Transcript Project-based Learning and Learner Autonomy Wang Duqin

Project-based Learning and
Learner Autonomy
Wang Duqin
[email protected]
May, 17-21, 2007
The 5th International Conference
on ELT in China
Outline
1.
2.
3.
4.
Basic concepts
Research method
Findings
Projects for learner autonomy
May, 17-21, 2007
The 5th International Conference
on ELT in China
1. Basic concepts
• Learner autonomy: the desirable goal of
education
• Learner autonomy: a readiness to take charge of
one’s own learning in the service of one’s needs
and purposes, a capacity and willingness to act
independently and in cooperation with others, as
a socially responsible person.
• Learner autonomy: planning, advance organizer,
self-monitor, self-evaluation, self-management,
adjustment of learning plans and learning
strategies
May, 17-21, 2007
The 5th International Conference
on ELT in China
1.1 Cultivation of learner autonomy
• Through strategy training
– Metacognitive plus cognitive
– Isolated training programme and embedded
training in normal classroom
• One’s metacognition cannot improve much
during the four years in college without
designed instruction
• Project-based learning for learner
autonomy
May, 17-21, 2007
The 5th International Conference
on ELT in China
1.2 Project-based learning
• as a systematic teaching method that engages
students in learning knowledge and skills
through an extended inquiry process structured
around complex, authentic questions and
carefully designed products and tasks.
• An instruction method which uses authentic,
complex, real-life projects to motivate learning
and provide learning experiences;
• a kind of activity in which students compose, test,
improve and create something
May, 17-21, 2007
The 5th International Conference
on ELT in China
2. Research method
2.1 Subjects: 8 classes of freshmen
2.2 Implementation:
• project-based instruction in listening, and
reading
• Classroom-based projects, out-of-class
projects
• Four semesters
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2.3 Procedure of PBL
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3. Findings
3.1 Students’ improvement in learner autonomy
100
planning
90
80
self-monitor
70
advance organizer
60
50
active participation
slef-evaluation
40
resourcing
30
adjustment of plan
20
10
adjustment of learning
strategy
self-remedy
0
2nd semester
May, 17-21, 2007
3rd semester
4th semester
The 5th International Conference
on ELT in China
3.2 No significant improvement in the third semester
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The 5th International Conference
on ELT in China
3.3 Significant improvement in the 4th semester
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The 5th International Conference
on ELT in China
3.4 Other benefits of PBL
100
90
80
70
60
50
40
30
20
10
0
reading
writing
cooperation
research
problem-solving
2nd
Semester
May, 17-21, 2007
3rd
Semester
4th
Semester
The 5th International Conference
on ELT in China
learner
autonomy
4. Implication
• It is feasible to conduct project-based
learning in college English instruction.
• PBL can be a way to develop learner
autonomy.
May, 17-21, 2007
The 5th International Conference
on ELT in China
4.1 Principles
• It is necessary to give proper instructions in PBL
and assign different roles to group members.
– Group work (to prevent non-participation)
• Opportunity should be given for students to plan,
resource, analyze, process, synthesize and
evaluate.
– Virtual life:
– Decide on the theme; choices (surfing the internet,
reading news release, interview students,
questionnaire investigation); presentation (report,
webpage, PPT, video)
May, 17-21, 2007
The 5th International Conference
on ELT in China
Sample project work
(Thanks-giving Day)
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Part-time job
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The 5th International Conference
on ELT in China
2008 Olympics
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The 5th International Conference
on ELT in China
Love PPT
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The 5th International Conference
on ELT in China
Web-pages (Love)
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The 5th International Conference
on ELT in China
Anti-Japanese War
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The 5th International Conference
on ELT in China
4.2 Assessment of PBL
•
•
•
•
Learning logs (PBL portfolio)
Student conference (three for each project)
Assessment of the product
Assessment of the process
May, 17-21, 2007
The 5th International Conference
on ELT in China
5. Suggestions
• Topic-related projects, theme-based
projects are desirable
• Structured projects and open-ended
projects should be combined.
• Projects can be adopted for both process
assessment and outcome-based
assessment.
• Assessment should be made of both the
process and product of PBL.
May, 17-21, 2007
The 5th International Conference
on ELT in China
Thank You
for your attention!
May, 17-21, 2007
The 5th International Conference
on ELT in China