Project-based learning as the means of enrichment of English curriculum

Valeriy Zavertyaev
Academic Lyceum under WIUT
Abstract: Project-based learning as a model of developing education is based on
intrinsic differentiation. The model allows the instructor to individualize
instruction in the conditions of heterogeneous class. Being based on Vygotsky’s
theory of the zone of proximal development (ZPD), project-based learning is
aimed at the development of thinking processes with consideration of abilities of
every child. With Bloom’s taxonomy of educational objectives being in the basis
of the level of potential development and Renzulli’s Enrichment Triad Model in
the basis of the actual development level, project-based learning makes it possible
for students to combine ideas from previous learning to create a new whole by
bringing together a variety of ideas or concepts and develop opinions, judgments or
decisions based upon previously known facts or opinions, and gives a student an
opportunity to get involved in the types of activities that are of interest to him,
expose him to various topics and fields of study and to determine the intensity and
the scope of this activity on his own. Each project is developed with a purpose
such as survey, solution to a problem, an interesting suggestion, etc. The project
implementation is a one semester effort. The process of project development
consists of five problem exploration stages which include selection of the research
topic, information collection, project writing, preparation of the project
presentation and defense of the project. This paper derives from teaching
experience of the English faculty of the Academic Lyceum under Westminster
International University in Tashkent (WIUT) and discusses the practice of
implementation of project-based learning as the means of enrichment of English
curriculum focusing on the initial phase of project development called “Problem
Exploration”.
Key words: the zone of proximal development, intrinsic differentiation, the
Enrichment Triad Model, a research project, stages of the project, the role of a
teacher

“The aim of teachers and the school curricula should be to awaken, not “stock” or
“train” the mind. We need to help students to be aware of what they don’t know
that is worth knowing” (Wiggins J. (1989) as cited in Foran J., 1990). The most
effective model of teaching to achieve this high aim is project-based learning
allowing “in-depth investigation of a topic worth learning more about” (Harris &
Katz (1989) as cited in Grant M., 2002) Deriving from teaching experience of the
English faculty of the Academic Lyceum under Westminster International
University in Tashkent (WIUT), this paper discusses the practice of
implementation of project-based learning as means of enrichment of English
curriculum focusing on the initial phase of project development called “Problem
Exploration”.

Project-based learning as a model of developing education is based on intrinsic

differentiation. The model allows the instructor to individualize instruction in the
conditions of heterogeneous class. This model is based on L. S. Vygotsky’s theory
of the zone of proximal development (ZPD). Vygotsky defined the zone of
proximal development as “the distance between the actual development as
determined by independent problem solving and the level of potential development
as determined through problem solving under adult guidance or in collaboration
with more capable peers” (1978, p86). Tharp and Gallimore (1988) in “Rousing
minds to life: teaching and learning in social contexts” use a four-staged model of
ZPD to show how children develop speech and language (Figure 1). The same
model is applicable to demonstrate the independent project development in school
environment.
Figure 1. A four-stage model of ZPG
(Source: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1zpd.htm)

Project-based learning is aimed at the development of thinking processes with

consideration of abilities of every child. In the basis of the level of potential
development there is Bloom’s taxonomy of educational objectives, while in the
basis of the actual development level there lies Joseph S. Renzulli’s Enrichment
Triad Model.

Bloom’s taxonomy of educational objectives has six levels: knowledge,

comprehension, application, analysis, synthesis, and evaluation. In English classes
the instructor can reach only the first four levels; knowledge, comprehension,
application and analysis. Project-based learning makes it possible for students to
combine ideas from previous learning to create a new whole by bringing together a
variety of ideas or concepts and develop opinions, judgments or decisions based
upon previously known facts or opinions.
The Enrichment Triad Model (Figure 2) goes far beyond the curriculum, gives a
student an opportunity to get involved in the types of activities that are of interest
to him, expose him to various topics and fields of study and to determine the
intensity and the scope of this activity on his own. The model includes three types
of enrichment.

Figure 2. The enrichment triad model

(Source: http://137.99.60.102:86/pdf/triad.pdf)

The first type of enrichment makes students conversant with various disciplines
and topics that are usually “not covered in the regular curriculum” (Renzulli J.S,
Reis S. M. (n.d.)). The second type of enrichment facilitates the development of
thinking process, while “the goals of the third type of enrichment include providing
opportunities for applying interests, knowledge, creative ideas and task
commitment to a self-selected problem or area of study; acquiring advanced level
understanding of the knowledge (content) and methodology (process) that are used
within particular disciplines, artistic areas of expression and interdisciplinary
studies; developing authentic products that are primarily directed toward bringing
about a desired impact upon a specified audience; developing self-directed learning
skills in the areas of planning, organization, resource utilization, time management,
decision making and self-evaluation; developing task commitment, self-
confidence, and feelings of creative accomplishment” (Ibid).

