MODULE 4: Why do Projects?

Table of Contents

MODULE 4: Why do Projects? ........................................................................................................ 1

Welcome to Module 4! .............................................................................................................. 2
Module 4 Reading 1: Tips for Project-Based Learning................................................................ 4
Module 4 Reading 2: Projects and Motivation ........................................................................... 6
Video 4: Advantages of Project-Based Learning ......................................................................... 8
Module 4 Quiz .......................................................................................................................... 11
Optional Module 4 Discussion .................................................................................................. 12
Module 4 PBL Plan .................................................................................................................... 13
Optional Activity Sharing and Portfolio .................................................................................... 14
Module 4 Check ........................................................................................................................ 16

© 2023 by University of Oregon. FSME MOOC Module 4 Downloadable Packet for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding 1
provided by the U.S. government and administered by FHI 360. This work is licensed under the
Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
WELCOME TO MODULE 4!
We've passed the middle point of our MOOC already! This week, we'll introduce Project-Based Learning
(PBL) and talk about why it's motivating and how to do it well. Our guiding questions will be:
• What is Project-Based Learning (PBL)?
• How can PBL help foster student motivation and engagement?
• What are some best practices for PBL?
• Does PBL support students' future success?

"Boy in Green" by CDC is licensed under the Unsplash License.

Key Concepts
Each week, we begin by defining a few key terms. Here are some phrases that will be important in
Module 4.
Project: An extended task in which students work to solve an authentic problem or produce a
complex and meaningful product.
Student-Centered Instruction: A style of teaching that shifts the focus from the teacher to the
student. This approach acknowledges that teachers can't simply transfer knowledge to students, but
rather students learn much better when they engage in a process of discovery.
Collaborative Learning: an educational approach in which groups of students work together to
discuss an issue, solve a problem, complete a task or create a product.

Now, reflect on these questions:

1. Think about a time when you completed a project that was meaningful for you personally or
for your community. What did you do? How did you do it? How did you feel?
2. What kinds of assignments, tasks, and/or projects seem to inspire your students to work
enthusiastically? Why?
There's no need to turn in your answers. For now, just think about the questions, or write about them in
your journal.

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Module 4 Activities
If possible, please turn in all activities on Canvas.
The following checklist of assignments may be helpful to you.

Module 4 Checklist

Check Assignment Estimated time investment

Read the module introduction and definitions (this page!) and think
15 minutes
about the questions.
Read a text to learn about some tips for Project-Based Learning. 45 minutes
Read a text to learn about projects and motivation. 45 minutes
Watch a video to learn some more advantages of Project-Based
15 minutes
Learning.
Take the quiz to check your learning from the texts and video. 30 minutes
If you wish, participate in an OPTIONAL discussion about your
15+ minutes
experiences with PBL.
Develop a plan for PBL that you could try with your students. 1 hour
If you wish, share ideas in the OPTIONAL discussion and/or copy
15+ minutes
ideas to your OPTIONAL FSME Activities Portfolio.
Review key ideas from this module and then answer the question
15 minutes
in Module 4 Check.
We recommend completing all activities in this module by November 19, so that you can begin Module 5.

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Read this text and take notes as needed. We will check your understanding of the information presented
here in the Module 4 Quiz.

MODULE 4 READING 1:
TIPS FOR PROJECT-BASED LEARNING
by Char Heitman and Beth Sheppard

Project: An extended task in which students work to solve an authentic problem or produce a complex
and meaningful product.

