This guest post is from Shannon Amaadar (Kings English). I first came across Shannon via some excellent videos she had created to help teachers foster more engagement and motivation with learners in the classroom. I am thrilled she has agreed to contribute this post on how to use project based learning to build enthusiasm and autonomy for learning.
My classes used to start with students sitting in desks with their books out waiting for instruction. They weren’t excited, I wasn’t excited. That is, until I realised that there’s a better way to learn.
Language is something that’s experienced and used. It’s a tool to express your ideas and a means to tell stories and pass knowledge. Why are we relegating it vocabulary lists and grammar rules?
Using the language is so important for acquisition. Giving it practicality and usefulness makes learning easier and more enjoyable. We can do this by making a project the main focus of classroom activity.
Problem solving and discovery are two of the best ways we learn anything. This type of learning encourages our brains to be at alert. It thinks the information is important and hangs on to it, rather than putting it in short term memory then dumping it later on. Project based learning (PBL) is a great way to get students thinking about language in a different way.
Setting up a class project can not only help students acquire language, it strengthens other skills such as teamwork and critical thinking. All while accomplishing a task. It makes classes interesting again and students open up to learning.
According to John McCarthy at TeachThought.com students who have a direct interest in the subject they’re studying, engage more and achieve better results. By making the lesson relevant to the students, they’ll work harder towards their goal. PBL is a great way to practice this.
The best way to begin with project work is to come up with a subject that everyone can get behind. Maybe you introduce students to the effects of pollution or solving a community problem such as turning a vacant plot of land into a garden or helping feed the homeless. Whatever your topic, make sure it’s something students can get passionate about.
Once you’ve established a goal, work as a class to come up with solutions. If we take the example of plastic pollution, perhaps students could design a tote bag to replace plastic shopping bags. Materials and designs could all be discussed in English, and the final product could use English designs elements like phrases. Finally the finished tote bags can be used to fundraise to donate to a local cause.
By making the language something that is useful, something that has meaning, students are more likely to retain the vocabulary and grammar rules, than if they simply wrote them down and tried to memorise.
Learning English has now become a fun activity and something that students can look forward to doing each class. This is so important, because students, who are bored, don’t learn.
One of the great things about project work is how easy it is to assess understanding. You can see how well each student is doing by looking at factors such as participation, and how well they follow direction.
It’s a great idea to take some time at the end of the class to have a quick discussion. It’s ok to ask students how well they understand what was talked about in the lesson. Encourage students to give you honest answers and provide extra help in understanding where necessary.
When students aren’t afraid to make mistakes and speak up, language acquisition happens quickly. It’s important for students to understand that making mistakes is a part of discovery. When something doesn’t work or is wrong we learn from it better than if it worked or was right. Project work is all about discovery and making mistakes.
Having “check points” throughout the project work can help you gauge student understanding as well. At various stages of the work students can answer a short questionnaire, discuss where they are in the project development, or self assess with a rubric distributed by the teacher.
Making sure that all students are up to speed is essential for the success of the whole class. If students are falling behind, catching it quickly and offering extra help or guidance to those who need it will help everyone be successful.
Centering lessons on group project work might sound to some like teachers have given up. Allow the students to do as they will, and hope for the best. This is the farthest from the truth.
When using project based Learning, the teacher’s role is to set the parameters and guide students along the way, without interfering and allowing for mistakes.
It’s common for students to be unsure, always asking for guidance and assistance. It’s important that, as the teacher, you stay back a little and encourage discovery. Asking questions like: “what would happen if…?” and “why don’t we try this and see what happens?” Encouraging students to explore will make them feel more comfortable to do just that.
According to Dr. Ping Li in an interview with Francois Grosjean Ph.D. for Psychology today, there are 5 parts of a language that our brains must process. Lexicon, phonology, orthography, syntax, and pragmatics, therefore it would make sense to engage our brains in activities that encourage use in all of these areas.
PBL may be the best way for learners to experience, make use of, and retain language. It doesn’t hurt that it’s fun and fosters friendships and cooperation at the same time.
Try using this method in your classroom and see what results you get out of it. You might find your students are achieving well beyond your expectations.