Developing projects for the language classroom

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  • Developing projects for the language classroom

    1. 1. Developing Projects for the Language Classroom Michael Stout Toyo Gakuen University, Tokyo Japan Teachers Helping Teachers Seminars Lao American College, Vientiane, Laos 25 March 2008
    2. 2. Outline <ul><li>Characteristics of Project Work </li></ul><ul><li>Models for implementing project work </li></ul><ul><li>Types of Projects </li></ul><ul><li>Example Projects </li></ul><ul><li>Participants design a project outline </li></ul><ul><li>Participants present their project outlines </li></ul><ul><li>Summary and conclusion </li></ul>
    3. 3. Primary Characteristics of Project work <ul><li>Focuses on content learning rather than on specific language targets. </li></ul><ul><li>Student centred </li></ul><ul><li>Cooperative rather than competitive. </li></ul><ul><li>Integrated skills </li></ul><ul><li>Culminates in an end product </li></ul><ul><li>Motivating </li></ul>Stoller (1997)
    4. 4. Models for Implementing Project Work <ul><li>Stoller </li></ul><ul><ul><ul><li>Agree on a theme for the project </li></ul></ul></ul><ul><ul><ul><li>Determine the final outcome </li></ul></ul></ul><ul><ul><ul><li>Structure the project </li></ul></ul></ul><ul><ul><ul><li>Prepare students for the language demands of step 5 </li></ul></ul></ul><ul><ul><ul><li>Gather information </li></ul></ul></ul><ul><ul><ul><li>Prepare the students for the language demands of step 7 </li></ul></ul></ul><ul><ul><ul><li>Compile and analyze information </li></ul></ul></ul><ul><ul><ul><li>Prepare students for language demands of step 9 </li></ul></ul></ul><ul><ul><ul><li>Present final project </li></ul></ul></ul><ul><ul><ul><li>Evaluate the project </li></ul></ul></ul>
    5. 5. Models for Implementing Project Work <ul><li>Heilman </li></ul><ul><ul><ul><li>Generate ideas & outline project </li></ul></ul></ul><ul><ul><ul><li>Develop a visual representation and discuss it </li></ul></ul></ul><ul><ul><ul><li>Research and written aspect to the project </li></ul></ul></ul><ul><ul><ul><li>Preparation/practice day(s) </li></ul></ul></ul><ul><ul><ul><li>Present or perform project & evaluation </li></ul></ul></ul><ul><ul><ul><li>Reflection on project </li></ul></ul></ul>Heilman & Stout (2005)
    6. 6. Types of Projects <ul><li>Supplementary </li></ul><ul><li>Complimentary </li></ul>
    7. 7. Types of Projects <ul><ul><ul><li>Research projects </li></ul></ul></ul><ul><ul><ul><li>Survey projects </li></ul></ul></ul><ul><ul><ul><li>Production projects </li></ul></ul></ul><ul><ul><ul><li>Performance projects </li></ul></ul></ul><ul><ul><ul><li>Encounter projects </li></ul></ul></ul><ul><ul><ul><li>Correspondence projects </li></ul></ul></ul>
    8. 8. Examples of Student Work Water Diary Project Shibaura Institute of Technology
    9. 9. Examples of Student work Social Issues Project at Kanto International H.S
    10. 10. Examples of Student Work <ul><li>“ I researched homelessness of South Africa. … there are many causes of homelessness. </li></ul><ul><li>About seven million people are settler from Mozambique, Zimbabwe and Malawi because of economic problem, drought, politics problem and so on ,,,,. And also in UN research, about 500 000 families have been evicted and tens of people, including children have been killed in the chaos surrounding the evictions process. </li></ul><ul><li>My research based on official company’s research. So, these numerical values are not exact. So I think homeless in South Africa is more than research. </li></ul><ul><li>So I think the government, agency who help homelessness, also all of the people in the world try to help the homelessness because they also have human rights.” </li></ul>Social Issues Project at Kanto International H.S
    11. 11. Student Reflections: The Project Overall <ul><li>“ I learned about world problems by communicating with my friends.” </li></ul><ul><li>“ I thought about many social problems all over the world. We have to help as much as possible to solve these problems... ” </li></ul><ul><li>“ I thought this experience was very important and valuable for me.” </li></ul>
    12. 12. Student Reflections: The Project Overall <ul><ul><ul><li>“ There are four things I like about the social issues project. First I could learn about homelessness in Japan. I researched homelessness in Japan. I didn’t know that ‘the BIG ISSUE’ helps them. Second I learned to do presentation. It was very difficult for me, but it was very interesting. </li></ul></ul></ul><ul><ul><ul><li>There are two things I didn’t like about the social project. First Homeless people’s picture was very painful… Second I didn’t like to research population, number of homeless people and so on. It was very difficultly things… </li></ul></ul></ul><ul><ul><ul><li>I think 1 Kaede should do the social issues project next year for these reasons. First there is not chance to know these matters. We often leftover at meal. We can eat about any times. But homeless people cannot eat satisfaction. We unconscious in general this terrible matters. So we should know this matter.” </li></ul></ul></ul>
    13. 13. References <ul><ul><ul><ul><ul><li>Haines, S. (1989). Projects for the EFL classroom . Edinburgh: Thomas Nelson and Sons. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Heilman, J., & Stout, M. (2005). Putting Projects into Practice. In K. Bradford- Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2004 Conference Proceedings . Tokyo: JALT. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Stoller, F. (2002). Project work: a means to promote language and content. In J.C. Richards & W.A. Renandya (Eds.), Methodology in language teaching: an anthology of current practice (pp. 107-119). Cambridge: Cambridge University Press. </li></ul></ul></ul></ul></ul>

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