Professional Documents
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PBI
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.
This process can last for varying time periods
and can extend over multiple content areas.
PBI
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.
PBIs BENEFITS
Nicoleta: Since project-based learning represents a more
flexible approach to instruction, it allows teachers to tailor
assignments and projects for students with a diverse variety
of interests, career aspirations, learning styles, abilities, and
personal backgrounds.
Dumitru Grusca: It improves critical thinking, develops the
interest on the subject, and abilities of communications of
the students.
Emma: The core issue of PBL is the rule of three C:
critical thinking, collaboration and communication
PBIs BENEFITS
Irina Pusheney: BPL allows students getting multi-faced
formative assessment in form of small checking throughout
the whole work, hints not answers from the part of the teacher
that will help them make decisions, take responsibilities and
self manage.
Rodica Aculov: Give our students the possibility to taste
and to chew some issues in order to find solutions ,good or
bad but they will get by experience , their experience but not
from the book that was written many years ago.
Oxana Cazacu: Being involved in this type of learning the
students develop lifelong skills necessary for their future
growth. It is a method that imply connection between the
learners and the real world, it is based on practicing as well.
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Beneficiaries:
60 Access students
fom 3 orpahanges
( Orhei, Straseni and Ialoveni),
100 kids
from other orphanages,
Childrens Social Rehabilitation Centers
and kindergartens
DOGTOBER Campaign
TASK 2:
Identify comprising elements of 2 selected
projects presented below:
Target problems the project addresses;
Project goals from civic and EFL teaching
perspectives;
Project beneficiaries;
Project partners;
Project finalities from civic and EFL
teaching perspectives;
Students English level
(beginner, elementary, pre-intermediate,
intermediate, upper-intermediate, advanced).
Project Preparation
Nicoleta:
Project topics more appropriate to my students:
1. Class Magazine on one of the following topics: fashion, technology, food
and drinks, etc.
Outcomes: they can write about a topic relevant to their interests or careers.
This activity, although very fun and relaxed, is very beneficial as it requires
students to discuss with their partners in English and write articles.
Survey projects are always favourite, because it means the students can
leave the class to go out and find their data. There are infinite topics for surveys
and questionnaires.
Outcomes: to present their information, as graphs, paragraphs, pamphlet or
poster using Web 2.0 tools
Both are a great way to put into practice skills that have been learnt during an
English course.
Irina Pushney:
These projects may come across such challenges as:
time and task management,
poor university events,
the difficulty of finding a partner university for sharing
and comparing university aspects
such as routine, campus, events, etc.
Thank