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CONTENTS
- An introduction to project work
- Benefits and advantages of project work
- Project work and the Cambridge Framework for Life Competencies
- How to use the Project book
- The learning stages of project work
- L1 in project work.
- Mixed abilities in project work.
- Time management in project work
- Challenges and implications
- Collaboration
- Presentation ideas
- Evaluation
- Evaluation rubric
- A poster 1 Mini culture project
- A class survey 2 The maths project
- A haiku 3 Mini culture project
- A food truck 4 The art project
- A lookbook 5 Mini culture project
- An information leaflet 6 The PE project
- A scrapbook 7 Mini culture project
- An interview. 8 The history project
- A webpage 9 Mini culture project
- Print materials
- Poster organiser
- Class survey organiser.
- Haiku organiser.
- Food truck organiser
- Lookbook organiser
- Information leaflet organiser
- Scrapbook organiser
- Interview organiser
- Webpage organiser
- KWL chart
- My learning diary
- Peer-evaluation form.
- Teacher’s evaluation form
- My time-management plan
- Acknowledgements
Welcome back to school! Your new class of excited, nervous and eager students is waiting for you. Each one of them comes from a unique social and academic background.
Have they had the opportunity to experience project work before? We know that successful language learning takes place when students are able to communicate real meaning. Project work provides multiple possibilities for this. By working together towards a goal, students can become more motivated and involved in their learning, as well as develop key communication, critical-thinking and decision-making skills.
This book will guide you on how to make the most of your projects, and help your students work successfully both in and out of the classroom.
What is project work?
Imagine you and your class have just finished Unit 5 (What’s your style?). Your students have learned vocabulary for clothes and accessories and practised functional language for buying these items. How can you review and expand on this topic? You are in luck! Each unit is accompanied by a project. In this case, your students choose a style of clothing that they like and make a lookbook about it. Groups find pictures for the different sections and create a book to describe what people are wearing.
This is project work: students taking ownership of their work and making decisions together. There is a realistic final objective and a series of stages to follow, where groups can explore how to achieve their goals. The final aim is always a presentation stage. Presentation ideas p18^ Your role is to facilitate how this happens. As a result, students learn by doing and have a memorable experience to look back on.
Throughout the project work process, students develop a number of life skills. They learn to:
AN INTRODUCTION TO PROJECT WORK
Use social skills
Innovate
Work collaboratively
Question actively
Think critically
Create
EMOTIONAL DEVELOPMENT
Creative Thinking
Critical Thinking
Learning to Learn
Communication Collaboration Social Responsibilities
DIGITAL LITERACY DISCIPLINE KNOWLEDGE
Can Do Statements:
- Follows the instructions for a task and alerts others when straying from them.
- Explains reasons for their suggestions and contributions.
- Takes responsibility for completing tasks as part of a larger project.
Taking personal responsibility for own contribution to a group task
Listening respectfully and responding constructively to others’ contributions
Managing the sharing of tasks in a project
Working towards a resolution related to a task
For more information, go to: cambridge.org/elt
Area of Competency: Collaboration
Competency: Managing the sharing of tasks in a project
EMOTIONAL DEVELOPMENT
Creative Thinking
Critical Thinking
Learning to Learn
Communication Collaboration Social Responsibilities
DIGITAL LITERACY DISCIPLINE KNOWLEDGE
Can Do Statements:
- Follows the instructions for a task and alerts others when straying from them.
- Explains reasons for suggestions and contributions.
- Takes responsibility for completing tasks as part of a larger project.
Taking personal responsibility for own contribution to a group task
Listening respectfully and responding constructively to others’ contributions
Managing the sharing of tasks in a project
Working towards a resolution related to a task
Area of Competency: Collaboration
Competency: Managing the sharing of tasks in a project
For more information, go to: cambridge.org/elt
Project work and the Cambridge
Framework for Life Competencies
How can we prepare our students to succeed in a rapidly changing world? We see the need to help students develop transferable skills, to work with people from around the globe, to think creatively, analyse sources critically and communicate their views effectively. However, how can we balance the development of these skills with the demands of the language curriculum?
