This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.

1. Міністерство освіти і науки України
Національна академія педагогічних наук України
Науково­методичний центр управління освіти Житомирської міської
ради
«Сучасні заклади освіти ­ 2014»
Житомирська загальноосвітня школа І­ІІІ ступенів №21
Номінація «Використання
сучасних
педагогічних технологій у
навчально­
виховній діяльності вчителя »
Learn in action
Автор: Базарова Альона
Валеріївна,
вчитель
англійської мови
Житомир­2014
Цікавий пізнавальний матеріал до уроків англійської мови.

2.
Автор: Базарова Альона Валеріївна, вчитель англійської мови
Для підвищення ефективності рівня вивчення англійської мови та
застосування її на практиці необхідно урізноманітнювати домашні
завдання,використовуючи форми роботи,які б розвивали творчі здібності і
фантазію учнів. У практиці багатьох вчителів таким видом роботи є виконання
різних проектів. Даний матеріал проілюструє приклади відео­проектів,які мої
учні із задоволенням і натхненням виконують на вихідних або канікулах,так як
даний вид роботи потребує більше часу на підготовку.
Сподіваюсь,що зібраний матеріал допоможе вчителям зацікавити учнів
виконувати домашні завдання та підвищувати не тільки рівень володіння
англійською мовою,але й всебічний розвиток,лідерські якості,співпрацю,роботу
в команді,критичне мислення,творчість і володіння інноваційними
комп’ютерними технологіями.
The Theory
Contemporary societies needs and looks for leaders, personalities who are able to
solve a problem, express their opinion and create new ideas.
Our aim is to help our students to get leader skills and find ways out from different
situations. Our students should be able to think critically, cooperate and create
something new to get success in their future life. We, teachers, shouldn’t make them
follow our ideas, we should teach our students to be creative problem­solvers.
People face various challenges in everyday life. We should help our students to be
ready for such challenges and overcome any obstacles. To be skillful in it students
should plan and project their future. Our life consists of a series of projects (a job
assignment, home improvement, planning a wedding, etc.) In the process of
project­based learning (PBL) students practice a broad range of skills and learn all
kinds of new facts and skills that are sure to stay with them for the rest of their life.

3. What is Project­based learning?
Project Based Learning is a teaching and learning model (curriculum development
and instructional approach) that emphasizes student­centered instruction by
assigning projects. It allows students to work more autonomously to construct their
own learning, and culminates in realistic, student­generated products. More
specifically, project­based learning can be defined as follows:
­ Focuses on the central concepts of a discipline.
­Engaging learning experiences that involve students in complex, real­world projects
through which they develop and apply skills and knowledge.
­ Learning that requires students to draw from many information sources and
disciplines in order to solve problems.
­Learning in which curricular outcomes can be identified up­front, but in which the
outcomes of the student's learning process are neither predetermined nor fully
predictable.
­Experiences through which students learn to manage and allocate resources such
as time and materials.
(Moursund, 2002; J. W. Thomas et al., 1999)
Although PBL is popular as an approach, it lacks from a universally accepted model
or theory and one can find in literature a diversity of defining features (W. J. Thomas,
2000a). In order to capture the uniqueness of PBL and to screen out non examples
of it, Synteta (2001) made the synthesis of the features described in literature
(Reginald & Laferrière, 1999; W. J. Thomas, 2000b), and ended in the following: PBL
emphasizes activities that
­ are central to curriculum,
­ long­term (more than a couple of class days and up to semester),
­ interdisciplinary,
­ have a driving question that is challenging and constructive,
­are student­centered and are based on collaborative or cooperative group learning,
­ are integrated with real world issues and practices,
­have productive outcomes,
­ have an impact on “life skills” like self­management, group process, and
problem­solving skills,
­and use cognitive tools, usually technology­based
(Krajcik, Blumenfeld, Marx, & Soloway, 1994; Marx et al., 1994).
According to these criteria, there are not PBL instances (Synteta, 2002):
­ the projects that are not central to curriculum but serve as a complementary
practice,
­ projects that don’t have an intellectually challenging driving question,
­projects that can be carried out with already­learned information or skills,
­ projects that are scripted (P. Dillenbourg, 2002),

