Excellence in Education

WHY$IS$PROJECT.BASED$LEARNING$IMPORTANT?$
$
$
$
The$many$merits$ of$ using$$project4based$ learning$in$the$classroom.$
$
1)$$ PBL$Helps$ Students$Develop$ Skills$for$Living$in$a$
Knowledge4Based,$Highly$ Technological$Society$
$
The$ old.school$ model$ of$ passively$ learning$ facts$ and$reciting$them$ out$
of$ context$ is$ no$ longer$ sufficient$ to$ prepare$ students$ to$ survive$ in$
today's$ world.$ Solving$ highly$ complex$ problems$ requires$that$ students$
have$ both$ fundamental$ skills$ (reading,$ writing,$ and$ math)$ and$ 21st$
century$ skills$ (teamwork,$ problem$ solving,$ research$ gathering,$ time$
management,$ information$ synthesizing,$ utilizing$ high$ tech$ tools).$ With$
this$combination$ of$ skills,$ students$ become$directors$ and$managers$ of$
their$$learning$process,$guided$and$mentored$by$ a$skilled$teacher.$
$
These$skills$include$

• personal$and$social$responsibility
• planning,$critical$thinking,$reasoning,$ and$creativity
• strong$ communication$ skills,$ both$ for$ interpersonal$ and$ presentation$
needs
• cross.cultural$understanding
• visualizing$and$decision$making$
• knowing$how$and$ when$ to$ use$ technology$and$choosing$ the$ most
appropriate$tool$for$ the$task$
$
"One%of% the% major% advantages%of% project% work% is% that% it% makes% school%
more% like% real% life.% It's% an% in;depth% investigation% of% a% real;world% topic%
worthy% of% children's% attention% and% effort.".EDUCATION$ RESEARCHER$ SYLVIA$
CHARD$
$
2)$$ PBL$and$Technology$Use$ Bring$a$New$$Relevance$ to$the$ Learning$ at$ Hand$
By$bringing$ real.life$ context$and$ technology$ to$the$ curriculum$ through$a$
PBL$ approach,$ students$ are$ encouraged$ to$ become$ independent$
workers,$ critical$ thinkers,$ and$ lifelong$ learners.$ Teachers$ can$
communicate$ with$ administrators,$ exchange$ ideas$with$ other$teachers$
and$subject.area$experts,$and$communicate$with$ parents,$all$the$while$$
$
$
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops $
$
 $
$
$
$ Excellence in Education
$
$
breaking$ down$ invisible$ barriers$such$ as$ isolation$ of$ the$ classroom,$ fear$ of$
embarking$on$an$unfamiliar$process,$and$ lack$of$assurances$of$ success.$
$
PBL$ is$not$just$ a$way$of$ learning;$it's$a$way$of$ working$together.$If$students$
learn$ to$take$ responsibility$ for$ their$ own$learning,$ they$will$ form$ $ the$basis$
for$the$$way$they$will$work$with$ others$in$their$$adult$lives.$
$
3)$$ PBL$Lends$ Itself$to$ Authentic$Assessment$
$
Authentic$ assessment$ and$ evaluation$ allow$ us$ to$ systematically$
document$a$ child's$ progress$ and$ development.$ PBL$ encourages$
this$ by$ doing$the$following:$

• It$lets$the$teacher$have$multiple$assessment$opportunities.
• It$ allows$ a$ child$ to$ demonstrate$ his$ or$ her$ capabilities$ while$
working$independently.
• It$shows$the$ child's$ability$to$apply$desired$skills$such$as$doing$research.$
• It$ develops$ the$ child's$ ability$ to$ work$ with$ his$ or$ her$ peers,$ building$
teamwork$and$group$skills.
• It$allows$the$teacher$to$learn$more$about$the$child$as$a$person.
• It$ helps$ the$ teacher$ communicate$ in$ progressive$ and$ meaningful$
ways with$ the$child$or$ a$group$of$children$on$a$range$of$issues.$
$
4)$$ PBL$Promotes$Lifelong$ Learning$
$
Lee$ $ Shulman,$ president$ of$ the$ Carnegie$ Foundation$ for$ the$
Advancement$ of$ Teaching,$ has$ observed,$ "Teaching$ has$ been$ an$
activity$undertaken$behind$closed$doors$between$ moderately$$
$
$

