This document discusses using graded readers with project-based learning. It begins by defining graded readers and project-based learning. It then provides examples of how graded readers can be incorporated into project-based learning, such as having students create a spell from a story, write and perform a play based on a fable, or create an animation based on a Sherlock Holmes story. The document also discusses setting up projects, assessing them, and sharing final products. It emphasizes using rubrics and allowing students choice and collaboration.

1. Project-Based Learning and Graded Readers
From setting up to sharing work
Victoria Boobyer

2. -What are graded readers?
-What is Project-Based Learning?
• Setting up projects
• Assessing projects
• Sharing projects
• Example PBL
• -Bugaboo
• -Aesop’s Fables
• -Peter Pan
• -Sherlock Holmes
• -Canterbury Tales
-Why graded readers and PBL?

3. What are graded readers?
• Vocabulary, grammar complexity, number of words
• Paper, eBook, Digital Readers, app
• Levels
• Genres
• Age

4. What is Project-Based Learning?
http://www.teachingenglish.org.uk/article/tbl-pbl-
two-learner-centred-approaches
•Central topic
•Access to information
•Opportunities for interaction
•A final product

5. What is Project-Based Learning?
“…an extended learning process
that uses inquiry and challenge to
stimulate the growth and mastery
of skills.”
Markham, T, Project Based Learning. Design and Coaching Guide
(2012, p.x)

6. PBL is not TBL
Markham, T, Project Based Learning. Design and Coaching Guide
(2012, p.x)
“…an extended learning process
that uses inquiry and challenge to
stimulate the growth and mastery
of skills.”

7. Project-Based Learning is not ‘doing projects’
Projects PBL
Can be done on own
Teacher guidance &
collaboration needed
Not many student choices
Students make choices
within pre-set guidelines
Are handed in Are presented to an audience
Are all the same Are different

8. Why do graded readers lend themselves to PBL?
•Easy, accessible, huge range
• Wealth of extra information
•Compelling
• Integrated concept checking
• Often with sound

9. Setting up the PBL
Projects that allow autonomy need most detailed planning
https://slpbl.wordpress.com/

10. Setting up the Project
Providing access to information
https://slpbl.wordpress.com/

11. Managing PBL
• Enough space for group work
• Monitor closely - for understanding, L2
• Monitor closely - content, language and skills
• Allow enough time for each group

12. PBL - rubrics
• Useful for fine-tuning aims and objectives
• Improve assessment and performance
• Improve expectations because they’re tangible
• Improve feedback quality

13. Assessing PBL - rubrics
• Make sure it’s clear and not “waffly”
• Read through the rubric with the students
• Give out the rubric before the project
• Follow the rubric if grading

14. Sharing the Product
• Think of other ‘stakeholders’
• Make sure students think about this from start
• Public, private, authentic audience?
• Low, Medium and Hi-Tech options

15. Sharing the Product
Low Tech
Poster
Live
Live
Poster / Live

16. Sharing the Product
Low Tech Medium Tech
Poster Word Doc
Live Recorded
Live Videoed
Poster / Live
Doc / Video / Audio
Recording

17. Sharing the Product
Low Tech Medium Tech Hi Tech
Poster Word Doc Wiki / Google Doc
Live Recorded Podcast
Live Videoed YouTube
Poster / Live
Doc / Video / Audio
Recording
Blog / Website

18. Sample projects

19. Bugaboo:
The Wicked Witch
Create a spell using a potion
that you can present and
demonstrate in front of an audience.

20. Aesop’s Fables
Write and perform a play based
on one of Aesop’s Fables for the
end of term party.
You can adapt a story or write your own.
You will need to promote your play.

21. Sherlock Holmes
You are going to take part in a national
animation competition.
Create a short animation based on a
Sherlock Holmes story - or in a similar
genre.
First read the competition instructions and
write a draft project proposal…
http://curation.cs.manchester.ac.uk/Animation/Animation15/animation15.cs.manc
hester.ac.uk/index.html?man=true

22. Canterbury Tales
Create a board game that encapsulates the essence of
The Canterbury Tales: Characters, Events and Themes.
Create a sheet of instructions which show how to play the game.
You will also need to create a document/presentation
to share with a games manufacturer which makes clear:
http://mrsabercrombie.wikispaces.com/file/view/Canterbury+Tales+Project.pdf
i) the connection between the game and the book
ii) why you think the game would be successful

23. Peter Pan
A group of Japanese Peter Pan
enthusiasts are coming to visit
our school.
Create a detailed one-day itinerary
for a bespoke “Peter Pan”
tour of London

24. Graded reader review project
Create a “review” system to put in place in our
school library.
Students wanting to read a book should have
access to reviews by other students covering:
• Theme/ Topic (not too much plot)
• Suggested age range
• Difficulty
• Unputdownable rating
• Further recommendations

25. Thanks
victoria@eltcreative.com