One of the best ways to facilitate learning in a way that keeps

students engaged and motivated is to incorporate project-based
learning. Project-based learning is a teaching method in which
students actively engage in real-world and personally-
meaningful projects. In a language learning classroom, projects
are an ideal way to engage students because they help students
use the language they are studying rather than just learn about
the language (Gaer, 1998). Instead of doing drills and fill-in-the-
blank worksheets, students actually use their language skills in
an authentic project. For example, students might make a
booklet of their favorite recipes using imperative verb forms and
food vocabulary. Or they might create posters to be displayed
around the school for an anti-bullying campaign or food drive.
Or they might create a video of interviews with tourists about
places of interest in their hometown. Projects give the students
opportunities and reasons to use their new language in
meaningful ways. "Man Reading" by Oladimeji Ajegbile is
licensed under the Unsplash License.
Projects can be done with students of all ages and language
levels, and they can take as little as one day or as long as a whole
year. The project's outcome, group composition, and audience will vary according to the learners, time
available, and a variety of other factors. No matter what the project, it is essential that the teacher
carefully plan key elements of the project and give clear instructions, so students will feel successful and
use their time well. Teachers should consider the following while planning and designing projects:
1. Align the project with the curriculum.
While projects should be fun for students, they should also align with course goals and
objectives. In other words, for an English class you should make sure that most of the time
students spend on their project is focused on practicing English, not on arts and crafts or on first
language content knowledge. Think about what projects can support specific language
objectives. For example, if students must demonstrate mastery of the imperative verb form by
the end of the semester, the teacher could have students do a project creating a recipe book,
cooking demo video or other how-to videos, in which imperatives such as “chop,” “stir,”
“combine,” “mix,” and “bake” are naturally used. The idea is to make sure the projects develop
the skills, competencies and/or knowledge articulated in the goals and objectives of the course,
so that they are part of the curriculum, not just extra tasks.

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 2. Make projects authentic and meaningful for students.
Students will be much more motivated and engaged if they are creating products or working
with themes and topics that are personally relevant and meaningful to them. Examples of
themes include: music, art, science, health, human rights, gender roles, local history, famous
people, and climate change. Though the final general outcome of the project may be defined, be
sure that students have some choice about the content of the project itself. For example, if
students are creating a tourist brochure, they can choose the places they wish to feature. In this
way, students choose the topics and themes that interest them most, which will increase their
engagement in the project.
3. Clearly describe the project and timeline.
The outcome of projects can vary widely. Examples of outcomes that students might produce
include: posters, maps, booklets, brochures, magazines, newspapers, bulletin boards, videos,
websites, games, performances, presentations, and reports (Alan and Stoller, 2005). Whatever it
is, be sure to be clear about the parameters of the product. For example, does the video have to
be at least five minutes long? Does the brochure have to be 10 pages and include at least 6
popular town sites? The clearer and more specific the teacher can be about the outcome, the
more likely students are to be able to fulfill the requirements of the assignment. For longer-term
projects, it is essential to break down the larger project into smaller steps. Rather than just give
an overview of the project and ask students to come back with a fully-formed product in four
weeks, for example, it is more supportive to set interim deadlines or check-ins along the way.
There are many ways to structure this. For example, the teacher can have students create a
checklist of the steps of the project which are due by certain dates. Alternatively, students could
submit interim reports in which they write what they have accomplished, what they still need to
do, and ask any questions as needed. Using a step-by-step approach helps ensure that students
will make consistent progress instead of rushing to finish the project on the last day. It also
ensures that students will put more time and effort into the project and produce a higher-
quality outcome (Edutopia, 2007).

References
(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use.)
• Alan, B. & Stoller, F. (2005). Maximizing the benefits of project work in the foreign language classroom.
English Teaching Forum, 43(4) 10-21.
• Edutopia. (2007, October 19). How Does Project-based Learning Work: Tools for Understanding the
Process of Planning and Building Projects. https://www.edutopia.org/project-based-learning-guide-
implementation
• Gaer, S. (1998). Less teaching: More learning. Focus on Basics: Connecting Research and Practice, 2(D).

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Read this text and take notes as needed. We will check your understanding of the information presented
here in the Module 4 Quiz.