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops $
$
$
 $
$
$
$ Excellence in Education
$
$
$
Consenting$participants”.$PBL$promotes$lifelong$learning$because$

• PBL$ and$ the$ use$ of$ technology$ enable$ students,$ teachers,$ and$
administrators$to$reach$out$beyond$the$school$building.
• Students$ become$engaged$ builders$ of$ a$ new$ knowledge$ base$ and$$$$
become$active,$lifelong$learners.
• PBL$teaches$children$to$take$control$of$ their$learning,$the$first$step
as$lifelong$learners.$
$
5)$ $ PBL$ Accommodates$ Students$ with$ Varying$ Learning$ Styles$ and$
Differences$
$
It$ is$ known$ that$ children$ have$ various$ learning$ styles.$ They$ build$ their$$
knowledge$on$varying$backgrounds$and$experiences.$It$is$also$recognized$
that$children$have$a$broader$range$of$capabilities$than$they$have$been$
permitted$ to$ show$ in$ regular$ classrooms$ with$ the$ traditional$ text.based$
focus.$ PBL$ addresses$ these$ differences,$ because$ students$ must$ use$ all$
modalities$ in$ the$ process$ of$ researching$ and$ solving$ a$ problem,$ then$
communicating$the$ solutions.$ When$children$ are$interested$in$ what$they$
are$doing$and$ are$able$to$use$their$$ areas$of$strength,$ they$achieve$ at$ a$
higher$level.$
$
6)$$ Research$Supports$$PBL$
$
A$ growing$body$ of$ research$ supports$ the$ use$of$ PBL.$ Schools$ where$PBL$ is$
practiced$ find$ a$ decline$ in$ absenteeism,$ an$ increase$ in$ cooperative$
learning$ skills,$ and$ improvement$ in$ student$ achievement.$ When$
technology$ is$ used$ to$ promote$ critical$ thinking$ and$ communication,$
these$benefits$are$enhanced.$
$
How$ Does$Project4Based$Learning$ Work?$
Tools$for$understanding$the$ process$of$ planning$and$building$projects.$
$
Start$with$the$ Essential$$Question$
$
$
$

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops $
 Excellence in Education

$
The$ question$that$ will$ launch$ a$PBL$ lesson$ must$be$ one$that$will$ engage$
your$students.$It$is$greater$than$the$task$at$hand.$It$is$open$ended.$It$will$
pose$a$ problem$or$a$situation$they$can$ tackle,$knowing$that$ there$ is$no$
one%answer$or$ solution.$
$
Take$a$real.world$topic$and$begin$an$in.depth$investigation.$Base$your$
question$on$an$ authentic$situation$or$ topic.$What$is$happening$in$ your$
classroom?$ In$ your$ community?$ Select$ a$ question$ about$ an$ issue$
students$will$believe$that,$by$ answering,$they$are$ having$an$impact$on.$
Make$it$relevant$for$them.$The$question$should$be$a$"now"$question$..$a$
question$that$has$meaning$in$your$students'$ lives.$
$
Design$a$Plan$ for$the$Project$
$
When$designing$the$ project,$ it$ is$ essential$ that$ you$have$ in$ mind$which$
content$ standards$ will$ be$addressed.$ Involve$ the$students$ in$ planning;$
they$will$feel$ownership$of$the$project$when$they$are$actively$involved$in$
decision$ making.$ Select$ activities$ that$ support$ the$ question$and$ utilize$
the$curriculum,$ thus$ $ fuelling$ the$ process.$Integrate$ as$ many$subjects$ as$
possible$ into$ the$ project.$ Know$ what$ materials$ and$ resources$ will$ be$
accessible$to$the$students$to$assist$ them.$Be$ prepared$to$delve$deeper$
into$ new$ topics$ and$ new$ issues$ that$ arise$ as$ the$ students$ become$
increasingly$involved$in$the$active$pursuit$of$answers.$
$
Create$a$Schedule$
$
Design$ a$timeline$ for$ project$ components.$ Realize$ that$ changes$ to$ the$
schedule$ will$ happen.$ Be$ flexible,$ but$ help$ the$ students$ realize$ that$ a$
time$will$ come$ when$they$ need$ to$finalize$ their$ $ thoughts,$ findings,$ and$
evaluations.$Consider$these$issues$$when$creating$a$schedule:$

