The Next Technology Wave: Developing an Extended Integrated Skills Project (ISP)<br />TESOL New Orleans<br />18 March 2011...
Overview<br />What is ISP?<br />Theoretical rationale<br />Historical development of ISP at FP<br />The old ISP: Level 1 s...
But first…<br />
Purpose of the presentation<br />Describe our department’s journey<br />
Purpose of the presentation<br />
Purpose of the presentation<br />Decide your department’s journey<br />
What is the ISP?<br />
ISP: the short version<br />Integration of skills<br />Project-based instruction <br />
ISP: the slightly longer version<br />Academic<br />A set of department-wide project guidelines<br />Each level has a diff...
ISP targets<br />authentic experience<br />improved language and content knowledge<br />increased meta-cognitive awareness...
Theoretical rationale<br />
Project-Based Learning<br />PBL <br />is a natural extension of what is already taking place in class <br />an open learni...
Project-Based Learning<br />T/PBL involves tasks that can stand alone as fundamental units and that require comprehending,...
Why project-based learning?<br />Creates a vibrant learning environment<br />Focuses on real-world content learning rather...
Why project-based learning?<br />Is student centered.<br />Mirrors real-life tasks.<br />(Levine, 2004)<br />
Why project-based learning?<br />culminates in a sharable end product that has a real purpose.<br />has both a process and...
PBL and integrated skills classes<br />PBL leads to interpreting and evaluating authentic reading materials<br />respondin...
PBL and integrated skills classes<br />academic writing following listening and reading,<br />synthesizing facts and ideas...
PBL and integrated skills classes<br />Resulting in<br />improving study skills and learning a variety of language skills ...
Why integration of skills?<br />equips students with more effective, real-life communication skills<br />provides more var...
Why integration of skills?<br /><ul><li>Avoids “teaching to the test”.</li></ul>Helps track student progress in multiple s...
http://farm1.static.flickr.com/18/22941318_cbc18d43c6.jpg?v=0<br />
Why integrate technology?<br />Reality: <br />Multiple literacies (written, spoken, visual, spatial, etc.)<br />Migration ...
Why integrate technology?<br />Today’s students are tech savvy and have little trouble developing the skills needed to par...
Why integrate technology?<br />Ubiquitous<br />Easy access to tons of authentic materials<br />Our university has a tech-f...
Integration of specific technologies<br />Ok, where are the real materials that integrate technological tools such as Movi...
Qatar University and ISP background<br />
QU Overview<br />QU is a state-sponsored university<br />Roughly 8000 students<br />
Department Overview<br />Post-highschool, pre-university program<br />~150 teachers<br />~2000 students per semester<br />...
DepartmentOverview<br />Levels 1-4<br />Level 1 is entry-level<br />
ISP: 2009<br />is a long-term curriculum concept that encompasses language skills, critical thinking skills and independen...
ISP: 2009<br />a shorter version was piloted in the fall term of 2008 in all four levels and the extended version was then...
Old ISP guidelines<br />Essentially just a standard research paper.<br />Main differentiation between levels was length of...
Old ISP guidelines<br />Increasing expectations of in-depth writing<br />Topic—up to the teacher<br />
Old ISP<br />See PDF<br />
Old ISP<br />See PDF<br />
Old ISP<br />See PDF<br />
Old ISP<br />See PDF<br />
Old ISP example: Level 1<br />
Old ISP example: Level 1<br />
Old ISP example: Level 1<br />
Old ISP challenges<br />Difficulty of finding/adapting/creating suitable materials, particularly at the lower levels<br />...
Spring 2009 feedback<br />Student dissatisfaction with the process<br />Faculty concern<br />(Hassouna 2009, in-house)<br />
Spring 2009 student feedback: perceived benefits<br />Learned new skills through the ISP<br />Some suggested that reading ...
Why change the ISP form?<br />Concern that the old version wasn’t working well.<br /><ul><li>Undifferentiated between leve...
