by Weizmar Lozada

Content-based Instruction

• Use of content from other disciplines in language

teaching.

• Build on students’ previous knowledge.

• Students motivated to learn because of relevance.

• Teachers help to develop linguistic content.

• Language is learned best when it is used to bring

interesting information.

• Vocabulary can be easily acquired with contextual cues.

Content-based Instruction

•Teachers provides learners with a natural

context for language use.

•Activity has purpose and results.

•Learners use authentic materials to practice

language.

Task-based Instruction

•Teachers go through a pre-task with

students before they work individually.

•Teachers go through the task step-by-step.

•Communicative competence = able to read,

discuss, write about content of other fields.

•Level is i + 1

Task-based Instruction

•Teacher-student negotiation, ask for

feedback.

•Teachers use language naturally.

•Teachers repeat the correct form to reinforce.

•Students do a task in groups; practice

authentic listening and speaking.

Task-based Instruction

•Students receive feedback based on the

content .

•Students have input just for creating a

way to complete a task.

Project- Based Learning PBL

The main purpose of PBL is:

• To engage students in learning process.

• To provide an environment for the acquisition of

skills needed in education and workplace.

• To teach curricular content.

• To build new skills.

Elements of PBL:

•Standards Based

•Assessment

•Student Centered

•Collaboration

•Real World Connection

•Multimedia

Project- Based Learning PBL

Project- Based Learning PBL

PBLconsists of

Contents

organize

to create Activities using Conditions to produce Results

Content:

Focused its attention on:

• Problems presented in students environment.

• Students find connections between ideas.

• Real-world questions that students care about.

Project- Based Learning PBL

Support student autonomy:

• Students get involved on learning communities.

• Class-work is in a social context.

• Students direct their own work and learning.

• Students simulate the professional work.

Project- Based Learning PBL

Conditions:

Investigative and engaging:

• Students get involved in investigations over long

periods of time.

• Students make their own connections among ideas

and acquiring new skills

• Students use authentic tools.

• Students get feedback from teachers and realistic

assessment.

Activities:

Project- Based Learning PBL

Project- Based Learning PBL

Results

Real-world outcomes:

• Students create complex and intellectual products

to demonstrate learning.

• Students participate in assessments.

• Students show development in real-world

competence.

Teaching role

• Follows student interest

• Large units composed of

complex problems or issues

• Broad, interdisciplinary focus

Teaching role

• Follows fixed curriculum

• Proceeds block by block, unit

by unit

• Narrow, discipline-based focus

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Materials of instruction

• Direct or original sources:

printed materials, interviews,

documents, and others

• Data and materials

developed by students

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Materials of instruction

• Texts, lectures and

presentations

• Teacher-developed exercise

sheets and activities

Classroom context

• Students working alone

• Students competing with one

another

• Students receiving information

from an instructor

Classroom context

• Students working in groups

• Students collaborating with one

another

• Students constructing,

contributing, and synthesizing

information

Traditional Instruction Emphasizes

Project Based Learning Emphasizes

Student role

• Carry out instructions

• Memorizer and repeater of facts

• Students receive and complete brief

tasks

• Listen, behave, speak only when

spoken to

Student role• Carry out self- directed learning

activities

• Discoverer, integrator, and presenter of

ideas

• Students define their own tasks and

work independently for large blocks of

time

• Communicate, show affect, produce,

take responsibility

Traditional Instruction Emphasizes

Project Based Learning Emphasizes