Study on the Project-Based Learning in Arabic Classes Kawakib - PowerPoint PPT Presentation

Study on the Project-Based Learning in Arabic Classes Kawakib Usman, Dept. E Hamid Mohammed-Ahmed, Dept. B Middle East School III

Introduction In this presentation we will share our teams’ project - based learning (PBL) experience for two classes.  Sudanese Arabic class AV00116, Team B3: 16 students (Week 45) Modern Stander Arabic class AD00616, Team E2  10 students (Week 29)

Introduction The presentation includes:  Benefits of PBL  The process  The role of teachers and students  Sample of the students’ final products  The assessment and recommendations

Project-Based Learning – Lit. Review  PBL switches learning from passive to active, hands-on, and group collaboration work.  PBL allows students to investigate real-world issues in target language culture.  PBL promotes higher-order thinking to be instilled into real-world contexts.  PBL i ncreases students’ motivation by giving them the opportunity to choose, research, and see a tangible outcome of their efforts.  PBL promotes collaborative learning and the interdisciplinary approach to the learning process.  PBL promotes autonomous learning environment

Proje ct-Based Instruction- Lit. Review  PBL develops the students’ understanding and comprehension of the topic through the integration of language and content.  PBL allows the students to earn adequate knowledge from different available resources.  PBL requires students to display what they learnt by creating a tangible product beyond the classroom for real audience (Allen, 2004; Alan, & Stoller, 2005; Beckett, 2002; Beckett, & Bennett & Dunne, 1992, Chamness Miller, 2006; Beckett, & Slater, 2005).

The Process – S tudents’ Role  Students were divided up into collaborative groups of four.  Students received the domain theme related to chapter/unit.  Each group selected the subtopic relevant to the theme of the chapter.  Each group assigned roles to the members and divided the work.  The group set schedule and timelines.  The group collected information and produced their final project.  All group members took turns in the presentation of final product.

The Role of Teachers The roles that teachers play are • Providing guidance • Mentoring students • Encouraging critical thinking • Facilitating learning • Assessing the product • Providing feedback when needed

The Process –Teachers’ Role Before the project, the teacher Helped students form their work groups..   Provided the theme and had each group selected the topic.  Guided the group to set up their objectives and timelines. During the project, the teacher  Helped students identify the resources and collect information.  Monitored, facilitated, and provided help as needed.

The Process –Teachers’ Role After the project, the teachers  Set the forum for the students to share their final projects.  Invited attendees (the dean, the dean of students, associate dean, academic specialists, the chairpersons, and other teams).  Encouraged attending students to ask the presenters.  Asked the presenting groups to reflect on their experience.  Collected assessment data, analyzed the data, and provided assessment and recommendations.

The Final Product  Teachers offered ongoing assessments throughout the project span for individual students and the groups’ learning process.  Teachers typically assessed the group performance via a rubric on the content, language skills, and presentations skills.  The students’ tangible product in our project based instruction experience normally come in one of this format:  Poster presentations  Power point presentations Documentary Videos 

 Poster presentations

Power point presentations  Documentary Videos 

Assessment: The objectives  The goal of the assessment is to evaluate the experience in order to provide recommendations for modifying the instruction.  We assessed three outcomes  Learning gains  Intrinsic motivation  Self-determination

Assessment: Instrument We collected assessment data by using instrument that has two sections 1- Quantitative : 10 items on 5 point Likert scale Not at all Very To Some To Great Very Much little Extent Extent 0 1 2 3 4 2- Qualitative:  Write, at least, one thing you have learned or you like about your PBL experience.  Write, at least, one thing you wish you had in your PBL experience.

Assessment: Items & Scales Intrinsic Self- Learning Gains Motivation Determination • Content and • Initial Interest • Competence mastery • Sustained • (self- knowledge Interest confidence) • Reading skills • Sense of • Autonomy • Listening Achievement • Relatedness skills (collaborative • Speaking Learning) skills

PBL Student Survey 1 0 1 2 3 4 PBL provided me with content and mastery knowledge about the topic. 2 0 1 2 3 4 PBL helped my speaking skills. 3 0 1 2 3 4 PBL helped my listening skills. 4 0 1 2 3 4 PBL helped my reading skills. 5 0 1 2 3 4 PBL triggered my interest in learning. 6 0 1 2 3 4 PBL could sustain my interest in learning. 7 0 1 2 3 4 PBL provided me with the sense of achievement. PBL made me feel competent and able to perform various tasks. 8 0 1 2 3 4 PBL provided me with the opportunity to choose, initiate, and control my learning outcome. 9 0 1 2 3 4 PBL provided with the opportunity to socially relate to others in a collaborative settings. 10 0 1 2 3 4 Write, at least, one thing you have learned or you like about your PBL experience. Write, at least, one thing you wish you had in your PBL experience.

Assessment: Results: Team B3 Results 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Knowledge Speaking Listening Reading Initial Interest Sustained Interest Sense of Comptence autonomy Relatedness Acheivement

Assessment: Results: Team E2 Chart Title 80% 70% 60% 50% 40% 30% 20% 10% 0% Knowledge Speaking Listening Reading Initial Interest Sustained Interest Sense of Comptence autonomy Relatedness Acheivement

Assessment: Results-Team B3 48 46 44 42 40 38 36 34 Learning Gains Intrinsic Motivation Self Determination Series1 Series2

Assessment: Results Team E2 Chart Title 27 26 25 24 23 22 21 20 Learning Gains Intrinsic Motivation Self Determination Series1 Series2

Assessment: Result  It provides freedom of choice and control over learning.  It differs from the textbook and the curriculum. Not redundant  Work outside of my regular class and research outside the curriculum.  Group work, group setting, and collaboration to complete a task successfully.  Interviewing and learning from others.  Research experience and study relevant topics in depth.  Expanded my knowledge, vocabulary, and understanding of cultural and background information.  Presentations and learn how to express my ideas in simple words.  Learn about subjects related to my interest.

Assessment: Perceived Benefits  B3 scored higher on collaborative learning (78%) and autonomous learning (73%) and lowest on listening (47%). Other variables were average above 50%.  E2 scored significantly higher on collaborative learning (78%) and higher on initial interest (78%) and speaking (73%). Also lowest on listening (47%). Other variables were moderately higher above 60%.  On total scores, both teams scored significantly higher on self-determination variables than learning gains.  E2 outperformed B3 on motivation variables.  After all scores were above average on all variables.

Assessment: Recommendations  Provide criteria, guidelines, and rubrics for the final product.  Provide adequate class time.  Set timelines for the completion of the project.  Include grades for the project as incentive for the students.  Provide different topics for different groups.  More project, provide more topic choice

Some References • Alan, B., & Stoller, F. (2005). Maximizing the benefits of project work in foreign language classrooms. English Teaching Forum , 43 (4), 10-21 • Allen, L. Q. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals , 37 (2), 232 – 239. • Beckett, G. H. & Chamness Miller, P. (2006). Project-based second language and foreign language education: Past, present, future Greenwich, Connecticut: Information Age Publishing. • Beckett, G. H., & Slater, T. (2005). The Project framework: A tool for language, content, and skills integration. ELT Journal , 59 (2), 108- 116.Bennett, N., & Dunne, E. (1992). • Beckett, G. H. (2002). Teacher and student evaluations of project- based instruction. TESL Canada Journal , 19 (2), 52-66

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