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Project-oriented Teaching

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Jasmine Bylund

on 8 May 2016

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Transcript of Project-oriented Teaching

Project-Oriented Teaching
Today's seminar
1. Project - oriented teaching; an introduction
What is project-oriented teaching?
topic-based planning
planning a theme based unit
An inspiring (large-scale) example
Bifrostskolan, Denmark
L6EN20
Fall 2014
3. Planning in groups
4. Follow-up discussion
It is all about...
making learning more relevant
student-centered learning
a
holistic
approach to learning
Sohlman, B. (2002).
Bifrostskolan och mötet med Leonardo da Vinci
Johansen, B. , Rathe, A-L & Rathe, J. (1997).
Möjligheternas barn i möjligheternas skola: en pedagogisk profil - från idé till verklighet
Children's curiosity
Inspiring theme or topic to encourage learning in all subjects
Children involved from start to finish
Importance of aesthetic processes
How to do it
Some characteristics:
Multi-skill activities
focusing on a theme or topic
Students' involvement in the choice of;

- topic
- working methods
- timetable
- end product
Intensive or extended (long or short period of time)
Co-operative not competitive
1. Discuss and choose a theme or topic
2. Plan ahead
3. Put the plan into action

4. Evaluate and celebrate
Topic
Writing
Speaking
Listening
Reading
Crafting
Voc.
Cross-
curricular
gr. structures
decide how to introduce the theme to create interest
Things to consider
If the topic/theme appeals to the particular group
If there is enough suitable teaching materials about the topic
If necessary "tools" are available and accessible
Taking into account students':
- age, sex, background, interests
- language proficiency and previous language learning experiences
- expectations and needs
When planning, also consider...
Pinter, 2006:127
Why use Topic-Oriented Teaching?
Contact with 'real' subject matters
Students' involvement increased motivation and interest
Co-operative and skill-based -
all talents
are encouraged and valuable
Natural context
(skills, vocabulary, structures and functions are integrated)
Learning becomes meaningful
To balance the need for fluency and accuracy
A break from the daily "normal"classroom routine
A sense of purpose and community in the classroom
The teacher's role
Not diminished - but changed
Important factors:

The teacher's commitment
The teacher's authority
Correcting students' language
The teacher as a coordinator and facilitator
The teacher's role
Before the project
Decides
when
to do the project and for
how long
In charge of encouraging students' involvement
Responsible for creating interest
During the project
Takes on the role of facilitator
- provides guidance ( ideas and advise)
- helps to resolve disagreements
Towards the end of the project
Ensures that the target is reached
Organizes the end product
Evaluates and encourages students to evaluate
Some difficulties
from a teacher perspective
Time-consuming
To ensure that all objectives are covered
- assesses what students are learning
However...
Teaching becomes even more fun and rewarding!
Interpersonal relationships between teachers and students are improved.
What you will be doing today:
Time for a break
In your groups approx. 45 min
Follow up discussion in class
www.bifrost.dk
+
2. Plan ahead
- set objectives (for curriculum areas)

- determine evaluation

- gather resources

- plan the activities

- make a plan for the entire unit

- set the timetable

- consider the need of lead-in
activities
3. Put the plan into action
Be flexible and open for ideas and interests.
You may need to adjust your plan.
- Share ideas and involve students
- Create interest
(agree upon working methods, activities
and the end product)
4. Evaluate and celebrate
The end product should be:


- clearly defined
- mutually agreed upon
- meaningful
- an incentive for co-operation
Examples of end products
a student performance
a movie
a newspaper
a classroom display
a written report
an exhibition
a poster
a computer game
a board game
a book/booklet
a play
If the topic/theme suits your teaching circumstances
J. Bylund
a podcast
Full transcript