Cambridge have developed the Cambridge Framework for Life Competencies. This Framework reinforces project work, helping teachers recognise and assess the many transferable skills that project work develops, alongside language learning.
The Framework provides different levels of detail, from six broad Areas of Competency to specific Can Do Statements. We have grouped the different competencies into six main areas, which are supported by three foundation layers.
It then defines specific competencies in each Area. For example, here are the Competencies for Collaboration :
Finally, there is a Can Do statement for each Competency. These will differ depending on the age of the students.
Level 1 Projects Area of Competency Competency Can Do Statements
Mini culture project: a poster
Creative Thinking Creating new content from own ideas or other resources
Illustrates a new poster with unique symbols or persuasive language; Responds imaginatively to contemporary events and ideas. Collaboration Managing the sharing of tasks in a project
Works with others to plan and execute class projects; Ensures that all members have a role in group activities. The maths project: a class survey
Communication Using appropriate language and register for context
Knows how to present points clearly and persuasively; Uses language for effect (exaggerations).
Critical Thinking Evaluating ideas, arguments and options
Identifies evidence and its reliability; Gives reasons for an argument’s plausibility. Mini culture project: a haiku
Learning to Learn Practical skills for participating in learning
Organises notes systematically; Uses notes to construct original output. Social Responsibilities Taking active roles including leadership
Sets strategies and plans; Shows confidence in speaking in public (e.g. to present a project). The art project: a food truck
Creative Thinking Using newly created content to solve problems
Employs new ideas and content in solving a task or activity; Makes an assignment original by adding new angles. Collaboration Taking personal responsibility for own contributions
Follows the instructions for a task; Explains reasons for their suggestions and contributions.
Mini culture project: a lookbook
Communication Participating with appropriate confidence and clarity
Speaks with suitable fluency; Uses facial expressions and eye contact appropriately.
Learning to Learn Taking control of own learning
Identifies helpful resources for their learning; Uses a learner’s dictionary and other reference resources. The PE project: an information leaflet
Communication Participating with appropriate confidence and clarity
Develops a clear description with a logical sequence of points; Uses a number of cohesive devices to link sentences into clear, coherent discourse. Critical Thinking Synthesising ideas and information
Selects key points from diverse sources to create a new account and/or argument. Mini culture project: a scrapbook
Social Responsibilities Understanding and describing own and others’ cultures
Accepts others and shows respect for cultural difference; Understands the contributions of different cultures to their own lives. Creative Thinking Creating new content from own ideas or other resources
Writes or tells an original story, given prompts or without prompts; Makes up own ‘what if’ activities and brings others in. The history project: an interview
Critical Thinking Evaluating ideas, arguments and options
Distinguishes between fact and opinion; Identifies assumptions and inferences in an argument. Collaboration Listening respectfully and responding constructively to others’ contributions or activities
Is ready to justify, adapt and abandon a proposal in response to others’ queries and contributions; Listens to, acknowledges different points of view, respectfully.
Mini culture project: a webpage
Creative Thinking Participating in creative activities
Encourages group members to make activities more original; Participates in activities that include creative thinking. Learning to Learn Taking control of own learning
Finds sources of information and help; Reviews vocabulary regularly and systematically.
Get ideas for extra differentiated practice in each project; perfect for mixed abilities!
Get flipped classroom ideas for carrying out the activities both in and out of class.
Photocopiable assessment and time- management sheets help students work more independently.
What tasks do you need to do for each step? Write them below, and write the time prediction. Then tick (each task as you complete it and write the actual time it takes. ) Research and analyseWhat do I need to do? Time prediction Actual time 1 (^23) Draft and reviewWhat do I need to do? Time prediction Actual time (^12) 3 PrepareWhat do I need to do? Time prediction Actual time 1 (^23) ReflectAnswer the questions.
- • I manage my time well during my project work.I have time to complete self-evaluation tools for each stage. Yes.Yes. Can be better.No.
- How can I improve my time management in the next project?
