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December 9, 2005

Session 2, Project-Based Learning
Project Goals and Checklists

Leslie Opp-Beckman, University of Oregon
Linguistics Department, American English Institute
Email: leslieob@uoregon.edu or use the Contact web page.

Cindy Kieffer, University of Oregon
American English Institute
Email: ckieffer@uoregon.edu or use Contact web page.

About the Speakers

Leslie Opp-Beckman is a Senior Instructor in the MA Language Teaching Specialization program for the Linguistics Department at the University of Oregon. She also develops online training for English as a Second Language (ESL) and English as a Foreign Language (EFL) educators, teaches courses, and acts as Technology Coordinator for the American English Institute.

Cynthia Kieffer is the Director of Academic Programs and Research at the American English Institute, University of Oregon. She has many years of experience teaching in classrooms with students of all ages, as well as ongoing administrative experience as a supervisor and trainer for English as a Second Language (ESL) and English as a Foreign Language (EFL) educators.

Overview

This is the second session in 2005-06 in the 10-part professional development series for English as a Foreign Language (EFL) educators in Thailand. University of Oregon is partnering with the US Embassy in Bangkok, the Royal Thai Distance Learning Foundation, the Ministry of Education, colleagues at Chulalongkorn University, and at ThaiTESOL on this innovative and exciting project.

Discussion Questions

1. What kinds of goals should the project have?
2. How can a checklist help guide the project process?
3. What is the relationship between the project's goals and assessment?
4. When should students receive information about goals and assessment?

Online Resources

Following are some recommended pedagogical and practical resources for this topic.

1. Implementing Project-Based Instruction, from NW Regional Education Lab (NWREL).
   Abstract: There is no one correct way to implement a project, but this site offers some things to consider when designing effective projects. You can acquire this set of articles at no cost from NWREL (text-only and PDF formats), or as a PDF from this UO-Thai site.
   
   
2. Project Based Learning and Checklists
   An overview of PBL. Plus, age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation.

Post-Lecture Classroom Applications

You chose one of the following three project types to try in your class(es) plus a topic or theme .

• Reports: e.g. in notebook or folder format.
• Displays: e.g. in bulletin board, poster, or photographic format.
• Dramatization (performance): e.g. in the form of a skit, play, or interpretive music.

You have now decided if you will go through the project process at the same time as we go through this series, or if you will wait and do it afterwards. You have decided how much time you have available for the project. You have also decided if your students will work individually, in pairs, or in groups.

The following is a suggested follow up activity (or "homework") in preparation for the next session.

Step 1

Based on the information from this session (see Lecture Guide), identify the goals and checklist that you will use in your class project. Bring this information to the next session.

Step 2

Read through the glossary items and definitions from the supplementary handout Assessment Guides and Rubrics. We will use these items as a basis for discussion and further planning in the next session.