The problem exploration stages of the project development process

Each project is developed with a purpose such as survey, solution to a problem, an

interesting suggestion, etc. The project implementation is a one semester effort.
The five stages which include selection of the research topic, information
collection, project writing, preparation of the project presentation and defense of
the project are described in detail below.

Selection of the research project. At this stage students are given a list of topics
relevant to their peers and related to social and psychological studies from which
they select their topic. Students may select the topic from various disciplines of
knowledge they are interested in not included into the list. Students may choose to
work on their project individually or in collaboration with their peers. In case of
collaborative study, students research different aspects of the problem. For
example, if students decide to explore gender differences, one of them may study
gender differences in education, the second student may study gender differences
in employment, while the third student may study gender differences in
communication focusing on emotional intelligence of the two genders. Given that
every subject students will choose to write about for their project has been written
about before, the students are instructed that “the challenge is not to find a unique
topic but to find an angle on a familiar topic that helps readers to see what they
probably haven’t noticed before” (Ballenger B., 1994, p.55). This is where the first
type of enrichment in Renzulli’s Triad Enrichment Model comes into play.
Selecting the topic of their project the students narrow it down to a more specific
one. This is the stage when they find answers to the following questions:

 What do I know about the subject?

 What aspects of the subject do I find most intriguing, important or
disturbing? Why?
 Why am I writing on this subject?
 What important aspects of this subject excite my interest?

According to Vygotsky’s theory of ZPD model, it is the level of potential

development as students find answers to these questions discussing them with their
peers and adults including their English teacher, parents and experts. The role of a
teacher at the stage of research topic selection is very important. Given that
students can choose any topic relevant to their peers even though it is not included
into the recommended list, this topic may seem interesting at first sight but very
challenging after careful consideration as it will be very difficult to construct
hypotheses, design a questionnaire, collect and process data. Therefore the teacher
controls this stage setting a strict two weeks deadline for submission of topics and
then discusses the topics with students, helping them to clearly formulate the topic,
highlights other aspects of the problem and if necessary suggests ideas for new
research topics.

Information Collection. Once the topics are identified by students and approved
by the English teacher, the students enter the second stage of the project called
“Information Collection”. This is the most interesting stage lasting six weeks
during which students search the Internet and printed sources for general
information and scientific data. At this stage, which is an internalization stage in
Vygotsky’s theory of ZPD (Fig.1) and the first type of enrichment in Renzulli’s
enrichment triad model (Fig.2), students independently explore the problem doing
a lot of reading and become well versed in different aspects of the problem under
study.

Project Writing. The next stage is “Project Writing”. Representing the second
type of enrichment in Renzulli’s enrichment triad model, it seems to be the most
challenging one as during the next eight weeks students have to study all
downloaded sources, identify extracts relevant to their study and paraphrase,
summarize or quote them using methods of in-text citation and references in
accordance with the APA Style Manual they have learned and have been practicing
since the beginning of academic year and then present their reports in the form of a
double entry journal, the left part of the journal containing the original source and
the right part comprising the entitled paraphrases or summaries of the original
sources, followed by a section titled “Historical Background” in which they
reorganize the paraphrased and summarized parts of their sources separating
conflicting ideas and facts as well as a subsection titled “My response” in which
they state what they are going to do in their second research to be conducted in the
second semester. The projects are then submitted by students and checked by
teachers for accuracy of citing sources, coherence and cohesion, appropriate
vocabulary and grammar.

The Preparation of Project Presentation. The fourth stage of project

development is the preparation of project presentation. Lasting two weeks during
which students prepare a PowerPoint presentation on their findings stating what
they learned in the course of their research and how they are going to use the
information in their second collaborative research project, this stage represents the
third type of enrichment characterized by students’ involvement into creative work
of selecting the most salient aspects of the problem and presenting them to the
class.
Defense of the Project. The stage crowning the first phase is “Defense of the
Project”. During this stage students make presentations of their projects and
answer questions. This stage is very rewarding for students as at this stage they
receive recognition of their peers for their accomplishments.

To sum up, project-based learning develops higher learning skills of students such
as analysis and synthesis which they will need in their postsecondary education,
constructs “new knowledge by building on their current knowledge” (Grant M.,
2002,p2), boosts their self-esteem and helps them to reach the self-actualization
level – the highest level in Maslow’s hierarchy of needs. Being multi-faceted and
learner-centered, the project-based method can be easily integrated in various
classrooms and can successfully accommodate students with different learning
styles.

