An Experiential Learning Project

English Language Learners

For

By Vincent Chunhao Qian

Description

Design for success

Evaluation

Project Description

Participants: students in “Culture and Communication Skills” at Northeastern University

A presentation about a group field trip to a selected Boston neighborhood

Research

Interview

Reflect

“What attracts people to the neighborhood?”

About “Culture & Com. Skills”Learning goals:

Students will learn about the key values of American culture through topics such as immigration, religion and family lifestyle.

Visiting local neighborhoods

Interviews&Self-reflections

● Students will be aware of the cultural contexts of communication and their own style of interaction.

Why Experiential Learning?

Authentic language learning tasks helps bridge the gap in understanding between students and the local community. (Laur, 2013)

“I hear and I forget. I see and I remember. I do and I understand.”

- Xunzi

For English Language Learners

Why Experiential Learning?Leveraging student’s strength

Areas of strength for English language learners:

Grammar

Pronunciation

Cultural background knowledge

Pragmatics

Enhance the confidence and proficiency of students who do not excel at traditional assignments that focus on grammar and pronunciation. (Hinkel, 2011)

Preparing ELLs for Experiential Learning

Formative assessmentUSING evidence of student achievement to make better or

better-founded decisions in the next steps of instruction. (Black, Paul; Wiliam, Dylan, 2009).

To identify and remediate group or individual deficiencies

To improve students' metacognitive awareness of how they learn

Project proposal →Field trip + trip summary → Presentation→Written reflection

Bridging the gap in skills setsBrainstorming for interview skills

Instructor present additional resources

Survey

1. I improved my research skills.

2. I improved my communication skills.

3. I learned more about American culture.

4. I became more comfortable with the differences in American culture.

5. I became more confident about my English.

6. I became more reflective about my learning.

7. I became more confident about working in a team.

Part II: What part of the assignment design worked/not worked?

Part I: What did the students learn?

1. I received clear instructions on how to complete the assignment.

2. What type of additional support would you like the most, if you were to do this assignment again? Why? (Short answer)

3. I would like to have more assignment like this in the future.

Reflection“What is the most important thing you have learned?”

Results

Discovery about oneself● I think the field trip

presentation not only gave me a chance to share my thoughts but also a chance to view myself. I found out about what I lacked and what I had advantage in. For example, having creative ideas is my weakness while organization is my strength. (Nina)

● I found out that I was brave enough to speak English with the locals, which is a huge improvement for me. (Ellen)

Culture● I learned about the residential life of ordinary

American people. A man who was working in the North End said he would like to work here but not live here. Almost every people we asked told us that they would prefer to live in the countryside, which is interesting to me. (Ellen)

Teamwork● Gradually during the interview, we eliminated the nervous

feeling; we became calm, and chatted with the interviewees… It was an amazing experience in my opinion. Not only did I interview people and talked to them in English, I was also happy to work with my teammates. Each of us was in charge of different parts but we helped each other to achieve more. (Rainnie)

● Getting good grades are important, but to cooperate with each other is more important.(Renjie)

Using experiential learning project to promote collaboration, reflection and authentic language learning.

Formative assessments can remediate deficiencies, create intrinsic motivation and stimulate metacognition of learning.

Why would the students not want more assignments like this?

Too much hard work?

Design needs to be improved?

Lessons learned

Credits & Citation

Kolb’s experiential learning cycle, image source: http://serc.carleton.edu/introgeo/enviroprojects/what.html

Black, Paul; Wiliam, Dylan (2009). "Developing the Theory of Formative Assessment, Educational Assessment, Evaluation and Accountability" 21 (1): 5–31.

Hinkel, E. (Ed.). (2011). Handbook of research in second language teaching and learning (Vol. 2). Routledge.

Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. Routledge.

Wilhelm, K.H. (1999). Collaborative dos and don'ts. TESOL Journal, 8, 14-19.

Yourdictionary .com http://esl.yourdictionary.com/esl/esl-lessons-and-materials/unique-strengths-of-esl-learners.html