{"id":148917,"date":"2015-02-16T17:53:00","date_gmt":"2015-02-16T17:53:00","guid":{"rendered":"https:\/\/www.um.edu.mo\/sem-categoria\/2015\/02\/33834-pt_pt\/"},"modified":"2020-11-26T20:57:25","modified_gmt":"2020-11-26T12:57:25","slug":"33834","status":"publish","type":"post","link":"https:\/\/www.um.edu.mo\/pt-pt\/news-and-press-releases\/campus-news\/detail\/33834\/","title":{"rendered":"The ELC Promotes Project-based Learning Both inside and outside the Classroom"},"content":{"rendered":"

Source: umagazine<\/a><\/p>

Text: Evelyn\nDoman (ELC)<\/p>

The English Language Centre (ELC)\nat the University of Macau (UM) is responsible for promoting students\u2019 language proficiencies and for equipping students with\nskills they need in order to excel in their academic studies at the university\nand as life-long learners. The curriculum at the ELC is based on the principle\nof active learning. Students collaborate with each other and engage with the\nmaterials on a regular basis in active classrooms. Group work consisting of\njigsaw readings, information gaps, presentations, and discussions are what\nspectators would normally see on any given day if they were to visit an ELC\nclass. An additional way of promoting active learning, as well as meeting our\nintended learning outcomes, is through the use of projects.<\/p>\n\n

Project-based Learning (PBL) is an\napproach to learning that shifts traditional teacher-fronted instruction to\nstudent-centred learning with students being involved in various projects\nthroughout the semester; some projects are short while others are longer. This\nis an interdisciplinary approach that leads students to develop lifelong skills\nthat will help them as they seek employment, such as the ability to work with\nothers, handle interpersonal conflicts, manage time, make thoughtful decisions,\nbe creative, show initiative, use higher cognitive skills, and to solve complex\nproblems by thinking outside the box. All projects have tangible outcomes which\ncan be measured and evaluated, although they need not all be counted as part of\na student\u2019s final course grade.<\/p>

<\/p>\n\n

PBL can best be conducted in eight\nsimple steps that any discipline can easily manage:<\/p>\n\n

Step 1: The teacher assigns groups.<\/p>\n\n

Step 2: Group members agree on a\ntheme.<\/p>\n\n

Step 3: The teacher allows each\ngroup some autonomy in determining the final product.<\/p>\n\n

Step 4: Group members structure the\nproject and assign roles.<\/p>\n\n

Step 5: Group members gather\ninformation.<\/p>\n\n

Step 6: Group members compile the\ninformation they found.<\/p>\n\n

Step 7: Groups submit their final\nproducts.<\/p>\n\n

Step 8: The teacher, individuals\nand group members evaluate the project.<\/p>\n\n

Now that we have seen how a project\ncan be set up, let\u2019s take a look at some examples of\nprojects that are frequently carried out at the ELC.<\/p>\n\n

 <\/p>\n\n

Projects inside the Classroom<\/p>\n\n

The ELC incorporates a variety of\nprojects into each level of our courses, both at the pre-GE (general education)\nlevel as well as at the GE-level.<\/p>\n\n

In pre-GE courses, common projects\nthat students work on include interviewing teachers at the centre, producing\nposters about their favorite books, and participating in graded group discussions.\nA real crowd-pleaser is the annual poster presentation that Level-0 students\nproduce of their favorite books. During the presentation, students not only\npresent the details of the books, but they also respond to questions that\nvisitors \u2013 both students and teachers from\nthe ELC – ask them about the books. This forces students to really think on\ntheir feet rather than to produce memorised chunks of language. As an\nindividual project, the poster project promotes student autonomy by allowing\nthem to choose their own books, decide how to describe the books, and\nencouraging them to present in a creative and entertaining manner.<\/p>\n\n

Group presentations are another\nfavorite of students. At Levels 1, 2, and 3, students work with group members to\nmake presentations about art. Analysing art is a great way to develop students\u2019 observational skills. As students learn to describe art,\nthey sharpen their critical thinking skills by focusing on detail and\nelaboration. They also learn to communicate what they see and to evaluate the\nfindings. These are lifelong skills that students can take with them far after\ngraduation from UM and well into their careers.<\/p>\n\n

In GE courses, the nature and types\nof projects might be slightly more challenging for students. One of the most\npopular projects is the group discussion. Group discussions allow students the\nopportunity to research an approved topic and then to present \u2013 often debate \u2013 the topic with their group\nmembers. As other groups listen to the discussion, they are actively involved\nin peer assessment \u2013 which is another feature of active\nlearning which the ELC embraces.<\/p>\n\n

At Level 3 of the ELC curriculum,\nstudents are involved in a persuasive commercial project known as a Public\nService Announcement (PSA). After identifying a problem in Macao or on campus,\nstudents are encouraged to make an informational video about ways to solve the\nproblem. The main goal is that they must persuade their audience to do\nsomething \u2013 for example, to clean up the beach\nat Hac Sa, to recycle on campus, or to clean up after themselves when they use\nthe laundry room in the residential colleges. By investigating real-world issues,\nthis PSA projects motivates students to think deeply about issues surrounding\nthem and to come up with creative ways to tackle the problems with their team\nmembers.<\/p>\n\n

