Project-based learning

Project-based Learning Running head: PROJECT-BASED LEARNING ACTIVITY

Project-based Learning Activity Benjamin Stewart TEC 560 Ms. Gina Phipps January 21, 2007

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Project-based Learning Abstract This paper discusses the first three steps one should considering when designing a project-based learning activity. These steps include forming essential questions, developing a plan, and scheduling milestones. It was determined that forming essential questions sets the basis for topic development. It should have relevance to real-world issues and should be authentic in nature. Developing a plan is most effective when the learner has a personal stake in the process. Office suite software and the Internet are forms of technology that can assist in gathering, assorting, and presenting information.

Finally, a schedule is formed to highlight milestones. This helps the learner to organize his or her time effectively throughout the entire activity. It was determined that in order to provide effective project-based learning activities, the learners’ belief system, background, and prior knowledge should also be considered.

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Project-based Learning Activity This project-based learning activity (PBLA) is targeted to upper intermediate/lower advanced Mexican English language learners studying English at the University of Aguascalientes (Universidad Autónoma de Aguascalientes) in Aguascalientes, Mexico. In the city of Aguascalientes, located in the state with the same name, there are many indigenous people that travel from southern parts of the Republic that are virtually entirely impoverished. It is common to see indigenous mothers with their babies wrapped around their backs, asking for money at most busy intersections.

There are those that claim that some individuals even provide transportation and meek living quarters (a kind of “patron”) to the indigenous people in Aguascalientes who then must collect money as repayment with interest back to these “patrons”.

Finding a solution to helping those indigenous people living in Aguascalientes is no easy task. It is this reason that this complicated topic was chosen as a PBLA for Mexican English language learners living in the city of Aguascalientes.

Essential Questions Forming essential questions on the topic of discussing a solution for helping the indigenous people living in Aguascalientes certainly is greater than the task itself (The George Lucas Foundation…, 2003). Their solutions to the question have a real-world effect and can positively address an issue the learners face every day. The value in forming essential questions is having the learners take part in forming them. McKenzie says, “New research is more like shopping and cooking. We expect students to select and gather the choicest raw ingredients with great care and then cook their own meal. No

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microwave research reports! No fast food! No simple cut-and-paste” (2000). Some possible essential questions for this particular topic might be: •

How can I be part of the solution in helping the indigenous people that reside in Aguascalientes?

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How can I get the community involved in addressing this problem?

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How can I bring more awareness to the public eye regarding this problem.

These questions pose no simple solution for the learner. There is no one correct

answer since everyone has certain opinions on the subject. This is a real-world problem that is local and will have meaning to the learner because they more than likely see this issue on a daily basis.

The Plan This PBLA focuses on standards taken from the WIDA’s English language proficiency standards. WIDA is a consortium of “Wisconsin, Delaware, the District of Columbia, Maine, New Hampshire, Rhode Island, Vermont, Illinois, Alabama, Georgia, New Jersey, Oklahoma, Kentucky, and North Dakota” (WIDA, 2006a) and stands for World-class Instructional Design and Assessment (WIDA) Consortium. Its objective is “to the design and implementation of high standards and equitable educational opportunities for English language learners” (WIDA, 2006b). The standards are from the 9-12 grade cluster and cover the listening, speaking, reading, and writing domains that apply to the Social and Instructional and Language Arts standards (WIDA, 2006c).

Learners will be part of the decision-making process through a series of group discussions and debates. Learners will work in small groups to brainstorm and form opinions on their beliefs. Later, learners will participate in a formal debate where they

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will take sides on the issue. Finally, they will decide as a group on a plan of action as to the best way to solve this problem. Obviously this will all be done in English (the learners’ foreign language).

Subject areas will focus on English as a second language (ESL), Mexican history, anthropology, sociology, and psychology. These subjects will be covered in general terms and will depend on the English level of the class.

Technology will be incorporated into the PBLA in the form of information gathering, assorting, and presenting (GAP). Microsoft Word, Excel, and PowerPoint will be used for assorting and presenting information, while the Internet will be the primary source for gathering information. Some websites that will be of some use include: •

http://www.indigenouspeople.net/CENSUSSTORY.htm

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http://www.houstonculture.org/mexico/aguas.html

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http://www.elbalero.gob.mx/kids/about/html/indigenous/home.html

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http://www.zmag.org/content/showarticle.cfm?SectionID=8&ItemID=3957

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http://www.indigenouspeople.net/zapata.htm The Schedule Based on the essential questions that are finalized with the assistance of the

learner, an approximate timetable follows: Milestones Discussion

Time allotment 2 hours

Total time 2 hours

Debate

2 hours

4 hours

Finalize essential questions (three) Essential Question 1

1 hour

5 hours

5 hours

10 hours

Rationale Brainstorming; forming opinions Taking sides; persuading discourse Collaborative/cooperative learning activity Gathering and sorting information individually and in small groups; reflecting on

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Essential Question 2

5 hours

15 hours

Essential Question 3

5 hours

20 hours

Final presentation

5 hours

25 hours

essential question and modifying if necessary Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary Synthesizing and evaluating findings; present information

Conclusion If project-based learning activities are designed properly, they provide a meaningful learning opportunity for the learner. They should contain real-world issues that do not simply have one “correct� answer. They should provide a chance for the learner to construct their own meaning through gathering, assorting, and presenting information, according to their own point of view through collaborative and cooperative learning that fosters individual compromise and the ability to resolve compromise. Each learner has his or her own belief system, background, and prior knowledge, so the objective of conducting project-based learning activities should be to build on these as the learner constructs new knowledge.

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References McKenzie, J. (2000). The Question is the Answer. Retrieved on January 20, 2007 from http://www.questioning.org/module/module1.html The George Lucas Educational Foundation. (2003). Retrieved on January 20, 2007 from http://www.edutopia.org/modules/pdfs/pbl.pdf WIDA. (2006a). Retrieved on January 20, 2007 from http://www.wida.us/about/WIDA_background/document_view WIDA. (2006b). Retrieved on January 20, 2007 from http://www.wida.us/ WIDA. (2006c). Retrieved on January 20, 2007 from http://www.wida.us/Resources/standards/wizard/classroom/domain/elp_files/class room_9-12_ds.pdf