Microteaching Project - Based Learning

PROJECT - BASED LEARNING MICROTEACHING

Katherin Alegria Silvana Gonzales Valentina Peña Vanessa Rincón

1. Description of the situation/problem
2. Description and purpose of the project
3. Performance specifications
4. Instructions and tasks
5. Participants and roles
6. Evaluation

steps

to create

a project

Teaching a language based on the presentation and practice of the formal aspects of the language does not guarantee success in the learning process ---> NO oportunities to carry out pedagogical tasks to develop communicative competence.

The 0rganization of teaching through PROJECTS

REAL LIFE SITUATIONS ---> use the target language to cooperate, seek information and interact with the aim of developing a product (an oral, written, audiovisual document, for example) .

ACQUISITION of knowledge and communication skills ---> knowledge will be acquired while developing knowledge and skills related to non-linguistic areas (Sciences, History, New Technologies, Mathematics, etc.).

PROJECTS ARE carried out in small GROUPS ---> learners develop competencies related to inter and intrapersonal relationships

MICROTEACHING

Use the project-based learning methodology to organize the objectives and content of a language course.

Strategy 1: Understand what project learning consists of in the foreign language classroom. Strategy 2: Understand the notion of task Strategy 3: Reflect on the different stages in the development of a project Strategy 4: The implementation of a project Strategy 5: The presentation of the final product Strategy 6: The evaluation of the project

Let's create a project!

Strategy 1: Project-based learning

based on the socio-constructivist theories of learning....

For a project to be effective, students must perceive it as a real action to be carried out as a team, taking into account the following factors:

At the end of the project, a final product must be achieved

Determine who are you addressing the project to before starting it.

The goal must be achievable and interesting.

Benefits in the foreign language classroom...

• A meaningful context is created for the use of the target language.
• Integrated learning of conten
• Research tasks on topics related to the real world.
• Cooperation with peers to achieve the common goal.
• Acquisition of communication skills but also cognitive and social skills.

What makes it different?

Benefits

• Long-term developement
• Provides linguistic and non-linguistic knowledge
• The topics are based on the student's interests
• The use of the language is contextualized
• Collaborative work

• Enhances motivation and self steem
• Establishes conexions between learning their reality
• Promotes Interdisciplinarity
• Promotes the use of technology
• Takes avantanges of personal aptitudes

Instructions "Situation"

1.Choose one of these english speaking countries. Write it in the chat. a. Australia b. England c.India d. Jamaica 2. Select one of the English varieties from your specific country. 3. Why did you choose this variety?

Strategy 2: The notion of tasks

THeSE ARE

Communicative tasks

and help students to develop all the communicative skills: reading, writing, listening, speaking and interact.

Instructions

1. Prepare the final product GROUP 1 (Painting) publish it on facebook App suggested: Jamboard GROUP 2 (Infographics) publish it on facebook GROUP 3 (Podcast) publish it on facebook (2 - 3 min) GROUP 4 (2 Memes) publish it on facebook 2. Who are you addressing the project to?

https://es.piliapp.com/random/wheel/

students must use the TARGET language only to particE grammatical structures

STUDENTS MUST ACCOMPLISH A COMMUNICATIVE OBJETIVE PRACTICING A GRAMMATICAL STRUCTURE

Students MUST carry out a communicative act being a excuse to use the target language

Activity

Exercise

Task

Instructions

1. Determine three tasks you will need to develope your proyect. Ex.: Looking for images or audios, researching and doing lists of vocabulary, phonetics, idioms, grammar, etc2. According to the explanation tell the reason why these are tasks or not.

STRATEGY 3: "Planning and design of a project"

- Objectives- Subproducts- Tasks -Materials, resources

Students must participate in the decision-making

Specify the final product, the public and the process.

-Work in groups-Make a plan-State the required tools and steps

Visualization of the final product

Prior knowledge or new tools

Instructions "Planning"

1. Do a to-do list with the tools and resources you are going to use. 2.Distribute the tasks among the members of the group.

STRATEGY 4: "Implementation of the project"

EXECUTION

PRESENTATION

• CHECK IF THE PLAN WORKS.
• FIND SOLUTIONS TO UNEXPECTED PROBLEMS OR MISSING STEPS THAT WERE NOT STATED ON THE PLAN.
• THE TEACHER OVERSEES THE EXECUTION OF THE PROJECT.

• CONTEXT
• STUDENTS DECIDE THE OBJECTIVES AND HOW TO FULFILL THEM
• CHECK THE STATED PLAN IN CASE OF NEEDING SOME CHANGES.

Instructions "Development"

1. Start developing the project based on your plan.

STRATEGY 5 "Presentation of the final product"

Addresse (educative communitive or not)

Respond to students' necessities

Project Evalution

Why

What are we going to evaluate?When Who How

Tools

INSTRUCTIONS

1. Use one of the tools proposed to evaluate products that is the most appropiate for evaluating your own product. 2. Write the tools with the specifications on the facebook comments.