1. Project-Based Learning & Teaching

2. What is PBLT?
Learners work in groups to solve challenging, authentic problems
a component of an inquiry-based approach to learning,
(students create knowledge and understanding through learning activities built around intellectual inquiry and a high degree of engagement with meaningful tasks.)

3. Main Elements of PBLT (1) an extended time frame; (2) collaboration;
(3) inquiry, investigation, and research; and finally,
(4) the construction of an artifact or performance of a consequential task.

4. The Benefits of PBLT improved language skills, content learning,
real-life skills,
sustained motivation, and
positive self-concepts.
(Stoller, 2006)

5. meaningful communication,
experiential learning,
individual strategy building, and
a sense of accomplishment.

6. With the focus on the culminating product, language learning becomes incidental.

7. designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge.
does not assume that all students can demonstrate their knowledge in a single, standard, way.

8. How to Implement PBLT Start with the Essential Question
Design a Plan for the Project
Create a Schedule
Monitor the Students and the Progress of the Project
Assess the Outcome
Evaluate the Experience

9. From Stoller (2006)
the students and instructor agree on a theme for the project,
the students and instructor determine the final outcome of the project,
the students and instructor structure the project,
the instructor prepares students for the demands of information gathering,
the students gather information,

10. 6. the instructor prepares students for the demands of compiling and analyzing data, 7. the students compile and analyze information, 8. the instructor prepares students for the language demands of conducting the activity, 9. the students present the final product, and 10. the students evaluate the project.

11. Divide your cards into 3 categories…
1. I do this in my classroom now. 2. I am partially successful in doing this in my classroom. 3. I don't do this in my classroom.

12. 1. How do you do this in your class? Why is it important?
For the cards in each group (1,2,3), answer the corresponding questions below:
1. How do you do this in your class? Why is it important?
2. How can you make this more successful? Why is it important?
3. Why don’t you do this? Should you try? Find someone who feels that they do it and talk to him/her.

13. 12 Principles of Language Learning &Teaching
From H. Douglas Brown (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition)

14. Cognitive
1. Automaticity 2. Meaningful learning 3. The anticipation of reward 4. Intrinsic motivation 5. Strategic investment

15. Affective
6.. Language ego 7. Self-confidence 8. Risk-taking 9. The language-culture connection

16. Linguistic
10. The native language effect 11. Interlanguage 12. Communicative competence

17. Principle #1: Automaticiy
Efficient 2nd language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms.
“the road to fluency”

18. Task
Match each card to a principle.

19. Principle #2: Meaningful Learning
Meaningful learning will lead toward better long-term retention than rote learning.
Appeals to student interests
Connects new info to old info (schemata building)

20. Prinicple #3: Anticipation of Reward
Encourage for confidence
Encourage students to encourage other students
Be excited and enthusiastic!
It’s a long and winding road – keep an eye on the end rewards – get your students to look there, too

21. Principle #4: Intrinsic Motivation
The most powerful rewards are those that are intrinsically motivated within the learner.
Intrinsic vs. Extrinsic
Intrinsic brings feeling of competence and self- determination
Extrinsic is all about gaining an award or avoiding punishment

22. Principle #5: Strategic Investment
Successful mastery of the 2nd language will be due to a large extent to a learner’s own personal “investment” of time, effort, and attention
Multiplicity of learning styles and strategies = multiplicity of techniques
Encourage students to explore a range of strategies

23. Principle #6: Autonomy
Teaching is not “spoonfeeding” learners everything
Students need to become independent learners
Teachers can help students develop these skills and strategies

24. Principle #7: Language Ego
As human beings learn to use a 2nd language, they also develop a new mode of thinking, feeling, and acting – a 2nd identity.
Be supportive because adult learners often feel stupid!
Be challenging but kind in activities
Consider carefully who to call on, how to pair or group etc)

25. Principle #8: Willingness to Communicate
Create an atmosphere in the classroom that encourages students to try out language, venture a response
Provide reasonable challenges
Return students’ risky attempts with positive affirmation

26. Principle #9: The Language-Culture Connection
Whenever you teach a language, you also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting.
Explicitly discuss cultural differences
Consciously connect culture and language

27. Principle #10: The Native Language Effect
Errors are windows to interlanguage; is it the native language?
Help students to hold onto the helpful aspects of their NL
Facilitate thinking in the target language

28. Principle #11: Interlanguage
2nd language learners tend to go through a systematic developmental process as they progress to full competence in the TL.
Distinguish between interlanguage errors and all others
Tolerate interlanguage forms that make sense and show learning
Encourage self-correction
Don’t let your corrections make students afraid of speaking

29. Principle #12: Communicative Competence
Strive toward
Organizational competence = grammatical and discourse
Pragmatic competence = functional and sociolinguistic
Psychomotor skills (pronunciation, intonation)

30. Communicative goals are best achieved by giving due attention to:
language use and not just usage
fluency and not just accuracy
authentic language and contexts
students’ eventual need to apply classroom learning to unrehearsed contexts in the real world.