Over to Dave<br />
Spring 2010 student feedback<br />New versions of ISP were piloted.<br />Each level: different project.<br />Feedback rece...
Why the current assignments?<br />Perception that the tasks were attainable for each level<br />
Why differentiate projects?<br />To ensure a fair selection you all get the same test. You must all climb that tree.<br />...
Current ISP structure: general<br />Assignments have an increasing written component according to the level.<br />Process ...
Current ISP instruction<br />One dedicated class: 4 contact hours per week<br />Class is split between IELTS preparation a...
The new ISP: samples<br />
Current ISP topics<br />Level 1: Design a travel brochure<br />Level 2: Create a (video) commercial with accompanying repo...
Focus on Level 1<br />Will be more comprehensive showing materials for Level 1<br />Will move more quickly through other l...
Current ISP structure: Level 1<br />Students create a Holiday Brochure of a country/city of their own choice, but not Qata...
Level 1 ISP possible components<br />Information and pictures in sections, such as: <br />Geography<br />Climate<br />Hote...
Level 1 ISP possible components<br />Information and pictures in sections, such as: <br />Travelling around the country or...
Level 1 ISP sample<br />
Level 1 ISP sample<br />
Level 1 sample worksheet<br />Model Brochure Questions<br />A. Brochure Questions<br />Question 1: What do you see all ove...
Level 1 sample worksheet<br />D. Questions about Headings<br />Answer the seven questions about the travel brochure headin...
Level 1 sample worksheet<br />F. Identifying Vocabulary				<br />Fill in the blanks with the correct bolded words.<br /> <...
Purpose of sample and worksheets<br />Give students a model.<br />Provide information about structure expected.<br />Infor...
Level 1-2 ISP assessment<br />
Level 1-2 ISP assessment<br />
Level 1-2 ISP assessment<br />
Level 1-2 ISP assessment<br />
CurrentISP structure: Level 2<br />Create a 1-2 minute advertisement in Microsoft Movie Maker on a product or service.<br ...
Report requirements<br />Some or all of the following:<br />the reasons for choosing the product or service.<br />the targ...
Report requirements<br />Some or all of the following:<br />a description of what the music used means.<br />why you think...
Level 2 ISP example<br />
Level 2 ISP example<br />Insert movie here<br />
Level 2 ISP report<br />
Level 2 ISP report<br />
Level 3 objectives<br />Watch a movie/documentary<br />Write a 350-400 word movie review<br />
Movie review components<br />Biography of the star(s)/director of the movie<br />Discussion of genre, audience and purpose...
Movie review components<br />Analysis of motivation of characters<br />Comparison of 2 published movie reviews<br />Analys...
Level 3 ISP example: Abdullah<br />
Level 4 objectives<br />Create a survey: www.SurveyMonkey.com<br />
Level 4 objectives<br />Write a report based on the results of that survey.<br />At least 450 words<br />
Report requirements<br />Should include:<br />Introduction<br />Literature Review<br />Methodology<br />Findings/Analysis<...
Level 4 objectives<br />Create a survey: www.SurveyMonkey.com<br />alaahussein<br />1294asah<br />
Level 4 example<br />
Level 4 example<br />What is your gender?<br />Yes<br />No<br />Have you ever gone to a mixed school? <br />Yes<br />No<br...
Level 4 example<br />Do you think that boys and girls should be separated in specific years?<br />Yes<br />No<br />If yes,...
Level 4 example<br />
Level 4 example<br />
Info from Fall 2010 curriculum survey<br />Follow-up from both students and staff<br />Changes to be made as a result<br />
Lessons learned<br />
Stoller: steps for a better ISP<br />Students gather information.<br />Instructor prepares students for the language deman...
Stoller: steps for a better ISP<br />Instructor prepares students for the language demands of the culminating activity.<br...
Stoller: steps for a better ISP<br />Students and instructor agree on a theme for the project.<br />Students and instructo...