Name: Date:Unit, topic and project: MY TIME MANAGEMENT PLAN
PHOTOCOPIABLE© Cambridge University Press 2019 Evaluation tools: My time management plan 71
Help students evaluate themselves and their peers.
See clear guidelines for identifying and assessing student performance.
Identify the other vital skills that project work develops.
IN T R O D U C T I O N 9
THE LEARNING STAGES OF PROJECT WORK
Facilitators Step 1: Introduce the topic Step 2: Analyse the model for the project Step 3: Go through the How to tips Step 4: Clarify the project
- Organise groups
- Review the learning outcomes and skills
- Brainstorm ideas
- Focus on key information
- Have groups make decisions about content
1^ Preparation Project groups Step 1: Assign roles and responsibilities Step 2: Research and analyse Step 3: Draft and review
- Put together work
- Peer-correct
- Express opinions and make choices
2^ Development Project groups Step 1: Prepare
- Decide how the project will look and who will speak
- Practise Step 2: Present
- Take turns presenting
- Ask questions and give feedback Step 3: Reflect
- Discuss all stages of the process
3^ Production
Tools for students: KWL chart, My learning diary, Peer-evaluation form Tools for teachers: Teacher’s evaluation form, Evaluation rubric
Evaluation tools pp67– Evaluation rubric p
Formative and summative evaluation Tools for students: KWL chart, My learning diary, Peer-evaluation form Tools for teachers: Teacher’s evaluation form
Evaluation tools pp67–
Pre-evaluation (self-evaluation)
Tools for students: KWL chart, My learning diary, graphic organisers, Peer-evaluation form Tools for teachers: Teacher’s evaluation form
Evaluation tools pp67–
Formative evaluation (self-evaluation, peer- evaluation, observation)
1 Have student-to-student, student-to-teacher and teacher-to-student discussions on evaluation grades. 2 Identify areas for improvement in future projects using the Evaluation tools.
Evaluation p
Reflection (you and students)
MIXED ABILITIES IN PROJECT WORK
(^1) DeKeyser, R., Alfi-Shabtay, I., & Ravid, D. (2010). Cross-linguistic evidence for the nature of age effects in second language acquisition. Applied Psycholinguistics, 31(3), 413-438.
How can you teach in ways that suit each type of learner? Projects offer a great advantage in this area, as students can explore different ways of completing them.
Mixed-ability class characteristics can depend on individual differences such as motivation, ability, age and experience. Allow your students to express their ideas in different ways, and remember that no one will benefit from a project that is too difficult or too easy.
Studies have shown that adolescence is the best time for instructed language learning. Teenagers are faster at learning and are ready to observe and use rules (DeKeyser, 2010) 1. Your activities should reflect this learning phase, which means getting to know your students and their differences in the following four areas:
Your students’ ages and experiences affect their ability to understand and follow instructions.
Cognitive maturity
Every member of your class will have a different language level.
Proficiency
Teenagers have a wide variety of interests and skills.
Interests
Everyone has different learning preferences, such as reading, taking notes, asking questions, listening, moving around, or watching videos.
Learning preferences
Adapt instructions according to level and avoid complicated words and phrases with beginners and elementary students.
Make sure tasks involve an appropriate degree of diff iculty and are suitably challenging. Provide the levels of support needed.
Allow students to take roles within a project that help them develop their personal interests and relate to the main task. Encourage them to expand their knowledge.
Use a variety of modalities in your classroom, such as visual, kinaesthetic, auditory, multimodal or text.
Give feedback
Is it a mouse?
Ask for and give reasons
Why? Because ...
Encourage participation
What do you think?
Listen actively
That’s interesting! Really?
The roles of the facilitator
Classroom suggestions
Differentiated instruction
We provide a specific suggestion for differentiated instruction in each project. Each one has three categories:
1 Support activities help students to better understand the tasks and concepts
2 Consolidation activities reinforce what students are learning
3 Extension activities provide additional challenges for more proficient students.
When working in groups, more proficient students solve the problems, while others stay quiet.
Challenge
When less proficient students are put in groups according to ability, they become labelled as ‘less proficient’, which affects their motivation and self-esteem.
