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1. UNIT 11. COOPERATIVE LEARNING ENVIRONMENTS

   TASK BASED LEARNING AND PROJECT BASED LEARNING JSP 2011-2012
2. AIMS OF THE UNIT Presentingtwocooperativelearningenvironments Knowingtask-basedlearning Knowingproject-basedlearning Knowingthedifferencebetween a project and a task. IntroducingThinkQuest online environment. Presentingsomeexamples of tasks and projects JSP 2011-2012
3. SKILLS FOR THE 21st CENTURY WORKING IN TEAMS SOLVING COMPLEX PROBLEMS RESPONDING CREATIVELY TO RAPIDLY CHANGING BUSINESS LANDSCAPES USING RAPIDLY EVOLVING TECHNOLOGIES JSP 2011-2012
4. COOPERATIVE LEARNING Learner’sautonomy Project works Constructivistprinciples Interactiveinstruction Thesuccess of cooperativelearningisdependentupontheexpertise of theteacher JSP 2011-2012
5. PROJECT BASED LEARNING A systematicteachingmethodthatengagesstudents in learningessentialknowledge and life-enhancingskillsthroughan extended student-influencedinquiryprocessstructuredaroundcomplex, authenticquestions and carefullydesignedproducts and tasks. Groupwork Positive interdependence Individual accountability Face-to-facepromotiveinteraction Appropriate use of collaborativeskills Groupprocessing JSP 2011-2012
6. PROJECT BASED LEARNING JSP 2011-2012
7. WHAT DO LEARNING PROJECTS LOOK LIKE? Essentialquestion or problem (fromthe real world) Central to thecurriculum Variety of activities Extendedperiod of time Collaborationamongstudents Studentsinitiative and autonomy Use of technology Final production to be communicated to anaudience JSP 2011-2012
8. PROJECT LEARNING AND 21st CENTURY SKILLS Criticalthinking Creativity Teamworking Cross-culturalunderstanding Communication Technology Self-direction JSP 2011-2012
9. PLANNING Definition of theproject Objectives Timeline Assessment plan Rubricused Resources: traditional and ICT Class time Specificfeedback Otherteacherscollaboration JSP 2011-2012
10. STUDENTS PRODUCTIONS Posters Oral presentations Data show Presentations Booklets Reports Debates Movies Graphicorganizers JSP 2011-2012
11. TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS Take a field trip to Gettysburg and write a report on the experience. Make posters depictingthearchitecture of ancientEgypt. Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear. Observe and measurevariousschoolbuildings and record data. Investigate the question "How could wars be more humane?" Use Gettysburg as an example of a high casualty battle, comparing it to other battles. Complete a portfolio, including an essay and a literary response journal, then conclude with a debate Complete a case study on the pyramids using the question "How were the pyramids built?" to address five controversial issues: source of the design, source of materials, time to completion, method of transportation of materials, and contents of the chambers.. Identify five sound pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each. Design a "School of the Future" with scale drawings and models, taking into account the site and anticipated needs. Present plan to an audience of school officials or community experts. JSP 2011-2012
12. TRADITIONAL PROJECTS VS. SUCCESSFUL PROJECTS Research and write a 10-paragraph report on an animal of your choice.  Create a visual representation of your animal, using a drawing or a diorama. Students learn the basic metabolic process of the cell and create a visual drawing of a cell showing at least two of the processes. Students read The Odyssey and create a drawing depicting the journey of Odysseus. Have students create a mock stock portfolio and follow stock prices over several months. Choose an animal and address the following question in a report and oral presentation:  'How does a _______succeed in the wild?'  Be preparedtoanswerthequestionsfromyouraudience. Students are asked to run around the school track during PE and observe their physiological reaction to exercise. They then are asked: “Why do we perspire?” They answer the question based on intuition and observation, then use their answers as a guide to creating a further set of questions to be investigated and answered over a period of week. Students discuss the meaning of the world ‘hero’ and as a class list the criteria for heroism. They then choose someone in their lives or community who meets these criteria, and write an essay on the meaning of heroism in contemporary life. As part of their assignment, they read and discuss The Odyssey. Have students analyze the relationship between the stock market and the business cycle and answer the question: “Do the fluctuations in the stock market over a 4 month period provide evidence that stock markets are affected by the business cycle? JSP 2011-2012
