Module 3 PBL Mini Series
•Download as PPTX, PDF•
2 likes•801 views
This presentation offers more project ideas and further explores key elements of project based learning.
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Module 3 PBL Mini Series
Similar to Module 3 PBL Mini Series (20)
More from Courtney Cunningham
More from Courtney Cunningham (10)
Recently uploaded
Recently uploaded (20)
Module 3 PBL Mini Series
- 1. PROJECT BASED LEARNING (PBL) IN ENGLISH LANGUAGE TEACHING Courtney Cunningham Doctor of Education cbc.elt@gmail.com
- 2. Virtual Mini-series Overview Module 1- PBL Overview Module 2- Specifying Project Goals and Objectives Module 4- Other Forms of Collaborative Learning Module 3- Project Review, Implementation, and Ideas
- 3. Mini-Series Objectives After attending this virtual mini-series, you will be able to: • State and explain the major elements of PBL • Produce goals and objectives for potential projects • Specify objectives within the ABCD model • Identify and explain other forms of collaborative learning • Develop project ideas and plans for implementation
- 4. WHAT ARE THE FOUR ELEMENTS OF PBL? Using the chat function in Zoom, answer the following:
- 5. What are the elements of PBL? Extended time frame Collaboration Inquiry, investigation, research Construction of an artifact or performance of a consequential task
- 6. Writing Objectives Objectives define what you will have the students do. Objectives provide a link between expectations, teaching and grading. Writing clear course and lesson objectives is important because: http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/
- 7. Objectives ABCD Model A- AUDIENCE Who are your learners? B- BEHAVIOR What measurable, observable actions do you want to see them carry out? C- CONDITION What do they need in order to achieve the behavior? D- DEGREE What are the standards for acceptable performance i.e. time limit, range of accuracy, proportion of correct responses, qualitative standards? Smaldino, S. E., Lowther, D. L., & M., Russell, J. D. (2011). Instructional media and technologies for learning (10th ed.). Upper Saddle River, NJ: Pearson.
- 9. Using the chat feature in Zoom, answer the following: • Which component of the ABCD model specifies what students need in order to achieve the behavior? • Which component of the ABCD model specifies who your learners are? • Which component of the ABCD model specifies the standard for acceptable performance? • Which component of the ABCD model specifies the measurable, observable action you want to see your learners carry out?
- 10. Example Project Plan an Adventure Trip Context: High Beginner Level ESL Students 12 Arabic Speakers 4 Chinese Speakers 1 Portuguese Speaker Speaking and Listening Skills Course Meets for 6 hours of instruction week First 2-3 weeks of the course
- 11. Plan an Adventure Travel Trip PBL Elements for: Extended time frame: 2 weeks Collaboration: groups of 2-3 Ss Inquiry: researching information Performance of a consequential task: group presentation with PPT
- 12. Course Goals SPEAK ENGLISH WITH INCREASED CONFIDENCE GIVE SMALL GROUP PRESENTATIONS USE NEW VOCABULARY
- 13. Objectives (C) After watching the teacher give a PPT presentation about an adventure travel trip and being provided guiding questions, (A) students (B) will discuss ideas about other adventure travel trips, (D) with active participation in their small groups (C) After being provided questions that must be answered in the presentation, (A) students (B) will research information about the adventure travel destination they have chosen (D) and answer questions that must be addressed in their presentation in complete sentences
- 14. Objectives (C) After a lesson introducing and explaining new vocabulary, (A) students (B) will identify the correct definitions of the words, (D) in a short quiz with 80% accuracy (C) After successfully completing a vocabulary quiz, (A) students (B) will collaborate with their peers and write sentences, (D) using each new vocabulary word at least once
- 15. Objectives (C) After a lesson focusing on pronunciation of new vocabulary, (A) students (B) will demonstrate correct pronunciation of the words, (D) with increased accuracy
- 16. Objectives (C) After researching and answering all questions for the presentation in complete sentences, (A) students (B) will discuss, organize, and prepare their presentation with their group (D) each member preparing notecards with their portion and incorporating at least 5 new vocabulary words
- 17. What questions do you have about the ABCD objective model? Type them into the chat function.
- 18. What project details did you develop and share in our online space? Discuss with the group in your breakout room for 10 minutes. Photo taken from PowerPoint stock images
- 19. What types of projects were shared in your discussion? Share Briefly describe the project in the chat box. Include one ABCD objective.
- 20. Sample Project Protecting the Environment Description: This project draws on students’ experiences of their local environment and centers on producing educational material focusing on environment issues. Level: Elementary and above Age Range: 10+ Time: 6 X 2-hour lessons General Goal: To produce educational material informing of ways to protect the environment both locally, nationally, and internationally Language Goal: To increase vocabulary, reading, and writing skills Photo taken from PowerPoint stock images
- 21. What types of end products could students create with the ”Protecting the Environment” project? Photo taken from PowerPoint stock images Type them into the chat function.
- 22. Protecting the Environment End Product Ideas • Educational brochure or poster • Informative presentation • Written research report • Blog • Podcast • Organized event Photo taken from PowerPoint stock images
- 23. PBL helps develop learner autonomy. What aspects of PBL would you be most likely to let your students choose own their direction? Learner Autonomy Use the chat function to provide your answer. Photo taken from PowerPoint stock images
- 24. Possibilities PBL can be completed within your class but could also be completed with students from other classes, other schools, or in completely different places. What kinds of projects can you think of that could take place with students outside of your own class? Tell us in the chat.
- 25. Review What is PBL Elements Skills ABCD Objectives Example Projects Let’s Go See a Movie! Cookbook Folktale/Fairy tale Plan an Adventure Trip Protecting the Environment Project development Photo taken from PowerPoint stock images
- 26. What questions do you have about PBL? Credit: Getty Images/iStockphoto Copyright: aelitta
- 27. Tomorrow Other forms of collaborative/cooperative learning • Task based learning • Problem based learning • Games • Drama and role play Photo taken from PowerPoint stock images
- 28. Homework • Continue project development using the template • Add a PBL resource to the Padlet in our online space Photo taken from PowerPoint stock images
Editor's Notes
- Bloom’s Taxonomy is a classification of levels of intellectual behavior that can be used as a guide to help us know what we want to see from our students and how we will see them accomplish those behaviors. Bloom’s helps us ensure that we’re using observable and measurable behaviors in writing our language objectives as well as promoting critical thinking on many levels. Remembering: can the student recall or remember the information? Understanding: can the student explain ideas or concepts? Applying: can the student use the information in a new way? Analyzing: can the student distinguish between the different parts? Evaluating: can the student justify a stand or decision? Creating: can the student create a new product or point of view? We want to make sure that we are promoting our students’ ability to not only remember and understand chunks of language, but to use language to apply, analyze, evaluate and create meaning as well.