A classroom project is a prolonged educational strategy based on a contructivist approach of the teaching / learning process. This kind of project favors the students by giving them a creative and interesting way of internalizing the second language without the usual stress.
A classroom project is a prolonged educational strategy based on a contructivist approach of the teaching / learning process. This kind of project favors the students by giving them a creative and interesting way of internalizing the second language without the usual stress.
A classroom project is a prolonged educational strategy based on a contructivist approach of the teaching / learning process. This kind of project favors the students by giving them a creative and interesting way of internalizing the second language without the usual stress.
Fernanda Herrmann Asignatura: Teaching Methodology III
I. INTRODUCTION A classroom project is a prolonged educational strategy based on a contructivist approach of the teaching/learning process which enables the construction of knowledge by the students. This is a collective construction because it must be done with the aid of the teacher and the school community (parents, other teachers, experts in education, etc) to achieve a meaningful and deliberate learning. This kind of project helps students to develop several skills such as: - Creativity - Effective team work - Problem solving capacities - Solidarity - Critical thinking and analysis - Self-esteem reinforcement - Etc Specific to the English area, a classroom project would favor the students by giving them a much more creative and interesting way of internalizing the second language without the usual stress. By practicing the contents through new activities that last a long time, it is more possible for students to acquire the language instead of solely memorize it.
II. OBJECTIVES 2.1 GENERAL OBJECTIVES Recognize the different parts of the body. Express and communicate through body language.
2.2 SPECIFIC OBJECTIVES Learn the outer parts of the body using the vocabulary in English. Recognize the different activities in which to use each body part. Learn various techniques of body language and expression. Select and use a specific technique to develop in groups by the end of the semester. 2.3 TRANSVERSAL OBJECTIVES Develop appreciation and respect for the human body. The initiation into the knowledge and use of body language and plastics. Develop the enjoyment for creation.
III. EDUCATIONAL CONTEXT 3.1 GENERAL BACKGROUND Laico School from Valdivia is located in #1991 Gonzalo Bustamante Street. It is a subsidized school that imparts a mixed and secular education. This year, 2013, it has an enrollment of 374 students which starts from preschool (kindergarten), to basic education and secondary education. Inside the school there are 14 classrooms, 1 gymnasium, 1 computer laboratory, 1 canteen for the students to use at lunch time, 3 rooms for the administrative area, and 1 staffroom. It has a total staff of 32 people including 22 teachers, paraprofessionals and assistants.
3.2 CLASS FEATURES This Project will be held at the 8th Grade which is composed of 24 students; specifically 13 girls and 11 boys. The students ages fluctuate between 12 and 14 years old with a low intermediate level of English. Inside the class there is one student that presents Attention Deficit Hyperactivity Disorder (ADHD) therefore must be evaluated differently from the rest of the class. The socioeconomic level of the class is average and in relation to the educational level of the class parents it can be mentioned that the majority has Professional Technical Education and University Education.
IV. PROJECT STAGES 4.1 FIRST STAGE PLANNING: Estimated time: 1 month. - Diagnostic evaluation. - Project proposal. - Objectives definition. - Activities definition. 4.2 SECOND STAGE STARTING THE PROJECT: Estimated time: 2 months. - Development of activities. - Group choosing. - Creation of final presentation (each group). 4.3 THIRD STAGE EVALUATION: Estimated time: 1 month. - Stage construction. - Evaluation. - Conclusions.
V. ACTIVITIES DESCRIPTION a) Diagnostic test: After a diagnostic evaluation to determine the students level of English, the teachers propose a brainstorming to decide as a class different alternatives to increase their English skills. b) Choice of Topic: The teachers present the contents for that semester and the students choose the This is my body Unit and come up with the idea of the project to learn in more fun way. The class decides to use the name Getting to know my body. c) Previous Knowledge: Before starting with the project, the teachers ask the Natural Sciences teacher to visit the class and they all have a discussion with the students in order to determine their previous and actual knowledge of the topic chosen. Everybody shares their knowledge, beliefs, doubts, questions, and expectations about their body which are written in a piece of paper by the teachers and one student (to have two copies in case one is lost) for later. d) Definition of objectives: The teachers separate the class in groups and ask each group to think of one goal they want to achieve during the semester using the Unit chosen. As a class the students, with the help of the teachers, choose the more relevant ones and from them they develop extract the specific and the transversal objectives. The teachers take into account every students opinion and reason. e) Definition of activities: After asking the students to think at home with their parents and bringing ideas for activities related with the Unit, the class makes a list in the blackboard of all the ideas brought. With the help of the teachers they choose the ones that will directly help them with the topic. They make an Activities Calendar draft to use as a guide during the semester. f) Visit from experts: Two parents, a Pediatrician and a Nurse, visit the class and bring materials and activities for the students. The class is arranged in a circle so that everybody can look and listen properly to each other. With the use of the Questions and Doubts List written in a previous class, the students and the experts talk and clarify every