4. ­ projects that focus on simulated and not realistic questions.
Project­based learning refers to any programmatic or instructional approach that
utilizes multifaceted projects as a central organizing strategy for educating students.
When engaged in project­based learning, students will typically be assigned a
project or series of projects that require them to use diverse skills—such as
researching, writing, interviewing, collaborating, or public speaking—to produce
various work products, such as research papers, scientific studies, public­policy
proposals, multimedia presentations, video documentaries, art installations, or
musical and theatrical performances, for example. Unlike many tests, homework
assignments, and other more traditional forms of academic coursework, the
execution and completion of a project may take several weeks or months, or it may
even unfold over the course of a semester or year.
Closely related to the concept of authentic learning, project­based­learning
experiences are often designed to address real­world problems and issues, which
requires students to investigate and analyze their complexities, interconnections, and
ambiguities (i.e., there may be no “right” or “wrong” answers in a
project­based­learning assignment). For this reason, project­based learning may be
called inquiry­based learning or learning by doing, since the learning process is
integral to the knowledge and skills students acquire. Students also typically learn
about topics or produce work that integrates multiple academic subjects and skill
areas. For example, students may be assigned to complete a project on a local
natural ecosystem and produce work that investigates its history, species diversity,
and social, economic, and environmental implications for the community. In this
case, even if the project is assigned in a science course, students may be required
to read and write extensively (English); research local history using texts, news
stories, archival photos, and public records (history and social studies); conduct and
record first­hand scientific observations, including the analysis and tabulation of data
(science and math); and develop a public­policy proposal for the conservation of the
ecosystem (civics and government) that will be presented to the city council utilizing
multimedia technologies and software applications (technology).
In project­based learning, students are usually given a general question to answer,
a concrete problem to solve, or an in­depth issue to explore. Teachers may then
encourage students to choose specific topics that interest or inspire them, such as
projects related to their personal interests or career aspirations. For example, a
typical project may begin with an open­ended question (often called an “essential
question” by educators): How is the principle of buoyancy important in the design
and construction of a boat? What type of public­service announcement will be most
effective in encouraging our community to conserve water? How can our school
serve healthier school lunches? In these cases, students may be given the
opportunity to address the question by proposing a project that reflects their
interests. For example, a student interested in farming may explore the creation of a
school garden that produces food and doubles as a learning opportunity for students,

5. while another student may choose to research health concerns related to specific
food items served in the cafeteria, and then create posters or a video to raise
awareness among students and staff in the school.
In public schools, the projects, including the work products created by students and
the assessments they complete, will be based on the same state learning standards
that apply to other methods of instruction—i.e., the projects will be specifically
designed to ensure that students meet expected learning standards. While students
work on a project, teachers typically assess student learning progress—including the
achievement of specific learning standards—using a variety of methods, such as
portfolios, demonstrations of learning, or rubrics, for example. While the learning
process may be more student­directed than some traditional learning experiences,
such as lectures or quizzes, teachers still provide ongoing instruction, guidance, and
academic support to students. In many cases, adult mentors, advisers, or experts
from the local community—such as scientists, elected officials, or business
leaders—may be involved in the design of project­based experiences, mentor
students throughout the process, or participate on panels that review and evaluate
the final projects in collaboration with teachers.
A PBL group at Sydney Dental Hospital
Problem­based learning (PBL) is a student­centered pedagogy in which students
learn about a subject through the experience of problem solving. Students learn both
thinking strategies and domain knowledge. The PBL format originated from the
medical school of thought, and is now used in other schools of thought too. The
goals of PBL are to help the students develop flexible knowledge, effective problem
solving skills, self­directed learning, effective collaboration skills and intrinsic
motivation. Problem­based learning is a style of active learning.
Working in groups, students identify what they already know, what they need to
know, and how and where to access new information that may lead to resolution of
the problem. The role of the instructor (known as the tutor in PBL) is to facilitate
learning by supporting, guiding, and monitoring the learning process. The tutor must
build students' confidence to take on the problem, and encourage the students, while
also stretching their understanding. PBL represents a paradigm shift from traditional
teaching and learning philosophy, which is more often lecture­based. The constructs
for teaching PBL are very different from traditional classroom/lecture teaching.
Barrows defines the Problem­Based Learning Model as:
1. Student Centered Learning
2. Learning is done in Small Student Groups, ideally 6­10 people
3. Facilitators or Tutors guide the students rather than teach
4. A Problem forms the basis for the organized focus of the group, and stimulates
learning

