Technology enhanced project based language learning

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1. APRENENTATGE DE LA LLENGUA ESTRANGERA A LEDUCACI PRIMRIA MITJANANT LES TIC ESTHER SORIA GARCA 2. 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) 3. Dont 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 dont change it completely 4. 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? 5. What will they learn?, which competences?, what will they be able to do (SWBAT)? OBJECTIVES 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? CONTENT AND PROCEDURE What kind of feedback do you give?, what instruments do you use?, can you see if the competences are assimilated?, and the objectives? ASSESSMENT WHEN PLANNING REMEMBER TO SET OUT YOUR 6. 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! 7. First of all you have to think what is the main LEARNING GOAL of the project, it will be related to the output, but its NOT the same. The output should match the objectives Focus on what pupils will learn (not the activities theyll do). WHERE ARE THEY GOING? Students Will Be Able To SWBAT Share your objectives It can be useful for students to understand what is expected of them 8. 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 DONT BE TOO AMBITIOUS!!! 9. 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 10. 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 ones learning Many things could happen when you implement your TEPBLL thats why it is very important to think about a possible PLAN B! 11. Decide what are you going to assess and when. Design the materials youre 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?


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