Engaging Students in Indepth English Language Learning Experience through Project Learning

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Engaging Students in In-depth English Language
Learning Experience through Project Learning

• The Mission Covenant Church Holm
  Glad Primary School
• Presenters Alice Chan
  Pui-man and Joyce Wong Lai Hung
• Facilitator Eve Chan
  Yeung-ming
• 3rd March, 07
• School-based Curriculum Development Section
  (Primary)

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Questions for thought

• What is project learning?
• Have you tried project learning in English?
• Is it difficult to incorporate project learning
  in English language learning?

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What is project learning?

• an in-depth study of a particular topic, usually
  undertaken by a whole class working on subtopics
  in small groups..
• an investigation a piece of research that
  involves children in seeking answers to questions
  they have formulated by themselves or in
  co-operation with their teacher
• Reference
• (Engaging Children's Minds The Project
  Approach, Second Edition 2000 by Lilian G. Katz,
  Sylvia C. Chard )

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Why did Holm Glad choose to implement English
Project Learning?

• Accomplish the goal stated in the school year
  plan
• Broaden students learning experiences
• Motivate the less able and more able students
• Enhance better retention of knowledge and skills

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Our concerns

• Students had no previous experience of conducting
  projects in English.Would it take a long time for
  our average students to get used to the new style
  of learning?
• Would the project take a lot of teachers time
  and efforts?
• How could teachers make sure that students
  participate and learn from the whole process?

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Preparation at Curriculum Planning Level

• Designate time for English projects in school
  time-table (Time 2 months a double lesson each
  cycle)
• Choose a topic related to existing curriculum to
  provide students with necessary input
• Select an engaging topic which involves
  interesting processes
• Solicit colleagues (including School Head) and
  TAs assistance

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Preparation at classroom levelTourists in Hong
Kong(Module In and around Hong Kong)
Reading text about scenic spots in HK(P.4 Step
Up)
Working out time-frame and responsible students
for each stage
Reading questionnaires and writing a
questionnaire with correct wh-questions
Practising interviews in the classroom
Reading an information report and a presentation
script

• Interview tourists in Stars of Avenue
• Write an informational report about the
  interviews
• Present information collected

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1. Activate prior experience and learn necessary
knowledge and language
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2.Work out time-frame and responsible students
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3.Read a questionnaire and design a questionnaire

• Activate students knowledge on Wh-questions in
  the questionnaire which is a new English text
  type
• Direct students attention to the content and
  design of a questionnaire
• Deliberately incorporate irrelevant questions,
  details and choices
• Activate students critical thinking skills

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4. Practice interviews in classrooms

• Learn phrases to open, maintain and end
  conversation with strangers in a polite manner
  e.g. Excuse me, I am a student
• Practise ways to clarify for information when
  encountering listening problems
• e.g. Pardon me , how do you spell

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5. Interview tourists at Avenue of Stars (A)
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Our observation on students use of English in
classrooms and authentic situations

• In authentic situations..
• Some students communicated courteously but some
  did not
• Most students had to take courage to talk to
  westerners
• Some students learned that accepting rejections
  from tourists was part of the learning process
• Some students were aware that group members
  needed to help each other out to finish the task
• Some students realized that mis-pronunciation
  could cause problems in communication (e.g.Place
  Vs Pace)
• Most students learned that maintaining a
  conversation in authentic situations required the
  need to clarify and confirm meaning (Need to tell
  students it is okay to clarify)

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6.Read reports and write an informational report
with pie charts or bar charts

• Read different charts to identify main aims and
  significant information
• Write a report with aims, procedures and results
• Activate students basic Mathematical skills to
  present data collected

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Reading a simple report
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7. Read presentation scripts and write a script
for the presentation
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8. Make a presentation using PPT or a booklet

• Enhance speaking skills
• Activate IT skills
• Share responsibility
• Use voice clearly
• Overcome shyness
• Maintain eye-contact

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Students Reflection

• Both able students and less able students..
• showed positive attitudes towards English
  language communication
• Displayed confidence in using spoken and written
  English
• Experienced how to work with people

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Teachers Reflection

• How could teachers improve the project learning
  experience?
• -Language skills
• -Generic skills
• -Presentation skills

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Language skills

• Most students showed enhanced confidence and
  enthusiasm in both speaking and writing
• Most students could express themselves clearly in
  presentations and reports
• Continue the emphasis on how students could
  express themselves courteously
• Step up language help on interaction (e.g.
  phrases to confirm meaning and clarify meaning
  What was that? Can you say that again? )
• Provide language variation (e.g. ladies and
  gentlemen I hope you like the presentation)
• Provide students with access to self-help methods
  to improve their pronunciation. (e.g. online
  dictionary)

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Generic Skills

• Most students worked collaboratively in different
  stages of the project work
• Variation of IT skills among students needs to be
  addressed
• A few shy students were led by dominant students
  better ways to monitor distribution of work ?
  Attitude teaching is as important as getting the
  job done?

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Presentation skills

• Many presentations were clear
• Many students developed good rapport with
  audience
• Some students need to be reminded that ppt
  presentation should be concise
• Students need to learn paralinguistic skills to
  get audiences attention (e.g. eye-contact, use
  of tone and pitch, gestures)
• Some students were shy in the presentations. They
  need chances to present in everyday classroom time

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Our concerns

• Students had no previous experience of conducting
  projects in English.Would it take a long time for
  our average students to get used to the new style
  of learning?
• Would the project take a lot of teachers time
  and efforts?
• How could teachers make sure that students
  participate and learn from the whole process?

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• Thank you