We ignored Stoller: why?<br />Big department (~150 teachers)<br />Not flexible<br />Locally-expected teaching style: more ...
QU lessons learned<br />Provide clear objectives and implementation.<br />
QU lessons learned<br />“I think you should be more explicit here in step two.”<br />http://3.bp.blogspot.com/_v_AvY-ZkSl0...
QU lessons learned<br />Work hard to integrate the project into the rest of the curriculum.<br />Don’t introduce genres in...
QU lessons learned<br />Provide variety across levels/classes.<br />Variety of topics<br />Variety of output<br />Create d...
QU lessons learned<br />Craft the activities for maximum language output vs. learning and using the technology.<br />Provi...
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The next technology wave developing an extended integrated skills project tesol conference 2011

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Learn how one IEP designed and implemented a department-wide project-based-learning set of assignments.

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  • Supposed to be for new orleans audienceYou may think you know a lot I actually learned a lotReason for puzzle background
  • Integration, technology
  • We don’t mean to imply that we have arrived at some sort of finish line. We are describing a work-in-progress.
  • It’s up to you to decide what to take away from our experience.
  • Skills such as critical thinkingProblem solvingResearching
  • These are our targets at the FP
  • Creates a vibrant learning environment where there is active student involvement, stimulation of higher level thinking skills, taking responsibility of one’s own learning and empowerment. Real-world subject matter and topics of interest to students can become central to projects.
  • Is student centered, though the teacher plays a major role in offering support and guidance throughout the process.Leads to the authentic integration of skills and processing of information from varied sources, mirroring real-life tasks.
  • culminates in a sharable end product (e.g., an oral presentation, a poster session, a bulletin board display, a report, or a stage performance) that can be shared with others, giving the project a real purposehas both a process and product orientation, and provides students with opportunities to focus on fluency and accuracy at different project-work stages. results in building student confidence, self-esteem, and autonomy as well as improving students&apos; language skills, content learning, and cognitive abilities.
  • PBL and ISP are interrelated
  • moves language beyond being an object of academic interest or a key to passing an examinationhelps track student progress in multiple skills concurrentlypromotes the learning of real content through purposeful interactions and tasks that are similar to everyday life situations satisfies students’ different learning styles (Jing, 2006)
  • How NOT to “integrate”
  • Tell audience why chose to ignore certain parts of Stoller’s guidelines—the student-centered stuff, for example: we’re a big department, so can’t have individualized outcomes.
  • Tell audience why chose to ignore certain parts of Stoller’s guidelines—the student-centered stuff, for example: we’re a big department, so can’t have individualized outcomes.
  • The next technology wave developing an extended integrated skills project tesol conference 2011

    1. 1. The Next Technology Wave: Developing an Extended Integrated Skills Project (ISP)<br />TESOL New Orleans<br />18 March 2011<br />Ozgur Pala<br />David Bartsch<br />
    2. 2. Overview<br />What is ISP?<br />Theoretical rationale<br />Historical development of ISP at FP<br />The old ISP: Level 1 sample<br />The new ISP: samples<br />Lessons learned<br />
    3. 3. But first…<br />
    4. 4. Purpose of the presentation<br />Describe our department’s journey<br />
    5. 5. Purpose of the presentation<br />
    6. 6. Purpose of the presentation<br />Decide your department’s journey<br />
    7. 7. What is the ISP?<br />
    8. 8. ISP: the short version<br />Integration of skills<br />Project-based instruction <br />
    9. 9. ISP: the slightly longer version<br />Academic<br />A set of department-wide project guidelines<br />Each level has a different project<br />More details later…<br />