High-ability students do not feel challenged.
Lower-proficiency students do not complete tasks.
Allow time for ‘think, pair, share’ activities, where students think individually first, discuss ideas with a partner, then share with another pair.
Suggestion
Vary groupings to ensure all students benefit and contribute in different contexts.
Give extension work and higher-level input.
Give additional support and adapted activities.
1 PREPARATION
Support Consolidation Extension Suggest ways to record and keep notes. Extend time limits. Give specific goals related to competencies.
Have students organise ideas. Provide specific tasks to improve competencies. Give extra roles and responsibilities.
Suggest alternative ideas. Focus on additional competencies. Set additional goals.
2 DEVELOPMENT
Support Consolidation Extension Provide more examples of models. Suggest sources for research. Give essential information that helps with students’ roles. Ask specific questions about findings.
Analyse different models. Have students share opinions. Make additional notes of findings. Assess validity of sources. Give extra responsibility in line with roles.
Produce another model for the project. Analyse opinions. Look for different points of view. Allow for peer-teaching.
3 PRODUCTION
Support Consolidation Extension Ensure level-appropriate participation during presentation. Allow feedback in own language. Suggest ways to improve.
Encourage feedback in English. Have students discuss self-evaluation. Encourage suggestions for ways to improve.
Give all feedback and evaluation in English. Have students interview each other about what they learned. Encourage suggestions for ways to improve.
CHALLENGES AND IMPLICATIONS
The first year of secondary school coincides with important social, emotional and physiological changes. Many students at this age still prefer to work autonomously and it may take time for them to feel comfortable working in groups.
New secondary students will also have to adjust to their new environment. The year before, they were the oldest students in primary ... but now, they are suddenly among the youngest.
What are some changes and challenges to expect?
All these changes and their challenges have implications for how to use project work in your classroom. You can encourage successful collaboration by:
Change Challenge
Academic: new subjects, new ways of working (less guided), different (more) teachers
organising time, planning when to study, doing homework, working in groups for projects
Environment: different building overcoming fear after years in same school, gettingto know new environment
Social: new peers (some students might not know anyone) adjusting to new groups, dealing with peer pressure
Self growth: physiological, emotional and moral changes developing self-identity, thinking for themselves
Personal: more reserved and nervous about personal issues sharing personal problems
- describing how you are going to organise your classes
- explaining how much guidance you will give, and your expectations
- making students feel excited about their new environment (showing them the computer room, library, etc.)
- getting to know the group and observing group dynamics
- organising group work from the start
- making sure no one is isolated
- developing different skills through different ways of working (e.g. reflection, peer-evaluation, listening to others)
- getting to know students individually, so they feel comfortable.
IN T R O D U C T I O NIN T R O D U C T I O N 1515
COLLABORATION
Roles and responsibilities
Each project has specific roles, however here are some general roles that you can apply at any time.
Collaborative skills Behaviours Level 1 Projects
Ensuring all group members have a role Assigning and volunteering for tasks
A webpage: give sections to different members; create specific roles (illustrator, writer, designer, editor etc.)
Sharing tasks
Giving opinions, persuading, compromising, agreeing
An information leaflet: decide what to include; give reasons for choices
Using social skills
Helping group members to complete or improve work
An interview: lend or borrow recording equipment
Sharing resources
Responding to others’ work or suggestions
A haiku: give opinions on poems; reflect on outcome; suggest improvements
Listening actively
Commenting on group members’ work A food truck:^ say what you like about the design, and what is creative or original
Giving positive feedback
Giving opinions politely to come to a solution
A scrapbook: say why you don’t like something and suggest ways to improve it; accept others’ suggestions and compromise
Disagreeing appropriately
Reaching a compromise and making final decisions
A class survey: suggest alternatives for presenting results; have a vote; listen to all opinions
Resolving conflicts
A lookbook: bring examples to class; complete a page or section; check, edit and finalise
Encouraging responsibility Completing tasks on time to finish a project together
The group leader supervises, communicates with the teacher and manages participation.
