Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.

1. Teaching Through
Projects
Professor:
Sergio Meza Padilla, M.Ed.
August 0f 2012
¡Formamos profesionales bilingües con Responsabilidad Social!

2. “Tell me and I forget. Teach me and I remember.
Involve me and I learn”.
Benjamin Franklin

3. Agenda
Workshop 1 (August 6th/2012)
Teaching through Projects
1.What is project-based instruction (PBI)?
2.Why is PBI important?
3.Benefits of PBI
4.Elements of an authentic project
5.Implementing PBI
6.Assessment of project work
7.Conclusion

4. Project-based learning
Keeping children engaged and motivated in school is challenging,
even for the most experienced teachers.
Although it is difficult to prescribe a “one-size-fits-all” approach,
research shows that there are practices that will generally
encourage students to be more engaged.
These practices include moving away from rote learning and
memorization to providing more challenging, complex work; having
an interdisciplinary focus, rather than a departmentalized one; and
encouraging cooperative learning.

5. Project-based learning
Using projects is certainly not a new concept; teachers often incorporate
projects into their lesson plans. Project-based instruction is different: It
is a holistic instructional strategy rather than an add-on.
This approach is becoming more meaningful because teachers
increasingly teach groups of children who have different learning styles,
cultural and ethnic backgrounds, and ability levels.
PBI builds on children’s individual strengths, and allows them to explore
their interests.

6. 1. What is project-based
instruction (PBI)?
Project-based instruction is an authentic instructional model or
strategy in which students plan, implement, and evaluate projects
that have real-world applications beyond the classroom.
Learning activities that are interdisciplinary, long term, and student-
centered are emphasized in PBI.
Project- based instructional strategies have their roots in the
constructivist approach evolved from the work of psychologists and
educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John
Dewey.

7. 1. What is project-based
instruction (PBI)?
Constructivism views learning as the result of mental construction; that
is, children learn by constructing new ideas or concepts based on
their current and previous knowledge.
Ss find projects fun, motivating, and challenging because they play an
active role in the entire planning process.

9. 2. Why is PBI important?
PBI helps Ss develop skills for living in a knowledge-based and
highly technological society.
IMPORTANT FACT: the old-school model of passively learning facts and
reciting them out of context is no longer sufficient to prepare Ss to
survive in today’s world.
Solving highly complex problems requires Ss to have both
fundamental skills and digital age skills. With this combination of
skills, Ss become directors and managers of their learning.

10. 3. Benefits of PBI
PBI provides one way to introduce a wider range of learning
opportunities into the classroom. It can engage Ss from diverse cultural
backgrounds because they can choose topics that are related to their
own experiences, and use cultural or individual learning styles as well.
IMPORTANT FACT: incorporating projects into the curriculum is neither
new nor revolutionary.
Benefits of project-based instruction include:
•Preparing children for the workplace. Ss are exposed to a wide
range of skills and competencies such as collaboration, project planning,
decision making, and time management.

11. 3. Benefits of PBI
• Increasing motivation. teachers often note improvement in class
participation, and greater willingness to do class and home work.
• Connecting learning at school with reality. Ss retain more knowledge
and skills when they are engaged in stimulating projects. With projects,
Ss use higher order thinking skills rather than memorizing facts in an
isolated context without a connection to how and where they are used in
the real world.
• Providing collaborative opportunities to construct knowledge.
Collaborative learning allows Ss to share their ideas, own opinions, and
negotiate solutions, skills that will be necessary in the workplace.

12. 3. Benefits of PBI
• Increasing social and communication skills.
• Increasing problem-solving skills.
• Providing opportunities to contribute to their school or community.
• Increasing self-esteem. Ss take pride in accomplishing something that
has value outside the classroom.
• Allowing Ss to use their individual learning strengths and diverse
approaches to learning.

13. 4. Elements of an authentic
project
There are a wide range of project types—service learning projects, work-based
projects, and so forth, but authentic projects all have in common these defining
features.
•Student-centered, student-directed.
•A beginning, middle, and end.
•Content meaningful to Ss.
•Real-world problems.
•Firsthand investigation.
•Specific goals related to curriculum and school, district, or state
standards.

14. 4. Elements of an authentic
project
• A tangible product that can be shared with an audience.
• Connections among academic, life, and work skills.
• Opportunity for feedback and assessments from expert sources.
• Opportunity for reflective thinking and student self-assessment.
• Authentic assessments.

15. 5. Implementing PBI
Essentials for structuring projects effectively:
Projects come from different sources and develop in different ways.
There is no one correct way to implement a project, but there are
some questions and things to consider when designing effective
projects.
Outlining Project Goals
It is very important to clear goals so that the project is planned and
completed effectively. Teacher and Ss should develop an outline that
explains the project’s essential elements and expectations for each
project.

16. 5. Implementing PBI
5.1. Situation or problem: a sentence or two describing the issue or
problem that the project is trying to address.
5.2. Project description and purpose: a concise explanation of the
project’s ultimate purpose and how it addresses the situation or problem.
5.3. Performance specifications: a criteria or standards the project
must meet.
5.4. List of project participants with roles assigned: include project
teammates, school staff members, and the like.
5.5. Assessment: how the student’s performance will be evaluated. In
PBI, the learning process and the final product are both evaluated.

17. 5. Implementing PBI
Identify Learning Goals and/or Objectives
Before the project is started, teachers should identify the specific skills
or concepts that the student will learn, form clear academic goals, and
map out how the goals tie into school, state, and/or national
standards.
Here are five questions to consider when determining learning goals:
•What important cognitive skills do I want my students to develop?
•What social and affective skills do I want my students to develop?
•What metacognitive skills do I want my students to develop?
•What types of problems do I want my students to be able to solve?
•What concepts and principles do I want my students to be able to apply?

18. 5. Implementing PBI
Be specific in determining outcomes so the Ss understand exactly what is
to be learned.
Other things that teachers need to consider are as follows:
Do the Ss have easy access to the resources they need? This
is especially important if a student is using specific technology or subject-
matter expertise from the community.
Do the Ss know how to use the resources? Ss who have minimal
experience with computers, for example, may need extra assistance in
using them.
Are Ss clear on the roles and responsibilities of each person in his
group?

19. 6. Assessment of project
work
Assessing student performance on project work is quite different from
assessing traditional classwork.
Purpose of the Assessment
Before determining what assessment strategies would work best, the
teacher needs to determine what the purpose of the assessment is.
Achievement: focus on outcomes of student learning to monitor
progress and determine grades.
Diagnosis and Improvement: focus on process and look at student
strengths and weaknesses to identify appropriate programs and
students’ learning strategies.

20. 6. Assessment of project
work
Selecting Assessment Tasks: select tasks that require students to
demonstrate specific skills and knowledge.
Student Self-Assessment: because PBI is student driven, assessment
should be student driven as well. Ss can keep journals and logs to
continually assess their progress. A final reflective essay or log can allow
Ss and teachers to understand thinking processes, reasoning behind
decisions, ability to arrive at conclusions and communicate what they
have learned.

21. 7. Conclusion
Planning and implementing effective projects can be challenging at first,
but if teachers are given time to plan, and are supported by their
administrators, they can make education come alive for their Ss and
encourage them to take initiative for their own learning.

22. Thank you