Using Everyday Technology to Create Group Projects by Heba Bakry – Cairo University

Using Everyday
Technology to Create
Group Projects
Heba Bakry – Cairo University
Wednesday, 23rd January, 2019
Room CP19 (SSE) – 11 AM
NILETESOL 23 ANNUAL CONFERENCE
American University in Cairo – New Campus

Group Work
• Roman rhetorician Marcus Fabius Quintilian (ca.
35–100) contended that learners derive beneﬁt
from instructing one another.
• Roman philosopher, Seneca (3 BC–65 AD),
promoted a similar practice in the phrase qui docet
discit, meaning ‘He who teaches learns.’
Heba Bakry – Nile TESOL Jan 2019

“
Cooperative group work refers to
individual learners working
together to accomplish individual
objectives, whilst collaborative
group work involves learners
undertaking a shared task with the
aim of fulﬁlling a shared objective
(Antil et al.1998)

And so these men of Indostan
Disputed loud and long,
Each in his own opinion
Exceeding stiff and strong,
Though each was partly in the right
And all were in the wrong!
(John Godfrey Saxe)

“They don't have to share the
same frame if they can accept
and integrate each other's
stories about their unique
frames. No meaningful
elephant appears for the blind
men without this simple but
elusive capacity.

“
Some of the most popular project manager frames hold
project managers to be :
Fathers, where they coach and punish
Mothers, where they nurture and instruct
Magicians, where they pull rabbits out of hats
Zookeepers, where they keep the wild animals well fed in cages
Priests, where they exhort and forgive
Comedians, where they entertain
Teachers, where they instruct and grade
Lobbyists, where they influence the support of the powerful
Sheep, where they follow others' orders
Wolves, where they take advantage of sheep to do

Sink or Swim?

Step 1: Students and instructor agree on a theme for the project
The ten-step process Stoller (1997) and
Sheppard & Stoller (1995)
https://kahoot.com/

https://create.kahoot.it/create#/edit/2a8f51af-543f-4b6b-b34b-f47568c4dbec/overview

“
Step 2: Students and instructor determine
the final outcome of the project
The final outcome of the project
could be:
bulletin board display, written report,
debate, brochure, letter, handbook,
oral presentation,
video, multimedia presentation, or
theatrical performance

Write a script for
an episode of the
BBC “Hard Talk”.
Shoot the interview
with your mobile
phone.
Pronunciation/
Conversation
Create a poster
on panic
disorders.
Reading/Vocabulary/
Grammar
Collaborate to
write an illustrated
Egyptian fairy tale
story.
Creative writing
Youtube
Snappa/
Glogster Storybird

“
Snappa.com
//snappa.com

“ Glogster.com
https://edu.glogster.com/glog/panic-
disorder/23dq41io7dw?=glogpedia-source

“
Storybird.com
https://storybird.com/chapters/plot-twist-1/1/

“Step3: Students and instructor structure the project
In this step, students consider their
roles, responsibilities, and
collaborative work groups.
After negotiating a deadline for project
completion, students
reach a consensus on the timing for
gathering, sharing, and compiling
information, and then presenting their
final project.

Step3: Students and instructor structure the project
Drive.google.com

“

Step 4: Instructor prepares students for the
demands of information gathering
● At this stage, the instructor prepares
students for the language, skill, and
strategy demands associated with
information gathering. With student
ability levels in mind, the instructor
prepares instructional activities for
each of the information-gathering
tasks.

https://padlet.com/hbakry/EDCUY1SF
In preparation for a research project about consumerism, the
teacher can ask the group to collaboratively write a
commercial paragraph about a product which they should
take a photo of with their phones 
Padlet.com

After practicing the skills,
strategies, and language needed
for gathering information,
students are left to collect
information using methods such
as interviewing, letter writing,
and library searches.
Step 5: Students gather information

Step 6: Instructor prepares students to compile
and analyze data
• The Instructor shows the students
ways to categorize, make
comparisons, and use graphic
organizers such as charts and time
lines.

Step 7: Students compile and analyze information
Working in groups, students organize
information and then discuss The value
of the data that they have collected,
keeping some and discarding others. The
Goal Is to identify information that is
critical for the Completion of their
projects.

http://www.pbworks.com/
https://new.edmodo.com/home

Step 8: Instructor prepares students for the
language demands of the final activity
Those activities may focus on skills
for successful oral presentations,
effective written revisions and editing,
persuasive debates, and so forth. Some
focus on form might be greatly
appreciated by students at this point.

Step 9: Students present the final product

Step 10: Students evaluate the project
In this last, often neglected stage of
project work, students reflect on the
language mastered and the subject
matter acquired during the project.
In addition, students are asked to
make recommendations that can be
used to enhance similar projects in
the future.

To Sum up
Step3: Students and instructor structure the project
Step 4: Instructor prepares students for the demands of information gathering
Step 6: Instructor prepares students to compile and analyze data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the language demands of the final activity
Step 9: Students present the final product
Step 10: Students evaluate the project

To Sum up
Kahoot.com
Youtube.com
Snappa.com
Glogster.com
Storybird.com
Drive.google.com
Padlet.com
Forms.google.com
Surveymonkey.com
Pbworks.com
https://new.edmodo.com/
Emaze.com

References
Fung, D. C.-L., & Liang, T. W. (2019). Fostering critical thinking through collaborative
group work: Insights from Hong Kong.
Schmaltz, D. A., & Schmaltz, D. W. (2003). The blind men and the elephant: Mastering
project work : how to transform fuzzy responsibilities into meaningful results. San
Francisco: Berrett-Koehler.
Alan, B. & Stoller, F. L. (2005). Maximizing the benefits project work in foreign
language classrooms. English Teaching Forum, 43(4).
Sheppard, K., and F. L. Stoller. (1995). Guidelines for the integration of student projects in
ESP classrooms. English Teaching Forum 33(2): 10–15.
Stoller, F. L. (1997). Project work: A means to promote language and content. English
Teaching Forum 35(4): 2–9, 37. 10-21.

Using Everyday Technology to Create Group Projects by Heba Bakry – Cairo University

Recommended

Recommended

More Related Content

Similar to Using Everyday Technology to Create Group Projects by Heba Bakry – Cairo University

Similar to Using Everyday Technology to Create Group Projects by Heba Bakry – Cairo University (20)

Recently uploaded

Recently uploaded (20)

Using Everyday Technology to Create Group Projects by Heba Bakry – Cairo University

Editor's Notes