The diary keeper records decisions and tracks roles and responsibilities.
The resource manager looks after resources and keeps the final product for presentation.
The coordinator tracks time and makes sure individuals complete The inspector verifies and their tasks. edits information.
Correcting and editing each other’s work
A poster: check spelling, grammar and punctuation of different group members
Peer-tutoring
FOUNDATIONAL LAYER ABILITIES EXAMPLE ACTIONS
Emotional Development • Identify and understand emotions
- Manage emotions
- Empathise and build relationships
reflecting on strengths and weaknesses, verbalising emotions, employing coping mechanisms, adapting to stressful emotions, caring for others Digital Literacy • Use digital tools creating documents, collaborating, sharing work, finding content, following safe practices Discipline Knowledge • Convince the audience giving details, using facts and logic, demonstrating knowledge, summarising information, answering questions
PRESENTATION IDEAS The end goal of project work is the presentation step. This is when students are able to show their final product and how they have achieved their learning outcomes.
As well as being a natural way to end the project process, this stage also gives you an opportunity to assess students’ progress in the foundational layers of The Cambridge Framework for Life Competencies. (^) The Cambridge Framework for Life Competencies p
Here are a few practical considerations when facilitating the presentation stage:
3 Allow students enough time to prepare. 3 Ensure students support each other – particularly shy students – before, during and after the presentation. 3 Remind students of the learning outcomes and^ why^ they are presenting. 3 Give students a reason for listening to presentations (peer-evaluation) and leave time for questions and discussion. The following page gives ideas for ways to present some of the Level 1 projects. However, they are only suggestions. Where possible, let students choose modes of presentation that are most suitable for their projects and the classroom context.
1818 IN T R O D U C T I O NIN T R O D U C T I O N
3 Webpages
1 Leaflets or brochures
2 Posters
1 Choose a format
(bi-fold or tri-fold)
2 Choose a title
(brief and informative)
3 Decide on sections
(information grouped together, space for images)
4 Add text
(simple sentences)
5 Add icons and images
(related to text)
6 Check, correct and edit
(final version)
1 Summarise^ the poster
in one short and concise title.
2 Add^ essential details
that support the poster’s main objective.
3 Encourage^ the reader to
take the next step.
4 Choose^ appropriate
fonts, and make sure there is a hierarchy for titles, subtitles and text.
5 Use^ relevant and
interesting visuals.
6 Emphasise^ key features
on different backgrounds.
1 Look at an example of a wireframe (show students the elements of a webpage).
2 Research more examples of webpage designs and make own sketches.
3 Choose a favourite webpage design and arrange the information into the relevant sections.
4 Find an online webpage template similar to the design chosen.
5 Follow the online steps to complete the product this way.
pp80-
Have students use word-processing programs to make leaflets and find websites for making digital posters online.
Wireframe
EVALUATION RUBRIC
The rubric below covers areas you can evaluate in every project. You can select some or all of these for each project when you feel it is necessary. There are also two project-specific rubrics with adapted evaluation descriptors in each unit.
Exceeds expectations (4): students show they are ready to go further and can take extra challenges in certain areas.
Very good (3): students complete the tasks successfully and as expected.
Good (2): students complete the tasks reasonably well with some aspects done better than others.
Needs improvement (1): students show room for improvement in most areas evaluated.
4 3 2 1 Learning outcomes
Completes all stages to successfully achieve the overall learning outcomes.
Completes most stages effectively. Largely achieves overall learning outcomes.
Has missed some stages. Partially completes overall learning outcomes.
Hasn’t successfully completed any of the stages. Overall learning outcomes unachieved. Planning and organisation
Product is well organised, interesting and easy to follow. It follows the model for the project and no details are missing.
Product is well organised and easy to follow. Some details are incorrect or missing.
Product is similar to the model for the project, but is missing essential information. It follows the model with difficulty.
Product does not look or sound anything like the one specified in the task. There is little or no sequence to ideas. Use of information and resources
Uses a wide range of resources to get information relevant to the product.
Uses different resources to get information relevant to the product, with some gaps.