MODULE 4 READING 2:
PROJECTS AND MOTIVATION
by Char Heitman and Beth Sheppard

Student-Centered Instruction: A style of teaching that shifts the focus from the teacher to the student.
This approach acknowledges that teachers can't simply transfer knowledge to students, but rather
students learn much better when they engage in a process of discovery.
Collaborative Learning: an educational approach in which groups of students work together to discuss
an issue, solve a problem, complete a task or create a product.

You have already read that Project-Based Learning can help support student motivation and
engagement in the language classroom. Let’s talk a little more about why that might be the case. We
have said that student motivation often increases when they feel competent, autonomous, and related.
Projects can support students’ feelings of
competence because they do meaningful work and
achieve success that their community can see and
appreciate. That’s why it’s important to consider
how the project can be published or displayed
beyond the classroom, and also why it’s so
important to provide the scaffolding that helps
students succeed. Projects can support students’
feelings of autonomy because the work unfolds in a
student-centered environment in which the teacher
facilitates the students’ efforts. That’s why it’s so
important to plan for student choice in the project
outcomes and content, and also why projects
involve a lot of independent work with the teacher
checking in and offering support. Finally, projects
can support students’ feelings of relatedness
because they are often completed in small groups, or published in formats where every student’s
individual work becomes part of one whole. That’s why we need to pay close attention to group
formation and collaborative work dynamics, and also why it’s helpful to include peer feedback in
Project-Based Learning.
Learning is inherently a social act, and knowledge is acquired and constructed through interactions with
others. This is not to say that one cannot learn independently, but learning is more robust and
knowledge is retained longer when learning is done with others (Gerlach, 1994). In addition,
collaboration is a fundamental skill that students will need when they leave school and get a job. Most
students will not have to take grammar tests or write 5 paragraph essays once they finish their
schooling. Rather, they will need to work with others to solve problems, successfully complete projects,
and communicate about plans and ideas. As our current millennium was approaching, educators and
industry experts came together to identify key skills needed in the future workplace. Their suggestions
became known as 21st-century skills, or the Four Cs: communication, collaboration, critical thinking
and creativity. Project-Based Learning can help students develop all of the 4 Cs. In group project work,

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students must communicate and collaborate effectively, and considering the ideas suggested by others
helps develop students’ critical thinking. Furthermore, project work involves creating original content or
products. Students often enjoy engaging with these real-life skills, and they may also be motivated by
the awareness that this practice can help support their future success.
During Project-Based Learning, it can be important
to explicitly scaffold and assess these 21st century
skills to help students achieve success and/or learn
from their mistakes. One frequent concern with
group projects is that not all students will
participate equally and that only one or two
students will do all of the work. In order to increase
accountability, teachers can have students discuss
what constitutes good group behavior and effective
team work. Teachers can help students establish
and commit to norms for project participation that
address issues such as dividing the work equitably, "Boys Writing " by Andrew Ebrahim is licensed
communicating respectfully, and meeting the under the Unsplash License.
agreed-upon deadlines. These are not only good
skills for students to practice for a specific project,
these are abilities that will be needed and valued in
any future work place setting. Another way to support full participation of all group members is to tell
groups that at the end of the project, all members will rate themselves and each other according to how
well they did on meeting their deadlines, contributing ideas, communicating clearly, and carrying out
assigned tasks. This increases the chances that all group members will contribute equally to the final
outcome and communicate as clearly as possible along the way as well.
Well-planned projects can be motivating and help students reach the goals and objectives of a language
course. Projects can also help students develop skills that will increase their success in the workplace
and throughout their life. Most importantly for our course, projects can support student motivation and
engagement because they offer meaningful work that includes some student choice and some
opportunities for collaboration.

References
(This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use.)
• Gerlach, J.M. (1994). Is this collaboration? New Directions for Teaching & Learning, 59, 5-14.

