Project-Based Learning & Teaching

What is PBLT?Learners work in groups to solve

challenging, authentic problems a component of an inquiry-based

approach to learning, (students create knowledge and understanding through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks.)

Main Elements of PBLT(1) an extended time frame; (2) collaboration; (3) inquiry, investigation, and

research; and finally, (4) the construction of an

artifact or performance of a consequential task.

The Benefits of PBLTimproved language skills,content learning, real-life skills,sustained motivation, and positive self-concepts. (Stoller, 2006)

meaningful communication, experiential learning, individual strategy building, and

a sense of accomplishment.

With the focus on the culminating product, language learning becomes incidental.

designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge.

does not assume that all students can demonstrate their knowledge in a single, standard, way.

How to Implement PBLTStart with the Essential QuestionDesign a Plan for the ProjectCreate a ScheduleMonitor the Students and the

Progress of the ProjectAssess the OutcomeEvaluate the Experience

From Stoller (2006)1. the students and instructor agree on

a theme for the project, 2. the students and instructor determine

the final outcome of the project, 3. the students and instructor structure

the project, 4. the instructor prepares students for

the demands of information gathering,

5. the students gather information,

6. the instructor prepares students for the demands of compiling and analyzing data,

7. the students compile and analyze information,

8. the instructor prepares students for the language demands of conducting the activity,

9. the students present the final product, and

10. the students evaluate the project.

Divide your cards into 3 categories…1. I do this in my classroom now.

2. I am partially successful in doing this in my classroom.

3. I don't do this in my classroom.

For the cards in each group (1,2,3), answer the corresponding questions below:

1. How do you do this in your class? Why is it important?

2. How can you make this more successful? Why is it important?

3. Why don’t you do this? Should you try? Find someone who feels that they do it and talk to him/her.

12 Principles of Language Learning &TeachingFrom H. Douglas Brown (2007).

Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition)

Cognitive

1. Automaticity2. Meaningful learning3. The anticipation of reward4. Intrinsic motivation5. Strategic investment

Affective

6.. Language ego7. Self-confidence8. Risk-taking9. The language-culture connection

Linguistic

10. The native language effect11. Interlanguage12. Communicative competence

Principle #1: AutomaticiyEfficient 2nd language learning

involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.

“the road to fluency”

Task

Match each card to a principle.

Principle #2: Meaningful LearningMeaningful learning will lead

toward better long-term retention than rote learning.

Appeals to student interestsConnects new info to old info

(schemata building)

Prinicple #3: Anticipation of RewardEncourage for confidenceEncourage students to encourage

other studentsBe excited and enthusiastic!It’s a long and winding road –

keep an eye on the end rewards – get your students to look there, too

Principle #4: Intrinsic MotivationThe most powerful rewards are

those that are intrinsically motivated within the learner.

Intrinsic vs. Extrinsic◦Intrinsic brings feeling of

competence and self-determination◦Extrinsic is all about gaining an

award or avoiding punishment

Principle #5: Strategic InvestmentSuccessful mastery of the 2nd

language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention

Multiplicity of learning styles and strategies = multiplicity of techniques

Encourage students to explore a range of strategies

Principle #6: AutonomyTeaching is not “spoonfeeding”

learners everythingStudents need to become

independent learnersTeachers can help students

develop these skills and strategies

Principle #7: Language EgoAs human beings learn to use a 2nd

language, they also develop a new mode of thinking, feeling, and acting – a 2nd identity.

Be supportive because adult learners often feel stupid!

Be challenging but kind in activitiesConsider carefully who to call on,

how to pair or group etc)

Principle #8: Willingness to CommunicateCreate an atmosphere in the

classroom that encourages students to try out language, venture a response

Provide reasonable challengesReturn students’ risky attempts

with positive affirmation

Principle #9: The Language-Culture ConnectionWhenever you teach a language,

you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.

Explicitly discuss cultural differences

Consciously connect culture and language

Principle #10: The Native Language EffectErrors are windows to

interlanguage; is it the native language?

Help students to hold onto the helpful aspects of their NL

Facilitate thinking in the target language

Principle #11: Interlanguage2nd language learners tend to go

through a systematic developmental process as they progress to full competence in the TL.

Distinguish between interlanguage errors and all others

Tolerate interlanguage forms that make sense and show learning

Encourage self-correctionDon’t let your corrections make

students afraid of speaking

Principle #12: Communicative CompetenceStrive toward

◦Organizational competence = grammatical and discourse

◦Pragmatic competence = functional and sociolinguistic

◦Psychomotor skills (pronunciation, intonation)

Communicative goals are best achieved by giving due attention to:◦language use and not just usage◦fluency and not just accuracy◦authentic language and contexts◦students’ eventual need to apply

classroom learning to unrehearsed contexts in the real world.