Engaging Students in In-depth English Language Learning Experience through Project Learning

1. Engaging Students in In-depth English Language Learning Experience through Project Learning TheMission Covenant Church Holm Glad Primary School Presenters: Alice Chan Pui-man and Joyce Wong Lai Hung Facilitator: Eve Chan Yeung-ming 3rd March, 07 School-based Curriculum Development Section (Primary)

2. Questions for thought • What is project learning? • Have you tried project learning in English? • Is it difficult to incorporate project learning in English language learning?

3. What is project learning? • an in-depth study of a particular topic, usually undertaken by a whole class working on subtopics in small groups….. • an investigation: a piece of research that involves children in seeking answers to questions they have formulated by themselves or in co-operation with their teacher Reference: (Engaging Children's Minds: The Project Approach, Second Edition 2000 by Lilian G. Katz, Sylvia C. Chard )

4. Why did Holm Glad choose to implement English Project Learning? • Accomplish the goal stated in the school year plan • Broaden students’ learning experiences • Motivate the less able and more able students • Enhance better retention of knowledge and skills

5. Our concerns • Students had no previous experience of conducting projects in English.Would it take a long time for our average students to get used to the new style of learning? • Would the project take a lot of teachers’ time and efforts? • How could teachers make sure that students participate and learn from the whole process?

6. Preparation at Curriculum Planning Level • Designate time for English projects in school time-table (Time: 2 months; a double lesson each cycle) • Choose a topic related to existing curriculum to provide students with necessary input • Select an engaging topic which involves interesting processes • Solicit colleagues (including School Head) and TA’s assistance

7. Preparation at classroom levelTourists in Hong Kong(Module: In and around Hong Kong) Reading text about scenic spots in HK(P.4 Step Up) Working out time-frame and responsible students for each stage Reading questionnaires and writing a questionnaire with correct wh-questions Practising interviews in the classroom Reading an information report and a presentation script • Interview tourists in Stars of Avenue • Write an informational report about the interviews • Present information collected

8. 1. Activate prior experience and learn necessary knowledge and language

9. 2.Work out time-frame and responsible students

10. 3.Read a questionnaire and design a questionnaire • Activate students’ knowledge on Wh-questions in the questionnaire which is a new English text type • Direct students’ attention to the content and design of a questionnaire • Deliberately incorporate irrelevant questions, details and choices • Activate students’ critical thinking skills

11. 4. Practice interviews in classrooms • Learn phrases to open, maintain and end conversation with strangers in a polite manner e.g. Excuse me, I am a student… • Practise ways to clarify for information when encountering listening problems e.g. Pardon me , how do you spell…

12. 5. Interview tourists at Avenue of Stars (A)

13. Our observation on students’ use of English in classrooms and authentic situations In authentic situations….. • Some students communicated courteously but some did not • Most students had to take courage to talk to westerners • Some students learned that accepting rejections from tourists was part of the learning process • Some students were aware that group members needed to help each other out to finish the task • Some students realized that mis-pronunciation could cause problems in communication (e.g.Place Vs Pace) • Most students learned that maintaining a conversation in authentic situations required the need to clarify and confirm meaning (Need to tell students it is okay to clarify)

14. 6.Read reports and write an informational report with pie charts or bar charts • Read different charts to identify main aims and significant information • Write a report with aims, procedures and results • Activate students’ basic Mathematical skills to present data collected

15. Reading a simple report

16. 7. Read presentation scripts and write a script for the presentation

17. 8. Make a presentation using PPT or a booklet • Enhance speaking skills • Activate IT skills • Share responsibility • Use voice clearly • Overcome shyness • Maintain eye-contact

18. Students’ Reflection Both able students and less able students.. • showed positive attitudes towards English language communication • Displayed confidence in using spoken and written English • Experienced how to work with people

19. Teachers’ Reflection • How could teachers improve the project learning experience? -Language skills -Generic skills -Presentation skills

20. Language skills • Most students showed enhanced confidence and enthusiasm in both speaking and writing • Most students could express themselves clearly in presentations and reports • Continue the emphasis on how students could express themselves courteously • Step up language help on interaction (e.g. phrases to confirm meaning and clarify meaning: What was that? Can you say that again? ) • Provide language variation (e.g. ladies and gentlemen; I hope you like the presentation) • Provide students with access to self-help methods to improve their pronunciation. (e.g. online dictionary)

21. Generic Skills • Most students worked collaboratively in different stages of the project work • Variation of IT skills among students needs to be addressed • A few shy students were led by dominant students: better ways to monitor distribution of work ? Attitude teaching is as important as getting the job done?

22. Presentation skills • Many presentations were clear • Many students developed good rapport with audience • Some students need to be reminded that ppt presentation should be concise • Students need to learn paralinguistic skills to get audience’s attention (e.g. eye-contact, use of tone and pitch, gestures) • Some students were shy in the presentations. They need chances to present in everyday classroom time

23. Our concerns • Students had no previous experience of conducting projects in English.Would it take a long time for our average students to get used to the new style of learning? • Would the project take a lot of teachers’ time and efforts? • How could teachers make sure that students participate and learn from the whole process?

24. Thank you