1) The document discusses the benefits of using project-based learning in the classroom. It allows students to investigate real-world problems and find solutions through hands-on work. 2) When implementing projects, teachers act as facilitators to guide students as they work cooperatively to research topics and create end products. 3) Projects are motivating for students as they focus on meaningful topics that are relevant to students' lives and communities. Students take ownership over their work while applying both content knowledge and skills.

1. NAMES: SANDRA LILIANA RODRIGUEZ OCAMPO
MARIA CILENA CUELLAR PEÑA
TEACHER: HOUSSET
SEMINARY
TASK, CONTENT AND PROJEC BASED
We as teachers should look for the best strategies and activities in our
classroom in order to create meaningful class for our students. Working with
project based is an effective method by which using tasks into the classroom,
students can give solution to a problem that affects animals,
people or environment. Students can investigate, explore and reflect on the
situation with the teacher´s help as facilitator of the project, this method
allows that through content students to obtain knowledge and the teacher
can assess to students through rubrics.
“Project work has been described by a number of language educators,
including Carter and Tomas (1986), Ferragattti and Carminati (1984), Fried-
Booth (1982, 1986) Haines (1989), Legutke (1984-1985), Legutke and Thiel
(1983) Papandreou (1994), Sheppard and Stoller (1995) and Ward (1988).
Although each of these educators has approached project work from a different
perspective, project work, in its various configurations, shares the following
features:
1. Project work focuses on content learning rather than on specific language
targets. Real-world subject matter and topics of interest to students can
become central to projects.
2. Project work is students centered, though the teacher plays a major role in
offering support and guidance throughout the process.
3. Project work is cooperative rather than competitive. Students can work on
their own, in small groups, or as a class to complete a project, sharing
resources, ideas and expertise along the way.
4. Project work leads to the authentic integration of skills and processing of
information from varied sources, mirroring real-life tasks.
5. Project work culminates in and 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 purpose. The value
of the project, however, lies not just in the final product but in the process of
working toward the end point. Thus, project work has both a process and

2. product orientation, and provides students with opportunities to focus on
fluency and accuracy at different project-work stages.
6. Project work is potentially motivating, stimulating, empowering, and
challenging. It usually results in building student confidence, self-esteem,
and autonomy as well as improving student´s language skills, content
learning, and cognitive abilities.
According with our experience about of project based with children in 5 th grade,
we can argument that working with project based is a motivating way for
students learn about a real situation which affects them. For example students
can work in a project adapted a problematic in the city such as drugs or if there
is a contaminated river, students will try to clean and protect it. Teacher using
pre-task can explains new words or key words to students in order to prepare
them for develop the tasks in an effective way. Students can count with the
teacher´s support in order to help them with the project, but students should
develop their own ideas and looking the right information about of their projects.
In conclusion, when a new project is planed is important a negotiation between
teachers and students, they can work in meaningful project according with a
real context that they live, students can work in project relational with
environment, art, culture, education, social problems, festivities and any others
important aspects that affect their society; the most important in the project is
that students learning and the same time they are aware with the situation in
their community.
References
Richards JC & Renandya, W (2002) Methodology in Language Teaching: An
anthology of Current Practice. USA. Cambridge University.
Morsund, David (2002) Project-based learning: Using Information Technology, 2nd
edition, ISTE. ISBN 1-56484-196-0