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 increases 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

Project-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 –Students’ 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

• Providing guidance
• Mentoring students
• Encouraging critical thinking
• Facilitating learning
• Assessing the product
• Providing feedback when needed

The roles that teachers play are

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 Process –Teachers’ Role

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 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. Not at all Very little To Some Extent To Great Extent Very Much

1 2 3 4

Assessment: Items & Scales

Learning Gains

• Content and

mastery knowledge

• Reading skills
• Listening

skills

• Speaking

skills Intrinsic Motivation

• Initial Interest
• Sustained

Interest

• Sense of

Achievement Self- Determination

• Competence
• (self-

confidence)

• Autonomy
• Relatedness

(collaborative Learning)

1

PBL provided me with content and mastery knowledge about the topic.

1 2 3 4 2

PBL helped my speaking skills.

1 2 3 4 3

PBL helped my listening skills.

1 2 3 4 4

PBL helped my reading skills.

1 2 3 4 5

PBL triggered my interest in learning.

1 2 3 4 6

PBL could sustain my interest in learning.

1 2 3 4 7

PBL provided me with the sense of achievement.

1 2 3 4 8

PBL made me feel competent and able to perform various tasks.

1 2 3 4 9

PBL provided me with the opportunity to choose, initiate, and control my learning outcome.

1 2 3 4 10

PBL provided with the opportunity to socially relate to others in a collaborative settings.

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.

PBL Student Survey

Assessment: Results: Team B3

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

Results

Assessment: Results: Team E2

0% 10% 20% 30% 40% 50% 60% 70% 80% Knowledge Speaking Listening Reading Initial Interest Sustained Interest Sense of Acheivement Comptence autonomy Relatedness

Chart Title

Assessment: Results-Team B3

34 36 38 40 42 44 46 48 Learning Gains Intrinsic Motivation Self Determination Series1 Series2

Assessment: Results Team E2

20 21 22 23 24 25 26 27 Learning Gains Intrinsic Motivation Self Determination

Chart Title

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

• n 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

Thank you for attending Questions Remarks