6. 5. The problem is a vehicle for the development of problem solving skills. It
stimulates the cognitive process.
6. New knowledge is obtained through Self­Directed Learning.
Teachers offer students a choice of work form:
­oral presentations
­digital presentations
­videos
­books
­ websites
­dramatizations
­bulletin boards
­posters or cards
A video project is my favourite form. It is a good alternative to boring homework. It
gives possibilities to work on different topics. Not only classes specialized in learning
foreign languages, but students with less number of hours for learning English are
able to shoot a video with the help of a digital camera or a mobile telephone. The
aim of such work is to help student not to be afraid to speak and to make a mistake.
The aim is to break the language barrier. Moreover, video projects are suitable for
students of any age.
Working on a video project students are put in the centre of the action, where they
use the language practice сommunicative speech. It is not only learning English, it is
also enjoyment. They tell about themselves, their hobbies, personal things. This
work helps students to understand that they can use English to tell about their own
world, share their ideas and interest other people. It encourages them to enrich their
vocabulary with new words and expressions. Besides, students practice all learning
skills (reading, writing, listening and speaking).
Evaluation
Stages of projects
1. Define the topic. (What?)
2. Establish the goals. (Why?)
3. Set the limits. (When?)
4. Divide the responsibilities. (Who?)
5. Use creativity and fantasy. (Where? How?)
6. Present the video.
7. Analyse the work.
Self­analysis
1. What did we learn doing this project?

7. 2. Did we collaborate effectively?
3. What skills did we get?
4. What are our strengths?
5. What can we improve?
Peer evaluation
1.​ ​The purpose of this project:
2.​ ​These are the things I like best about this project:
3.​ ​These things I would like to improve in the project:
Teacher evaluation
Learning
targets:
skills and
objective
s
Distingui
shed
(3
points)
Mastery
(2
points)
Below
mastery
(1
point)
Collabora
ted well
A student
went
above
and
beyond
to be a
team
player
A
student
was
cooperat
ive,
helpful to
the team
A
student
needed
to
participa
te and
contribut
e more
for the
common
good
Showed
responsi
bility
A student
was
ahead of
schedule
with
deadlines
A
student
complete
d all
assignm
ents and
turned
them in
on time
A
student
did
incompl
ete
assignm
ent or
was late

8. turning
them in
Organize
d
informati
on for
understa
nding
Informati
on was
remarkab
ly
organize
d
Informati
on was
well­orga
nized
Informati
on was
unclear
and
unorgani
zed
Speaking
skills
A student
modified
pronunci
ation of
words,
modulate
d tone
and
volume,
used
slang,
jargon,
proverbs,
etc. to
enhance
the
presentat
ion
A
student
pronoun
ced
words
correctly,
spoke
loudly
and
clearly
without
spelling,
usage
and
grammar
mistakes
A
student
pronoun
ced
words
incorrect
ly, didn’t
speak
loudly
and
clearly,
made
spelling,
usage
and
gramma
r
mistakes
​Video projects
1. 11A “The Poplar” (English literature)
The Poplar
Why do you always stand there shivering
Between the white stream and the road?
The people pass through the dust
On bicycles, in carts, in motor­cars;
The waggoners go by at down;
The lovers walk on the grass path at night.

9. Stir from your roots, walk, poplar!
You are more beautiful than they are.
I know that the white wind loves you,
Is always kissing you and turning up
The white lining of your green petticoat.
The sky darts through you like blue rain,
And the grey rain drips on your flanks
And loves you.
And I have seen the moon
Slip his silver penny into your pocket
As you straightened your hair;
And the white mist curling and hesitating
Like a bashful lover about your knees.
I know you, poplar;
I have watched you since I was ten.
But if you had a little real love,
A little strength,
You would leave your nonchalant idle lovers
And go walking down the white road
Behind the waggoners.
There are beautiful beeches down beyond the hill.
Will you always stand there shivering?
Richard Aldington
2. 11A “Environment protection”
3. 11A “Mass media”
4. 7C “Who is your favourite person?”
5. 7C “My favourite recipe”
6. 5A “my room”
Resources:
1. eaglossary.org/project­based­learning
2. edutechwiki.unige.ch/project­based­learning

10. 3. en.wikipedia/ project­based­learning
4. Natalia Hurs’ka, Project activities for the development of key
competences: методичний посібник для вчителів англійської мови. ­
Тернопіль: Лібра Терра, 2010
5. prezi.com
6. tiney.ru/load/teaching­english­trough­the­project­work/40­1­0­7363
7. wveis.k12.wvs.us/teach21/public/project/Guide.cfm
8. www.lenagold.ru
9. www.squidoo.com/project­based­learning­ideas­resources­for­pbl
10.​ ​www.teachenglish.org.uk/article/multiple­intelligences