• What$time$allotment$will$be$given$to$the$project?
• Will$ this$ project$be$ conducted$ during$the$ entire$ school$ day$ or$
during$dedicated$blocks$of$ time?
• How$many$days$will$be$devoted$to$the$project?

Enable$$success$by$ practicing$the$ following$tactics:$

• Help$students$who$may$not$perceive$time$limits.$
• Set$ benchmarks.
$
$
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops $
$
$
 $

Excellence in Education

• Give$students$direction$for$ managing$their$$time.$
• Teach$them$how$to$schedule$their$$tasks.
• Remind$them$of$ the$timeline.
• Help$them$set$deadlines.
• Keep$the$essential$question$simple$and$age$appropriate.$
• Initiate$projects$that$will$let$all$students$meet$with$success.$
$
Also,$allow$students$to$go$in$new$directions,$but$guide$them$when$they$
appear$to$digress$from$$the$project.$When$a$group$seems$to$be$ going$in$
a$different$ direction,$ask$ the$students$ to$explain$ the$reasoning$ behind$
their$actions.$ They$ may$have$ an$ insight$ to$a$solution$ you$haven't$seen.$
Help$the$ children$stay$on$course,$but$don't$accidentally$set$limitations.$
$
Monitor$the$ Students$and$ the$ Progress$$of$ the$ Project$
$
To$ maintain$ control$ without$ preventing$ students$ from$ taking$
responsibility$ for$their$$work,$follow$these$steps:$

• Facilitate$the$process$and$the$love$of$learning.
• Teach$the$students$how$ to$work$collaboratively.
• Designate$fluid$roles$for$group$members.
• Have$ students$ choose$ their$ $ primary$ roles,$ but$ assume$
responsibility$$$and$interactivity$for$all$group$roles.
• Remind$ them$ that$ every$ part$ of$ the$ process$ belongs$ to$ each$
individual$and$needs$each$student's$total$involvement.
• Provide$resources$and$ guidance.$
• Assess$ the$process$by$creating$team$and$project$rubrics.

What's$the$ difference$between$ team$rubrics$ and$project$rubrics?$

$
Team$ rubrics$ state$ the$ expectations$of$ each$team$ member:$Watch$
the$ group$ dynamics.$How$ well$ are$ the$ members$ participating?$ How$$
engaged$ are$they$in$the$process?$Assess$ the$outcome.$
$
Project$ rubrics,$on$the$other$hand,$ask$$these$questions:$What$is$required$
for$ project$ completion?$ What$ is$ the$ final$ product:$ A$ document?$ A$
multimedia$ presentation?$ A$ poster?$ A$ combination$ of$ products?$ What$
does$ a$good$report,$multimedia$presentation,$poster,$or$ other$product$$
$
$
$
$
$
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops $
$
 Excellence in Education

look$ like?$ Make$ the$ requirements$ clear$ to$the$ students$ so$ they$can$ all$
meet$with$ success.$
$
Assess$the$ Outcome$
$
Assessment$meets$many$needs.$It:$

