Exploring Student Reflection in Project Based Learning M.A. TESOL Conference

1. Exploring Student Reflection in Project Based LearningM.A. TESOL Conference Stephanie Trujillo

2. Overview • Rationale • New approaches • Student reflections • Tips for enhancing project work

3. PBL in the ESL classroom • Learning organized around a project • Creates student centered learning environments • Integrates language and inquiry • (Beckett & Slater, 2005)

4. 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

5. Student responses to survey project Speaking “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.”

6. 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?

7. Disconnect between T and Ss • Beliefs about language learning • Cultural values about education (Beckett, 2002)

8. During project work… Teacher sees • Language learning through project • More freedom • Authentic speaking • Open communication Student sees • Language hindered through project • More confusion • NNS interlocutors • Uncomfortable communication What can be done about these issues?

9. Build a framework • Beckett & Slater (2005) developed framework tools • Help students see projects in a new way

10. Project framework tools • Planning graphic • Project journals • Reflective letter

11. 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

12. Planning graphic • Visual representation of students’ goals • Steps to design graphic: • Explained the big picture of the project • Elicited language, content, and skills

13. Photos of the skills brainstorm Knowledge Attitude Language

14. Planning graphic

15. 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.

16. 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].”

17. 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.”

18. 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.”

19. Reflective letter • End of project writing assignment • Letter to a friend • Description of class and project • Explanation of language learning in the class

20. 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.”

21. 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.”

22. Final reflections Teacher saw • Language learning through project • More freedom • Authentic speaking • Open communication Students saw • Language learning through project • More freedom • Lots of speaking • Improved communication

23. Limitations • Final product quality • Ss focused on current work • Extra homework

24. Suggestions • Tips for incorporating a planning graphic • Tips for incorporating project journals • Tips for incorporating final reflections

25. Special Thanks Dr. A Dr. Santos My 891 cohort My students My parents You!