Debate is a key component of many\nsections of GE courses. The skill of developing an argument and persuading others\nof your argument is high among the learning outcomes in many courses.\nTherefore, students often work in teams to take a stance on a controversial\ntopic, to do research to support their stance, and then debate other teams in\nan attempt to win with the most logical arguments.<\/p>\n\n

Collaborative writing through\nGoogle Docs is another technique that ELC teachers utilise to get students to\ncomplete projects. Groups of students, either working in a language lab beside\neach other or working independently from home, can all access the same document\nand contribute different sections of the paper. They can revise and edit each\nother\u2019s work as they go along. One class session is usually\ndevoted to having groups peer review each other\u2019s work; that\nis, groups offer feedback through a set of established guidelines provided by\nthe teacher or through undirected feedback by reading the online essays and\nproviding feedback on the content, organisation, or mechanics.<\/p>\n\n

In our most advanced course at the\nELC, some students spend the entire semester participating in a Pay-it-Forward\nproject. The Pay-it-Forward project aims to increase students\u2019 sense of personal and social awareness, one of the goals\nof the GE programme. In a Pay-it-Forward project, students work in teams to\nidentify a social issue in the local community, allowing them to hone their\ncritical thinking skills by evaluating the pertinent needs surrounding them.\nThe students then compete with other groups to get funding for their proposal\nfor solving the social problem. The steps involved in this project include: 1)\nidentify a problem in Macao; 2) conduct research related to that problem; 3)\ndraft a proposal outlining the problem, suggest a solution, and create a budget\nfor financing that solution; and 4) present proposals to a live audience to see\nwhich proposal can be funded. Groups with sufficient votes then get to carry out\ntheir proposed solutions. In the autumn of 2013, five groups received project\nfunding thanks to a GE grant received by two of the senior instructors at the\nELC.<\/p>\n\n

Students at Level 4 also engage in\nextensive research projects. Adapting a multi-genre approach, the research projects\nallow students to engage in academic research and to include various forms of\nwritten genres into their final portfolios, which help students to learn to\nwrite for a larger audience rather than just for the teacher.<\/p>\n\n

 <\/p>\n\n

Projects outside the Classroom<\/p>\n\n

The ELC offers numerous\nopportunities to engage in projects outside the classroom as well. One way of doing\nthis is through the weekly activities that we offer through our centre. Some\nexamples of ongoing projects that are available include: singing and dancing\ncompetitions, drama workshops, photography exhibitions, and workshops on public\nspeaking. Many short projects are done at the English Festival which the ELC\nhosts every semester. At the Fall 2014 English Festival held from 15 to 17\nOctober 2014, students had the opportunity to interact with ELC staff while\ndoing pumpkin carving, telling ghost stories, listening to cultural\npresentations, drinking afternoon tea, playing games like Jeopardy and\nScrabble, engaging in creative writing, and learning funny tongue twisters, just\nto name a few of the numerous activities that the ELC organised.<\/p>\n\n

Additionally, the ELC has produced\nan extensive Independent Learning (IL) site on UM Moodle, which is available to\nall UM undergraduate students. The language learning sites which are linked to\nMoodle allow students to pick and choose which types of activities, level of\nactivities, and amount of time to spend on each activity. This is a great way\nfor students to improve their English.<\/p>\n\n

Challenges of PBL<\/p>\n\n

Although PBL is a sound pedagogical\nmethod which encourages active learning and student engagement, it is not without\nits potential pitfalls. Some of the challenges that teachers can face when\nimplementing PBL into their curriculum include the low language proficiencies\nof the learners, the difficulty in finding level-appropriate material, the\nquality of the final products that are submitted, group dynamics, and time\nconstraints for carrying out a longitudinal assignment.<\/p>\n\n

PBL requires that teachers plan\nwell in advance and give students a proper amount of time to complete projects.\nMany projects are best submitted in the final week of class. A sufficient\namount of class time should be devoted to ensuring that students understand\nwhat is expected of them, understand how they will be graded (as a group and individually),\nhave opportunities to arrange outside-the-class meeting times with their groups,\nand are allowed ample time to ask questions. Showing examples of previous\nstudents\u2019 projects greatly helps as well, as\nthese examples facilitate students in knowing what the final product might\nresemble.<\/p>\n\n

Project-based Learning provides students with opportunities to apply classroom learning to real-life situations. The ELC isthat it has a diverse group of teachers who are devoted to PBL. Since our teachers come from a variety of educational professional backgrounds, they are all dedicated to searching for creative and innovative teaching techniques that can be integratedour English classrooms. As PBL is an interdisciplinary approach to learning, we hope that all faculties on the UM campus PBL for their curricula. And we encourage all students \u2013 undergraduate and graduate\u2013 to attend our weekly ELC activities.<\/p>\n\n

To learn more about the activities which are offered by the ELC, please visit our website at http:\/\/elc.umac.mo<\/a> and click\u201cEvents and Activities\u201d. To learn more about the ELC or about how we incorporate PBL into our language courses, to visit us in E7-2016 in the Central Teaching Building.<\/p>

<\/p>

<\/p>","protected":false},"excerpt":{"rendered":"

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