• provides$diagnostic$feedback.$
• helps$educators$set$$standards.$
• allows$one$to$evaluate$progress$and$relate$that$progress$to$others.$
• gives$ students$ feedback$ on$ how$ well$ they$ understand$ the$
information$$and$on$what$they$need$ to$improve.$
• helps$the$teacher$ design$instruction$to$teach$more$effectively.$
$
Whenever$ possible,$give$ the$ students$ the$opportunity$ to$conduct$self.
assessment.$ When$ a$ student's$ assessment$ and$ the$ teacher's$
assessment$ don't$agree,$ schedule$ a$ student.teacher$ conference$ to$
let$ the$student$ explain$ in$ more$detail$ his$ or$ her$ $ understanding$of$ the$
content$and$justify$the$outcome.$
$
Evaluate$the$ Experience$
$
Little$ time$ for$ reflection$ is$ available$ in$ the$ busy$schedule$ of$ the$school$
day,$ yet$reflection$ is$ a$key$ $ component$ of$ learning.$ How$ $ do$ we$expect$
our$students$ to$synthesize$new$knowledge$if$they$are$ not$given$time$to$
reflect$on$what$they$have$ discovered?$Too$often,$we$teachers$ do$not$
allow$ ourselves$ that$ time,$either.$ Designate$ a$ time$for$ reflection$ of$ the$
daily$activities.$Allow$for$ individual$reflection,$such$as$journaling,$as$well$as$
group$ reflection$ and$ discussion.$ (For$ example,$ validate$ what$ students$
have$learned$and$make$suggestions$for$improvements.)$
$
To$enable$effective$self.evaluation,$follow$these$steps:$

• Take$time$to$reflect,$individually$and$as$a$group.
• Share$feelings$and$experiences.
• Discuss$$what$worked$well.
• Discuss$$what$needs$change.$
• Share$ideas$that$will$lead$to$new$questions$and$new$projects.

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops !
 Excellence in Education

Primary 6 - Weekly Planning

2nd TERM

UNITS/FUNCTIONS CONTENTS Hores COMPETENCES AND OBJECTIVES ACTIVITIES/METHODOLOGY/IDEAS

Progr. FOLLOW UP

Revising and revisiting Week 1

Reading Able to cope with long Focus on classroom management, RE- establishing class rules
content studied
phrases, and figure out meaning from and routines.
previously.
context.

Revise vocabulary seen the previous trimester.

Science fiction story Writing Can easily complete gapped
writing phrases and are learning to write in
full sentences.

E-books:
Listening Students find short texts www.oxfordowl.co.uk
easier. They can
PRIMARY 6 Click on MYCLASS LOGIN

username: teachersee
(TERM 2) Speaking With support, students can
form simple phrases and have short password: extraescolars
dialogues. Integrate as much
speaking into the classes to recycle
the language, in chants, songs, and
as part of classroom routine.

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops !
 Excellence in Education

Functional language:

He/she/it is Adjectives games (vocabulary input)

.
Adjectives to Play game. Guess who.
describe people He/she/it has got Use incidental vocabulary from game to make vocabulary
(has) . Week 2 To acquire vocabulary to describe
cards.
people (characters in stories), places,
Has he/she/it got and things in general. Describe your favourite character in a fairy tale. Use visuals,
? show well-known characters in well-known fairy tales and
have ss describe them in pairs/groups. Play a
Vocabulary revision
guessing/matching/memory game in groups/pairs.
(and extra):
(+language extension)

blond, brown hair, Extra resources:

