EXPLORING STUDENT REFLECTION IN PROJECT BASED LEARNING

M.A. TESOL CONFERENCE

Stephanie Trujillo

Overview

Rationale New approaches Student reflections Tips for enhancing project work

PBL in the ESL classroom

Learning organized around a project Creates student centered learning

environments Integrates language and inquiry

(Beckett & Slater, 2005)

The survey project: Last semester

Intermediate oral skills Two week survey project In groups, students:

designed questions conducted surveys compiled results analyzed data drew implications presented findings

Student responses to survey projectSpeaking

“We didn’t talk a lot. But we talked in front of people.

So that’s the benefit.”

Listening“No, because the students we spoke to

were not native speakers.”

My inquiry focus

1. Difficulty seeing the big picture of the project

2. Difficulty articulating skills used in the project

Is there an explanation why students find these aspects of project work difficult?

Disconnect between T and Ss Beliefs about language learning Cultural values about education

(Beckett, 2002)

During project work…

Student sees Language hindered

through project More confusion NNS interlocutors Uncomfortable

communication

Teacher sees Language

learning through project

More freedom Authentic

speaking Open

communication

What can be done about these issues?

Build a framework

Beckett & Slater (2005) developed framework tools

Help students see projects in a new way

Project framework tools

Planning graphic Project journals Reflective letter

The survey project: This semester

Intermediate oral skills Two week survey project In groups, students:

designed questions conducted surveys compiled results analyzed data drew implications presented findings added project framework tools

Planning graphic

Visual representation of students’ goals

Steps to design graphic:

Explained the big picture of the project

Elicited language, content, and skills

Photos of the skills brainstorm

Language Knowledge Attitude

Planning graphicSurvey Project

Language

public speaking

correct grammar

speaking

listening

Knowledge

background of

SFSU students

Attitude

group participation

conducting surveys

Project journals

Journal 1 (10/7/2013)1. Today in 46 OCS I spoke English to communicate with my teacher and ask her questions about our survey project.2. Language I learned today: I learned how can I make effective questions. For example, my questions should be short, clear and have choices.3. Content I learned today: Today I learned that the public

transportations not very cheep if you need to use it every day to go to school.4. Skills that helped me succeed today: I learned a pronunciation skill which is the different voice tone between 'Wh' questions and 'Yes' or 'No' questions. Also, I learned skill about working in group which is how can I deal with my group members when we have different opinions, because we had some different opinions about the questions in survey project, and we fixed it.5. Skills I still need to work on: I need to work in the pronunciation skills, because I do not have a good tone when I ask questions.

Project journals: Comments on language

“I learned that implied that means to express the necessary information to people.”

“Scholarship is that university and government give some money for person who has no money to pay tuition.”

“I learned some vocabulary about transform number into expression.”

“I still need to work on pronunciation because I felt nervous when I talk to the [interviewee].”

Project journals:Comments on critical thinking

“Today I used my logic skills to analyze our survey’s data.”

“Today I spoke English…to think about the reason why the students in SFSU answered [that way].”

“I still need to build background knowledge to get more subtle implications.”

Project journals:Comments on group work

“Today I spoke English during the whole class and worked a lot with my group mates to organize and finalize the survey questions.”

“I learned skill about working in a group which is how can I deal with my group members when we have different opinions, because we had some different opinions about the questions in the survey project and we fixed it.”

Reflective letter

End of project writing assignment Letter to a friend Description of class and project Explanation of language learning in the

class

Reflective letters: Mei

“In the end [of the project] I still felt

nervous in the presentation; however, the

result is not important. The most

important thing is that we improve our

English in this project, for example public

speaking, correct grammar, speaking,

listening, and so on.”

Reflective letters: Yun

“Everyone’s group mates are from

different countries and have different

opinions…there were a clash of opinions…

but I think it was a good opportunity to

share and listen to everyone’s opinions.

Eventually, we could make it, so I got a

sense of accomplishment.”

Final reflections

Students saw Language learning

through project More freedom Lots of speaking Improved

communication

Teacher saw Language

learning through project

More freedom Authentic

speaking Open

communication

Limitations

Final product quality Ss focused on current work Extra homework

Suggestions

Tips for incorporating a planning graphic Tips for incorporating project journals Tips for incorporating final reflections

Special Thanks

Dr. ADr. Santos

My 891 cohortMy studentsMy parents

You!