13. HOW TO MANAGE THE GROUPS As you begin the project, make sure all students are on the right track. Tailor your grouping strategies to the needs of the project. Plan how to accomodate the needs of diverse students. If individual group members don’t carry their own weight, fire them! If individual group members aren't working, talk with them (and their parents) about their behavior. Keep track of each group's progress. Make sure groups keep track of their own progress. Keep public records of group progress. The Internet is only one information resource. Students often need help using it efficiently. Technology can be a powerful tool. It can also crash and leave you stranded. Think about how technology will make  your project more effective. Don't use technologyblindly. Don't be afraid to make a mistake. Don't be afraid of making midproject corrections. Debrief the project with your class and note ideas for improvement. Reflect on the Driving Question JSP 2011-2012
14. TASK BASED LEARNING Task: “Activitywherethe target languageisusedbythelearnerfor a communicativepurpose in ordertoachieveanoutcome” (Jane Willis, 2005) Thetaskis central tothelearningactivity Meaningfultasks: experiments, getting a job, conducting a reviewonfamouswriters Authenticlanguage Assessmentontaskoutcome JSP 2011-2012
15. TASK BASED LEARNING Focusonexchanging and understandingmeanings Learnersknowwhatthey are expectedtoachieve Theoutcome can beshared JSP 2011-2012
16. Whenanactivityis a task? Willis and Willis (2007): criteria Willtheactivityengagelearner’sinterest? Isthere a primaryfocusonmeaning? Isthere a goaloranoutcome? Issuccessjudged in terms of outcome? Iscompletion a priority? Doestheactivity relate to real worldactivities? JSP 2011-2012
17. CASE STUDY AND DISCUSSION IS THIS A TASK? Theteacherasksthestudents: Talkaboutyourgrandparents in pairs. Telleachotherwhatyouknowabouttheirpastlives. Use thephrases and patternsfromthe box above. JSP 2011-2012
18. CASE STUDY AND DISCUSSION Theactivityneeds a goaloroutcome so thatlearnersknowwhentheyhavefinishedthetask. The final instruction shows thattheactivityisaimed at practicingsomeexpressions. So, studentscannot use English in a free way. JSP 2011-2012
19. Whenanactivityisnot a task? Itdoesn’tcreateopportunitiesformeaning-focusedlanguage use. Learner’sspeaktopractice a new structure. Learner’sdon’tmake free use of whateverEnglishthey can recalltoexpressthemselves. JSP 2011-2012
20. TASK PHASES PRETASK: Topicintroduction Clear instructions Helponlanguage and content Examples Studentspreparation TASK: Groupwork, cooperativeway PLANNING Studentspreparation of the oral orwrittenreport REPORT OR TASK PERFORMANCE Students show therest of theclasstheiroutcome POST-TASK ANALYSIS OR FEEDBACK Teacherhighlightsrelevantelements of thetask Studentsanalyselanguage, structures, patternsused PRACTICE OR LANGUAGE FOCUS TeacherselectsAcademicLanguageusagetobepracticedbystudents JSP 2011-2012
21. TASK TYPOLOGY Gap principle Information Reasoning Opinion Reaching a decisionorsolutionthroughinteraction Decision-making Debate Listing and / orbrainstorming Ordering and sorting: sequencing, ranking, classifying Matching Comparing: findingsimilarities and differences Contrasting, reasoning, problemsolving and analyzing Sharing personal experiences Creativetasks and projects: factfinding, surveys, interviews Othertypes: splitinformation, jumbles, restoration, memorychallenge JSP 2011-2012
22. WHICH IS COLDER: THE NORTH POLE OR THE SOUTH POLE? 1 Introduction Put the question to the class, to a vote and askioneor two students to give reasons for their answers. 2 Discussion of relevant questions Put learners into groups to discuss these statements and decide if they are true or false: 1 There is no land at the Antarctic – only an ice-cap. 2 The polar regions get very little sunshine compared with other latitudes. 3 The ice is several metres thick in the middle of the Arctic Ocean. 4 For six months in the year there is no sunshine in the Arctic. 5 Water keeps in the heat of the sun better than dry land. 6 The Antarctic is by far the highest of the five continents, rising to more thantwo thousand metres above sea level. Look at the questionnaire with the class as a whole and make sure they understand the questions. 3 Discussion Put learners into groups and ask them to reach a decision. Once the discussion begins try to leave learners to get on with it by themselves as far 4 Preparation In five minutes their spokesperson may be asked to report the group discussion to the class as a whole. They have five minutes to help the spokesperson prepare for this.
