PROJECT-BASED LEARNING

MAIN CONTENTS:
1. What is Project-Based Learning?

2. Why is PBL relevant for secondary school students?

3. What are the steps of planning a project?

4. How can teachers assess students’ project work?

5. What are some considerations when applying PBL in secondary schools?

What a project is
• A project is a specific kind of learning task, in which students are
allowed to choose a topic and direction of its investigation. Therefore,
the result is predictable only to a limited extent. It is a task that requires
initiative, creativity and organizational skills, as well as undertaking
responsibility for the solution to the problems connected with the topic.
(Kasíková, 2001: 49)
Example of a project:
Making a class yearbook
• Find photos or create drawings of a
classmate and stick on a large sheet of paper
• Write a short description of that friend
• Interview the friend to find out about
him/her (interesting facts, hobbies, favourite
teacher/ subjects/ books, etc.). Include these
facts in the writing
• Decorate the page and bring to class

What is project-based learning?

• “A systematic teaching method that engages students in learning essential
knowledge and life-enhancing skills through an extended, student-influenced
inquiry process structured around complex, authentic questions and carefully
designed products and tasks”
Source: PBL Online
Why is PBL relevant for secondary school students?
• Students are natural born investigators.
• They are constantly observing and investigating their experiences and environments.
• They are intellectually curious and keep asking questions.
• The secondary school years are challenging. Teachers struggle with keeping students academically
engaged during these years of tremendous change.
• Students strive to be independent and want more responsibility. They readily engage in group work.
• Because projects build on authentic learning tasks that engage and motivate students, this is an ideal
time to integrate project-based learning.
Source: NYC Department of Education (2009). Project-Based Learning: Inspiring
Middle School Students to Engage in Deep and Active Learning. NYC; Lewis, G.
(2007). Teenagers. Oxford: OUP.

Task - GETTING CLOSER

Below are some steps to do a project
Put them in the correct order
 1. Claire and her team were given a problem/ challenge.
2. They collaborated with each other.
3. They critically considered the options/solutions.
4. They summarized the issues.
5. They got feedback.
6. They presented their solution to the boss.
7. They know a lot about “green products”.

Components in PBL
PLANNING A PROJECT
TASK 1
• Work in groups.
• Look at handout (Stoller’s (1997) ten steps) and put the steps in the correct order.

Stoller’s (1997) ten steps

Step 1: Students and instructor agree on a project
Step 2: Students and instructor determine the final outcome of the project
Step 3: Students and instructor structure the project
Step 4: Instructor prepares students for information gathering
Step 5: Students gather information
Step 6: Instructor prepares students for compiling and analyzing data
Step 7: Students compile and analyze information
Step 8: Instructor prepares students for the final activity
Step 9: Students present the final product
Step 10: Students evaluate the project
TASK 2
• Work in groups again and match the ten steps with the descriptions

• When you have finished, exchange ur product with another grou

Step 1: Students and instructor agree on a project A- Instructor sets the scene, raise awareness about
the issue, informs students of the project aims,

Instructor introduces the essentials of the project:

giving students the opportunity to fine-tune the
project so that they develop a sense of ownership.
Step 2: Students and instructor determine the B- Instructor proposes the final outcome of the project
final outcome of the project Students feedback on this preliminary plan.
Step 3: Students and instructor structure the C- Students help to structure the project
project
Students decide on their primary roles and
responsibilities
• Students sequence the project tasks and set
deadlines for their group
Step 4: Instructor prepares students for D- Students conduct interviews, search for information
information gathering on the Internet, in the library, etc.

• Instructor monitors students’ progress, making sure

that they are on the right track, giving them
feedback on their language use throughout.
Step 5: Students gather information E- Students present the final outcomes of the class
project.

Step 6: Instructor prepares students for compiling F- Instructor prepares students for the upcoming
and analyzing data language and skill demands of the information-
gathering stage of the project.

Step 7: Students compile and analyze information G- Instructor prepares students for the language, skill,
and content demands presented by the final written
display and oral presentation

Step 8: Instructor prepares students for the final H- Students organize and synthesize their own data.
activity
Students discuss the best ways to present relevant
data to their varied audiences.
Step 9: Students present the final product I- Teachers provide students with feedback on their
language, content, strategy, and skill use

Students reflect on the language, skills, and

strategies that they have mastered to conduct the project.
Step 10: Students evaluate the project G- Students will need to compile, evaluate, and
synthesize the relevant information.

