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Enhancing Language Learning through Content, Tasks, and Projects

Explore the benefits of content-based instruction, task-based instruction, and project-based learning in language teaching. Engage and motivate students while developing linguistic content and skills.

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Enhancing Language Learning through Content, Tasks, and Projects

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  1. Content-based Instruction, Task-based and Project-based. by Weizmar Lozada

  2. Content-based Instruction

  3. Content-based Instruction • Use of content from other disciplines in language teaching. • Build on students’ previous knowledge. • Students motivated to learn because of relevance. • Teachers help to develop linguistic content. • Language is learned best when it is used to bring interesting information. • Vocabulary can be easily acquired with contextual cues.

  4. Content-based Instruction • Teachers provides learners with a natural context for language use. • Activity has purpose and results. • Learners use authentic materials to practice language.

  5. Task-based Instruction

  6. Task-based Instruction • Teachers go through a pre-task with students before they work individually. • Teachers go through the task step-by-step. • Communicative competence = able to read, discuss, write about content of other fields. • Level is i + 1

  7. Task-based Instruction • Teacher-student negotiation, ask for feedback. • Teachers use language naturally. • Teachers repeat the correct form to reinforce. • Students do a task in groups; practice authentic listening and speaking.

  8. Task-based Instruction • Students receive feedback based on the content . • Students have input just for creating a way to complete a task.

  9. Project-Based Learning

  10. Project- Based Learning PBL • The main purpose of PBL is: • To engage students in learning process. • To provide an environment for the acquisition of • skills needed in education and workplace. • To teach curricular content. • To build new skills.

  11. Project- Based Learning PBL • Elements of PBL: • Standards Based • Assessment • Student Centered • Collaboration • Real World Connection • Multimedia

  12. Project- Based Learning PBL PBL consists of organize Activities using Conditions Contents Results to create to produce

  13. Project- BasedLearning PBL Content: Focused its attention on: • Problems presented in students environment. • Students find connections between ideas. • Real-world questions that students care about.

  14. Project- BasedLearning PBL Conditions: Support student autonomy: • Students get involved on learning communities. • Class-work is in a social context. • Students direct their own work and learning. • Students simulate the professional work.

  15. Project- BasedLearning PBL Activities: Investigative and engaging: • Students get involved in investigations over long periods of time. • Students make their own connections among ideas and acquiring new skills • Students use authentic tools. • Students get feedback from teachers and realistic assessment.

  16. Project- BasedLearning PBL Results Real-world outcomes: • Students create complex and intellectual products to demonstrate learning. • Students participate in assessments. • Students show development in real-world competence.

  17. Comparison Traditional Instruction Emphasizes Project Based Learning Emphasizes • Teaching role • Follows fixed curriculum • Proceeds block by block, unit by unit • Narrow, discipline-based focus • Teaching role • Follows student interest • Large units composed of complex problems or issues • Broad, interdisciplinary focus

  18. Comparison Project Based Learning Emphasizes Traditional Instruction Emphasizes • Materials of instruction • Texts, lectures and presentations • Teacher-developed exercise sheets and activities • Materials of instruction • Direct or original sources: printed materials, interviews, documents, and others • Data and materials developed by students

  19. Comparison Project Based Learning Emphasizes Traditional Instruction Emphasizes • Classroom context • Students working in groups • Students collaborating with one another • Students constructing, contributing, and synthesizing information • Classroom context • Students working alone • Students competing with one another • Students receiving information from an instructor

  20. Comparison Project Based Learning Emphasizes Traditional Instruction Emphasizes • Student role • Carry out self- directed learning activities • Discoverer, integrator, and presenter of ideas • Students define their own tasks and work independently for large blocks of time • Communicate, show affect, produce, take responsibility • Student role • Carry out instructions • Memorizer and repeater of facts • Students receive and complete brief tasks • Listen, behave, speak only when spoken to

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