Image Credits
“Competence Icon” by the University of Oregon is an adaptation of “Arm Exercise Fist royalty-free vector graphic” by OpenClipart-Vectors,
licensed under the Pixabay license. This adaptation is licensed under CC BY 4.0 by the University of Oregon.
“Autonomy Icon” by the University of Oregon is an adaptation of “Feel Free Silhouette Joy royalty-free vector graphic” by Mohammad Hassan,
licensed under the Pixabay license. This adaptation is licensed under CC BY 4.0 by the University of Oregon.
"Relatedness Icon” by the University of Oregon is an adaptation of “Frame Heart Children royalty-free vector graphic” by GDJ, licensed under
the Pixabay license. This adaptation is licensed under CC BY 4.0 by the University of Oregon.

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VIDEO 4: ADVANTAGES OF PROJECT-BASED LEARNING
Your video this week focuses on the role of the teacher and audience in PBL, and on assessment for PBL.
Please watch the video on Canvas and take some notes. Or read the script and look at the slides below.

Module 4 Video Script and slides

As you learned in the reading, project-based learning or PBL is an educational approach in which
students do a valuable task. They must solve an authentic problem or produce a complex and
meaningful product. Many aspects of PBL were discussed in the main reading, but in this video, we will
highlight a few key differences between a traditional pedagogical approach and PBL.

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One big difference between a traditional classroom and the project-based learning approach is the role
of the teacher. In a traditional approach, the teacher is the expert and source of information and is also
the person responsible for organizing learning experiences. In a project-based approach, the teacher is
more a facilitator, coach, and consultant. After telling students about expectations for the structure and
outcome of the project, the teacher lets students organize their experience and learning. They will, of
course, need guidance in the process, but they have a much more active role. The degree of
responsibility students have will vary by age group and maturity level and extent of the project, but in
general, the PBL approach is a more student-centered model in which students are creators and
presenters of knowledge.

Another difference between traditional pedagogy and PBL is the assessment model. In traditional
classrooms, students take tests and complete individual tasks. In PBL, students are assessed differently.
Rather than creating a text with fill-in-the-blank, true/false or essay questions, the teacher needs to
create a tool that assesses both the process of the project and its product. This may require several
different rubrics or checklists, and it can also include peer evaluations, conferences, and other tools.

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In traditional pedagogy, tests assess how much the students know about the language. In PBL, the
teacher assesses how well students use the language. For this, it is helpful to consider the principals of
performance-based assessment. Performance-based assessments measure students’ ability to apply the
knowledge and skills they have learned. Although these assessments can vary, they share several key
features. Namely, performance-based assessments are authentic, complex, process-oriented or product-
oriented, and open-ended though still time-bound.

Projects are also an ideal opportunity to help students develop accountability and teamwork skills. In
recent years, many workplaces have started to incorporate 360-degree assessment. In this kind of
assessment, workers are evaluated by multiple people. This means that a worker’s performance is not
only evaluated by the highest-level boss but also by immediate supervisors, colleagues, project team
members, and themselves. In the same way, during project work in the classroom, students should
receive feedback about their performance from group mates and other classmates in addition to the
teacher. Students should also be given opportunities for self-reflection, and they should rate themselves
according to how well they participated, contributed ideas, met deadlines, and carried their weight
during the product creation process. Both peer-assessment and self-reflection can lead students to identify
their strengths as well as gaps in their performance. This can help them address such gaps in the future.

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Finally, projects are an excellent way to create and strengthen connections between the class, school
and community at large. In a traditional classroom, it is only the teacher and maybe the classmates who
see a final product. But in project-based learning, the teacher should arrange to have the widest
audience possible for final project results. For example, students can present live performances to
parents, other English classes or the whole school. Similarly, for campaigns, poster projects, bulletin
boards or other tangible creations, project outcomes can be displayed outside the classroom or around
the school. For digital products like videos or websites, links can be shared on a publicly accessible
school website. The teacher should determine which wider audience is most appropriate for each
product or outcome. The more students sense that their products will be viewed and valued by a larger
community, the more motivated they will feel to create a high-quality product, and the more
meaningful it will be.