    10. 10. ISP targets<br />authentic experience<br />improved language and content knowledge<br />increased meta-cognitive awareness<br />enhanced critical thinking and decision-making abilities<br />increased motivation and engagement<br />meaningful technology use<br />
    11. 11. Theoretical rationale<br />
    12. 12. Project-Based Learning<br />PBL <br />is a natural extension of what is already taking place in class <br />an open learning process, which responds to the specific teaching context and learners’ needs and interests. <br />(Stoller, 1997) <br />
    13. 13. Project-Based Learning<br />T/PBL involves tasks that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is on meaning rather than form (Nunan, 1989)<br />
    14. 14. Why project-based learning?<br />Creates a vibrant learning environment<br />Focuses on real-world content learning rather than on specific language targets.<br />(Lee, 2002)<br />
    15. 15. Why project-based learning?<br />Is student centered.<br />Mirrors real-life tasks.<br />(Levine, 2004)<br />
    16. 16. Why project-based learning?<br />culminates in a sharable end product that has a real purpose.<br />has both a process and product orientation. <br />results in building student confidence, self-esteem, and autonomy <br />(Stoller, 1997) <br />Possibility for collaboration <br />
    17. 17. PBL and integrated skills classes<br />PBL leads to interpreting and evaluating authentic reading materials<br />responding orally to reading and lecture materials in a forum<br />
    18. 18. PBL and integrated skills classes<br />academic writing following listening and reading,<br />synthesizing facts and ideas from multiple sources as preparation for writing <br />
    19. 19. PBL and integrated skills classes<br />Resulting in<br />improving study skills and learning a variety of language skills needed in academic and real life <br />(Brinton, Snow, and Wesche 1989)<br />
    20. 20. Why integration of skills?<br />equips students with more effective, real-life communication skills<br />provides more variety in language instruction<br />Arslan (2008)<br />
    21. 21. Why integration of skills?<br /><ul><li>Avoids “teaching to the test”.</li></ul>Helps track student progress in multiple skills concurrently<br /><ul><li>Satisfies students’ different learning styles</li></ul>(Jing, 2006)<br />
    22. 22. http://farm1.static.flickr.com/18/22941318_cbc18d43c6.jpg?v=0<br />
    23. 23. Why integrate technology?<br />Reality: <br />Multiple literacies (written, spoken, visual, spatial, etc.)<br />Migration of communication from print to digital environments<br />Required: A merge between language, technology and media education <br />(Masats et al 2009)<br />
    24. 24. Why integrate technology?<br />Today’s students are tech savvy and have little trouble developing the skills needed to participate in a ‘wired’ society.<br />Students think it is cool and therefore they find it more motivating.<br />
    25. 25. Why integrate technology?<br />Ubiquitous<br />Easy access to tons of authentic materials<br />Our university has a tech-friendly environment <br />Our department encourages utilizing it<br />
    26. 26. Integration of specific technologies<br />Ok, where are the real materials that integrate technological tools such as Movie Maker, YouTube, Audacity and Facebook? <br />
    27. 27. Qatar University and ISP background<br />
    28. 28. QU Overview<br />QU is a state-sponsored university<br />Roughly 8000 students<br />
    29. 29. Department Overview<br />Post-highschool, pre-university program<br />~150 teachers<br />~2000 students per semester<br />EAP<br />
    30. 30. DepartmentOverview<br />Levels 1-4<br />Level 1 is entry-level<br />
    31. 31. ISP: 2009<br />is a long-term curriculum concept that encompasses language skills, critical thinking skills and independent learning skills. <br />the goal of the project was to enable learning within a more authentic model. <br />incorporated into the Reading and Writing classes; multi-media time was also used for work on the integrated project. <br /> (Hassouna 2009, in-house document)<br />
