Drafting Solutions
The purpose of prototyping or drafting solutions is to expand upon the ideas generated during the brainstorming phase , and to quickly convey how a solution to the problem might look and feel . Prototypes can often expose learners ’ assumptions .
Testing
Students may then go about taking their prototypes to the next level of design : testing . Ideally , testing takes place in a “ live ” setting . Testing allows students to observe and understand how well the solutions work in a real setting . The results of testing can provide students with important feedback on their solutions and generate new questions to consider . Did the solution work as planned ? If not , what needs to be changed ? In this way , testing engages students in critical thinking and reflection processes .
However , the stages presented above are suggestions for the organization of a project , but each teacher should take the liberty to adapt each task to the needs of their students , to the time and space restrictions , as well as to the level of competence and the aims they want their students to achieve . As a matter of fact , although to me organization is usually very important , research suggests that students learn more from working on unstructured projects than they do on highly structured ones . Unstructured projects are sometimes referred to as “ open ended ,” because they have no predictable or prescribed solution . In this way , open ended projects require students to consider assumptions and constraints , as well as to frame the problem they are trying to solve . Unstructured projects thus require students to do their own “ structuring ” of the problem at hand – a process that has been shown to enhance students ’ abilities to transfer learning to other problem-solving contexts .
All in all , task and project-based learning encourage creative collaboration and for this reason they should be considered as options by teachers of languages . We do want and expect our students to learn how to work together , to become comfortable in doing so and to use language creatively to solve problems , as this is what is expected of the later on in life , both in personal and professional settings .
Bibliography : Rodríguez-Peñarroja , Manuel . Integrating project-based learning , task-based language teaching approach and Youtube in the ESP class : a study on students ’ motivation . Teaching English with Technology , 22 ( 1 ), 2022 , 62-81 , http :// www . tewtjournal . org
Willis , D . and Willis , J . R . ( 2011 ) Doing task-based teaching . 5 . print . Oxford : Oxford Univ . Press ( Oxford handbooks for language teachers )
https :// www . bu . edu / ctl / guides / project-based-learning / https :// www . fluentu . com / blog / educator-english / new-methods-of-teaching-english /
https :// www . novakidschool . com / blog / how-to-teach-your-child-english-modernmethods-and-techniques /# 309ae4c2-6465-43e0-9a1f-c58d853246d7
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