Most information is relevant and useful, but only comes from one or two resources.
There is little evidence of research and hasn’t used appropriate resources.
Collaboration (Teamwork)
Collaborated in all stages and understood roles and responsibilities.
Collaborated in all stages and understood responsibilities. There was minor confusion about roles and responsibilities.
Collaborated in most stages but there was some confusion about roles and responsibilities.
There was little or no collaboration throughout all stages. Didn’t recognise roles and responsibilities.
Time management
Completed everything on time. Revised and corrected project.
Completed everything on time, with one or two steps at the last minute. Revised and corrected project.
Completed all steps, but at the last minute. There was little time for revision or correction.
Did not finish project. Missed steps in the process.
Creativity Product is very original and interesting. All ideas are well developed.
Product is interesting and very creative. Most ideas are well developed.
There is some evidence of creativity which could have been developed. Product is a mixture of original and copied ideas.
Little imagination or creativity. Most ideas copied and pasted from other sources.
Problem- solving skills
All group members participate and listen actively to solve problems effectively at all times.
Most group members are actively involved to solve most problems.
Some evidence of problem- solving but not by all group members.
Little or no evidence of problem-solving, either individually or in groups.
Language use Excellent use of language. Project is clear and understandable with only a few mistakes.
Good use of language. Project is clear and understandable with some mistakes.
Adequate use of language. Project is understandable, but some sections need further explanation.
Random words are used in a confusing and vague way. Project is almost impossible to understand. Presentation skills
All group members participate. Presentation is well put-together and is clear and interesting throughout.
All group members participate. Presentation is mostly clear and interesting.
All group members participate, but the method of presentation is sometimes inappropriate or not engaging.
None of the group members fully participate. Inappropriate and uninteresting method of presentation. Final product Exceeds expectations.^ Very good.^ Good.^ Needs improvement.
1 MINI CULTURE PROJECT
A POSTER
- Learning outcome: design a poster - Skills: research and select facts and visuals about a festival, make a spidergram to organise information, correct and edit each other’s work - Resources: two or more posters, Poster organiser p58, My time-management plan p - Evaluation tools: Project evaluation rubric p25, My learning diary p68, Peer-evaluation form p69, Teacher’s evaluation form p Student’s Book pp128–
Before you start Collect two or three different posters about events to show students in class.
(^1) Preparation Step 1: Introduce the topic
• Introduce the topic of posters after doing the reading
exercises. p
• Show students the posters. Encourage them to say
what they are for and where we can find them. Ask: Are these events interesting? Why / Why not?
• Explain that posters use text and pictures to get
people’s attention. Ask: What kind of information is on posters? (Information about festivals, shows, movies, concerts, etc.)
• Ask students to bring a poster to the next class (in their
own language or English). They can discuss which posters are most attractive and why.
Flipped classroom activities Step 2: Analyse the model for the project p Out of class: have students read the model poster and answer the questions: What is the key information? What is interesting? Are the pictures attractive? Is this a festival for you? In class: have students discuss their ideas. Ask students to compare the model poster with the examples they brought to class.
Creative Thinking
Creating new content from own ideas or other resources Monitor students’ ideas during the class discussion in Step 2 and write the best ones on the board. Then tell students to choose three ideas they’d like to use in their poster.
Step 3: How to design a poster p
• Go through the^ How to^ tips with the class. Explain that
organising information well makes for an attractive poster. Say that a short and clear title is more effective than a long one. Point out that neat handwriting and well-written information also attract the reader. Finally, discuss where students can find suitable images and give them the option of presenting their posters digitally.
• Ensure students understand that, when they design
their posters, they should use the ideas in this How to section.
Step 4: Clarify the project pp128–
• Follow the steps in^ The learning stages of project work p
• Brainstorm different festivals. Write a list on the board,
together with any information students already know.
• Have groups choose a festival for their poster.
• If groups are thinking of presenting digitally, tell them
to research suitable programs. My learning diary p68 (^) Preparation Peer-evaluation form p69 (^) Preparation 22 MINI CULT URE PR OJEC T | UNIT 1