References

Ballenger B. (1986). The curious researcher: A guide to Writing research papers

Needham Heighs, Massachusetts: Allyn and Bacon.
Foran V (1990, Effective teaching: The Cornerstone of quality education. St. Paul,
MN: Paradigm Publishing Inc.
Grant M., (2002). Getting a grip on project-based learning: Theory, cases and
recommendations Meridian: A Middle School Computer Technologies Journal a
service of NC State University, Raleigh, NC Volume 5, Issue 1.
Renzulli J.S, Reis S. M. (n.d.) The Schoolwide enrichment model: Executive
Summary Retrieved from http://sp.uconn.edu/~nregt/sem/semexec.html
Tharp R. and Gallimore, R. (1998) Rousing minds to life: teaching in social
contexts. New York: Cambridge University Press.
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological
processes. (M. Cole, V. J. Steiner, S. Scriber, & E. Souberman, Eds) Cambridge,
MA: Harvard University Press.
 Appendix

A Problem Exploration Phase of Independent Research Projects

Stages Materials, instruments and Resources Underlying psychological and Level of difficulty Duration
procedures instructional models and obstacles
1. A list of topics is given to
students. The topics are relevant to A teacher n/a Easy
their peers and related to social and
psychological studies.
2. Topics from various disciplines The first type of enrichment in
of knowledge are selected and Students Renzulli’s Triad Enrichment Easy
narrowed down. Model (General exploratory
activities
3. Decisions regarding individual or Students n/a Easy
collaborative study are made1.
1. Selection of 4. Finding answers to the following The first type of enrichment in
research questions: Renzulli’s Triad Enrichment
project Students Model (General exploratory
 What do I know about the activities) Moderate
2 weeks
subject? The level of potential development
 What aspects of the subject in Vygotsky’s theory of ZPD
Model
do I find most intriguing,
important or disturbing?
Why?

1
In case of collaborative study, students research different aspects of the problem. For example, if students decide to explore gender differences, one of them may
study gender differences in education, the second student may study gender differences in employment, while the third student gender differences in communication
focusing on emotional intelligence of the two genders.
  Why am I writing on this
subject?
 What important aspects of
this subject excite my
interest?

5. Rendering assistance in Teacher An internalization stage in Moderate

formulating the research topic; Vygotsky’s theory of ZPD Having selected a
highlighting other aspects of the Students challenging topic
problem; suggesting ideas for new The first type of enrichment in students may later
research topics Renzulli’s Triad Enrichment experience difficulties
in constructing
Model (General exploratory
hypotheses, designing
activities) questionnaires,
collecting and
processing data
2. Information 1. The search of the internet and Students The first type of enrichment in 6 weeks
collection printed sources for general Renzulli’s Triad Enrichment
information and scientific data Model (General exploratory
activities) Moderate

An internalization stage in
Vygotsky’s theory of ZPD

1. A study of all downloaded Students The second type of enrichment in

sources. Renzulli’s enrichment triad model Heavy
(Group training activities) The activity is time
The second stage of ZPD consuming and
3. Project (Assistance provided by self) difficult as students
Writing have to read long 8 weeks

2. Identification of extracts relevant
to their study.
3. Paraphrasing, summarizing or
quoting extracts using methods of
in-text citations and references in
accordance with the APA style.
4. Presentation of reports in the
form of double entry journal.2
1. Preparation of PowerPoint
4. The presentation of findings and the
preparation of statements of what has been learned
Project in the course of research and how
Presentation the information will be used in the
second collaborative project
1. Making presentations of the
5. Defense of projects and answering questions
the project
2
the left part of the journal contains the original source and the right part comprises the entitled paraphrases or summaries of the original sources, followed by a
section titled “Historical Background” in which they reorganize the paraphrased and summarized parts of their sources separating conflicting ideas and facts as well
as a subsection titled “My response” in which they state what they are going to do in their second research to be conducted in the second semester.
articles with many
unknown words.
Students The second stage of ZPD
(Assistance provided by self) Moderate
Students The second stage of ZPD
(Assistance provided by self) Very heavy
Students have difficulties
in paraphrasing and
summarizing sources and
occasionally
unintentionally plagiarize
original sources, distort
original author’s ideas or
improperly use the
methods of in-text
citations and references
Students The second stage of ZPD Moderate
(Assistance provided by self)
Students The third type of enrichment in
Renzulli’s enrichment triad model Moderate
(Individual and small group 2 weeks
investigations of real problems)
Students The third type of enrichment in
Renzulli’s enrichment triad model Easy A week
(Individual and small group
investigations of real problems)