TABLE OF CONTENTS

CHAPTER

PAGE

Abstract . Introduction .. Part One: Review of Literature 1.1 Project Work: Concept Defining . 1.2 Benefits of Project Work . 1.3 The Process of Project Work . Part Two: Pedagogical Implications and Applications 2.1 Introduction . 2.2 Project Work: A Set of Suggestions for the Supervisor 2.3 Project Work: A Set of Suggestions for the Teacher 2.4 Implementing PBL in Moroccan EFL classes: Second Year Baccalaureate as a model 2.4.1 Scenarization of the project components 2.4.2 Using Project Work in Second Year Baccalaureate Classes Conclusion References Appendix: Sample Projects for EFL classes .

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Abstract This article focuses on how English language teachers can capitalize on the content and language learning benefits of Project Work in the Moroccan EFL classes. To explore the topic, we examine the characteristics of Project Work through defining the concept, outline the features that maximize the potential benefits of Project Work, and present a simplified procedure to carry out Project Work activities. The second part deals with implications and recommendations for English as a Foreign Language (EFL) supervisors and teachers to integrate Project Work into their own practice. We conclude with practical implications to implement Project Work in Moroccan EFL classes taking second year Baccalaureate as a model. Introduction In traditional classes, learners have been asked to demonstrate their knowledge through writing papers or taking tests. In Project Based Learning, there has been a shift to other sorts of tasks learners can perform to show their understanding. These may include construction of physical objects, presentations, computer programs, Web sites, videos, and other forms. There has also been a focus on the process of preparing and performing these tasks, because it is in doing things that learners construct their initial understandings. "Doing projects" is a longstanding tradition in education (Grant, 2002). For over 100 years, educators have reported on the benefits of experiential, hands-on, student-directed learning. A lot of research has been done about the benefits, the procedures and the implementation of PBL in education.

Part One: Review of Literature 1.1. Project-Based Learning: Concept Defining McGrath (2003) defines Project-Based Learning as an activity in which students "work in groups to solve challenging problems that are authentic, curriculumbased, and often interdisciplinary" Project-Based Learning is a comprehensive instructional approach to engage students in cooperative investigation. Students' abilities to acquire new understanding are enhanced when they are "connected to meaningful problemsolving activities, and when students are helped to understand why, when, and how those facts and skills are relevant." (Bransford, Brown, & Conking, 2000, p. 23). Project based learning is becoming one of the more effective and more popular methods of instruction .Thomas (2000,p1) explains that Project-Based learning requires complex tasks, based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations. According to the Buck Institute for Education (BIE), Project-Based Learning is 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. The George Lucas Educational Foundation views Project- Based Learning as a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups. Based on the above definitions, we deduce that although PBL is popular as an approach, it lacks a universally accepted model or theory and one can find in literature a diversity of defining features. In language teaching, and on the basis of the most common defining features, we can define Project Based Learning as a systematic and effective way of teaching which engages EFL learners in real tasks to come up with their own products in any of the language skills. 1.2 Benefits of Project-Based Learning Project-Based Learning first appeared in the field of business and industry. Later on, it was adopted in vocational training and then in education in general. As an approach, it has demonstrated its effectiveness and efficiency in many ways. From an educational point of view, Project-Based learning: Is learner centered and intrinsically motivating. Encourages collaboration and cooperative learning.

 Requires students to produce a product, presentation, or performance. Allows students to make continuous improvement. Is interdisciplinary and can be used in different subject areas. Is long-term (can cover more than a couple of class days). Has an impact on life skills like self-management, group process, time management, organizational and problem-solving skills. Makes use of the technological tools. Helps students develop confidence and self-direction It focuses on concrete, hands-on experiences and learning by doing. It allows students to investigate real- world issues and practices. In Language learning, PBL is a useful way to integrate the four skills. It meets the needs of learners with varying skill levels and learning styles. It helps learners to make choices or decisions.