23. NORTH POLE, SOUTH POLE 5 Report Ask one or two of the spokespersons to present the views of their group. Help out by asking supplementary questions. After each report you can summarise what has been said. 6 Decision making Take a final vote on the question. Ask one or two people if they have changed their minds, and if so, why? 7 Reading Give learners this text to read: WHICH IS COLDER: THE NORTH POLE OR THE SOUTH POLE? The North and South poles are both very cold because they get very little sunshine compared with the rest of the earth. The sun never rises more than 23.5 degrees above the horizon, and for six months of the year the poles get no sunshine at all. Also most of the sunlight is reflected back by the bright white surface. So both poles are very cold, but the South Pole is much colder than the North Pole because it sits on top of a very thick ice sheet, which itself sits on dry land, on the continent of Antarctica. The top of the ice sheet near the South Pole is more than 3,000 metres above sea level – more than a mile and a half high, so Antarctica is by far the highest continent on earth. In comparison the North Pole rests in the middle of the Arctic Ocean, where the surface of the ice is only about a foot above the sea. Water keeps in more heat than dry land so the Arctic Ocean retains the heat, making it less cold in winter and warmer in the summer. JSP 2011-2012
24. NORTH POLE, SOUTH POLE  8 Review Ask learners to put away their texts and summarise the passage orally. You could ask them to prepare this in groups. There is, of course, a danger of overkill. It may be that learners have had quite enough of the North and South poles by now. This is the kind of judgement that can only be made by the teacher on the spot. As we are all aware, learners have ways of letting us know when their interest is waning. 9 Language Study 9.1 Consciousness-raising Underline all the expressions to do with comparison. Which is colder: the North Pole or the South Pole? They get very little sunshine compared with the rest of the earth. The sun never rises more than 23.5 degrees above the horizon. The South Pole is much colder than the north Pole. The top of the ice-sheet is more than 3,000 metres above sea-level, more than a mile and a half high. Antarctica is by far the highest continent on earth. In comparison the North Pole rests in the middle of the Arctic Ocean…. Water keeps in more heat than dry land. The ocean retains the heat, making it less cold in winter and warmer in the summer. You can show the class this list then remove the italicised words and see if they can recall them. You can then remove the sentences and ask them to work in pairs to see how many they can recall. JSP 2011-2012
25. VANISHING WORDS Take a sentence which contains one or two useful phrases or grammar points and show it to the class: Both poles are very cold, but the South Pole is much colder than the North Pole. Ask a couple of people to read out the sentence, then remove one or two words and see if they can remember it: **** poles are **** cold, but the South Pole is **** colder **** the North Pole. Then remove more words and ask learners to try again to recall the sentence: **** poles *** **** cold, but *** South Pole is **** ****** **** the North Pole Continue this process until you have removed all the words leaving only a string of blanks: **** ***** *** **** ****, *** *** ***** **** ** **** ****** **** *** ***** **** And see if learners can still recall the sentence. You can vary the difficulty of this exercise in a number of ways: by choosing a longer or shorter and more or less complex sentence. by varying the number of words you remove at each stage. by varying the number of repetitions of the full sentence at each stage. by allowing learners to work in groups or making them work as individuals http://sciam.com/print_version.cfm?articleID=000F04F4-5DD2-1EB1-BDC089EC588EEDF JSP 2011-2012
26. THINK QUEST (Oracle EducationFoundation) Online environment for teachers to design and carry out learning projects. Components: Shared online space Easy-to-use publishing and collaboration tools Global community of teachers and students Competition space: international contests Library Professional development program for teachers JSP 2011-2012
27. THINK QUEST EXAMPLES S.O.S. Save our Lagoon: Connecting Students’ Lives to Science Project tied to a local lagoon cleanup Students learned to think and act as environmental scientists: Background research using resources linked from their ThinkQuest project space. During the lagoon cleanup, they collected not only garbage but also data on the types of garbage encountered. Back at their classroom, students used mathematical skills to analyze the data and determine patterns The students used this information to send letters to businesses In addition to learning important science concepts, reported outcomes included: Technology skills Creativity and communication skills: the idea of the letter-writing campaign. multidisciplinary activity, which linked content from students’ science and Spanish classes, students learned how to write persuasively and format business letters properly. Critical thinking and self-direction. The students used their own initiative to decide what action to take based on their analysis of the data and their desire to make a difference. Teacher professional growth: ongoing collaborations with educational organizations overseas, received several national awards for excellence in science teaching, and worked as a project learning coach for other teachers in Puerto Rico. JSP 2011-2012
28. THINK QUEST EXAMPLES Forest Fires: Engaging Students with Real-World Problems Motivated by a recent forest fire that had threatened their school, the students chose to focus their project on the topic of fires and fire prevention. The students organized the project into tasks that were delegated to smaller sub-committees. As students worked on their entry, they were motivated by the fact that their work would be seen by a global audience and compared with other high-quality entries. Outcomes from the project learning approach: Critical thinking: to survey peers and interview civic leaders. Through this process they learned proper research techniques, including how to avoid leading or revealing questions. This prompted them to begin thinking more critically about other surveys and interviews they had encountered. Creativity and self-direction Teamwork and communication skills. According to the coaches, the project helped students learn how to discuss and negotiate goals, resolve disagreements, and divide responsibilities among team members. Technology skills. JSP 2011-2012
29. USEFUL WEBSITES www.pbl-online.org www.eduscapes.com www.thinkquest.org www.epals.com www.etwinning.net www.willis-elt.co.uk/taskbased.html www.teachinglish.org EXPERIENCIAS EN EL APRENDIZAJE MEDIANTE TAREAS. Carmen Hoz (Instituto Cervantes. Berlín) II Encuentro práctico de profesores de español en Alemania 2. International House Barcelona – Difusión http://www.encuentropractico.com JSP 2011-2012
30. FINAL TASK Can youthink of anexample of a task? JSP 2011-2012

31. THANK YOU

    SeeyouafterEasterholidays JSP 2011-2012