creating effective project- based learning - nyu...
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Creating Effective ProjectCreating Effective Project--Based LearningBased Learning
Robin HarveyRobin HarveyNew York UniversityNew York University
Why projectWhy project--based learning?based learning?
…… a lot of education in the past has a lot of education in the past has been taughtbeen taught
InIn isolation: isolation: each student learning each student learning by himself,by himself,
tthehe teacher not having much contact teacher not having much contact with thewith the
students other than through students other than through lecturing,lecturing, thethe
teacher not having much contact with teacher not having much contact with otherother
teachers, the school not having much teachers, the school not having much contactcontact
with the city it's in, and, most with the city it's in, and, most i l hi t tl th
Know your studentsKnow your studentsDevelop Develop social emotional learningsocial emotional learning
EEducate studentsducate students’’ hhearts and earts and mmindsinds
Try projectTry project--based learningbased learning
Daniel Goleman andDaniel Goleman and George LucasGeorge Lucas ononnew demands to teachers (2007)new demands to teachers (2007)
The New The New BloomBloom’’s Taxonomys Taxonomy
Research on advantages of Research on advantages of ProjectProject--Based LearningBased Learning
Authentic language learningAuthentic language learningInteractive learningInteractive learningCooperative learningCooperative learningLanguage through contentLanguage through contentHigh level thinking skillsHigh level thinking skillsHigh social and emotional skillsHigh social and emotional skillsLearning through doingLearning through doing
Long (2000), Ellis (2003), Long (2000), Ellis (2003), NunanNunan, (2004), (2004)
Students are focused on the Students are focused on the project, the meaning, and the project, the meaning, and the interaction with other interaction with other students and the teacher, students and the teacher, and not on language learning.and not on language learning.As in conversation, the As in conversation, the meaningmeaning is what is important.is what is important.
Thinking out of the boxThinking out of the box
Humanistic approach to Humanistic approach to teaching: Learning teaching: Learning community (community (StevicStevic))
Affective factors: Affective factors: Relaxed alertnessRelaxed alertness((CaineCaine & & CaineCaine))
Multiple intelligences Multiple intelligences (Gardner)(Gardner)
Social emotional Social emotional intelligences (intelligences (GolemanGoleman))
© Horner 2002
Possible Outcome / ProductsPossible Outcome / ProductsPrinted materials, such as greeting Printed materials, such as greeting cards **cards **Wall newspaper/display Wall newspaper/display AudioAudio--video productionvideo productionPower point presentation **Power point presentation **Webpage/Webpage/blogsblogsPerformances (plays, karaoke, songs)Performances (plays, karaoke, songs)Language/culture festivals **Language/culture festivals **Stories and Poems **Stories and Poems **
Some Sample Student ProjectsSome Sample Student Projects•• ValentineValentine’’s Day cardss Day cards•• My homeMy home•• My schoolMy school•• My neighborhoodMy neighborhood•• Dos & DonDos & Don’’tsts•• Going to a Chinese RestaurantGoing to a Chinese Restaurant•• Poems for the SeasonsPoems for the Seasons•• The Beijing OlympicsThe Beijing Olympics
ValentineValentine’’s Days Day 情人节情人节
Incorporate art into projectsIncorporate art into projectsIllustrations provide cues to meaningIllustrations provide cues to meaningCreative use of Language to express Creative use of Language to express meaningful, personal ideasmeaningful, personal ideasEveryEvery--day Languageday Language
A successful TBL/PBL MatrixA successful TBL/PBL Matrix
Identifying
a theme
Collecting, analyzing & compiling materials
Determine
End product & presentation
Language focus
Language focus
Planning & structuring
Team work, creativeness, hard work
Planning and PreparationPlanning and Preparation
Preparation Preparation 备课备课
Topics Topics ----话题话题
老师决定还是学生选择老师决定还是学生选择
Resources / researchResources / researchLanguage requirements Language requirements 语言的必要语言的必要
Project Guidelines (Presentation Project Guidelines (Presentation Rubric) Rubric) 活动的要求活动的要求
Organization Organization 课程构架课程构架
Time constraints Time constraints 时间的局限性时间的局限性Group or Individual ProjectGroup or Individual ProjectWhat Work can be done in classWhat Work can be done in classComputer lab timeComputer lab timeHomework Homework Language constraints Language constraints 语言的局限性语言的局限性
Monitoring Monitoring 监督监督& Assessing Progress& Assessing ProgressMeetings with StudentsMeetings with StudentsIntermediate Steps of Project (editing with Intermediate Steps of Project (editing with teacher, reviewing with teacher)teacher, reviewing with teacher)Feedback to students EVERY STEP very Feedback to students EVERY STEP very important!important!