Is challenging; focusing on higher-order skills. 1.3 The Process of Project-Based Learning There are different models of the instructional sequence or procedure in ProjectBased Learning. Some of them are complex and detailed; others are simplified and easier to implement.

The first model suggests the following five stages to the implementation of a project in class: 1. Assign pupils into small groups 2. Present a real world problem to the students or let the students decide from possible topics to choose. 3. Set the parameters or structure for accomplishing the task (due date, length of assignment, tasks, responsibilities, etc.) 4. Check project progress, give feedback, encourage students to take turns leading the group activities, etc. 5. Schedule enough time for students to display or present their projects once completed to the total class or the school community at large. This model can be presented in the following diagram:

Figure 1: Project-Based Learning Visual Concept Diagram

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Another model is suggested by professional development organizers at the Buck Institute for Education (BIE) using the following five principles or stages:
1. Begin with the end in mind and plan for this end result. 2. Craft the driving question; select and refine a central question. 3. Plan the assessment and define outcomes and assessment criteria. 4. Map the project: Decide how to structure the project. 5. Manage the process: Find tools and strategies for successful projects.

This model can be presented in the following diagram:

Figure2: Project Design Procedure

In spite of the variety of models, most projects share some common features. The basic phases found in most projects include selecting a topic, making plans, researching, developing products, and sharing results with others. This model seems to be comprehensive and easier to implement in EFL classes.

Part two: Pedagogical Implications and Applications 2.1 Introduction The implementation of Project Based Learning differs greatly from one instructional setting to another. In some settings, simple, non-elaborated tasks, used in a single class session, are labeled as projects. In other settings, more elaborate sets of tasks over an entire instructional unit are used as projects. In settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time. Using PBL effectively as a supplementary instructional component in Moroccan EFL classes can be of great benefits to the learners. It can promote effective language learning in a context where learners have very little exposure to the target language (English). Therefore, encouraging PBL should be a shared responsibility between the supervisor, the teacher and the syllabus. 2.2 PBL: A Set of Suggestions for the Supervisor Projects that are structured to maximize language, content, and real-life skill learning require a combination of the supervisors guidance, feedback and
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engagement. This responsibility triggers a set of pedagogical implications for the EFL supervisor at both levels of knowledge: declarative and procedural. Some of these implications can be stated as follows: The supervisor needs to be knowledgeable about the underlying principles, the benefits and the instructional procedures of PBL. To foster the culture of PBL, supervisors should adopt a Project Based Approach to in-service training sessions they carry out with teachers. Instead of dealing with topics and themes as isolated items, the supervisor should resort to a systematic way of training teachers based on a project with a clear, effective, feasible, and collaborative action plan. Another important element is that supervisors need to support teachers and train them in using PBL. This can be done through workshops, presentations, and demo-lessons tackling practical and feasible issues that can be implemented in classroom projects. Supervisors need to adopt a systematic way of taking into consideration and tracking students projects in EFL classes through project portfolios that are kept by the teacher. Supervisors need to recognize successful and distinguished projects through sharing those experiences at the level of their pedagogical areas. It also important for supervisors to encourage the publication of students projects either in regional newsletters, school website or other forms of software.
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 Supervisors may also think of building an item bank of students projects that can be used a reference for teachers.

2.3 PBL: A Set of Suggestions for the Teacher Project-based learning functions as a bridge between using English in class and using English in real life situations outside of class, which seems to be challenging for the Moroccan EFL learners. Therefore, Project-based learning is only possible and effective in classrooms where teachers support students by giving sufficient guidance and feedback. The teacher must thoroughly explain all tasks that are to be completed, provide detailed directions for how to develop the project, and circulate within the classroom in order to answer questions and encourage student motivation. In order to create successful activities focused on project-based learning, the teacher needs to: Set explicit learning goals and objectives for the project. Identify the targeted language skills in the project. Consider the content and purpose of the project. Help in deciding about the form of the final project. Consider the resources available and how to use them. Be flexible enough to give up a certain degree of control

Help in grouping the students depending on the nature of the projects and of the class.

