Author: Hafsah Aminu | Editor: Gary Motteram | Published on 6 November 2023
Ask the teachers to say what they already know (if anything), about Project-Based Learning (ProjBL). Put this information on the board.
Depending on the responses, provide further ideas as necessary. Add this to the initial notes you made. .Emphasise the fact that ProjBL is student-centered and collaborative in nature. You could get the teachers to search for information on the internet, if there is good access in classroom. This would be a good model for ProjBL.
Explain the benefits of ProjBL, such as increased engagement, critical thinking, and real-world application of English language skills.
Stage 1: Explain how to set up a project
- Say teachers need to define clear learning objectives and outcomes for the project. What language skills (e.g., reading, writing, speaking, listening) and content goals do you want students to achieve?
- Align these objectives and outcomes with your curriculum standards and the specific language skills you want to develop.
- They might ask the students for ideas about projects.
Stage 2: Explaining the process
- Explain to the teachers that they need to define the Problem or Question: Discuss the importance of starting with a compelling problem or question that students find relevant and engaging. Ask for some suggestions from the teachers and guide them to which ones would be more suitable.
- Inquiry and Research: Explain how students should engage in research, both individually and collaboratively, to gather information and data.
- Planning: Highlight the need for students to create a plan for their project, including goals, timelines, and resources.
- Implementation: Discuss how students will execute their plan and carry out their project, whether it's a presentation, report, or some other physical product.
- Reflection/Evaluation: Stress the importance of reflection on what they have learnt and the quality of their work.
Stage 3: Planning Resources
- Encourage teachers to identify and gather the necessary resources. These may include textbooks, infographics, online materials, guest speakers, field trips, and technology.
- Emphasise the importance of considering students' proficiency levels and learning preferences when selecting resources.
- Highlight the significance of open educational resources (OER) and creative commons materials, which are often cost-effective and adaptable. Show the teachers where they can find suitable materials.
Stage 4: Differentiated Instruction and Assessment
- Assist teachers in designing differentiated instruction strategies to meet the diverse needs of their students.
- Provide guidance on how to assess students' language skills during the project and how to adjust instruction accordingly.
- Encourage the use of formative and summative assessments that align with the project's goals.
Stage 5: Managing Resources in ProjBL
- Train teachers on how to manage resources effectively throughout the project.
- Address time management and organization, helping teachers allocate class time for research, collaboration, and presentations.
- Provide strategies for dealing with potential resource constraints or unexpected challenges.
Stage 6: Reflection and Continuous Improvement
- Encourage teachers to reflect on the project and its resource management.
- Hold a debriefing session to discuss what worked well and what could be improved for future projects.
- Emphasise the importance of ongoing professional development to stay current with new resources and teaching methods.
Additionally, consider providing teachers with access to a repository of PBL resources, where they can find materials, lesson plans, and examples of successful PBL projects in the field of English language education.
This plan will help teachers effectively manage resources and implement ProjBL in their English language classrooms while fostering a dynamic and engaging learning environment.