    32. 32. ISP: 2009<br />a shorter version was piloted in the fall term of 2008 in all four levels and the extended version was then used in the spring term of 2009.<br />ISP initiated self-directed, engaging work that required a composite of overlapping and interconnecting skills. <br /> (Hassouna 2009, in-house document)<br />
    33. 33. Old ISP guidelines<br />Essentially just a standard research paper.<br />Main differentiation between levels was length of product:<br />Level 1: 150 words<br />Level 2: 250 words?<br />Level 3: etc…<br />
    34. 34. Old ISP guidelines<br />Increasing expectations of in-depth writing<br />Topic—up to the teacher<br />
    35. 35. Old ISP<br />See PDF<br />
    36. 36. Old ISP<br />See PDF<br />
    37. 37. Old ISP<br />See PDF<br />
    38. 38. Old ISP<br />See PDF<br />
    39. 39. Old ISP example: Level 1<br />
    40. 40. Old ISP example: Level 1<br />
    41. 41. Old ISP example: Level 1<br />
    42. 42. Old ISP challenges<br />Difficulty of finding/adapting/creating suitable materials, particularly at the lower levels<br />Requirement to paraphrase and summarize at the lower levels was difficult<br />Inconsistency of implementation<br />
    43. 43. Spring 2009 feedback<br />Student dissatisfaction with the process<br />Faculty concern<br />(Hassouna 2009, in-house)<br />
    44. 44. Spring 2009 student feedback: perceived benefits<br />Learned new skills through the ISP<br />Some suggested that reading and summarizing the information was the most useful.<br />Others suggested that finding the information on the internet and other sources was the most useful.<br />62% said the project made them more independent learners.<br />
    45. 45. Why change the ISP form?<br />Concern that the old version wasn’t working well.<br /><ul><li>Undifferentiated between levels--feedback from consultants asking why everyone did the same thing.</li></ul>Repetitive, since it was essentially the same every semester, just longer.<br />
    46. 46. Over to Dave<br />
    47. 47. Spring 2010 student feedback<br />New versions of ISP were piloted.<br />Each level: different project.<br />Feedback received from students: new=better!<br />
    48. 48. Why the current assignments?<br />Perception that the tasks were attainable for each level<br />
    49. 49. Why differentiate projects?<br />To ensure a fair selection you all get the same test. You must all climb that tree.<br />http://edutwist.com/elin/wp-content/uploads/2009/03/cartoon_large_intro1.gif<br />
    50. 50. Current ISP structure: general<br />Assignments have an increasing written component according to the level.<br />Process and product are both graded. <br />Oral presentations are to be done on the same topic, but are officially a separate assignment.<br />
    51. 51. Current ISP instruction<br />One dedicated class: 4 contact hours per week<br />Class is split between IELTS preparation and ISP<br />
    52. 52. The new ISP: samples<br />
    53. 53. Current ISP topics<br />Level 1: Design a travel brochure<br />Level 2: Create a (video) commercial with accompanying report<br />Level 3: Create a written movie review<br />Level 4: Design and implement a survey, and analyze the data in a written report<br />
    54. 54. Focus on Level 1<br />Will be more comprehensive showing materials for Level 1<br />Will move more quickly through other levels<br />
    55. 55. Current ISP structure: Level 1<br />Students create a Holiday Brochure of a country/city of their own choice, but not Qatar/home country or London.<br />At least 250 words<br />
    56. 56. Level 1 ISP possible components<br />Information and pictures in sections, such as: <br />Geography<br />Climate<br />Hotel Accommodation<br />Shopping, Restaurants and Money<br />
    57. 57. Level 1 ISP possible components<br />Information and pictures in sections, such as: <br />Travelling around the country or city of choice<br />Culture<br />Historical sites and Places to Visit<br />Any other important or relevant information.<br />
    58. 58. Level 1 ISP sample<br />
    59. 59. Level 1 ISP sample<br />
