Concept by: Carolina Castro
This course has been designed for teachers of English and/or other languages (ESL) who want to learn more about Project-Based Learning (PBL) and how to integrate this methodology into their lessons and school curriculum. PBL instruction offers students an opportunity to be more engaged and motivated in the lessons, provides students with a deeper understanding of the topic and builds up key life skills such as critical thinking, communication and cooperation.
PBL in Second Language Acquisition (SLA) has the ability to integrate content, language and skills, being a a very suitable approach for CLIL too. It exposes students with a large amount of authentic target language input and real opportunities for communication. It also promotes the integrative use of the four main communicative skills: writing, reading, listening and speaking skills.
In this hands-on course participants will gain an understanding of what Project Based Learning is, which steps and tools are best for integrating PBL into their lessons, how to monitor and assess students using PBL and reflect on how they can integrate PBL into their own concrete teaching practices and context. They will be exposed to regular reflection, interaction, research, specific benefits and challenges, best practices and overall experiences. Participants will be presented with authentic thought-provoking ESL/EFL projects, they will receive coaching on the ideation, design and implementation processes and will work in teams to create their own projects that they will present, receive feedback and take home to use in their classes.
By the end of this course, participants will have gained greater insight into PBL projects for the area of ESL/EFL and how to integrate PBL into their lessons. They will become more confident in their own teaching, will learn how to brainstorm ideas on projects with a team of teachers and collaborate with peers to develop and implement them.
The Project-based Learning course will help the participants to:
- Learn about the general benefits and challenges of PBL and concretely in ESL/EFL for students and teachers;
- Adopt, adapt or/and create high quality PBL units;
- Acquire soft skills to effectively facilitate PBL;
- Understand the peculiarities of using PBL instruction for ESL/EFL and how to navigate them as the facilitator;
- Understand how to better participate and promote peer teacher collaboration at your school;
- Gain insight into how to implement PBL school wide;
- Learn where to find high quality resources such a model PBL units.
The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.
Day 1 – Course introduction & What is PBL
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities;
What is PBL
- The what and why of PBL. How is PBL different from Task Based Language Teaching?
- Challenges and benefits in general and concretely for ESL/EFL. Team building activities.
- Presentations of the participants’ schools.
Day 2 – Phases and examples
- PBL Gold Standards framework.
- The 4 Phases of PBL.
- Examples of PBL units in the area of ESL/EFL Phase 1: Launch. Participants’ Teamwork on their project.
Day 3 – Team work is key
- Facilitating students’ teamwork. Phase 2: Build Knowledge and skills.
- Phase 3: Developing products and answers to the driving question.
- Teaching Practices and soft skills needed to facilitate PBL in ESL/EFL Participants’ Teamwork on their project.
Day 4 – PBL in schools
- Phase 4: Presenting products and answers to the driving question.
- Implementing PBL school wide. Participants’ Teamwork on their project: Peer feedback session, tuning their projects.
Day 5 – Peer review & Course closure
- Differentiation in PBL. Enhancing PBL with collaborative technologies in ESL/EFL.
- Participants’ presentations and peer feedback.
- Final reflection.
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
Day 6 – Excursion
Excursion and other external cultural activities.
- Teachers: primary, secondary, vocational, adult, special needs;
- Teacher trainers; Careers officers, educational guides and counselors;
- Managers of schools/organisations offering adult education.