Instructor prepares students for this stage by instructing

them how to put information into different categories and
introducing techniques to compile and analyze data
Step 1: Students and instructor agree on a project
• Set the scene, raise awareness about the issue
• Brainstorming
• Discussion (relevant vocabulary, possible guiding questions)
• Comparing and contrasting
• Evaluation and judgment, etc.
• Inform students of the project aims
• Introduce the essentials of the project: giving students the opportunity to fine-tune the project so that
they develop a sense of ownership.
The essentials of a project

a. Student learning goals

 b. The Driving questions

• For the teacher

• Helps initiate and focus the teaching and learning
• Captures and communicates the purpose
• For the student
• Creates interest and a feeling of challenge
• Guides the project
• Helps students answer the question “why we are doing this?”
How to create a driving question?
 Develop the “big idea”
"Where is the content I am trying to teach used in the real world?"
• Be intriguing, complex, problematic,
• Requires the learner to demonstrate the outcomes of the instructional objectives being taught in the
lesson.
• Elicits the performance required of the learner upon completion of the lesson
• Examples: Friends, classmates, class albums
• Tip: Involve the students in the process of developing the big idea
 Rough the driving question
"Once you have a project theme or a "big idea" for a project, capture the theme in the form of a
problem or a question that cannot be easily solved or answered."
 • Forming the “big idea” into a realistic scenario requiring the learner to demonstrate the performance
described in the instructional objectives
Teaching PBL
How can PBL be presented in an understandable way to secondary school teacher?

 Polish the Driving Question

 Is it open ended
 Is it challenging?
 Is it realistic?
 Is it complex?
 Does it require a performance or artifact?
 Is it consistent with the instructional objectives?
Is it open ended? If your driving question can be answered with a "Yes" or "No" then you will need to
go back to the drawing board and ensure that it does not lead to an easy answer. Driving questions
require learners to demonstrate higher level thinking.
Is it challenging? If the driving question does not challenge learners they will not learn as much from
the experience. Give them a challenge that will allow them to confront difficult issues.
Is it realistic? A driving question depicting a realistic scenario that learners come across in the
workplace will keep them engaged and help to ensure they retain skills that will actually be used on the
job.
Is it complex? A broad driving question requiring multiple activities and open to many possible
solutions will keep students engaged and allow them to demonstrate the higher level thinking required
to achieve the instructional objectives. Ensure that your driving question is broad enough to require
learners to make a number of different decisions.
Does it require a performance or artifact? This is the "Project" in "Project Based Learning." What ill
the learners be doing as a group or individually to demonstrate that they have achieved the instructional
objectives. Do your best to make the performance or project that learners are completing as realistic to
what they will experience in the workplace. Whether it be creating a business proposal or simulating a
sales presentation the project should mimic what will be required on the job. This provides a fail safe
opportunity to practice what they will be doing at work.
Is it consistent with the instructional objectives? Are you asking a question that requires learners to
demonstrate the performance described in the instructional objectives. Don't get caught up over
complicating your driving question and forget about what you are trying to achieve in the first place.
Achieving the instructional objectives is your focus at the start of the project and needs to remain the
focus through the end.
What do you think about these driving questions? Effective? Ineffective?
• What is global warming?
Ineffective.
 Driving Questions should present students with a problem that encourages complex thinking, rather
than focusing on defining a term.
à Will global warming affect our community?
• How can we help our community understand the health risks of overeating?
Effective
For a community-oriented project. To answer the question, students must understand nutrition and
science, as well as use communication skills.
• Are you really what you eat?
Effective
This question is engaging for students. This question could be used in a science project focused on
nutrition and biology.
A good driving question should
• Drive the project
• Capture a project theme or a "big idea"
• Point students toward mastering content and skills that enable them to answer the question
• Not be easily solved or answered
c. Method of assessment
Assessment of Project Work
• Importance of assessment
WYTIWYG ? (Hambleton, 1996)
 What you test is what you get
 Significant of assessment criteria on behavior
 Feedback on specific qualities of work + advice about how to improve: promotes learning (Black & William, 1998)
(conversations)

• Making assessment transparent

• Students understand clearly assessment criteria
• Ss & T jointly develop assessment rubrics
à Rubrics: reflect objectives of the project/ curriculum

• Formative Assessment
Formative Assessment (Assessment for Learning) – Scaffolding

• Summative Assessment
• What students know and can do
• Direct methods (writing samples, oral presentations)
• (Should) include self- & peer assessment
 • Reflection
• student experience à retained knowledge
• T should facilitate a discussion about
+ What Ss have learnt about themselves as workers/ collaborative problem-solvers
+ What they have learnt about subject matter
+ What changes T need make on their part for improvements of future projects
E.g. ? Objectives à Assessment criteria …

Step 2: Students and instructor determine the final outcome of the project
• Teacher proposes the final outcome of the project: Letter, Open public forum, written reports, etc.
• Students feedback on this preliminary plan.
The final products
Authentic Products and Presentation/Performance Formats

