Modul 5: Project Based Learning (2)

 Pilihan Bacaan dan Motivasi

ada tiga pilihan artikel yang harus dibaca, yakni (1)Maximizing the benefits of project work in foreign language classroom oleh Alan & Stoller (2012), (2) Exploring and expressing culture through project based learning oleh Yazdanpanah (2019), dan (3) project based learning examples.

Ada tiga video sebagai project-based learning examples, yakni students produced video, English magazine dan developing tourist brochure.

1. siswa membuat video 

artikel ini ditulis oleh Nathaniel Carney dan Patrick Foss. skill yg digunakan adalah case writing, directing, acting in, editing a movie. mendorong siswa untuk terlibat dalam pemecahan masalah dan berpikir kritis (HOTS). penggunaan video mendorong siswa untuk mengembangkan fluency, pronounciation, speaking (Carkiin, 2004), non verbal communication (Dickson, 1989), cultural awareness (Gareis, 2000), group cooperation (Elgar, 2022), student motivation (Dodson, 2000). 

hambatan video project: biaya dan waktu.

contoh video project dengan 4 film pendek dan atau satu film panjang.

2. majalah bahasa inggris

artikel ini ditulis oleh Yuewu Wang dengan judul english magazines: motivation and imporved writing skill.

tujuan dari projek ini adalah untuk mendukung siswa untuk menulis lebih bebas, lebih alami, dan mahir ketika menuli dan mengedit majalah dalam bahasa inggris. projek ini dibuat sbg aktifitas pendukung untuk mata uliah wajib english writing course.

siswa menulis majalah dengan komposisi kurang lebih sebanyak 30 halaman dengan deskripsi gambar, 2/3 adalah isi majalah.penilaian 70% untuk editing majalah (50% tulisan siswa sendiri, 20% revisi materi), dan 30% dari ujian.

3. membuat brosur wisata

artikel ini ditulis oleh siti katijah johari dengan judul building vocabs and improving writing while developing a tourist brochure

diawali dg generating ideas melalui group discussion - writing the brochure - getting feedbacks and rewriting - displaying the brochure

name of activity: video making

where i learn it: from the article  previously shared

specific purpose: facilitate the students to improve their writing and speaking

allocated time: 1 week

materials: camera, book, pencil

description: students work in group to make a video. first, students with the help of their teachers brainstorm about the topic, materials and vocabularies that might they need, after that, they draft the script and then take the video by using their mobile phone.

 

name of activity: students' infographic

where i learn it: from the article previously shared

specific purpose: help students to improve their listening, writing and speaking

allocated time: two meetings (110 X2)

materials: papers, pencil, smartphone

description: students are divided into two groups. group A as the informant and group B as the receiver.  Group A has 1/3 from total of the students and Group B has 2/3 from the total students. Group B is divided into some small groups with each group at least 2 students. one student from group A will match with one group of group B. teacher distributes some stories to each student in group A. then, each student in group A will inform it to each team in group B. group B will make infographic as informed by student from group A. in the end, students in group B should share and present their infographic. This activity could be integrated by using canva as an app to make infographic or using A3 poster. 

 

name of activity: creating story board

where i learn it: offline workshop in the campus

specific purpose: improve students' creativity, improve students' writing

allocated time: 2 meetings (110X2)

materials: a set of pictures

description: 

teachers tell the students about the topic they are going to learn and its goal. students make of find a set of picture for their story board. teachers ask the students to work in group with minimum 2 students in each group. each member shares the pictures that they have drawn of found and then decide which picture that they will use. teachers facilitate the students about the vocabularies that the students might need for the picture board. students in team work to write the narration for their pictoboard.  the last, students share it with other team and ask them to give feedback for their pictoboard

This activity is called the tour guide blog, and I learned it in a course I took in 2019. 

For this activity, students need to work collaboratively to create a blog about different touristic places in their hometown and what activities they can do in those places. 

This activity can be carried out in the course of a week or in a longer period depending on how many places the teacher asks the students to report about. The materials are only a website where the students can create a blog and work collaboratively. 