    60. 60. Level 1 sample worksheet<br />Model Brochure Questions<br />A. Brochure Questions<br />Question 1: What do you see all over the brochure that you have to find on the internet?<br />Question 2: How many headings are there?<br />There are ___________________ headings.<br />Question 3: What other headings would you add? Name them and why.<br />Question 4: Where can you go to find the information for the brochure? Will you find it all in the same place?<br />
    61. 61. Level 1 sample worksheet<br />D. Questions about Headings<br />Answer the seven questions about the travel brochure headings. Read the brochure to find the answers.<br />1. “Your world tour planning experts. We make you go Round the WORLD”<br />The above is a slogan about the brochure. Is a slogan:<br />a) a definition b) an introduction or c) a catch sentence to get the reader’s attention?<br />2. Getting Around – Getting around means how a person travels in a city? T/F<br />
    62. 62. Level 1 sample worksheet<br />F. Identifying Vocabulary <br />Fill in the blanks with the correct bolded words.<br /> <br />1. _____________ are things you see in a city that are interesting, famous, historical, or important.<br />2. When I want to go on a trip but not plan every detail I choose a holiday ______________.<br />3. I like to spend time in _________________ and look at the trees, animals, and flowers.<br />Travellers Packages Nature Traditional<br />Sights International Itinerary<br />
    63. 63. Purpose of sample and worksheets<br />Give students a model.<br />Provide information about structure expected.<br />Inform students of appropriate grammar.<br />Give cues for appropriate/suggested vocabulary.<br />
    64. 64. Level 1-2 ISP assessment<br />
    65. 65. Level 1-2 ISP assessment<br />
    66. 66. Level 1-2 ISP assessment<br />
    67. 67. Level 1-2 ISP assessment<br />
    68. 68. CurrentISP structure: Level 2<br />Create a 1-2 minute advertisement in Microsoft Movie Maker on a product or service.<br />Writea 350-400 word written report based on the commercial and the creative process.<br />
    69. 69. Report requirements<br />Some or all of the following:<br />the reasons for choosing the product or service.<br />the target audience.<br />the purpose of your advertisement. <br />why you think the images you used will help to sell the product or service. <br />
    70. 70. Report requirements<br />Some or all of the following:<br />a description of what the music used means.<br />why you think the music will help to sell the product or service.<br />a list of all the websites that you used in creating the advertisement and in the report.<br />any other information that you think is important.<br />
    71. 71. Level 2 ISP example<br />
    72. 72. Level 2 ISP example<br />Insert movie here<br />
    73. 73. Level 2 ISP report<br />
    74. 74. Level 2 ISP report<br />
    75. 75. Level 3 objectives<br />Watch a movie/documentary<br />Write a 350-400 word movie review<br />
    76. 76. Movie review components<br />Biography of the star(s)/director of the movie<br />Discussion of genre, audience and purpose<br />Discussion of plot and themes<br />Compare the movie to other movies in the genre<br />
    77. 77. Movie review components<br />Analysis of motivation of characters<br />Comparison of 2 published movie reviews<br />Analysis of favorite scene<br />Personal opinion/reflection<br />
    78. 78. Level 3 ISP example: Abdullah<br />
    79. 79. Level 4 objectives<br />Create a survey: www.SurveyMonkey.com<br />
    80. 80. Level 4 objectives<br />Write a report based on the results of that survey.<br />At least 450 words<br />
    81. 81. Report requirements<br />Should include:<br />Introduction<br />Literature Review<br />Methodology<br />Findings/Analysis<br />Conclusions/Recommendations<br />Reference List<br />
    82. 82. Level 4 objectives<br />Create a survey: www.SurveyMonkey.com<br />alaahussein<br />1294asah<br />
    83. 83. Level 4 example<br />
    84. 84. Level 4 example<br />What is your gender?<br />Yes<br />No<br />Have you ever gone to a mixed school? <br />Yes<br />No<br />If you had had the chance to go to a mixed school, would you have gone?<br />Yes<br />No<br />