Students are more likely to complete projects successfully when they look forward to creating their
final product.
Handout: REACTS taxonomy- The REACTS ideas have proven to be effective in inspiring a creative
approach to final products. Teachers may adopt or adapt the example products as they are described, or
they may use the verbs and examples as brainstorming triggers for additional product ideas.
Step 3: Students and instructor structure the project
Students help to structure the project:
1. What information is needed to complete the project?
2. How can information be gathered/ collected?
Students decide on their primary roles and responsibilities
Who is going to do what?
Students sequence the project tasks and set deadlines for their group
Step 4: Instructor prepares students for information gathering
 Instructor prepares students for the upcoming language and skill demands of the information-gathering
stage of the project.
• How to conduct interviews.
• How to write a formal letter.
How to search for information on the internet? Introduce relevant search engines or websites.
Step 5: Students gather information
• Conduct interviews
• Write draft to get feedback from classmates and teacher
• Search for information on the Internet, in the library, etc.
• Instructor monitors students’ progress, making sure that they are on the right track, giving them
feedback on their language use throughout.
Step 6: Instructor prepares students for compiling and analyzing data
Students will need to compile, evaluate, and synthesize the relevant information.
Instructor prepares students for this stage by:
• Instruct them how to put information into different categories
• Introduce techniques to compile and analyze data
• Introduce the language that they can use with each other to negotiate meaning and relevance of
gathered data, such as “I see your point, but…” and “Don’t you think that…?”
Step 7: Students compile and analyze information
• Students organize and synthesize their own data.
• Students discuss the best ways to present relevant data to their varied audiences.
Step 8: Instructor prepares students for the final activity
• Instructor prepares students for the language, skill, and content demands presented by the final written
display and oral presentation.
• Students anticipate what kind of questions the actual audience may ask.
• Logistics considerations
Step 9: Students present the final product
• Students present the final outcomes of the class project.
Step 10: Students evaluate the project
• Instructor provides students with feedback on their language, content, strategy, and skill use
• Students:
• (1) reflect on the language, skills, and strategies that they have mastered to conduct the project;
• (2) consider the content that they have learned to complete the project;
• (3) contemplate the impact of the project;
• (4) offer suggestions for improved project work assignments for future classes
 CONSIDERATIONS
• Student’s attitude
- Belief: ESL class – learn language elements & skills >< build thinking, research, cooperative skills
(Beckett & Slater, 2005)
 Do not see value in PBL
 Explicit explanation (e.g. project framework)

PROJECT FRAMEWORK

• Teacher’s role
- PBL >< Discovery learning
>< Not “turn Ss loose”
 Scaffold learning & working
  Stage 0-3
• High-stake tests
- Target power standards (common & challenging testing points)
 Use PBL to launch an in-depth inquiry
 Use PBL in revision lessons to consolidate a number of skills or knowledge areas

PRACTICE
Step 1: Choose PROJECT SECTION in a unit in New English 6-12, 2015
Step 2: Decide how GUIDE students to plan a project
Step 3: Make a clear and detailed lesson plan
Step 4: Experience the lesson
Step 5: Evaluate and get peer-evaluation and teacher-evaluation
Step 6: Based on each project section, Write a requirements/ tasks for a
project (creating and imagining)

REFERENCES
• Beckett, G. H. (2002). Teacher and student evaluations of project-based
instruction. TESL Canada Journal 19 (2): 52–66. Retrieved July 9th from:
[Link]
• Buck Institute for Education. (2003) Project based learning: A guide to standards
focused project based learning. Novato, CA: Buck Institute for Education.
• Buck Institute for Education. Project based planning form. Retrieved June 6 th 2012
from: [Link]
• Carter, G & Thomas, H. (1986). Dear brown eyes: Experiential learning in a
project-oriented approach. ELT Journal, 40/3, 196-204.
• Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge:
Cambridge University Press.
• Foss, P., Carney, N., McDonald, K. & Rooks, M. (2007). Project-based learning
activities for short-term intensive English programs. Asian EFL Journal. Retrieved
June 6th 2012 from: [Link]/pta_Oct_07_pf.pdf.
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primary schools: From theory to practice. CCSE English Language Teaching Journal, 2 (3), 113-119.
Retrieved June 6th 2012 from: [Link]
• Gallacher, L. (n.d.). Project work with teenagers. Retrieved December 21, 2004, from British Council
Teaching English website: [Link]
• Intel Teach Program. Designing effective projects. Characteristics of projects -benefits of project-based
learning.
• Lightbown, P. & Spada, N. (1999). How languages are learned (2nd ed.). Oxford: Oxford University
Press.
• Moss, D., Van Duzer, C.(1998). Project-based learning for adult English language learners. ERIC
Digest. Retrieved 25 June from: [Link]
• NYC Department of Education (2009). Project-based learning: Inspiring middle school students to
engage in deep and active learning. NYC.
• Rousová, V. (2008). Project based learning- Halloween party. Diploma thesis. Masaryk University
BRNO. Retrieved June 6th 2012 from: [Link]/th/79846/pedf_m/Diplomova_prace.pdf.