point. The experts use different resources like pictures, videos, etc. g) Hokey Pokey and Head, Shoulders, Knees and Toes: The teachers teach the students body part songs such as Hokey Pokey and Head, Shoulders, Knees and Toes using the lyrics with body part images first. Following, music is incorporated to sing the song. After it, choreography is taught in a circle. Finally, the class dances, sings and listens to the music using the body vocabulary taught. h) Simon says: The teachers introduce the Simon says game to the class with its instructions and rules. After a review of the contents, the game starts with the teacher being Simon first and the class following. As the class starts participating, the teachers ask different students to be Simon. Finally, each student has to be Simon once and use at least one body part from the vocabulary in a different activity. i) Coloring my body: The teachers ask the Art teacher to visit the class. Using cardboard, crayons and tempera every student lay on a piece of cardboard and a teacher draws the contour of their body. Following, each student needs to color their bodies using different colors for each body part; they can add as much details as they want like clothes, accessories, hairstyle, etc. Finally, with the help of the teachers, they select each body part and name it; the final products are hanged on the walls. j) Different types of music and how to use them: The teachers ask the Music teacher and they Gym class teacher to visit the class to teach the students different kinds of music. After, they learn how they can use those kinds of music for body expression. They do several physical activities with the Gym teacher using the music. Finally, teach student needs to choose one body part and use it in one musical activity. k) Reading time!: Every Friday through the entire semester, each student will choose one book related to the Unit to take home and read during the weekend with their parents. Each following class they will share with the class their experience reading the book: what did they learn, if they discussed something with their parents, any new ideas or doubts, etc. The books will be located inside the classroom at the Reading Corner, and some titles are: Dr. Seusss The Foot Book and The Tooth Book, Some Parts are Not for Sharing by Julie K. Federico, Me and My Amazing Body by Joan Sweeney, Parts by Ted Arnold, From Head to Toe: The Amazing Human Body and How It Works by Barbara Seuling, etc. l) Group separation for final presentation: For this activity the teachers, the Art teacher and Gym teacher are present. After learning about their body through art and music, the students are asked to choose one of these two disciplines. Each group will do a brainstorming for a final presentation using their bodies, the contents learned and the discipline chosen. The Art Teacher will be the Captain of the Body Art team; the Gym teacher will be the Captain of the Music team. m) Creation of final presentation: Groups starts to develop their final presentation. The Art Team decides to do an Art Gallery with the body as their topic: they will choose famous pieces of art where the body is used and adapt them with their own creativity. The Music Team decides to use Contemporary Music and do choreography: each student will choose their favorite body part and will do the dance using mainly that part; each body part needs to be represented. n) Costume or clothing choosing: Each team decides what kind of clothes or costume they will use for their final presentation. This is done with the help of each Captain and the English teachers. o) Stage building: The teachers send a letter to the parents asking for every parent that would be willing to help building a stage for the final presentation. The parents create a draft with the students choosing the materials, the drawings, the paint, etc. The construction is held during an afternoon outside school hours. p) Final presentation: After choosing a date and inviting every parent through a letter sent by the teachers, the final presentation is held at the School backyard. The teachers and/or students from other years that want to attend will be welcomed. q) Evaluation: Through the entire project the students were evaluated to measure their acquisition of the contents and language. At the final presentation the teachers evaluate students of each team using check lists according to their presentations including performance, acquisition of the contents, creativity and team work skills.
VI. MATERIALS AND RESOURCES 6.1 MATERIAL RESOURCES Cd player Cd Proyector Computer Internet Pictures Costumes Paper Ink Printer Pen/ pencils/ marker 6.2 HUMAN RESOURCES Teachers in charge (English teachers) Art teacher Gym teacher Natural Science teacher Music teacher Parents (Pediatrician and Nurse) Parents (Stage)
6.3 ECONOMIC RESOURCES Parents contributions Students contributions School contributions
VII. PLANNING
A U G U S T
S E P T E M B E R
O C T O B E R
N O V E M B E R
N TASK RESPONSABLE 1
2
3
4
5
6
7
8
9
1 0
1 1
1 2
1 3
1 4
1 5
| 6
1 Diagnostic Test English Teacher
2 Choice of topic English teacher + students
3 Previous Knowledge English teacher + students
4 Definition of Objectives English teacher + students
5 Definition of Activities English teacher + students
6 Visit from experts Pediatrician/Nurs e + students
7 Hokey Pokey and Head, Shoulders, Knees and Toes English teacher + students
8 Simon says English teacher + students
9 Coloring my body English and Art teachers + students
10 Different types of music English and Music teacher + students
11 Reading time Students + parents
12 Group separation English, Art and Music teachers + students
13 Creation of presentation
Art/Music teacher + students
14 Costume or clothing choosing English, Art and Music teachers + students
15 Building of the stage Parents + students
16 Final Presentation Students
17 Evaluation English teacher
VIII. EVALUATION The evaluation of the activities will be held during the course of the entire project in order to monitor the students learning and the achievement of the objectives. The evaluations will consist of different types and each of it will point to a different area.
