JSP 2010-2011

UNIT 11. COOPERATIVE LEARNING

ENVIRONMENTS

TASK BASED LEARNING AND

PROJECT BASED LEARNING

JSP 2010-2011

AIMS OF THE UNIT Present cooperative learning

environments Introduce constructivist principles Know task-based learning

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COOPERATIVE LEARNING Learner’s autonomy Project works Constructivist principles Interactive instruction

The success of cooperative learning is dependent upon the expertise of the

teacher

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PROJECT BASED LEARNING Group work

› Positive interdependence› Individual accountability› Face-to-face promotive interaction› Appropriate use of collaborative skills› Group processing

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PROJECT BASED LEARNINGProject based learning Traditional learningLong-termInterdisciplinaryStudent-centred: intrinsecally motivatingIntegrated with real worldCollaborativeProductionContinual assessmentLearning by doingHigher-order skillsTeacher-facilitatedConstructivismPeer-evaluation

Short practicesIsolated from the real worldTeacher-centredSubject-centredIndividualisticNon-productiveFinal assessmentLearning about thingsLow-order skillsTeacher-directed

JSP 2010-2011

PLANNING Definition of the project

› Objectives› Timeline› Assessment plan› Rubric used› Resources: traditional and ICT› Class time› Specific feedback

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STUDENTS PRODUCTIONS Posters Oral presentations Data show Presentations Booklets Reports Debates Movies Graphic organizers

JSP 2010-2011

TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS Take a field trip to Gettysburg and write

a report on the experience.

Make posters depicting the architecture of ancient Egypt.

Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear.

Observe and measure various school buildings and record data.

Investigate the question "How could wars be more humane?" Use Gettysburg as an example of a high casualty battle, comparing it to other battles. Complete a portfolio, including an essay and a literary response journal, then conclude with a debate

Complete a case study on the pyramids using the question "How were the pyramids built?" to address five controversial issues: source of the design, source of materials, time to completion, method of transportation of materials, and contents of the chambers..

Identify five sound pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each.

Design a "School of the Future" with scale drawings and models, taking into account the site and anticipated needs. Present plan to an audience of school officials or community experts.

JSP 2010-2011

TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS Research and write a 10-paragraph report on

an animal of your choice.  Create a visual representation of your animal, using a drawing or a diorama.

Students learn the basic metabolic process of the cell and create a visual drawing of a cell showing at least two of the processes.

Students read The Odyssey and create a drawing depicting the journey of Odysseus.

Have students create a mock stock portfolio and follow stock prices over several months.

Choose an animal and address the following question in a report and oral presentation:  'How does a _______succeed in the wild?'  Be prepared to answer the questions from your audience.

Students are asked to run around the school track during PE and observe their physiological reaction to exercise. They then are asked: “Why do we perspire?” They answer the question based on intuition and observation, then use their answers as a guide to creating a further set of questions to be investigated and answered over a period of week.

Students discuss the meaning of the world ‘hero’ and as a class list the criteria for heroism. They then choose someone in their lives or community who meets these criteria, and write an essay on the meaning of heroism in contemporary life. As part of their assignment, they read and discuss The Odyssey.

Have students analyze the relationship between the stock market and the business cycle and answer the question: “Do the fluctuations in the stock market over a 4 month period provide evidence that stock markets are affected by the business cycle?

JSP 2010-2011

HOW TO MANAGE THE GROUPS

As you begin the project, make sure all students are on the right track. Tailor your grouping strategies to the needs of the project. Plan how to accomodate the needs of diverse students. If individual group members don’t carry their own weight, fire them! If individual group members aren't working, talk with them (and their

parents) about their behavior. Keep track of each group's progress. Make sure groups keep track of their own progress. Keep public records of group progress. The Internet is only one information resource. Students often need help using

it efficiently. Technology can be a powerful tool. It can also crash and leave you stranded. Think about how technology will make  your project more effective. Don't use

technology blindly. Don't be afraid to make a mistake. Don't be afraid of making midproject corrections. Debrief the project with your class and note ideas for improvement. Reflect on the Driving Question

JSP 2010-2011

TASK BASED LEARNING Task: “Activity where the target language is

used by the learner for a communicative purpose in order to achieve an outcome” (Jane Willis, 2005)

The task is central to the learning activity Meaningful tasks: experiments, getting a

job, conducting a review on famous writers Authentic language Assessment on task outcome

JSP 2010-2011

TASK BASED LEARNING Focus on exchanging and

understanding meanings Learners know what they are expected

to achieve The outcome can be shared

JSP 2010-2011

When an activity is a task? Willis and Willis (2007): criteria

a) Will the activity engage learner’s interest?

b) Is there a primary focus on meaning?c) Is there a goal or an outcome?d) Is success judged in terms of outcome?e) Is completion a priority?f) Does the activity relate to real world

activities?

JSP 2010-2011

CASE STUDY AND DISCUSSION

IS THIS A TASK? The teacher asks the students:

Talk about your grandparents in pairs. Tell each other what you know about their

past lives. Use the phrases and patterns from the box

above.

JSP 2010-2011

CASE STUDY AND DISCUSSION

The activity needs a goal or outcome so that learners know when they have finished the task.

The final instruction shows that the activity is aimed at practicing some expressions. So, students cannot use English in a free way.

JSP 2010-2011

When an activity is not a task?

It doesn’t create opportunities for meaning-focused language use.

Learner’s speak to practice a new structure.

Learner’s don’t make free use of whatever English they can recall to express themselves.

JSP 2010-2011

TASK PHASES PRETASK:

› Topic introduction› Clear instructions› Help on language and content› Examples› Students preparation

TASK:› Group work, cooperative way› PLANNING

Students preparation of the oral or written report› REPORT OR TASK PERFORMANCE

Students show the rest of the class their outcome POST-TASK

› ANALYSIS OR FEEDBACK Teacher highlights relevant elements of the task Students analyse language, structures, patterns used

› PRACTICE OR LANGUAGE FOCUS Teacher selects Academic Language usage to be practiced by students

JSP 2010-2011

TASK TYPOLOGY Gap principle

› Information› Reasoning› Opinion

Reaching a decision or solution through interaction› Decision-making› Debate

Listing and / or brainstorming Ordering and sorting: sequencing, ranking, classifying Matching Comparing: finding similarities and differences Contrasting, reasoning, problem solving and analyzing Sharing personal experiences Creative tasks and projects: fact finding, surveys, interviews Other types: split information, jumbles, restoration, memory

challenge

JSP 2010-2011

SOME EXAMPLES Task: Decide who is the most

interesting grandparent in the class. First, each pair of pupils chooses one of

their granparents and gives three reasons.

Then, tell the class about them and vote to decide the three most interesting grandparents in the class.

JSP 2010-2011

USEFUL WEBSITESwww.pbl-online.orgwww.eduscapes.comwww.thinkquest.orgwww.epals.comwww.etwinning.netwww.willis-elt.co.uk/taskbased.htmlwww.teachinglish.org

JSP 2010-2011

FINAL TASK Can you think of an example of a task?

JSP 2010-2011

THANK YOURemember to fill in the assessment on line:

http://cefire.edu.gva.es/sfp/index.php?seccion=convocatoria&id=27&edicion=2CAS01-ANGLB&clave=1b73a2394c1d12d0c49de03453213e23

See you next week