Project Based Learning EnglishUK North
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This document discusses using graded readers with project-based learning. It begins by defining graded readers and project-based learning. It then provides examples of how graded readers can be incorporated into project-based learning, such as having students create a spell from a story, write and perform a play based on a fable, or create an animation based on a Sherlock Holmes story. The document also discusses setting up projects, assessing them, and sharing final products. It emphasizes using rubrics and allowing students choice and collaboration.
Project Based Learning EnglishUK North
- 1. Project-Based Learning and Graded Readers From setting up to sharing work Victoria Boobyer
- 2. -What are graded readers? -What is Project-Based Learning? • Setting up projects • Assessing projects • Sharing projects • Example PBL • -Bugaboo • -Aesop’s Fables • -Peter Pan • -Sherlock Holmes • -Canterbury Tales -Why graded readers and PBL?
- 3. What are graded readers? • Vocabulary, grammar complexity, number of words • Paper, eBook, Digital Readers, app • Levels • Genres • Age
- 4. What is Project-Based Learning? http://www.teachingenglish.org.uk/article/tbl-pbl- two-learner-centred-approaches •Central topic •Access to information •Opportunities for interaction •A final product
- 5. What is Project-Based Learning? “…an extended learning process that uses inquiry and challenge to stimulate the growth and mastery of skills.” Markham, T, Project Based Learning. Design and Coaching Guide (2012, p.x)
- 6. PBL is not TBL Markham, T, Project Based Learning. Design and Coaching Guide (2012, p.x) “…an extended learning process that uses inquiry and challenge to stimulate the growth and mastery of skills.”
- 7. Project-Based Learning is not ‘doing projects’ Projects PBL Can be done on own Teacher guidance & collaboration needed Not many student choices Students make choices within pre-set guidelines Are handed in Are presented to an audience Are all the same Are different
- 8. Why do graded readers lend themselves to PBL? •Easy, accessible, huge range • Wealth of extra information •Compelling • Integrated concept checking • Often with sound
- 9. Setting up the PBL Projects that allow autonomy need most detailed planning https://slpbl.wordpress.com/
- 10. Setting up the Project Providing access to information https://slpbl.wordpress.com/
- 11. Managing PBL • Enough space for group work • Monitor closely - for understanding, L2 • Monitor closely - content, language and skills • Allow enough time for each group
- 12. PBL - rubrics • Useful for fine-tuning aims and objectives • Improve assessment and performance • Improve expectations because they’re tangible • Improve feedback quality
- 13. Assessing PBL - rubrics • Make sure it’s clear and not “waffly” • Read through the rubric with the students • Give out the rubric before the project • Follow the rubric if grading
- 14. Sharing the Product • Think of other ‘stakeholders’ • Make sure students think about this from start • Public, private, authentic audience? • Low, Medium and Hi-Tech options
- 15. Sharing the Product Low Tech Poster Live Live Poster / Live
- 16. Sharing the Product Low Tech Medium Tech Poster Word Doc Live Recorded Live Videoed Poster / Live Doc / Video / Audio Recording
- 17. Sharing the Product Low Tech Medium Tech Hi Tech Poster Word Doc Wiki / Google Doc Live Recorded Podcast Live Videoed YouTube Poster / Live Doc / Video / Audio Recording Blog / Website
- 18. Sample projects
- 19. Bugaboo: The Wicked Witch Create a spell using a potion that you can present and demonstrate in front of an audience.
- 20. Aesop’s Fables Write and perform a play based on one of Aesop’s Fables for the end of term party. You can adapt a story or write your own. You will need to promote your play.
- 21. Sherlock Holmes You are going to take part in a national animation competition. Create a short animation based on a Sherlock Holmes story - or in a similar genre. First read the competition instructions and write a draft project proposal… http://curation.cs.manchester.ac.uk/Animation/Animation15/animation15.cs.manc hester.ac.uk/index.html?man=true
- 22. Canterbury Tales Create a board game that encapsulates the essence of The Canterbury Tales: Characters, Events and Themes. Create a sheet of instructions which show how to play the game. You will also need to create a document/presentation to share with a games manufacturer which makes clear: http://mrsabercrombie.wikispaces.com/file/view/Canterbury+Tales+Project.pdf i) the connection between the game and the book ii) why you think the game would be successful
- 23. Peter Pan A group of Japanese Peter Pan enthusiasts are coming to visit our school. Create a detailed one-day itinerary for a bespoke “Peter Pan” tour of London
- 24. Graded reader review project Create a “review” system to put in place in our school library. Students wanting to read a book should have access to reviews by other students covering: • Theme/ Topic (not too much plot) • Suggested age range • Difficulty • Unputdownable rating • Further recommendations
Editor's Notes
- #4: Age: Early Reads, Green Apple, Reading and Training
- #5: Pure and less pure! Like TBL, ER etc Important elements: “1. A central topic from which all the activities derive and which drives the project towards a final objective. 2. Access to means of investigation (the Internet has made this part of project work much easier) to collect, analyse and use information. 3. Plenty of opportunities for sharing ideas, collaborating and communicating. Interaction with other learners is fundamental to PBL. 4. A final product (often produced using new technologies available to us) in the form of posters, presentations, reports, videos, webpages, blogs and so on.” http://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches
- #6: It’s not a short task and it’s a challenge and process
- #10: Necessary because of length of project. Documentation to include task wording, objectives, assessment rubric, evidence for assessment. Discuss this beforehand.
- #11: Rather than force reading/ watching offer suggested links, where can find papers (online or library). ALSO offer links to how to fulfil the task e.g. skills to make online posters or record voice etc.
- #20: Katherine Billsborough Basque Country posters etc. and final spell presentation. Firstly, Next, And finally… etc., cooking vocab. Demonstration skills
- #22: Manchester university, 1 minute Alternative,…send cartoon to local paper
- #25: Aurasma app