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 Act as a coach, facilitator to help students with their tasks and tools, to explain difficult concepts and procedures, etc. Act as manager to make sure that the students produce something, that it is task related, that they engage themselves in meta-reflection (look critically at their own work) and that they discuss and share with others. Act as a resource for the students as they work through their problems and find solutions. Guide students so that their goals and processes are appropriate. Act as a counselor if students have difficulties in working in teams. Help the students to establish a timeline and intermediate deadlines before the final due date. Identify Generic Skills (communication, collaboration, creativity, whether multimedia should be used, and how the groups should function). Consider the Values & Attitudes ( responsibility, open- mindedness ) Provide help in the planning stage. Create, together with students, rubrics for assessment upfront, so that the students know what is expected of them. These facilitate self-evaluation, peer evaluation, evaluation by the teacher, and by outside experts. Set up enough time for students to present their projects. Provide feedback and encourage students to reconsider their projects. Celebrate success and encourage distinguished projects.

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 Document students projects through portfolios. Share successful experiences with colleagues in the same school. 2.4 Implementing PBL in Moroccan EFL classes: Second Year Baccalaureate as a model 2.4.1 Scenarization of the project components In Project-based learning effectiveness is not guaranteed if the teacher simply asks students to do projects, to engage in writing activities, to learn together or at least to profit from each other's ideas. Because of linguistic difficulties in the Moroccan context, we assume that the risk is quite high that students cannot start, get lost, come up with low quality products or are otherwise unproductive. Therefore, some researchers suggest creating semi-structured pedagogical scenarios that define an orchestrated sequence of learning activities as a preparation for the project (Dillenbourg, Schneider and Synteta, 2002). For each phase of the project, the scenario specifies the tasks that students have to perform, the composition of the group, the way that the task is distributed within and among the groups, the mode of interaction and the timing of phase. However, this does not mean that these are merely instructions that the learners have to follow. In other words, when designing and executing pedagogical scenarios the teacher has to respect an equilibrium between the freedom left to students that is necessary for project work and motivation on one hand, and certain guiding principles on the other hand.

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To simplify the implementation of Project-Based Learning in Moroccan EFL classes, we suggest the following table:

Project Phase 1. Deciding on the topic, organizing the groups

Things to be done - Students explore the resources in order to create a frame for the project. - Students create groups

Teachers role - help students frame the topic - Facilitate grouping

Students role - create interesting questions and categorise the problems. - create project groups. - discuss and make decisions about final products Plan the project, select the roles and define the contents, tasks, timing, scope...

2. Deciding on the final product

3. Mapping the project and the process

- each group decide on the project product: presentation, brochure, film, debate... Group members make a project plan including: timescale, tasks, responsibilities, resources, risks, scope, stages, participants ...

- provide assistance - discuss choices Help to formulate the students projects: hold meetings, provide necessary materials and equipment. - help with resources

4. Searching and gathering project information 5. Crafting the project

Group members search

- search and gather information for the project

and collect data: books, and materials Internet, surveys ... Group members analyse and organise data and craft the final product - help with

Organize, synthesise

organization and give and summarize the feedback findings and craft the final product - coordinate students Students present their presentations. - help with logistics projects

6. Presenting the project

Presenting the project in class, school or elsewhere

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7. Feedback and revision

Group members get, discuss and share feedback; and revise the project for improvement and publication

- Provide and discuss feedback - share and publish the project

-Discuss and reflect on feedback - Revise the project for improvement

2.4.2 Using PBL in Second Year Baccalaureate Classes Project-Based Learning in the Moroccan EFL classes refers mainly to the micro activities (lasting only over a single or a few lessons) which can be used to complement traditional instruction as it is done through the textbook. These are often the only realistic alternatives in today's organization of the Moroccan EFL classes and the school system. In the Moroccan EFL syllabus, Second Year Baccalaureate students are supposed to work on a project after every two units. However, most students find it difficult to understand and carry out the suggested activities effectively. To simplify the task for teachers and to encourage students to do PBL at earlier stages we suggest the following activities: Theme / Topic
Family / Personal relations School / Education Food and Drink Hobbies / Recreation Shopping and Shops

