relevant and interesting to them . In order to solve the task , they need to use the target language they are learning to communicate with their peers . They use authentic language instead of answering grammar or vocabulary questions about the language . As such , it is conducive of group learning , involving learning together , collaboratively and learning by doing .
The Project-based Approach Quite similarly to what happens in task-based learning , the project-based approach is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic , engaging , and complex question , problem , or challenge . And , much like the task-based approach , the project-based approach is meant to address students ’ real needs by adapting language to the skills and competencies they truly need personally and / or professionally .
As such , the teacher must begin by determining the one , global objective that the individual or group of students have . Consequently , this approach is very suitable for optional courses , as , although it usually involves a lot of work , students are also motivated and engaged , and they end up having fun with such projects . As an example , in a Public Speaking optional course I teach , I have designed one overarching project that will become the end result of the class , namely a speech that resembles a student Ted-talk . Other examples , however , may be anything from an oral presentation to a large-scale production such as a class play . Whatever the case , the project must be comprised of individual tasks and steps that lead students to the goals in the assessment . The project is their final , comprehensive assessment .
According to research published by BU Center for Learning , the following are the stages of Project-based learning :
Defining the Problem Projects should start with students asking questions about a problem . Examples of questions could be : What is the nature of problem ? What assumptions can be made about why the problem exists ? What is known about the problem ? Asking such questions will help students frame the problem in an appropriate context . If students are working on a real-world problem , it is important to consider how an end user will benefit from a solution .
Generating Ideas Next , students should be given the opportunity to brainstorm and discuss their ideas for solving the problem . The emphasis here is not to generate necessarily good ideas , but to generate many ideas . As such , brainstorming should encourage students to think wildly , but to stay focused on the problem . Setting guidelines for brainstorming sessions , such as giving everyone a chance to voice an idea , suspending judgement of others ’ ideas , and building on the ideas of others will help make brainstorming a productive and generative exercise . Mind-mapping and note-taking on post-its might be of great help in the process , so that ideas are organized .
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