Technology enhanced project based language learning
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Transcript of Technology enhanced project based language learning
TECHNOLOGY-ENHANCED PROJECT BASED LANGUAGE
LEARNING
APRENENTATGE DE LA LLENGUA ESTRANGERA A L’EDUCACIÓ PRIMÀRIA MITJANÇANT LES TIC
ESTHER SORIA GARCÍA
MAIN FEATURES OF TEPBLL
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)
HOW CAN WE FIND A TOPIC? 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
THE SCHOOL BUS METAPHOR
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?
THE SCHOOL BUS METAPHOR
OBJECTIVES
• What will they learn?, which competences?, what will they be able to do (SWBAT)?…
CONTENT AND PROCEDURE
• 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?…
ASSESSMENT
• What kind of feedback do you give?, what instruments do you use?, can you see if the competences are assimilated?, and the objectives?…
WHEN PLANNING REMEMBER TO SET OUT YOUR…
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/#/
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?
StudentsWill Be AbleTo
SWBAT
Share your objectivesIt can be useful for students to understand what is expected of them
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!!!
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
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!
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?