This document discusses using projects in university-level English language classes. It describes what projects are, their benefits for students, and how to structure them. Projects provide an authentic, collaborative way for students to explore topics, develop real-world problem solving skills, and improve their language abilities. The document outlines the key stages of a project, including preparation, task completion, planning, reporting, and language focus. It also discusses the history of project-based learning and compares it to traditional Presentation-Practice-Production cycles. Examples of project types and resources are also provided.

1. “Using projects in university-level classes,” JoAnn Miller, Editorial Macmillan joannmillerj@gmail.com www.efltasks.net

2. What is a Project? Extended piece of work -particular topic -content and presentation decided mostly by the learners. Organization -class at home / library / computer center  report back to the class in some way. Projects can be manual, oral only, visual, etc.

3. It’s a dynamic approach to teaching Students explore the real world Work in small collaborative groups Cross-curriculum skills Real-life problem solving activity Inspires students to get more knowledge Develop confidence and self-direction

4. History Project Based Learning (PBL) originated in Task Based Learning (TBL) TBL was popularized by N. Prabhu while working in Bangalore, India.

5. PPP Cycle: Presentation, Practice, Production The teacher chooses a particular form for study. The form is contextualized. (dialog, reading) Grammar is explained Learners are encouraged to produce the form under T control until they produce it with some consistency.

7. PPP Cycle: Presentation, Practice, Production T begins to relax control. Ss encouraged to ask each other questions Maybe pictures used to elicit sentences Simple pairwork with controlled examples Written grammar work

9. PPP Cycle: Presentation, Practice, Production “Free stage” Role-play , discussion or problem-solving activity in which structure has a high likelihood of occurrence. Focus on language use. Teacher monitors and corrects when necessary

11. Dissatisfaction with PPP methodology The underlying theory for a PPP approach has now been discredited. The belief that a precise focus on a particular form leads to learning and automatization (that learners will learn what is taught in the order in which it is taught) no longer carries much credibility in linguistics or psychology.” ( Peter Skehan, “Second language acquisition research and task-based instruction” in Willis and Willis.)

12. Dissatisfaction with PPP methodology “We have all taught carefully prepared and apparently successful lessons only to discover later that what learners appeared to have learned they had not really learned at all. Question tags, for example, are notoriously resistant to teaching.” (Willis, “Introduction”, Willis and Willis.)

13. Conformity One of the major goals of most teachers is conformity. Ss are expected to produce utterances of the form identified by the teacher. Look at the following example:

14. T: Virginia, ask ermSokoop, Sokoop, being erm a father. Can you ask him? Being a father. V: Er yes, er yes. Do you like being a father? T: Mm hm. S: Yes, I am… I am er father of four children. T: Yes. Listen to her question though. Say it again. Say it again. V: Do you like being a father? S: Yes I like being…to be… T: Mm hm. Yes. S: Yes I do. T: Yes I do. I like being a father.

15. What is a task? A goal-orientedactivity in which learners use language to achieve a real outcome. Learners use whatever target language resources they have in order to solve a problem, do a puzzle, play a game, or share and compare experiences.

17. ThePre-Task: Introduction to topic and task T helps Ss to understand the theme and objectives of the task-schemata (brainstorm, pictures, personal experience) Pre-task for vocabulary building (word games) Highlight new words and phrases, but not pre-teach new structures Preparation time to think about task Hear or read a similar tasks that does not give away the solution to the problem

19. The Task Cycle: Task Task done by Ss (pairs or groups). They can use any language they have to express themselves and say what they want to say. T walks around and monitors T helps Ss formulate what they want to say, but doesn’t correct errors in form Emphasis on spontaneous, exploratory talk and confidence building in small group. Success helps Ss’ motivation.

20. The Task Cycle:Planning Prepares for next stage Ss draft and rehearse what they want to say or write. T helps advising Ss. Emphasis on clarity, organization and accuracy

21. The Task Cycle:Reporting Ss report to whole class on how they did task and the outcome oral or written Some pairs to report briefly to whole class so everyone can compare findings--or begin a survey T chairs, comments on content, rephrases but gives no public correction

23. Language Focus: Analysis and Practice-Discovery Techniques T sets language-focused tasks based on texts or tapes Ss have used or do exercises focusing on structure Examples: Find all words related to title or topic Find words ending in *** (in past tense) Underline and classify the questions T starts Ss off then Ss work (in pairs) formulating rule. T helps Class: T reviews analysis, board, Ss take notes. T conducts practice activities as needed

25. TBL and PBL Both are student-centered Teacher guides, but students do the work Grammar is not the main focus But it is present in both AFTER the creative work Emphasis is on real-life (or occasionally “pedagogic” tasks The Task Cycle is present in both.

27. And an EFL project? Look at the textbook unit Not the grammar--- the theme Food Vacations Travel Inventions Historical people Movies

28. Creative Projects: WVU ESL class, commercial

29. What should they produce? Power point presentation (flash) with oral or recorded presentation Movie Recorded by students Recorded by teacher Blog, Wiki, Website Any format that can be shared

30. Why do projects work? Motivation Personal Learning through doing Sense of achievement Educational value Independent investigation Cross-curricular studies Relevance Integration with other skills Real needs of learners Language and culture

31. Oral and Written / Accuracy and Fluency All projects should contain practice in both pairs. Fluency is unrehearsed. This is what Ss do as they are preparing. Accuracy comes with rehearsal. This is what they prepare and practice at home and present in class

32. Introduction to the project T helps Ss to understand the theme and objectives (brainstorm, pictures, personal experience, previous examples) Ss may do a pre-activity for vocabulary building. Ss can be given preparation time to think about project or discuss it in groups.

33. Example of Assignment Sheet

34. Project 3: Reader Objective: You will read a “reader” that the teacher has approved (this book is donated to the English Department after completing the project). You will make a diorama (maqueta) based on your favorite scene in the book. You will present a brief oral report telling the teacher what your book was about and you will answer three questions about the book. Diorama: Must be creative and involve more than 10 minutes of work before class. It must represent some scene in the book, including characters, background, etc. Report: You will tell the teacher about the book and answer three questions. Grading: Diorama (15 points): Creativity: 15 points (if you don’t really work on this, you will lose points) Report (15 points): Oral report about reader (7 points), Answers to teacher’s questions (8 points) Due date: Give reader to teacher: November 19 (at the latest) Diorama: November 24, 1998 (no late material accepted)

35. Preparation Preparation is what the Ss do in groups prepares for next stage Ss report to whole class report, debate, panel discussion, blog, wiki, etc. Ss draft and rehearse what they want to say. T helps advising Ss, before, during and after class

36. Presentation T comments on content, rephrases but gives no public correction. Correction can be done in a mini-class in the future. Classmates also comment and ask questions about content.

37. Evaluation-Rubrics "a scoring tool that lists the criteria for a piece of work…" (Heidi Goodrich) list the things the student must have included to receive a certain score or rating. help the student figure out how their project will be evaluated.

38. Rubistar http://rubistar.4teachers.org

39. Digital Storytelling Hope My Story Ellie

42. An International Collaborative Story http://www.slideboom.com/presentations/77710/Cinderella-pays-a-visit

45. Oracle: ThinkQuest

46. A handout available at: www.efltasks.net Take time to look around….there are a number of downloadable and online activities for all levels

48. Thank you. JoAnn Miller miller@room20.org Handout available at: www.efltasks.net Presentations