red hair, black hair, To practice interaction skills. • describe your partner guessing game,
gray hair, bald, curly
• memory game opposites
hair, wavy hair,
straight hair, short • crossword opposites
hair, long hair, a • SENTENCE SCRAMBLE: Students work in pairs. They
To practice oral fluency skills.
mustache, a beard, put the words in order and make up sentences. They
only write down the questions. Swap pairs and ask
pigtails, braids, a
the questions to each other.
ponytail
Online games:
Adjectives: To use the structures and vocabulary
Word order:
Big, little, pretty, ugly, previously learned orally.
http://learnenglishkids.britishcouncil.org/en/grammar-
boring, fun, slow, fast, games/adjectives
heavy, light, tall,
short, strong, weak,
thin.
Vocabulary in the To practice reading comprehension Introduce the story. Ask comprehension questions. Work with
Planet EXIS story: skills. the pictures in the book. E.g. Where are they? What do they
look like?, etc.
Spaceship, spacesuit,
space worm, glowing Grade your language when telling the story, replace words
!
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops

rings, energy net, lush
forest, to crash
against, space villain,
rubbish, to surrender,
a robot army.
Structures:
Planet EXIS
Follow up work Question formation.
(past and present
simple)
Negative sentences
(past and present
simple)
Vocabulary from the
story.
Connectors
(sequence of events)
Vocabulary:
Past simple tense I
Went, saw, drank,
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
Excellence in Education
Week 3 To identify the elements of the story. and expressions for easier equivalent ones.
To describe the charcaters in the Break the text in parts (for attention span). Identify
story. beginning, middle and end, characters, and students´
favourite parts in the story.
To identify beginning, middle and end Guided reading comprehension worksheet: complete
of the story. comprehension activity sheet. This comprehension activity
sheet is meant to be done during a couple of sessions.
Combine doing the worksheet with a speaking exercise.
To acquire new vocabulary, and (e.g. first part: after drawing and describing their favourite
analize the context. character, they can talk about it in open class).
Vocabulary memory game:
Play a memory game, or any other vocabulary game
Week 4 Students read the story a second time.
Story flashcards: Each student has a flashcard (the
flashcards represent the main events of the story). They have
To personalize the story. to stand in order. They can match labels/word cards (with
parts of the story) to the flashcards.
To practice some vocabulary.
Group work-FOLLOW UP (Part II): students brainstorm ideas
about the continuation of the story. Students draw each part
To practice writing stories (towards of the story and write. You can do this as a story writing
the writing of a whole story at the end competition, and use it to revise superlatives (last term). E.g.
of the term). the best story was ….., the scariest story was….., the most
interesting ending was ….., etc.
To consolidate the use of some verbs
in the past tense relevant to writing a
Introduce verbs in the past that are likely to be used in
!

played, studied, ran,
made, ate, wrote,
sang, had, rode.
Structure:
Revise the structure
and rules for regular
verbs, and question
formation (use of
auxiliary DID).
Past Simple tense II
The Crystal Planet
Vocabulary:
Brightest, sparkling,
appearance, gravity,
mineral storm, rocky
terrain, hatch,
landing, panther.
Verbs in the past to
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
Excellence in Education
Week 5 script for the movie project.
To differentiate regular from irregular
verbs in the past.
To introduce question formation.
Week 6 To consolidate the use of verbs in the
past, and to consolidate the rules to
form irregular verbs, and questions.
To practice interaction skills.
Week 7 To practice reading comprehension
skills.
To identify the elements of the story.
To describe the charcaters in the
story.
To identify beginning, middle and end
of the story.
!
storytelling. Include was/were
Play a miming game, domino game, and speaking fluency
game (board game-see files)
Past simple tense. Matching cards/play snap (sets from 1 to
4).
Materials provided:
• Flashcards
• Activity sheets
• Domino game (Shrek’s daily routine)
It would probably take two classes to get through these
materials, but adapt according to the specific needs of your
class.
Introduce the story. Ask comprehension questions. Work with
the pictures in the book. E.g. Where are they? What do they
look like?, etc.
Grade your language when telling the story, replace words
and expressions for easier equivalent ones.
Break the text in parts (for attention span). Identify
beginning, middle and end, characters, and students´
favourite parts in the story.
Guided reading comprehension worksheet: complete
 Excellence in Education

describe the events comprehension activity sheet. This comprehension activity

in the story. sheet is meant to be done during a couple of sessions.
To acquire new vocabulary, and Combine doing the worksheet with a speaking exercise.
analize the context. (e.g. first part: after drawing and describing their favourite
character, they can talk about it in open class).