Evaluating/grading Evaluating/grading 测试评分估量测试评分估量Rubric for language, Rubric for language, Rubric for contentRubric for contentWeighting for eachWeighting for each
Fairfax County Public Schools has great sample Fairfax County Public Schools has great sample rubrics for language teaching and learning (online)rubrics for language teaching and learning (online)
Steps of TBL/PBL (Steps of TBL/PBL (StollerStoller, 2003), 2003)
1. Determining a theme1. Determining a theme2. Identifying the final2. Identifying the final
outcomeoutcome3. Structuring the 3. Structuring the
projectproject4. 4. Preparing SS for the Preparing SS for the
language needslanguage needs5. Collecting 5. Collecting
data/materialsdata/materials6.6. Preparing SS for Preparing SS for
language needslanguage needs
7. Compiling and7. Compiling andanalyzing data/analyzing data/materialsmaterials
8. 8. Preparing SS for Preparing SS for language needslanguage needs
9. Present the project9. Present the project10. Evaluating the10. Evaluating the
projectproject11. More language 11. More language
study*study*
A sample project: A sample project: Going to a Chinese restaurantGoing to a Chinese restaurant
去中国餐厅去中国餐厅
Language objectives:Language objectives:•• Add and subtractAdd and subtract•• Language of correctionLanguage of correction•• ““How much?How much?””•• Making changeMaking change•• Making simple requests, Making simple requests, ““do you do you havehave”” and and ““I wantI want””
•• Expressing tExpressing thankshanks
The Task The Task ---- Part 1Part 1How much money? How much money?
Students are given a big pile Students are given a big pile ofof (play) (play) moneymoney and are asked to respond to the and are asked to respond to the question: question:
““你有多少钱你有多少钱??””
((““How much money do you have?How much money do you have?””))
Students count their money and report back Students count their money and report back to the group.to the group.
The teacher introduces The teacher introduces ““How much?How much?”” ““Too Too expensive!expensive!””, mini, mini--dialogue and then offers dialogue and then offers students to buy foods.students to buy foods.
Task #2: Task #2: Know Your Food Know Your Food (Reading / Writing)(Reading / Writing)
Students, working in small groups or Students, working in small groups or individually, place the appropriate food individually, place the appropriate food picture on the food it describes.picture on the food it describes.
•• 炒饭炒饭 汉堡汉堡饺子饺子
Each student moves one seat to the right Each student moves one seat to the right to look over their fellow studentsto look over their fellow students’’ work work and assist them to and assist them to ““get it right.get it right.””
Task #3:Task #3:Make your MenuMake your Menu
Once students have worked Once students have worked together to ensure each has the together to ensure each has the correct name for each food, correct name for each food, they design and create menus they design and create menus incorporating picture and incorporating picture and labels, including pricing. labels, including pricing. (Older, more experienced (Older, more experienced students can write the food students can write the food names on their menus.)names on their menus.)•• Intermediate, informal (written) Intermediate, informal (written) assessment.assessment.
FeifeiFeifei’’ss MenuMenu
飞
飞
的
菜
单
MartineMartine’’s Menus Menu
拧
丽
的
菜
单
Task #4Task #4Grand OpeningGrand Opening
•• Students set up Students set up ““boothsbooths””; some act ; some act as sellers and others as customers as sellers and others as customers while they practice the language while they practice the language learned. learned. •• Pair stronger students with weakerPair stronger students with weaker•• Encourage Encourage ““cheatingcheating””•• Students move from booth to booth, also switch rolesStudents move from booth to booth, also switch roles
•• Appropriate as an (oral) assessment Appropriate as an (oral) assessment and/or culminating activity.and/or culminating activity.
