Phases in a project v 2
7 likes1,519 views
The document outlines the phases in designing an English language project, including choosing a topic, listing tasks, objectives, problems/situations, contents, and assessment criteria. It provides templates for planning the project, with sections on timing, competencies, learning outcomes, assessment, methodology, resources, and activities. The goal is to design a coherent project that motivates students and allows them to achieve the objectives through a final product or task.
Phases in a project v 2
- 1. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 1 A PROJECT IS BORN Level: __________________________ 1.- Which topic? Choose a topic. There are several options: you can choose the topic of a unit in the textbook, a special event in the school or the city, a festival, ... You can also choose a topic your students are interested in or one that deals with important contents. _______________________________________________________________________ Why have you chosen this topic? _______________________________________________________________________ 2.- List and order a series of real tasks about the topic that are related to ordinary life. It has to have a communicative purpose. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 3.- Which objectives do most of my students have to attain? Remember: Objectives are actions that students will be able to carry out at the end of the project (“know how to do things” and not “know things”). Objectives have to be attained by most students in the class even if at a different level of cognitive difficulty. Use an action verb and, if possible, at a high thinking level (Bloom’s taxonomy).
- 2. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 2 Go to http://www.xtec.cat/web/curriculum/curriculum and choose objectives and / or assessment criteria of the appropriate year. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 4.- Which problems / situations / products will you show your students that are motivating and that help attain the objectives? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5.- Which previous knowledge and skills are necessary to face the problem / product? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 6.- Which contents will I give my students as the project progress? You need to think what students need to do to design a final product of quality. 6.1.- Think of the final task / product. Which characteristics will a product that deserves a 10 have? List its characteristics. Be as precise as possible. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
- 3. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 3 6.2.- Think of these characteristics as contents (concepts, strategies and attitudes). Go to http://www.xtec.cat/web/curriculum/curriculum and choose the contents that best suit the final product. Remember: Contents are skills, subskills, strategies, functions, grammar that students need to know in order to carry out the final task. Contents are the means to get an accurate final product but not the end. Use a noun or a gerund. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 7.- How are you going to assess students? How are you going to check how well students have achieved the objectives? 7.1.- Assessment criteria. Remember: Assessment criteria are evidences that prove that students have attained the objectives. Assessment criteria come from the objectives so there should be at least one criterion per objective. Use an action verb and, if possible, at a high thinking level (Bloom’s taxonomy). _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 7.2.- Assessment instruments Remember: Assessment instruments are the tools that you need to carry out a reliable and valid assessment.
- 4. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 4 Assessment instruments come from the assessment criteria so there should be at least one criterion per objective. Use a noun. Write down the marking criteria as well. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ INVESTIGATE! 1.- Google the topic or the final task of your project plus EFL or ESL or “for children”. You may find units, activities or useful pages that other teachers have used. Bookmark the ones that can contribute to your final product or to some of the contents in your project. Make a list of all these resources but make sure you tag them so that you can find them when you need them. 2.- Select books, images, articles and videos which are really useful to help build knowledge necessary to design the final product or the problems that arise. (It is important that, before starting the project, you choose the appropriate bibliography.) 3.- The teaching unit. You need to think of the activities to be carried out in class. Go back to your list of a 10 product and design activities that achieve all those characteristics. When choosing activities, you need to remember: a) Bloom’s Taxonomy
- 5. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 5 Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. b) Cummins Matrix There are many different types of activities: lectures, questionnaires, tasks, wikis, chats, etc. Think about the most adequate ones for the activities you listed before. Types of activities Resources
- 6. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 6 4. Assessment design. Do you remember the types of assessment according to when and for what reason you assess? And according to the instruments used in the assessment? Fill in this chart What for and when How Initial Formative Summative Formal Informal Self assessment Co assessment
- 7. “Let’s project in English”. PHASES IN THE DESIGN OF A PROJECT © Montse Irun 7 GET ON WITH IT! 1.- It’s high time we design the activities. 1.1. Start introducing the objectives and the final task in a clear and motivating way. 1.2. Organise the activities in sections. Each section can refer to a step in the process to the final product (if the final task is to shoot a scene form a movie, the sections can refer to the genre, the script, the soundtrack, etc) or to the different aspects of the final task (if the final task is to give a speech on non violence, the sections can deal with the content, the genre, the delivery, etc). 1.3. Finish the project with a section where students create or design the final product. Tell them where they have to hand in the final project. 2. Assess the activities. Follow the indicators of competences and evaluate the list of activities you have listed before. Do you need to add an activity so that some key competences are enhanced? Have you catered for different learning styles? Can you improve some of the activities? 3.- Write down the planning of the project. You may use this template.
- 8. © Montse Irun TITLE TIMING YEAR 1r ESO SCHOOL YEAR 2014-2015 TERM 1st term SESSIONS 9 SUBJECT English TOPIC FINAL PRODUCT COMPETENCES KEYCOMPETENCES Tick the competences that are developed in the unit Communicative competence Mathematical competence Artistic and cultural competence Information handling and digital competence Learning to learn competence Autonomy, initiative and decision taking competence Knowledge of and interaction with the natural world Social and civic competence SUBJECTCOMPETENCES Tick the competences that are developed in the unit Linguistic competence Oral competence Written competence Audiovisual competence Intercultural competence Literary competence TEACHING CONTENTS Nouns are needed
- 9. © Montse Irun LEARNING OUTCOMES / OBJECTIVES At the end of the unit students will be able to: Infinitives are needed Use action verbs ASSESSMENT ASSESSMENT CRITERIA ASSESSMENT INSTRUMENTS Use action verbs They must be related to the learning outcomes Each criterion should have at least one instrument.
- 10. © Montse Irun METHODOLOGY STRATEGIES Point out the learning approach and mention the teaching strategies that stand out. RESOURCESandMATERIALS List the resources needed for the unit. DEALINGWITHDIVERSITY Explain how the materials and/or strategies deal with all levels of cognitive complexity.
- 11. © Montse Irun LEARNINGACTIVITIES Activity 1: Describe briefly what the activity is about Use nouns Activity 2: Activity 3: Activity 4: Activity 5