Project-based learning may seem challenging. Projects do require a lot of careful planning, but the
rewards are well worth the effort!

MODULE 4 QUIZ
Purpose
This quiz will help you review the vocabulary and main ideas from the Module 4 reading and video. Feel
free to refer to your notes when you are working on the quiz.
Assignment
Take the quiz as many times as necessary to pass with at least 70% of the answers correct.
You must take this quiz on Canvas.

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OPTIONAL MODULE 4 DISCUSSION
This discussion is not required, but we encourage you to read these questions and think about them,
even if you don't post your answers. If you do post your answers, be sure to also read and reply to some
answers from your course colleagues.
The purpose of these optional discussions is to help you make connections between your life experiences
and the ideas in your course readings and videos. The more you can connect your new learning with your
existing ideas, the more likely it is that you will remember and apply what you have learned.

"Workplace Team" by Free-Photos is licensed under the Pixabay License.

Discussion Questions
You can feel free to answer one or more of the following questions. You don't have to answer all of
them! You can also share other thoughts in response to the assigned reading and video. Please don't
post off topic in this discussion: your posts should be closely connected to the topic of the week.
Please also reply to several of your course colleagues in this discussion. Refer to the Discussion
Guidelines page if you'd like to review our suggestions for effective online discussion.
1. Have you experienced PBL before? Please describe any challenges that came up, along with
how you or a colleague worked to overcome those challenges.
2. Unfortunately, it's quite common for teachers to assign projects that don't require much use
of the target language. Can you think of examples of projects in which more class time was
spent on arts & crafts or collecting information than on language practice? Please describe
ways that these projects could be revised to include more target language practice.
3. Projects are often completed in small groups. What are some of the ways you create groups
which foster students' motivation AND help them stay on task? How do you support students
for successful group work in which everyone participates actively?
Please sign your discussion post with your name and country, to help guide your colleagues' replies.

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Remember, the above discussion task is OPTIONAL. It doesn't count towards your final grade in the
MOOC. It's an extra opportunity to express your thoughts about the topic of the week and learn from
interaction with your course colleagues and facilitators. If you choose to participate, you can assess your
own participation using the checklist below:
Discussion Self-Assessment Checklist
□ I answered one or more of the discussion questions on this page, or shared my response to the
readings and video in this module. I did not post off topic.
□ My answers were based on my own thoughts and ideas and written in my own words.
□ I read the answers of several course colleagues, and replied to at least one of them.

MODULE 4 PBL PLAN

In this task you will make a plan for PBL. The more details you include in your plan, the easier it will be to
implement it in the future. Of course, when you carry out your plan you will probably need to adapt
your plan to the specific students, and after giving it a try you will want to revise it further.
What to do
1. Think of a class you teach (or would like to teach), where a project might be a good fit. Consider
the students' age, proficiency level, how much time they spend in your class, and any other
relevant details.
2. Think of a project that might be motivating and engaging for these students, and will also help
them meet language objectives for their class. You can use this template to write up your plan:
Download FSME MOOC Module 4 Template: Make a Plan for PBL (DOCX 223 KB)
Download FSME MOOC Module 4 Template: Make a Plan for PBL (PDF 124 KB)
3. Make a plan about when you will try out this project. Decide how long the project should take.
4. Finally, complete this assignment by answering the questions. You must answer the questions
on Canvas.

"Together Now" by John Schnobrich is licensed under the Unsplash license.

