domingo, 10 de junio de 2012
Position Paper
NAMES: SANDRA
LILIANA RODRIGUEZ OCAMPO
MARIA CILENA CUELLAR PEÑA
TASK, CONTENT AND
PROJEC BASED
We as teachers should
look for the best strategies and activities in our classroom in order to create
meaningful class for our students. Working with project based is an effective
method by which using tasks into the classroom, students
can give solution to a problem that affects animals,
people or environment. Students can investigate, explore and
reflect on the situation with the teacher´s
help as facilitator of the project, this method allows that
through content students to obtain knowledge and the
teacher can assess to students through rubrics. “Project work has been described
by a number of language educators, including Carter and Tomas (1986),
Ferragattti and Carminati (1984), Fried-Booth (1982, 1986) Haines (1989),
Legutke (1984-1985), Legutke and Thiel (1983) Papandreou (1994), Sheppard and
Stoller (1995) and Ward (1988). Although each of these educators has approached
project work from a different perspective, project work, in its various
configurations, shares the following features:
1.
Project work focuses on content learning rather
than on specific language targets. Real-world subject matter and topics of
interest to students can become central to projects.
2.
Project work is students centered, though the
teacher plays a major role in offering support and guidance throughout the
process.
3.
Project work is cooperative rather than
competitive. Students can work on their own, in small groups, or as a class to
complete a project, sharing resources, ideas and expertise along the way.
4.
Project work leads to the authentic integration
of skills and processing of information from varied sources, mirroring
real-life tasks.
5.
Project work culminates in and end product
(e.g., an oral presentation, a poster session, a bulletin-board display, a
report, or a stage performance) that can be shared with others, giving the
project a real purpose. The value of the
project, however, lies not just in the final product but in the process of
working toward the end point. Thus, project work has both a process and product
orientation, and provides students with opportunities to focus on fluency and
accuracy at different project-work stages.
6.
Project work is potentially motivating,
stimulating, empowering, and challenging. It usually results in building
student confidence, self-esteem, and autonomy as well as improving student´s
language skills, content learning, and cognitive abilities.
According with our
experience about of project based with children in 5th grade, we can
argument that working with project based is a motivating way for students learn
about a real situation which affects them. For example students can work in a
project adapted a problematic in the city such as drugs or if there is a
contaminated river, students will try to clean and protect it. Teacher using pre-task can explains new words
or key words to students in order to prepare them for develop the tasks in an
effective way. Students can count with the teacher´s support in order to help
them with the project, but students should develop their own ideas and looking
the right information about of their projects.
In conclusion, when a
new project is planed is important a negotiation between teachers and students,
they can work in meaningful project according with a real context that they
live, students can work in project relational with environment, art, culture,
education, social problems, festivities and any others important aspects that
affect their society; the most important in the project is that students
learning and the same time they are aware with the situation in their
community.
References
Richards JC &
Renandya, W (2002) Methodology in Language Teaching: An anthology of Current Practice. USA.
Cambridge University.
Morsund, David (2002) Project-based learning: Using
Information Technology, 2nd edition, ISTE. ISBN 1-56484-196-0
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