Writing PoemsWriting Poems 写诗歌写诗歌
Goals:Goals:Vocabulary richVocabulary richPatternPattern--based languagebased languageCreative, engaging, and Creative, engaging, and personal (meaningful)personal (meaningful)Four (or five) skills Four (or five) skills engagedengaged
Writing Poetry Writing Poetry 写诗歌写诗歌
Read Poem Read Poem 读诗读诗
Introduce Vocabulary Introduce Vocabulary 词汇介绍词汇介绍•• Games & Activities to reinforce/practiceGames & Activities to reinforce/practice
Introduce New Structures Introduce New Structures 语法介绍语法介绍
Discuss meaning Discuss meaning 讨论意思和意义讨论意思和意义
Illustrate poem Illustrate poem （画画）（画画）•• shows understanding (shows understanding (表示学生能够理解表示学生能够理解））
春妈妈春妈妈
春，是花的妈妈春，是花的妈妈
红的花，蓝的花红的花，蓝的花
张开小小的嘴巴张开小小的嘴巴
春妈妈春妈妈
用雨点喂她。用雨点喂她。
春妈妈春妈妈
Writing PoetryWriting Poetry
Write poems based on the Write poems based on the originaloriginal
Group or individual taskGroup or individual taskAssessment, shows understandingAssessment, shows understandingPractices using new vocabularyPractices using new vocabularyCommunicative taskCommunicative task
Final Project
夏爸爸夏爸爸
夏，是棒球的爸爸夏，是棒球的爸爸
Yankees Yankees 很棒，红娃子很臭。很棒，红娃子很臭。
夏爸爸夏爸爸
我最喜欢棒球！我最喜欢棒球！
冬奶奶冬奶奶
冬，是雪人的奶奶冬，是雪人的奶奶
大的雪人，小的雪人大的雪人，小的雪人
张开小小的嘴巴张开小小的嘴巴
冬奶奶冬奶奶
用热巧克力喂她。用热巧克力喂她。
Beijing OlympicsBeijing Olympics 北京奥运会北京奥运会
Current Events, Current Events, Culture, Culture, LanguageLanguageEstablish Rubric for All ProjectsEstablish Rubric for All ProjectsProvide basic Vocabulary, Sentence Provide basic Vocabulary, Sentence Structures, Important QuestionsStructures, Important QuestionsStudents work individually (essays) and in Students work individually (essays) and in groups (groups (powerpointpowerpoint projects and projects and presentations)presentations)
Model ExpectationsModel Expectations
奧运选手李小鵬简介
李小鵬是中国奧运体操选手。他是中国湖南省长沙市人。他的生日是 1981年7 月27日。他今年26岁。家有爸爸跟妈妈，沒 有兄弟姊妹。他喜欢吃妈妈做的湘菜。他平常喜欢玩电游、打电话 和跟朋友逛街。
Olympic Athletes Olympic Athletes 奥运选手奥运选手
Olympic Athlete IntroOlympic Athlete Intro
Guidelines for Report on Olympics
Your final report must include the following:
Report in form of Powerpoint Presentation to class：Use five questions (五个重要问题) as guidelines, answer at least 3-420-30 sentences minimum (至少二十到三十个句子)Include pictures/images
Glossary Vocabulary List (单字)
Characters (汉字) &Pinyin (拼音)Definition (定义) in English
New sentence patterns （语法结构）
Bibliography (websites used, references)
Oral Presentation & Written Presentation will be weighted equally for your grade. (Rubric based on these expectations.)
Olympic Torch RouteOlympic Torch Route
Olympic TorchOlympic Torch
Olympic AthletesOlympic Athletes
福娃福娃
中国爱福娃。中国爱福娃。
中国的福娃热。中国的福娃热。
这是福娃笔
这是福娃花园这是福娃花园
What the names mean What the names mean （（part 1part 1））
贝贝贝贝 和和 晶晶代表晶晶代表BeijingBeijing。。
欢欢欢欢 和和 迎迎迎迎 代表代表WelcomesWelcomes。。
妮妮妮妮 代表代表YouYou。。
What the names meanWhat the names mean（（part2part2））
贝贝代表鱼。贝贝代表鱼。
晶晶晶晶代表代表熊猫。熊猫。
欢欢代表欢欢代表火的奥林匹火的奥林匹克比赛。克比赛。
迎迎代表西藏的羚迎迎代表西藏的羚羊。羊。
妮妮妮妮代表代表燕。燕。
Vocabulary ListVocabulary List符号符号--ffúúhhààoo 情－情－qingqing
热热-- rrèè
飞机飞机--ffēēijijīī
钥链钥链--yyààolioliàànn
花园花园--huhuāāyuyuáánn
鞋鞋-- xixiéé
代表代表－－daibiaodaibiao
鱼鱼--yyúú
熊猫熊猫-- xixióóngmngmāāoo
羚羊的西藏羚羊的西藏 xxīīzzààngdengde yyàànn
My studentsMy students’’ reaction reaction to these projectsto these projects
Very enthusiastic, motivatedVery enthusiastic, motivatedLearned and used Learned and used ““Real lifeReal life”” language and language and communication skillscommunication skillsTook responsibility for their own learningTook responsibility for their own learningCan be tailored to students of many age groups Can be tailored to students of many age groups and levels:and levels:•• Younger students, simpler language, less money.Younger students, simpler language, less money.•• Older students can use more complex language, more Older students can use more complex language, more
money (!) and more written language.money (!) and more written language.
Engage the studentEngage the student’’s whole brain! s whole brain! Foster real communication Foster real communication
and learningand learningamong your students.among your students.
TBA/PBA works. Try it.TBA/PBA works. Try it.THANK YOU!THANK YOU!
Robin HarveyProject for Developing Chinese Language Teachers
New York University
Project Developing Chinese Project Developing Chinese Language Teachers (DCLT)Language Teachers (DCLT)
Project DCLT
New York University
Frank Lixing Tang, Director
Robin Harvey, Coordinator
(212)992-9367