I am starting the new year with a plan to post a monthly thought about any aspect of teaching / learning that comes to mind. I have recently been doing some work on projects and teenagers and want to share my thoughts with you...do let me know what you think.
January .....Projects and Teenagers
I meet many
primary teachers who do projects with younger learners – up to 12 years old but
far fewer who do projects with teenagers. I can understand the reasons behind
this
·
There
doesn’t seem to be any spare time for anything but the book
·
There
is a strong focus on exam preparation
·
There
is a sense that projects are ‘light’ and not serious enough for teenagers
Teachers of
teenagers may be missing out on an effective tool for motivating students as
well as getting them to practise English meaningfully. Too much time spent on
grammar exercises and exam practice tasks may not be the best way to go.
Getting students to actually use their English is crucial for effective learning.
Most organised language
learning takes place in the classroom. What is taught in the classroom may in
theory be useful, but the usefulness does not always extend to practice. Often,
there is a gap between the language the students are taught and the language
they in fact require. It is this gap that project work can help to bridge.
Diana
Fried-Booth, Project Work, Resource Books for Teachers, OUP
The
Common European Framework of References states that is not just knowing about
language that is necessary today but also knowing how to use it.
What advantages are
there to doing projects with teenagers?
They
are authentic:
In
that the language used is for communication. They are using English to get a
job done – to explain a hobby, entertain through a drama production or persuade
in a presentation. While researching information they are most likely to be
reading English on websites – with their own questions and needs in mind. They are
also hopefully using English while planning and preparing their projects with
their classmates.
In
that project work is by nature collaborative. Students are encouraged to work
together, taking different roles and sometimes having to encourage and support
other students in their group. Learning when to step up and take responsibility
and when to step back and allow others to take control is a major lesson in
life.
They
promote autonomy:
Students
get to choose the topic of their projects, its final outcome, how the work
within the group will be allocated. (The teacher has to take a background role
as facilitator, supporter and interested party.) Not only do projects allow
teens to develop these important mature interpersonal skills, they also remove typical
classroom restrictions against which teens may rebel e.g. you must do the
exercise on page 72.
They
are motivating:
Because
they have made their own choices, set their own challenges, are allowed to be
creative and are able to produce end results which they can be proud of. Plus
they can put away their course books for a while.
They
help students develop important examination skills:
Topic-based
projects allow for lots of vocabulary revision and even learning new vocabulary
as well as grammar. Students get lots of skills practice – reading and
note-taking (as part of their research), writing and proof-reading (as they don’t
want their projects full of mistakes), speaking (together and when doing
presentations or role-plays/sketches etc), listening (to each other’s
presentations and to each other, and maybe also to news items, interviews which
relate to their projects online.
Projects
do not need to take a lot of time and can be planned at times like the end of
the school year after exams have been taken to add some life into English
lessons. Some possible project outcomes
are:
Poster
displays
Power
Point presentations
Videos
of interviews, documentaries, adverts, short drama productions
Presentations
of songs, speeches
A
show – e.g. play, musical, sketch
Presentations
using e-tools like voicethread, audacity, zimmertwins, www.glogster.com,
www.photopeach.com,
www.prezi.com,
www.fakebook.com,
www.goanimate.com,
www.digiteen.org
Web-sites
Remember
to encourage your students to make projects SMART
e.g.
not a project about music they like
SPECIFIC
–but a video documentary about their own personal musical tastes
MEASURABLE
– the video will last 5-10 minutes
ACHIEVABLE
– they have the technology, tools, resources, time to complete it
REALISTIC
– they won’t be able to interview their favourite stars like The Rolling Stones
TIME-BOUND
– not only have a completion date, but have a series of dates by which certain
tasks will be completed.
Project Steps
1. Brainstorm/Plan
At this stage you can make
suggestions, reign in unrealistic ideas, link topics to language covered
already. Allow students to share ideas, think creatively
2. Proposals
Students map out what they plan to do,
considering what resources they need
3. Time
Decide how much time they have and how
many lesson will be dedicated to this and therefore how much time outside class
they need to spend
4. Presenting the projects
This needs to be considered so that
every group gets their opportunity to present. You may also want to create the
chance for parents and other students in school to have access to the projects
5. Assessment
The class and teacher need to decide
together on how the projects will be assessed. Why not have everyone in the
class giving feedback on all projects including their own.
Teenagers
response to projects will depend on many factors, but crucially they have to be
well planned and SMART and teachers have to trust teenagers to make their own
decisions
What’s stopping you from doing projects with your teens?
Thanks for sharing this informative post Allen
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