araceli garcía fuentes [email protected] ceip pérez viondi – a estrada
TRANSCRIPT
PROJECT-BASED LANGUAGE
LEARNING AND eTWINNING
Araceli García Fuentes
CEIP Pérez Viondi – A Estrada
Do you find this to be true in your teaching practice?
INDEX
1. Project-Based Language LearningAimsProcedureProductsAssessment
2. eTwinning Ideas for projectsUseful web 2.0 appsMy eTwinning Projects
My tasks My Assessment tools
Conclusions
PROJECT-BASED LANGUAGE LEARNING (PBLL)
Collaboration/cooperation. Meaningful learning (aim: to build a
product). Authenticity (real situations to use the
foreign language). Alternative assessment instruments. Pupils’ interests and motivation. Interculturality.
PROJECT-BASED LANGUAGE LEARNING
Why to use PBLL? It increases self-esteem (Stoller, 2006). It increases autonomy (Skehan, 1998). It develops cooperative skills (Coleman, 1992). It increases engagement and enjoyment (Lee, 2002). It enhances cognitive strategies (Moon, 2005). It enhances meta-cognitive strategies (Nikolov,
2009). Advantages of project-work according to
Fried-Booth (2002): Authenticity of language input. Authenticity of task. Authenticity of event. Authenticity of learner-experience.
AIMS
What do we want our students to learn?Language skills, communication skills.Vocabulary and structures (notions,
functions).Cultural aspects.Learning strategies.Key competencies.
Start from our pupils’ interests and motivations. Initial evaluation to check students’
previous knowledge. Learner-centred approach (let students
involve in the teaching and learning process).
PROCEDURE
How are we going to work?Student groupings.Methodology; course-book?Tasks, roles, …
Which instruments or materials are we going to use?ComputersVideo camerasWeb applicationseTwinning, ...
PRODUCTS
What have our students done and shared?Voice recordings.Slide presentations.Videos.Google docs.eBooks/magazines/blogs/... Mini Books/Board games for the
classroom.Posters to display, etc.
All products are shared with the educational community (and uploaded to the twinspace of an etwinning project).
ASSESSMENT
How are we going to assess students’ progress and work? Pre-tests and Post-tests.Daily observation (process).Analysis of project work (products).Teacher’s diary.Students’ diaries and portfolios.Rubrics.Questionnaires and interviews with
students to know their opinions.Tests.
eTWINNING
Free virtual educational community of European schools.
Allows teachers to share ideas and create collaborative projects.
eTwinning course materials
eTwinning portals: Servicio Nacional de Apoyo (National
Support Service): http://ww.etwinning.esServicio Central de Apoyo (Central Support
Service): http://www.etwining.net Ideas:
Project KitsModulesProject search engineAwards and outstanding projectsTeacher’s guide for collaborative projects
eTWINNING USEFUL LINKS
CREATING AN eTWINNING PROJECT
Register on www.etwinning.net.
Look for a contact/etwinning partner.
Design a project or join an existing one.
Register the project and wait for the approval of the SNA.
Implement it.
REGISTER AT eTWINNING
LOOKING FOR PARTNERS
LOOKING FOR PARTNERS
LOOK AT OTHER PROJECTS
DESIGN AND CREATE A PROJECT
IDEAS FOR PROJECTS
Create a tale/magazine together (travelling book). Create materials for the classroom (a board game,
posters, mini books, comic strips, etc.). Label the school dependencies in all the school
languages. Make a film/short movie/advert/radio
programme/podcast. Organise an event (fashion show, party, exposition, a
school trip...). Design a tourist brochure to promote our town. Make a fruit salad/pizza/sandwich. Plant and cultivate vegetables. Investigate about an animal. And many more! eTwinning modules, project kits.
USEFUL WEB 2.O APPS
Voki Vocaroo Mailvu Loopster Google drive Calameo Zooburst And many others!
MY eTWINNING PROJECTS
Let’s Talk Me and My Planet Earth We Love Animals Let’s know about your class, sch
ool and village.
Knowing each other: etwinning posters
MY TASKS
MY TASKS (ASYNCHRONOUS CMC)
Introducing ourselves
Slide presentations:Galician prezi, Poland ppt, Italy odp.
Greetings: My Class saying hello (video).Polish Class saying hello(video).
Students’ video introductions:Hugo and Clara (Galicia).Simone and Diego (Italy).
My class slides: Group A, Group B Polish students’ vocaroos: Oliwia, Natalia.
Plurilingual Christmas greetings: Google docs slide presentation. Polish vocaroo. Italian:
MY TASKS (ASYNCHRONOUS CMC)
Food Likes and dislikes – Vocaroo recordings:Noa Natalia Samuel Sara Rodrigo Alejandra
Polish students:Daria Jakub
MY TASKS (ASYNCHRONOUS CMC)
Our animals
MY TASKS (ASYNCHRONOUS CMC)
VideoConferencing meetings.
MY TASKS (SYNCHRONOUS CMC)
First VC with Italy
MY TASKS (SYNCHRONOUS CMC)
Asynchronous CMC (voice recordings):Analysis of the students’ fluency, accuracy,
range, coherence and interaction. (One table per student)
MY ASSESSMENT TOOLS
Student’s Name
Task Accuracy Fluency Range Coherence Interaction
Greetings and self introductions
Correct grammatical control
Good capacity to deliver information quickly
Good repertoire of words and idiomatic expressions
Doesn’t use connectors; coherent and cohesive discourse
No interaction required for this task
Food likes and dislikes
Correct grammatical control
Thinks a lot before speaking
Good repertoire of words and idiomatic expressions
Uses connectors; coherent and cohesive discourse
No interaction required for this task
Synchronous CMC (Videoconferencing meetings)Analysis of students’ performances:
Student’s Name
Task Accuracy Fluency Range Coherence Interaction
Greetings and self introductions
Correct grammatical control
Good capacity to deliver information quickly
Good repertoire of words and idiomatic expressions
Doesn’t use connectors; coherent and cohesive discourse
Able to communicate with others; respects speaking turns
Food likes and dislikes
Correct grammatical control
Thinks a lot before speaking
Good repertoire of words and idiomatic expressions
Uses connectors; coherent and cohesive discourse
Able to communicate with others, listens to the other partner and asnwers.
MY ASSESSMENT TOOLS
Student’s opinion questionaire. Rubrics for each unit:
Rubric 1Rubric 2 Rubric 3 Rubric 4 Rubric 5
ASSESSMENT AND OPINIONS
CONCLUSIONS
With eTwinning projects teachers can: Collaborate with other professionals. Exchange ideas with other teachers. Learn about other teaching practices, cultures and
ways of living. Learn about useful tools for teaching and learning
collaboratively online. With eTwinning projects students:
Are more motivated. Can use the language with a real purpose. Can interact with other EFL learners like them. Can develop their intercultural communicative
competence. And so on and so forth.
CONCLUSIONS
“Los proyectos no son una fórmula, ni una metodología concreta, ni tienen un protocolo de actuación, son mucho más. Los proyectos de trabajo son un posicionamento personal y profesional del maestro ante la vida y la escuela” (Ferrer, Algás y Matos, 2007:11).
¿Cuál es tu posicionamiento personal y profesional ante tu trabajo y la vida?¿Seguimos enseñando como siempre para obtener los resultados de siempre o prefieres renovar tu aula con una ilusión y un proyecto?
CONTACT ME FOR FURTHER INFORMATION
CEIP Pérez Viondi – A Estrada.