Suggested Product
Family Tree Interview : School Facilities and Activities Cookbook : Moroccan Traditional dishes Photo Story: Memories from your holiday Catalogue: shopping places in your town

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Health and Welfare Transportation The Arts Science and Technology Nature / Ecology

Healthy Menu: preparing a restaurant menu Electronic Picture Dictionary Poster about Favorite Artist PowerPoint Presentation: Electronic Devices Class Wall Magazine: My Pet

At later stages, and when students get acquainted with PBL, we can move to more challenging tasks. We suggest the following activities:
Theme / Topic Cultural Issues Media Women and Power Citizenship Gifts of Youth International Organizations Society and Social Problems Sustainable Development Science and Technology Environment/ Ecology Suggested Product Portfolio: Aspects of Moroccan Culture Debate: Role of Media ( TV, Internet .) Web Quest : Distinguished Women Brochure: consciousness raising campaign World Club E-Magazine: Successful Young People Flyer / Leaflet: an international Organization Public Speech: one of the social problems Oral Presentation: development problems in Morocco My Ad: advertisement about an electronic device PowerPoint Presentation: Endangered Animals

Conclusion

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Project Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general. However, its implementation calls for strong school support, and a collaborative culture between supervisors, teachers and students. Teachers can use the key ideas underlying Project-based learning in some measure in any classroom. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students.

References
Bibliography:

McGrath, Diane (2003). Artifacts and Understanding. Learning & Leading with Technology, February 2003. Vol. 30, No. 5

Solomon, Gwen (2003). Project-Based Learning: a Primer. Technology and Learning, January 2003. Vol. 23. No. 6. Suzie Boss and Jane Krauss (2007). Reinventing Project Based Learning. International Society for Technology in Education

Bulent Alan and Fredricka L. Stoller (2005).Maximizing the Benefits of Project Work in Foreign Language Classrooms. English Teaching Forum.Vol 43.No 4 . 2005

J.Roodney Turner(2009) .The Handbook of Project-Based Management. The McGraw Hill

Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation.

Webliography:

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http://www.ascd.org/ ASCD (the Association for Supervision and Curriculum Development) Project-basedlearning. http://www.bie.org/index.php/site/PBL/pbl_handbook_introduc tion/#history. Buck Institute for Education. Date Accessed: 12 November 2008.

http://www.bie.org/

BIE (the Buck Institute for Education)

www.edutopia.org (The George Lucas Educational Foundation Web site)

Appendix: Sample Projects for EFL classes

1. I Can

Write: My Profile

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2. Our Park

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3. Acrostic

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4. Postcard

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5. Identify and Label

6. The International Restaurant

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Restaurant name Black Cape Caf Owners Paula, Margarida, Filipa, Joana

The International Restaurant Boulevard

Inside:
In our Black Cape Caf there are black chairs and white tables. The walls are black and there are electric focuses on the walls. There is a big kitchen. Its a big space and good atmosphere.

Outside:
There is an esplanade behind the caf. In the esplanade there are white chairs and black tables. There are some white and black parasols and some plants. Come to Black Cape! Its sweet escape!

7. My Super Hero

My Super Hero

Fantomasia

Her name is Fantomasia. She is 30 years old. She can become invisible, fly and run fast. She can't cook, climb or garden. She has got brown hair and blue eyes and little ears. She is tall, slim and beautiful. She likes animals She hates water.

8. What a Menu!
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What a Menu !

9. My Fable

My Fable

The Mouse and the Lion

Once a lion trapped a mouse under its large paw. The mouse pleaded for its life, so the lion let it go. Later the lion became tangled in a hunters net and roared in distress. The mouse rushed to help. Youre too small to help, said the lion. But the mouse nibbled at the net until the lion was free.

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10.

Class Wall Magazine

International Organizations

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