For this activity, the teacher creates a group of five students and explains that they will work creating a blog describing the friend touristic places in the village people can visit, so they can describe the activities they can do there   using conditional sentences and other grammar structures. 

 Students first have to investigate what famous places people visit in their hometowns and investigate what activities people can do there, so they can take pictures of those places and describe all the activities, for example, climbing a volcano or bathing in a hot spring or something like that. 

Then as students upload all that information into the blog and describe all the activities. At the end, they perform a presentation describing their blogs to their classmates so that they can socialize the different places they found around their country. (Liseth)

The name of this activity is creating a recipe, and I learned it when I was taking Didactics of the English Language. We were practicing how to give direct, short and concise instructions for adjectives. So, for this activity, students will create a recipe, and they will give directions for the classmates to apply the recipe. They have to be simple things, for example, how to make a sandwich or how to make a salad so that they can be safe and can be done inside the classroom. 

The materials for this class will vary depending on the recipes that students create, so you have to emphasize that they need to create simple recipes like a tuna salad so that they do not have to use oil and fire inside the class. The time for this activity is 5 hours, three hours for the planning phase, and two hours for the presentation of the recipe and evaluation of how to give directions using imperative sentences. 

Students will work in groups, and they will choose a simple recipe; then, they will plan the steps and share it with the whole class. For this activity, teachers use peer evaluation and rubric to assess students' performance. (Liseth)

Plant a School Garden

I learned about this PBL from our school biology teacher. I think a school garden is an excellent opportunity for students of all ages to gain hands-on experience with food gardening. Students can learn about plant science and nutrition while also observing nature up close. Here are the steps:

• I choose which plants will grow at the start. My students help me research different types of plants and how they thrive.
• Then we map out our garden's objectives. We decide what we want to accomplish. I will plan differently if the class wants to produce a harvest of vegetables and fruits for all students to take home than if they want to supply one or two foods to the school cafeteria.
• We begin our seedlings. We'll probably start the seedlings indoors. Because we live in a warm climate where gardening can be done all year, I simply determine the growing window for the plants we choose.
• My students are growing seedlings. I'm sure my students did their homework on the proper way to plant the garden. I believe that now is an excellent time to enlist the assistance of parents.
• We keep track of how the plants change and what works and doesn't in terms of growth. I have my students keep a growth journal or create art based on how the garden looks at any given time, depending on their age.
• We gather our food. When it comes time to harvest the food they've grown, my students will see the literal fruits of their labor.

As you can see, it is a long-term process and materials need to meet the needs.(Umida)

Activity#2: Solving Actual Problem with a Field Trip (I thought of it)

One of my students constantly goes to volunteer. He goes to help the area that severely suffered from disasters. It would be nice to make him do a presentation on that, but it would not be a group project. I hear there are actual projects like cleaning the shore, collecting plastics and glass pieces and making art or accessories. By participating for those volunteer work possibly with some international students we have on campus, they can communicate in real life in English and do an English presentation together to conclude the activity.(Ritsu)

3. Mean with meaning by John McRae

Target group: Young adult / Adult - Intermediate and above

Type of activity: Reading / vocabulary 

This is a group activity which can be used after any reading class. If used regularly it will help students overcome teacher  dependence for vocabulary, and get them thinking about vocabulary for themselves. Whatever kind of text is presented, at any level, the focus of the reading class can be themes, processes, issues, etc. rather than on vocabulary as such.

It is an awareness raising exercise, as well as a useful learning game. it involves learning about the language, while acquiring some new vocabulary and reading skills.

Copy a handout with a reading, one to each student. Either read the text to the students or let them read it themselves. Then arrange the class into groups of 3 - 4 students. Each group now lists all the unfamiliar or unknown vocabulary items in the text that has been read. 

They then discuss which of  these item can be eliminated from the list. The remaining vocabulary items are now to be listed in order of importance. They put them in either the 'Need to know' column, the 'Would like to know' column or tin the 'Don't need to know' column. After discussion, the group reports back on the one item that group members really need to know. Frequently, different groups will come up with different items they need to know. This can lead to other groups saying why they di not need to know that particular item.(Lilian)