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Lesson 2 - Project-Based Learning Plan

This lesson will discuss the problem/project-based learning approach and how it can be applied in teaching English. This lesson will also let students make a draft of their project-based learning plan for a specific grade level, unit, and language domain.

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Dale Joseph Prendol
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37 views33 pages

Lesson 2 - Project-Based Learning Plan

This lesson will discuss the problem/project-based learning approach and how it can be applied in teaching English. This lesson will also let students make a draft of their project-based learning plan for a specific grade level, unit, and language domain.

Uploaded by

Dale Joseph Prendol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Project-Based Learning Plan

ENGLISH 17
Technology in Language Education
Objectives:
• identify essential terms to PBL and language curriculum
• recognize the domains of the English subject competencies
• craft a project-based learning plan
• defend the relevance of one’s self-made project-based
learning plan
• Language teaching and learning in the basic education are not
just about parts of speech, grammar and other contents but
more so on how these are used to deal with real-life
experiences.
• Using problem-based and project-based learning are few of
the approaches that may bring forth more meaningful
learning experiences in and beyond the classroom.
• To make learning more meaningful, teachers may integrate in
problem-based and project-based learning the other
strategies such as:
• Flipped Learning
• Gamification
• Nanolearning
Problem-Based and Project-Based
Learning
Problem-Based Learning
• an approach that involves a process of inquiry and solving
open-ended questions that serve as the main problem that
the learners will work on
• posits questions focused on a specific content standard and
its application to real life issues
• requires more than one answer or solution
Problem-Based Learning
• engages learners in a collaborative task as they work
towards the solution to the problem
• done in small groups with each member assigned a certain
task to accomplish
• problem-solving
• communicating
• research
• ensures that the competency is achieved in the process
Problem-Based Learning
• Six-Stage Process
• Identifying the problem
• Brainstorming
• Collecting and analyzing the information
• Synthesizing information
• Co-building knowledge
• Refining the outcomes
Project-Based Learning
• an approach but has evolved as a teaching method that
engages learners in a series of planned tasks resulting to
the generation of solutions to real-world problems
• student-centered approach as it takes into account the
realm of experiences and interest of students
• based on John Dewey's principle of learning by doing and
Vygotsky's constructivist theory of learning
Project-Based Learning
• collaborative learning activity where learners work on an
authentic task guided by an open-ended question
• develops of various skills such as:
• research methodology skills
• oral communicative competence
• development of life skills
Project-Based Learning
• examples of project-based learning outcomes:
• infographics
• brochures
• presentations
• mind maps
• flyers
• newsletters
• posters
Technology in PrBL and PBL
• There are a number of free online tools that they can use
from the commencement of the task to its completion.
• These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring
their own contributions.
• Considering the Technology Integration Matrix, the PrBL and
PBL operates in the higher levels of technology integration.
Technology in PrBL and PBL

Entry Level

Adoption Level

Adaptation Level

Infusion Level

Transformation Level
Technology in PrBL and PBL
Technology in PrBL and PBL
• There are a number of free online tools that they can use
from the commencement of the task to its completion.
• These online tools will allow the learners to be actively
connected and engaged in the group task while monitoring
their own contributions.
Essential Parts of PrBL and PBL
• Standards and Competencies – guide for the entire learning
• Summary – briefly discusses the unit; introduces the
problem or project targeted in the learning activity
• Procedures – specific tasks that are to be accomplished in
the duration of the learning activity
• Materials and Resources – may include printed materials,
technology resources, supplies, and even the references
• Assessment Tasks – tasks to establish and measure learning
Essential Parts of PrBL and PBL
K to 12 English Curriculum
K to 12 English Curriculum
• also known as Language Arts and Multiliteracies Curriculum
• aims to produce graduates who apply the language
conventions, principles, strategies and skills in:
• (1) interacting with others
• (2) understanding and learning other content areas
• (3) fending for themselves in whatever field of endeavor they
may engage in.
K to 12 English Curriculum
Communicative Competence
• a synthesis of knowledge of basic grammatical principles,
knowledge of how language is used in social settings to
perform communicative functions, and how knowledge of
utterances and communicative functions can be combined
according to the principles of discourse
Communicative Competence
Communicative Competence

Socio-
Grammatical
linguistic

Discourse Strategic
Communicative Competence
• Grammatical Competence
• the acquisition of phonological rules, morphological words,
syntactic rules, semantic rules and lexical items
• Sociolinguistic Competence
• learning of pragmatic aspect of various speech acts, namely,
the cultural values, norms, and other sociocultural conventions in
social contexts
Communicative Competence
• Discourse Competence
• the knowledge of rules regarding the cohesion (grammatical
links) and coherence (appropriate combination of communicative
actions) of various types of discourse (oral and written)
• Strategic Competence
• what to do with the knowledge of verbal and non-verbal
strategies to compensate for breakdown
Multiliteracies
• recognize that there are many kinds of literacy at work
within our society, including traditional literacy practices as
well as new literacy practices
• makes learners appreciate and sensitive to sociocultural
diversity and understand that the meaning of any form of
communication depends on context, purpose and audience
Multiliteracies
• Premise:
• English language is the most widely used medium of
communication.
• English language is a dynamic social process.
• English is inextricably involved with values, beliefs and ways of
thinking about ourselves and the world we dwell in.
Learning Competencies
Standards
• Program Standard for English as a subject area
• Grade Level Standard for a particular grade level
• Content Standard for a particular quarter of a particular
grade level
• Performance Standard for a particular quarter of a
particular grade level
Standards
Competencies
• Integrated Language Arts Domains:
• Reading Comprehension (RC)
• Listening Comprehension (LC)
• Viewing Comprehension (VC)
• Vocabulary Development (V)
• Literature (LT)
• Writing and Composition (WC)
• Oral Language and Fluency (F)
• Grammar Awareness (G)
Competencies
Thank you!
Prepared by:
DALE JOSEPH P. PRENDOL
Part-Time Instructor, CTE

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