    85. 85. Level 4 example<br />Do you think that boys and girls should be separated in specific years?<br />Yes<br />No<br />If yes, when? (open-ended blank)<br />If you had the chance to make all schools in your country one type—whether mixed or separated, what would you choose?<br />Mixed<br />Separated<br />Any comments (open-ended blank)<br />
    86. 86. Level 4 example<br />
    87. 87. Level 4 example<br />
    88. 88. Info from Fall 2010 curriculum survey<br />Follow-up from both students and staff<br />Changes to be made as a result<br />
    89. 89. Lessons learned<br />
    90. 90. Stoller: steps for a better ISP<br />Students gather information.<br />Instructor prepares students for the language demands of compiling and analyzing data.<br />Students compile and analyze information.<br />(Stoller, 1997)<br />
    91. 91. Stoller: steps for a better ISP<br />Instructor prepares students for the language demands of the culminating activity.<br />Students present final product. <br />Students evaluate the project.  <br />(Stoller, 1997)<br />
    92. 92. Stoller: steps for a better ISP<br />Students and instructor agree on a theme for the project.<br />Students and instructor determine the final outcome. <br />Students and instructor structure the project. <br />Instructor prepares students for the language demands of information gathering.  <br />(Stoller, 1997)<br />
    93. 93. We ignored Stoller: why?<br />Big department (~150 teachers)<br />Not flexible<br />Locally-expected teaching style: more authoritarian<br />Student maturity<br />Student critical thinking skills<br />Haven’t “arrived” yet<br />
    94. 94. QU lessons learned<br />Provide clear objectives and implementation.<br />
    95. 95. QU lessons learned<br />“I think you should be more explicit here in step two.”<br />http://3.bp.blogspot.com/_v_AvY-ZkSl0/TSe6CvVn2yI/AAAAAAAAD_A/n3EgKDVURc4/s400/cartoon_math.gif<br />
    96. 96. QU lessons learned<br />Work hard to integrate the project into the rest of the curriculum.<br />Don’t introduce genres in the project that aren’t in the rest of the curriculum.<br />Do keep genres in keeping with the rest of the program’s objectives.<br />Provide learner-appropriate source materials.<br />(This seems obvious, but is harder than it sounds.)<br />For lower-level learners, websites are almost impenetrable.<br />
    97. 97. QU lessons learned<br />Provide variety across levels/classes.<br />Variety of topics<br />Variety of output<br />Create detailed rubrics. <br />
    98. 98. QU lessons learned<br />Craft the activities for maximum language output vs. learning and using the technology.<br />Provide staff with any relevant technology training.<br />
    99. 99. References<br />Aykut, Arslan (2008): Implementing a Holistic Teaching in Modern ELT Classes: Using Technology and Integrating Four Skills. Published in: International Journal of Human Sciences , Vol. 5, No. 1 (2008): pp. 1-21.<br />Brinton, D., Snow, M.A., Wesche, M.B. (1989). Content based Second Language Instruction. Boston, MA: Heinle & Heinle.<br />Dooly, M. & Masats, D. (tbp 2011) Closing the loop between theory and praxis: New models in EFL teaching. ELT Journal, 65(1).<br />Jing, W. (2006). Integrating Skills for Teaching EFL —Activity Design for the Communicative Classroom, Sino-US English Teaching, Dec. 2006, Volume 3, No.12 (Serial No.36). <br />Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59, 282-290.<br />
    100. 100. References<br />Levine, G., S. (2004). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals, 37, 26-36.<br />Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. <br />Stoller, F. L. (1997). Project work: a means to promote language content. English Teaching Forum. Vol. 35/4.<br />Stoller, F. L. 2006. ‘Establishing a theoretical foundation for project-based learning in second and foreign language contexts’ in G. H. Beckett and P. Chamness Miller (eds.). Project-Based Second and Foreign Language Education. Past, Present and Future. Charlotte, NC: Information Age Publishing. http://www.linguist.org.cn/doc/su200612/su20061201.pdf.<br />Graphics not otherwise attributed are from the Microsoft Office ClipArt collection. <br />
    101. 101. For more information<br />David Bartsch: david.bartsch@qu.edu.qa<br />Ozgur Pala: ozgur.pala@qu.edu.qa<br />www.slideshare.net/bartsch<br />

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