Kadrlarni qayta tayyorlash va ularning malakasini - bet 12

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2.2 The development of project work in English classes
Whenever a new topic or task is to be dealt with in an EFL classroom, it is
always a purposeful strategy to begin with a suitable pre-activity. It can also
be known as an introductory, preparation or lead-in activity. As the term suggests,
this activity should help the teacher to introduce the topic, explain its relevance and
demonstrate what the students are supposed to do.
Due to an informal, unconventional, student-centred nature of project work there is
frequently the need for building a bridge stretching from traditional directive
teaching to an unknown PBL environment. As it is clearly explained by Fried-Booth,
the main objective is to ease the students gradually away from a teacher-centred
approach to a situation where they have an increasing say in what they do. In
other words, bridging activities are specifically designed to develop receptiveness
to project work.
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It must be taken into consideration that it is sometimes the most important step to
provide students with reasonable explanation and rationale. Bridging activities
should prepare students for cooperative working, open-ended tasks,
communicative language production or they can be used for practising specific
language skills. There are various forms of these activities depending on the project
theme. Generally, it is possible to use well-known ELT techniques, guided
visualization, still image, dialogue, dramatization, simulation, information-gap or
role play. Positive reactions and responses signal that the project can move
towards the following stage.
Planning. Initial class discussion includes both teacher’s and students’ suggestions.
It can be compared to a brainstorming session which produces a wide range of ideas
concerning the development of the project. It is highly important that students are
allowed to make choices and decisions from the very beginning because "any
decisions that the children make will help foster a feeling of ownership of and
responsibility for the project and increase their motivation." Project work certainly
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Fried-Booth, D. L. Project Work: Project in action. Oxford, UK: Oxford University Press. 2008
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requires initial stimulus or inspiration. Ideas, topics and themes have to be
considered carefully to find out whether they are suitable for a project. According to
Fried-Booth, "the jumping-off point, then, is the conviction that the subject is worth
pursuing."
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It is necessary to discuss such areas as the content and scope of
the project, curriculum areas, length (long-term vs. short-term projects),
location, level and age, the project objective, student groupings and dividing
responsibilities, the final product and the ways of evaluation and presentation. A
visit to a relevant organization or inviting guest speakers is also recommended to
arrange if possible.
Then it is worth remembering that projects often incur preparation of extra
materials and equipment. Fried-Booth recommends getting oneself files, folders,
clipboards, spiral notepads, cassette players, cameras and video cameras, etc. It is
useful to prepare display boards, storage facilities and an accessible classroom
equipped with mobile furniture and presentation facilities.
Lastly, valuable and practical advice can be found in the book Projects with Young
Learners. It is described as very helpful to draw a project web consisting of
the project topic in the middle and these areas arranged in a sun-ray format
around: vocabulary, grammar/functions, the language skills and curriculum
areas. It can serve as a graphic reminder of the work to be done and as the
project progresses the objectives can be evaluated and ticked off. Students can
have a copy in their files or they can create a wall poster. It can also be in the form
of a calendar for young learners, with a picture for each day depicting the activity to
be achieved.
Carrying out the project. When all the essential preparations and arrangements are
made, it is the right time to proceed to a next step which is the actual carrying out of
the project. Putting the ideas into effect is the core of the project. Apart from working
in the classroom, learners need to tackle many tasks outside the school as well.
Students are expected to practise all the four language skills, i.e. reading, writing,
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Lamer, J., Mergendoller, J. R. Seven essentials for Project-Based Learning. EL educational leadership, 2010. 60
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speaking and listening, as well as various language functions, e.g. introductions,
polite requests etc.
Before collecting relevant information and other data, it is advisable to design
written materials, such as questionnaires, maps, grids, tables, etc.
Consequently, students are supposed to make the research, solve problems,
conduct interviews and surveys, observe specific environment and gather thefacts.
They can even make audio or video recordings and take photos. What follows
is collating information which includes comparing results, explanation, negotiation
and whole class discussion. Not only have the students to choose the most important
data, but they also need to devise a system for storing and retrieving them later. For
example, wall displays or cardboard boxes can be used. As it is suggested by
Phillips, learners can record their work in files or folders
including project plans, timetables, objectives for the project, written grammar
exercises, vocabulary lists, homework tasks, tests, reports on progress and
evaluation sheets.
Fried-Booth says that these classroom feedback sessions can be significant in many
aspects. Constructive discussions are invaluable source for teacher’s reflection.
Next to mention, students learn to be selective and tolerant too. Moreover, unclear
language items can be used as a springboard for more intensive work, and a dossier
can be built up for both diagnostic and remedial purposes.
He/she is expected to take notes of mistakes and errors. Be it individual, group
or whole class achievement or success, it needs to be noted down. But likewise,
the same procedure is aimed at problems and failures. Different activities and
charts could be used to ensure objective record keeping. There is presented a
list of them here
- weekly review
- error monitor sheet
- sub-skills checklist
- project diary or log, preference charts
Creating the final product
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Although there are projects with no tangible end product and with theemphasis on
the development of various skills, students undoubtedly appreciate thechance of
producing something real, original that they can show to their classmates,
parents or even to the general public. They are eager to make a show of their
knowledge and abilities. The significance of language accuracy is accepted as
a matter of course. Through a final product learners gain a sense of achievement
that is so important for their motivation and overall attitude to the subject. There
can be a wide range of the end products depending on the content of the
project, e.g. posters, wall displays, charts, portfolios, leaflets, brochures,
booklets, magazines or newspapers, video cassettes, exhibitions or parties. These
days, it is necessary to mention progressive PowerPoint presentations.
Presentation and final evaluation. Successful and well crafted projects deserve
to be presented to others. Thus, students can experience the feeling of researchers,
engineers, artists, reporters and all those admired personalities who usually catch the
attention of the public. Presentations should be well-organized, attractive and not
too long. The nature of the end product influences the conditions, such as intended
audience, suitable place and the form of the presentation. There are classrooms
specially equipped for these purposes in most schools. If it is taken as a more
festive occasion, a school hall would be an ideal place. Inimitable atmosphere
is achieved when a presentation takes place outdoors, for example at school
playgrounds.
Final evaluation is a valuable feedback for the teacher. Evaluation forms or
questionnaires can be substituted by whole class discussions. All comments
and advice should be weighed by the teacher, because with a constructive reflection
it is possible to improve future project attempts. Students learn to analyse both
teacher’s and their own work and become aware of the value of project work.
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