Consolidation of Week 8 Written production skills training: Brainstorming stage.

structures and
vocabulary studied Generation of ideas, discussion of Students work in groups (see brainstorming activity sheet-
previously. purpose, emphasis on content ideas, mind map)
creation of outline.
Writing a science • Ss decide on the characters (actors and
fiction story I actresses),and setting: time and place. They
Working with describe both.
incidental Students decide on the plot (the problem in the story) and
vocabulary. ideas for the short story.

Consolidation of Week 9 Linguisitc skills training: Writing the events in the story:
structures and
Question formation, use of CONFLICT, IMPORTANT EVENTS AND SOLUTION.
vocabulary studied
previously. punctuation (exclamation and
question marks), use of tenses and
vocabulary. Lots of incidental vocabulary will be produced at this stage.
Writing a science
fiction story II Working with It would be a good idea to take note of the new vocabulary
incidental and play a recycling game in the following classes.
Written production skills:
vocabulary.
Selection of specifics (tense, style, re-
structuring) Draw the main 4/5 parts of the story.

Consolidation of
structures and
Writing a science vocabulary studied
fiction story III previously.
Working with
Week 10 Linguistic and written production skills
training:
Revision of style, grammar and
structure. Checking for
consistency/errors/clarity/support of
Finishing the story and recording their voice (making an
audiobook if EdTool (screenr.com) and equipment
available).
Scan the drawings of the four parts of the story.

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

incidental arguments. Use screenr.com or http://www.screencast-o-matic.com/ to

vocabulary. record their voice and create the screencast (Students take
turns reading the different parts in the story).

Provide feedback on intonation and correct pronunciation

See examples:

http://www.screenr.com/bFL7
http://www.screenr.com/pFL7

Written and oral Week 11 To assess progress, and to complement continuous evaluation.
EVALUATION WEEK assessment.

Presentation and /or Week 12 To practice their listening skills Students watch the screencasts of the stories.
reading of stories. (comprehensible input).
If equipment is not available, ss can read the stories and
show the pictures (in open class).
Listening to the
stories To practice interaction skills (asking Each group can create their own comprehension questions
for the rest of the class (according to the stories they have
and answering questions)
created) and ask them after they have presented their
audiobook.

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Resources for Scaffolding:

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshops
 Excellence in Education

!
Most! relevant!bibliography:!
!
Hesse,!F.,!Care,!E.,!Buder,!J.,! Sassenberg,!K.,!&!Griffin,!P.,! (2015)!! A! Framework!
for!Teachable!
Collaborative!Problem!Solving!Skills!
!
William! N.! Bender! (2012)! ! ProjectNBased! Learning.! Differentiating!
instruction!for! the!21st!! century!
!
Marion! Williams! and! Robert! Burden,! The! role! of! Evaluation! in! ELT!
project!design!–!ELT!Journal!Volume!48!
January!1994NOxfors!University!Press!
!
William! Littlewood.! Process! Oriented! pedagogy:! facilitation,!
empowerment,!or!control?!–!ELT!Journal!volume!63,! July!2009!
!
P.!Griffin!et!al.!Assessment!and! Teaching!of!21st!! Century!Skills,!2012!
!
Ralph!Maltese,!25! projects!for! 21st!! century!learning,!2012!
!
David!A.!Sousa,!How!!the!Brain! Learns,!2011!
www.edutopia.org!
www.bie.org!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!!
!
Adapted, written and designed by Lola Thomson-Garay Abad for ELASTiC Training and Trinity College best practice workshop