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OPTIONAL ACTIVITY SHARING AND PORTFOLIO

Instructions
In this discussion you will share and gather ideas for your Activities Portfolio. For a reminder about the
portfolio, you can refer back to OPTIONAL Activity Sharing and Portfolio from Module 1.
Please share an activity or idea for formative assessment and/or reflection in the classroom. Describe
each activity in about 100-200 words. Be sure to include the following information:
1. The name of the activity and where you learned about it. If you share an activity that you
found online or in a published source, please include a citation. But we'd love to hear about
activities that you learned from a colleague or invented yourself!
2. The specific purpose of the activity (such as getting to know each other, increasing kindness,
establishing norms, etc), the amount of time needed for the activity, plus any materials that
are needed.
3. A description of the activity: What do teachers and students do? Please use your own words
for the description, without copying and pasting from any source. It's fine if your description is
simple and brief. Just tell us what you do!
If you want to share more than one activity or idea, that's fine too! Just make another post to this
discussion for each one that you share.
After you share your own activity, read your colleagues' ideas. When you see an idea you would like to
use, copy it into your Activities Portfolio. Then leave a reply for the colleague who shared this idea,
thanking them and adding any comments. You can add as many activities as you like! You are welcome
to copy/paste from this discussion to your portfolio, if you wish, and we suggest also adding the name of
your course colleague who shared the idea.
You can find the activity portfolio in the packets for Modules 1 and 2. Remember, this is an optional
activity, so you could also use a different format. It's your choice.

"Group" by Z is licensed under the Unsplash license.

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Sample
Here is an example activity description:
Wikipedia Project: I read about a similar idea in the Asian EFL Journal. I think my students would like to
create an English Wikipedia page for our school. It doesn't have a Wiki page yet, so they could really
publish it. The activity will strengthen their reading and writing skills. It could take two weeks. The
required material is a computer with an internet connection. First, the whole class can brainstorm a list
of sections for the page (for example, history, building, teachers, students), and then each section will be
written by a small group of students. Then the groups can edit the sections of the other groups, and then
we can publish it. I have not tried this, but I am thinking about it for next year. I hope you like my idea.
Best wishes, Sooyoung, Korea
Here is a sample reply:
Dear Sooyoung,
I love this idea! Thanks for sharing it. Now I am also thinking about it for next year.
Dao, Thailand

Remember, this task is OPTIONAL. It doesn't count towards your final grade in the MOOC. It's an extra
opportunity to share your ideas, collect ideas from course colleagues, and develop a portfolio of useful
activities. If you choose to participate, you can assess your own participation using the checklist below:
Discussion Self-Assessment Checklist
□ I shared one or more activities with my course colleagues on this page.
□ The activities I shared are closely connected to the module theme for this week.
□ I used my own words to describe the activities, with no copy/pasting from the internet.
□ I read my colleagues' ideas and copied my favorites from this discussion onto my portfolio document.
□ I formatted and organized my portfolio so that they will be useful to me in the future.

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MODULE 4 CHECK
Key Points
At the end of each module, we review some of the key lessons from the week. Here are our main ideas
from Module 4.
• Projects for PBL need to align with the language curriculum. Avoid projects in which most of
students' time will be spend on arts and crafts, or on collecting content information using their
first language. Think about the language objectives of your course, and envision projects that
focus on one or more of those areas.
• PBL is a student-centered approach. After clearly defining the project, the teacher can be a
facilitator and guide as students make choices and organize their work.
• Projects are often done in small groups, although they can also involve individual work. For
group projects, teachers should explicitly teach students techniques to collaborate well, and can
scaffold successful group work by providing group contracts, checklists, suggested roles, and/or
peer- and self-assessment of group contributions.
• PBL requires performance assessment, meaning that teachers evaluate both the process and
the product in terms of how language is used. Assessment should be transparent, meaning that
students know from the beginning how they will be assessed.

Module Check
Please answer one question to verify that you have completed all
activities in Module 4. You must choose "yes" in order to move on
in the course. If your answer is not yet "yes," please complete your
work and then return to this module check. This will count as 1
point toward your grade. You must complete the Module Check
on Canvas.

"Woman in Black" by Christina is licensed

under the Unsplash License.

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