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Project-Based Learning Contextualized ESL for Health Care

Marcela Hebbard , MA’s South Texas College McAllen, Texas. Project-Based Learning Contextualized ESL for Health Care. Contents. This project as part of the P athway ESL for Health Care program Project Overview Description of the students Sample of a Lesson

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Project-Based Learning Contextualized ESL for Health Care

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  1. Marcela Hebbard, MA’s South Texas College McAllen, Texas Project-Based LearningContextualized ESL for Health Care

  2. Contents • This project as part of thePathway ESL for Health Care program • Project Overview • Description of the students • Sample of a Lesson • a) The use of collaborativeinstruction to build oral skills • b) The use of technology to strengthen second language acquisition skills

  3. Purpose of the Health Care Pathway program To serve as a bridge course for low-literacy students interested in pursing a career in the medical field by providing them with English language instruction, academic support and technology practice.

  4. Project Overview Objective: Be able to produce and present a coherent explanation of the function of one of the six body systems covered in class, starting from its parts, how it works and its most common diseases. Method: Study one body system a week. After six weeks, form groups, groups choose a body system, review materials from class, do more research if needed, choose vocabulary, prepare visual aids, rehearse presentations and present.

  5. My Students • 11 Women, 1 man • Education level range from 5th grade to 10th grade in Mexico. 1 university graduate. • Common traits. – All from Mexico, and all of them have expressed a desire to work in the health care system.

  6. Sample of Lesson • A lesson was not seen as a daily event of 3 hours, but instead as a weekly event. • Technology was incorporated in the classroom everyday. (See next four slides)

  7. Sample of a week’s Lesson English Class Focus on Communication Skills (Speaking/Listening) Day One – Activate background knowledge, introduce vocabulary and learn the function of each of the parts of the specific body system. Day Two – Review vocabulary and learn how the system works. Focus on Academic Skills (Reading/Writing) Day Three – Review and read about the conditions or illnesses that can affect that body system. Day Four – Review orally everything covered in previous days, then write a page explaining in their own works how the body system works. Focus on Technology Day Five – Students have a quiz and then complete a worksheet using specific websites. (See examples)

  8. WEEK FIVE Objective: Students will learn about how thedigestive system works.

  9. The Digestive System Page used to Introduce parts of the digestive system.

  10. THE DIGESTIVE SYSTEM Page used to Review and practice parts of the digestive system. http://www.languageguide.org/english/vocabulary/digestive-system/

  11. Let’s look at how our digestive system works (Function) http://kidshealth.org/kid/htbw/digestive_system.html http://kidshealth.org/kid/htbw/_bfs_DSquizsource.html - Quiz Websites used to explain the function of each organ in the digestive system.

  12. Fridays were test and technology days. • Written test containing week’s content • While students take test instructor emails them the worksheet for the day (email-accounts created first week of classes) • Ss click on the link and work individually http://www.nlm.nih.gov/medlineplus/tutorials/fracturesandsprains/htm/_no_50_no_0.htm

  13. Question asking/question answering

  14. Preparing visuals for presentations

  15. The Eye

  16. Practicing their oral presentations in pairs

  17. Results • All 12 students willingly participated in the project. • Presentations were videotaped. After, students watched and analyzed their own presentations. • Most students were satisfied with their performance as presenters and mentioned they had learned a lot . • All students enjoyed listening to their classmates’ presentations. • One student shared that this course taught her the importance of asking questions because during a doctor’s visit she found out a serious health condition by pressing for answers to her questions. (Thanks to her inquiries, she was able to receive proper treatment) . • Two students that were fearful to use the computer, felt that they could now at least check their emails and access those health websites to find information in the future.

  18. Evaluation and Reflection • This project was considered a great accomplishment by the students and the instructor. • Even though I did not hand out an evaluation form after this project, I did provide students with opportunities to link their experience on this project to their future academic goals by: • Having several professors from the Nursing program as guest speakers. Students were able to interact and asked question. Also, students said they understood many technical terms guest speakers’ used in their presentations. • 2) Taking the class to visit a nursing home. • A limitation of this project was not to have a rubric students could use as guide while watching and analyzing their presentations.

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