This document discusses considerations for planning a project-based language learning activity using technology for primary education students. It emphasizes that the project must have authentic purpose and require cognitive engagement. The teacher's role is to plan carefully sequenced activities that help students work towards a final output, while supporting interaction and staying "behind the scene." Effective planning considers students' starting points, objectives, instructional activities, and assessment to ensure learning goals are achieved.

1. APRENENTATGE DE LA LLENGUA ESTRANGERA A
L’EDUCACIÓ PRIMÀRIA MITJANÇANT LES TIC
ESTHER SORIA GARCÍA

2.  It is for an authentic purpose
 It requires cognitive engagement
 It requires lots of planning
 It is audience-oriented
 It involves all kind of interaction
 The teacher is behind the scene, not the protagonist
 It is a carefully planned sequence of activities that sequels one
sub-task into another while aiming for a final output
MELINDA DOOLY (2014)

3.  Don’t be obsessed with obtaining the perfect idea, do
brainstorming with the other teacher to have different possibilities.
 Look for inspiration in other projects done before, go to
conferences, ask for teachers’ advices...
MELINDA DOOLY (2014)
The project must be embedded, it emerges from the learning
needs of the students and their context!
Explain your teaching style to your partner
and go a little bit out of your comfort zone
BUT don’t change it completely

4. WHERE ARE
THE STUDENTS
COMING
FROM?
WHERE ARE THEY
GOING?
HOW ARE THEY
GOING TO GET
THERE?
HOW
WHERE ARE THE
STUDENTS COMING
FROM?
WHERE ARE
THEY GOING?
HOW ARE THEY
GOING TO GET
THERE?
HOW WILL YOU KNOW
WHEN THEY HAVE
ARRIVED?

5. • What will they learn?, which competences?, what will they be
able to do (SWBAT)?…
OBJECTIVES
• What will be included in each activity?, what is the focus of each
one?, are they well sequenced?, which type of interaction will
you use?, which materials?…
CONTENT AND PROCEDURE
• What kind of feedback do you give?, what instruments do you
use?, can you see if the competences are assimilated?, and the
objectives?…
ASSESSMENT
WHEN PLANNING REMEMBER TO SET OUT YOUR…

6. WHERE ARE THE STUDENTS COMING
FROM?
 Each student has a different learning style (Dunn&Dunn, 1978) and
we have to take all of them into account (auditory, visual, kinesthetic
and tactile).
 Learners styles can be defined as the way human beings prefer to
concentrate on, store and remember new and/or difficult
information.
How can we know what kind of learning style students have?
By OBSERVING their behavior.
For more information of each learning style follow this link!
http://www.powtoon.com/show/d0KdWjSV5mr/learning-styles/#/

7.  First of all you have to think what is the main LEARNING GOAL of
the project, it will be related to the output, but it’s NOT the same.
 The output should match the objectives
 Focus on what pupils will learn (not the activities they’ll do).
WHERE ARE THEY GOING?
Students
Will
Be
Able
To
SWBAT
Share your objectives
It can be useful for
students to understand
what is expected of them

8. The objectives should…
 be reasonable for the level of the students
 match minimum one or two competences
 consider learners’ diversity
 be measurable (you have to assess them to see if children have
achieved the goals or not).
BEAR IN MIND…
DON’T BE TOO AMBITIOUS!!!

9.  Think about the activities and tasks that will guide the students
towards the learning objectives and help them to produce the final
output.
You must sequence very well: coherenly, increasing difficulty step
by step, include pre-tasks, select carefully the tools…
HOW ARE THEY GOING TO GET THERE?
PLANNING IS
A CIRULAR
PROCESS
GO BACK AND
FORWARD TO
REVISE IT

10. TRY TO INCLUDE ALL KIND OF INTERACTIONS AND DIFFERENT LEVELS
OF COLLABORATION
When planning the activities…
SHOW&TELL ZIG-ZAG COGWHEELS
PROMOTE TRULY COLLABORATION BETWEEN STUDENTS
COLLABORATIVE
LEARNING
• Positive interdependence with structured goals
• Sharing roles
• Heterogeneus groups
• Each member responsible for others’ learning
• Process-oriented
• Explicit teaching of collaborative skills
• Monitor students’ interactions
• Explicit procedures and timing
• Activities aimed at maximizing each one’s learning
Many things could happen when you implement your TEPBLL that’s
why it is very important to think about a possible PLAN B!

11.  Decide what are you going to assess and when.
Design the materials you’re going to use (rubrics…)
 Include different types of assessment (self-evaluation, peer-
evaluation…).  think about questions to guide them (what they have
learnt? how did they feel?...).
Make students aware of the assessment templates.
 Include time for presenting the output.
HOW WILL YOU KNOW WHEN THEY
HAVE ARRIVED?