The title of this journal is Let‘s Go Traveling – Project-Based Learning (PBL) in a Taiwanese Classroom written by B. T. Wang, C. W. Teng, and Y. H. Lin. This journal published in International Journal of Information and Education Technology, Vol. 5, No. 2, February 2015. The aim of this journal was to use the concept of Project-based Learning (PBL) in a junior high school English classroom in Taiwan. During the 9-week lecture, an English class was chosen to conduct the research, and there were 30 ninth-grader students (approximately age 15) divided into 10 groups. Each group was asked to submit the work of English mind mapping, postcard, and traveling journal. At the end of the project, each group had to present the traveling journal aloud in front of the class. The formative assessments and the rubrics designed by the English teacher were used to check students’ projects and evaluate the students’ performances. The results showed that students not only learned how to use the search engine but also understood more of foreign countries’ culture and tourist attractions. Moreover, their ability of collecting data and sorting information was also improved. While students applied what they have learned in the English class to conduct the project, they could increase their English learning achievement.
I was curious about this journal because it contained the use of project-based Learning (PBL) that makes students learn actively. I think it will be great if the concept of PBL is implemented in our English Education. The learning method of PBL is student-centered and the teacher in the PBL classroom is more like a curriculum designer and a guide who inspiring students (Nikolaeva: 2012). In the realistic situation, students can learn cooperatively how to gather information and solve problems. However, PBL cares students‘learning process and outcomes from the experience.
On the other hand, the big problems may we face during the PBL is the time limitation while doing the project. Teacher can just use few minutes to introduce the projects and examples to the students because the teacher needed to meet the school schedule. Moreover, even the teacher uses heterogeneous grouping, cooperative learning, maybe there are still some free-riders in the group.
Even though there are some obstacles faced, but the teacher will discover that the new interests and skills in English teaching increas through PBL. Moreover, the multiple assessment methods, like individual learning portfolio, can be included to make the project more comprehensive and assess student individually.
Reference:
S. Nikolaeva, "Improving Initial Teacher Education by Using the Project-based Approach", Educational Research e-Journal, vol 1, no 1 pp 51-60, 2012
Even though there are some obstacles faced, but the teacher will discover that the new interests and skills in English teaching increas through PBL. Moreover, the multiple assessment methods, like individual learning portfolio, can be included to make the project more comprehensive and assess student individually.
Reference:
S. Nikolaeva, "Improving Initial Teacher Education by Using the Project-based Approach", Educational Research e-Journal, vol 1, no 1 pp 51-60, 2012
3 comments:
it' s a good article. I do agree that implementation of PBL classroom will make the student learn effectively by their own ecperience. maybe "Studytour" can be a solution of implementing PBL.We can insert some aspects of english learning in one of the place they visited. They can write freely or descriptively about what they see in that place.
Oh, what a nice comment that have u given to me. Yup, PBL such as Study Group will increase students'literacy, not only in writing aspect but also in the use of language in social context (may be when they meet tourism). Great job annisa nisa. Thank u
such a great review. it is PBL that can support the proverb "experience is the best teacher". However, how can you manage your classroom since PBL needs longer time than others?
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