PROJECT-THINK APPROACH TO UNDO SILENCE AND ENHANCE

COMMUNICATION SKILLS

Prajna Pani

Learning is not what we do with students, but what they do themselves - Carl Rogers

CORPORATE READINESS LAB

PROJECT THINK APPROACH

Stimulus to undo silenceWhen thinking shifts, change happens Not only the alternative pedagogy but the best instructional strategy Close alignment between PTA to Communication and Corporate Communication

LIMITATIONS

Difficult to attribute impacts to PTA

A question on the efficiency of mentors and guides

Inattention to Individual performance framework

What’s unique with Project Think Approach ?

ADOPTS BEST PROVEN PRACTICES

Small TalkIntelligent ConversationFunnel Technique Presentation Life Skill Development Model

Literature Review

The only one pedagogy that fits all

PTA

LITERATURE REVIEW

LITERATURE REVIEW

John Dewy(1859-1952)

Projects bring conditions when pupils try resourcefulness, ability to make right decisions and activity

Fried Booth(1986:8)

EFL Context: Language tasks evolve from the project itself

Stoller (1997)

Language and content learning

Dell Hymes(1966)Numan (1998)Boyd & Maloof(2000)

CLT- Grammatical & Social Knowledge about how and when to use utterances appropriatelyDevelop learners’ communicative competenceKeep the students actively engaged in constructing & clarifying meaning

Task Based Learning

Use of authentic language and on asking questions to perform meaningful tasks using target language

LITERATURE REVIEW

LITERATURE REVIEW

Problem- Based

Learning is initiated with a posed problem

Cooperative Learning

Positive interdependence, face - to - face promotive interaction, individual accountability, interpersonal and small - group skills and group processing

Collaborative Learning

Learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994).Five phases: (Reid, Forrestal and Cook, 1989) Engagement, Exploration, Transformation, Presentation, Reflection

Technology Based Learning

CALL, TELL, ICT , CMC Blogs, wikis, and social networking

Constructivism

Learners actively engaged in meaning making (Brader-Araje and Jones, 2002)

DISCUSSION

Develops thinking and communication

Breaks silenceEncourages intelligent conversations outside the comfort zone

Unconscious learning in language and communication takes place

Students learn to be confident and expressive

STUDENTS SAY: (80%) STAKEHOLDERS SAY:( 70%)

“Initiation and thought

processes are important”

“Approach is organization

communication”

“Approach will decide the

outcome”

“Approach is in our hands,

not the outcome”

“Despite failure, one gains

useful experiences”

“Good way to gain skills and

confidence”

“With PTA, we get new

things to learn and do new

things”

“Indeed, the PT Approach

facilitates the desired outcome”

“Feel good to found an opportunity

to be a part of the teaching and

learning process”

“A good exercise for making the

students understand and apply the

knowledge”

“Good and enjoyable experience

while guiding the project”

“Project outcomes must be used

for a change and bringing new

ideas. So every project must be

analysed with a real time

situation”

APPROACH IS MORE IMPORTANT THAN THE OUTCOME (70%)

RECOMMENDATIONS

Improvement of the ratio of

performers in English and

Communication Classes through

involvement, engagement & ‘talking

cure’.

BLOOM’S REVISED LEARNING TAXONOMYRemembering

In the era of abundance, can the student remember or recall information?

Understanding

Does the student have the ability to explain ideas or concepts?

Applying Can the students interpret the information or use the information in a new way or different way?

Analysing Can the student’s probe to differentiate between the different parts?

Evaluating Can the student justify a stand or decision?Creating Can the student create a new product, idea or

point of view?

ASSESSMENT TIMELINE (Adapted from CRL Outline, CUTM )PRE – LAB WORK Corporate Exposure (Faculty)  Workshop and Meetings - Project Think Approach and Communication

  Induction Program for Students :Objective, Methodology, Objective of Choosing Project as a Vehicle to Learn the Course, Process of Carrying out the Project

  Pool of topics on general, local techno-management themes  Grouping 

DURING PROJECT WORK

Win your project

  Team Formation  Timeline Preparation/ Project Plan Presentation  Review of Weekly Status Reports  Progress Presentation-I by Groups and Feedback  Review of Documentation File/Dossier, and Feedback  Progress Presentation-II and Submission of Dossier Containing Documentary

Notes (E.g., compilation of weekly status reports, minutes, photocopies of emails, feedbacks, testimonials )

  Final Presentation –III on the Project, Feedback 

POST – LAB WORK Project Report Submission  Project Showcase  Feedback Analysis and Evaluation

Reflection Stages:One & Two Storming & Norming

Discussions & Brainstorming

Problems used as Triggers

Process of Maturation

Adapted from Capacity Building Workshop for Dryland Management, May 3-5, 2000

LOGICAL FRAMEWORK ANALYSIS (LFA)

Visit to the construction site: cracks in the building

Reflection Stage Three

Construct their own reality

Develop the outcome and present their findings

Working on minor project provide an opportunity to tap the subconscious mind of each member of the group, communicate, and exchange views and opinions on the problems and design strategic solutions.

Image - Project presentation on Design and Develop a Campaign on Save Water