmates in a discussion <br />Vocabulary Leader (2-4 leaders/week)<br />Creates a vocabulary review activity <br />Helps students review the part of speech, synonyms, definitions and spelling of the words<br />
  6. 6. Teamwork<br />
  7. 7. Discussion Leaders: Before the Discussion<br />Read the assigned reading.<br />Student leaders meet with other group members to create 6-10 discussion questions about the main ideas of the chapter.<br />One member of the group sends the questions to the teacher to check grammar and clarity.<br />Teacher meets with the students to give comments and possible corrections.<br />Students make corrections and send them back to the teacher.<br />Teacher posts electronic copy of the questions for the class to use to prepare answers for discussion. <br />
  8. 8. Example of Student-Created Questions<br />
  9. 9. Vocabulary Leaders:Before the Review Activity<br />Find the definitions and parts of speech for the 25 vocabulary words for their week.<br />Get together with their group to plan.<br />Share their ideas for activities with the teacher before the day of the review.<br />Tell the teacher if any materials are needed.<br />Prepare materials and Rules/Roles for the Activity.<br />
  10. 10. Model Activity: Concentration<br />
  11. 11. Learning through the process: Developing Leadership Skills<br />Each Vocabulary Leader should have a role:<br />Speaker: Giver of directions<br />Communicate Clearly<br />Set goals and rules for activity<br />Know how to pronounce the words or questions<br />Material Maker: Create and organize your materials and ideas<br />Mediator, Score keeper and/or Time Keeper<br />*Part of being a good leader is listening to your classmates.<br />
  12. 12. Teachers’ Role: Encourage Creativity<br />Give clear directions<br />Model the activity<br />Have fun and be creative<br />Set up the structure by:<br />Creating unity<br />Offering safety and stability through organization<br />Having a consistent schedule and routine<br />Having set roles for participants<br />
  13. 13. Students’ Roles: Prepare and lead <br />All Students responsibilities:<br />Learn vocabulary and prepare answers to questions <br />Work as a team in and out of class<br />Compromise and negotiate <br />Balance tasks and create materials<br />Develop communication skills<br />Improve pronunciation and clarity<br />Manage time of activity<br />
  14. 14. Planning<br />Make clear students’ roles in the group<br />Set up meeting times with the teacher prior to class presentation<br />Teacher plays a support role and helps clarify directions with the students<br />
  15. 15. Things for students to consider when planning:<br />When are you going to meet and plan?<br />What ideas and questions can you contribute?<br />Did you listen to others’ ideas also?<br />Who is going to prepare materials?<br />Who is going to explain the rules?<br />Are you going to keep score and/or help your classmates?<br />
  16. 16. Evaluating Group Work<br />Students can reflect on their own learning.<br />Grades are given based on:<br />Correct use of grammar and vocabulary<br />Preparation/ On time/ Organization<br />Involvement in the activity<br />Use of time<br />Clarity of Instructions <br />Collaboration and Teamwork<br />
  17. 17. Discussion Leader Rubric<br />
  18. 18. Vocabulary Leader Rubric<br />
  19. 19. Learning through the process: Building Confidence<br />Reading Discussion Project Allows Students To:<br />Take risks<br />Try something new<br />Interact with the material<br />Interact with the classmates<br />Develop their English voice<br />Share opinions in the discussion<br />Speak English in a safe environment<br />
  20. 20. Conclusion:<br />Even though group work takes a lot of time to set up, it can be very rewarding and can lead to some great results.<br />Students’ comments are always positive about this project.<br />If the teachers are willing to take risks and time to set it up, this project can be challenging and rewarding.<br />