8.1 DIAGNOSTIC EVALUATION: The aim of this evaluation is to identify and know the previous knowledge, skills and competencies that students may have in the areas of Natural Sciences and English respectively. This assessment will be done within the first classes with students and will be evaluated through conversation and dialogue with students. 8.2 PROCESS EVALUATION: This evaluation will be carry out throughout the project, the aim of it is that the teachers can monitor the continuous and progressive work that the student is having during the semester at the attitudinal and cognitive areas. This evaluation will be done through a check list that should be completed by the teachers in charge and the teachers of the other subjects involved in the project. 8.3 SUMMATIVE EVALUATION: This objective of this evaluation is that the students can answer a formal quiz about the previous vocabulary taught in class and that the teachers can monitor whether there has been an acquisition of the new vocabulary and the level of it, and the strengths and weaknesses to be reinforced in class. This evaluation will consist of two parts: one part is abstract and the other part is practical because within the class there is a student with Attention Deficit Hyperactivity Disorder (ADHD), who has difficulties to stay focused and pay attention. The first part is a written test with 10 questions consisting basically in vocabulary questions and the second part will be done in a pair work where the students should complete, paint and draw different parts of the body. 8.4 SELF-EVALUATION: This evaluation aims to promote the autonomy and humility of each student. They have to evaluate their own participation on each area of the project, as well as the appreciation that everyone has on the project. The evaluation will be assessed through a check list. 8.5 GROUP WORK EVALUATION: The aim of this evaluation is to determine whether the objectives of the project were finally achieved. To evaluate this area a check list will be used. It will consist of different points such as performance, creativity, costumes, group work and ornament of the stage.
IX. CONCLUSION Growing up and becoming aware of their body can be a very stressful stage of a childrens life, but we teachers can help ease this process along with the help of parents. School is where students spend most of their time during this age so dealing with it inside the classroom and incorporating it to the class, seemed like the perfect idea; they get to learn and feel a part of something bigger. It is also very important to teach children what it means to work as a team, to learn empathy and responsibility, and to create by themselves since these are some of the School values. With the help of other teachers and parents this was completed successfully and we could have not asked for a better environment and experience. It is not always easy to control and engage 8 th grade students, but by working as a crew where everyone had a job, where it was important that everyone was committed, we created an amazing bond between each other and an amazing final product. It was also very enriching to see how the parents and other teachers got involved with the project. It was not easy to create the final presentations and to build the stage, but everyone contributed with something positive to achieve the goal. As teachers with experience we can say that this project, even though tiring and time consuming, was one of the most valuable and enriching experiences that we have had. Every single step of the process taught has something (students, teachers and parents included) and we truly believe that most of the objectives were achieved along with the acquisition of the contents. The evaluations turned really good compared with the first diagnostic test and the growing enthusiasm we saw (as the project progressed) in the students was a constant push that helped everybody learn better and easier. Letting children to create, to have fun, and to learn without even noticing it is one of the most powerful tools we teachers have. We are definitely going to keep on using classroom projects with our future students since we have now proved its success.
X. APPENDIXES 10.1 8 TH Grade
10.2 Brainstorming
10.3 Group work for objectives definition
10.4 Parent visit (Pediatrician)
10.5 Parent visit (Nurse)
10.6 Dancing Hokey Pokey
10.7 Students playing Simon says
10.8 Coloring my body before and after
10.9 Warming up and dancing
10.10 Some of the books
10.11 Art team working hard
10.12 Music team rehearsing
10.13 Stage building with parents
10.14 Art gallery finished
10.15 Music team presenting
10.16 Hokey Pokey lyrics used in class
XI. LINKOGRAPHY - Wilson, L., (n.d.) Cmo ensear las partes del cuerpo en preescolar. Retrieved June 24th, from http://www.ehowenespanol.com/ensenar-partes-del-cuerpo-preescolar- como_43400/ - Oliva, J., (n.d.) Proyectos de Aula. Retrieved June 21st, from http://infantilvivers.jimdo.com/expresi%C3%B3n-oral/proyectos-de-aula/ - Annimo, (2009) Taller de ideas para proyectos de aula. Retrieved June 21st, from http://taller-aula.blogspot.com/ - Institucin Educativa Distrital Colegio Repblica (Colombia) (n.d.) Proyectos de aula Qu es un proyecto de aula? Retrieved June 21st, from http://www.iedcolegiorepublicadecolombia.edu.co/sede-a/jornada- manana/proyectos-jm?start=1 - Parkes, B. et al., (2010) Best books on the human body for kids. Retrieved June 24 th , from http://www.the-best-childrens-books.org/