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Chapter 3 Nature of Project Based Approaches in Language Teaching

Chapter 3 discusses the nature of Project-Based Learning (PBL) in language teaching, emphasizing the creation of tangible products through real-world projects. The goals include demonstrating mastery of content and skills while engaging students in a structured inquiry process. Key criteria for effective PBL include curiosity-driven projects, student autonomy, authenticity, and collaboration.

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11 views8 pages

Chapter 3 Nature of Project Based Approaches in Language Teaching

Chapter 3 discusses the nature of Project-Based Learning (PBL) in language teaching, emphasizing the creation of tangible products through real-world projects. The goals include demonstrating mastery of content and skills while engaging students in a structured inquiry process. Key criteria for effective PBL include curiosity-driven projects, student autonomy, authenticity, and collaboration.

Uploaded by

mrpttadvra25
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter 3 - Nature of Project-Based Approaches in Language

Teaching
Commented [MVG1]: PBL - is all about investigation

I.Focus of the Learning Experience of the Project-Based


Learning (PBL):

Focuses on creating a tangible product or outcome.


Students are typically given a broader, real-world project
to work on, such as designing a website, creating a
documentary.
The project may address a complex issue, but the
emphasis is on the process of creation and the end result.
Commented [MVG3]: In PBL, teachers give chances to
students to be exposed or engaged in real world situation.

II.Goal of the Project-Based Learning (PBL):

The goal is to produce a product or outcome based on


the learning, demonstrating mastery of the content and
skills involved.
The learning happens through the entire process of the
project, from planning to execution to presentation.
Commented [MVG2]: Criterion 1 – the project should be a
core learning activity not just an add on, it must be part of
the curriculum

Criterion 2 – the project or activity must something that


triggers the students’ curiosity

Criterion 3 – learners must have an autonomy in decision


making; teachers are just facilitators of learning
Commented [MVG4]: Criterion 4 – the project must be
authentic and realistic. The project should mirror a real-life
application

Criterion 5 – Collaborative; the students should work


together reflecting real-world framework

III. Process of the Project-Based Learning (PBL):

Students engage in extended inquiry as they plan,


develop, and finalize a product.
The learning process is often more structured, with
stages such as brainstorming, designing, building, and
presenting.
The teacher typically facilitates and provides guidance
throughout the project.

Commented [MVG5]: Sharing information – talks about


between members or individuals who share what they have
learned and how the information might impact in developing
assumptions.

Sharing of products – produce by individuals, so these


products are combined in common product of the whole
team.

*Collaboration is essential as you will really encourage your


learners to participate or collaborate in their group activity,
so they can solve your driving question.
ROLES OF ICT IN PROJECT-BASED LEARNING
Commented [MVG7]: Teachers must guide or coach
students. Teachers must create engaging topics and projects
related to real-life contents. Teachers must let the learners
do their task on their own.
Commented [MVG6]: Example of an ICT-Integrated
Project-Based Learning Plan

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