MODULO 11 Investigación en el aulaRESEARCH PROJECT PROPOSAL

A. NAME OF THE PROPECT

The effectiveness of Task Based Learning, Project Based Learning and Problem Based Learning in developing communicative skills in a six grade level of a subsidized school.

B. NAME

Gerardo González Quevedo.

C.RESEARCH QUESTION / HYPOTHESIS

To what extent using Task Based Learning, Project Based Learning and Problem Based Learning help to improve speaking skills?

Task Based Learning, Project Based Learning and Problem Based Learning will improve the level for the speaking skills in students of six grade level in a subsidized school.

D.PROJECT DESCRIPTION. Type of study, Objectives (general and specific), relevance/contribution to the field (why is this important), main problem (issue) to be studied, estimated results

-Type of study:An action research.

-Objectives (general and specific)

>Determine the extent to which Task Based Learning, Project Based Learning and Problem Based Learning improve the level for the speaking skills in six grade students.

-Determine the extent to which the speaking skills are developed in six grade students.

-Determine the extent to which listening and reading skills are developed in six grade students.

-Relevance/contribution to the field (why is this important)

At the school where I work there are a majority of students who can read English, understand what they read, listen to recordings and understand what they listen. However, when it comes to speaking, they find it too difficult and demanding for them. For the school it is very important that teacher develop reading and listening comprehensions as well as use of language because the English SIMCE evaluates those skills. Therefore, speaking is the skill less developed in class.

First, this action research project will help to increase the number of speaking tasks in class. Second, it will also include reading, listening and writing activities. Finally, it will determine how Task Based Learning, Project Based Learning and Problem Based Learning improve the level for the speaking skills in six grade students, so it will serve as probe for other classes in order to implement these approaches and leave behind, little by little, the PPP approach which is commonly used by teachers.

-Main problem (issue) to be studied

The main problem to be studied is the lack of opportunities to develop speaking skills at a subsidized school, using the traditional PPP approach. This happens because the English SIMCE test does not evaluate Speaking. Therefore, this situation has to change by implementing Task Based Learning, Project Based Learning and Problem Based Learning activities in a six grade class. This Action research will focus on those innovative approaches and how they help to improve speaking skills without leaving aside listening, reading and writing.

-Estimated results

It is expected that the result of this action research are all positive, that is to say to prove that Task Based Learning, Project Based Learning and Problem Based Learning help to improve the speaking skills in students. Considering that students will be exposed to different inputs and that the main goal of every task will be to speak about something or to present orally students’ work the result should prove that these three innovative approaches will improve the level for the speaking skills in students of six grade level in a subsidized school.

E. THEORETICAL FRAMEWORK (Relevant literature review, what experts have said about the problem/issue)

1.-Action researchWhat is Action Research? Definition Action research is known by many other names, including participatory research, collaborative inquiry, and action learning, but all are variations on a theme. Put simply, action research is “learning by doing” - a group of people identify a problem, do something to resolve it, see how successful their efforts were, and if not satisfied, try again. While this is the essence of the approach, there are other key attributes of action research that differentiate it from common problem-solving activities that we all engage in every day.

What separates this type of research from general professional practices, consulting, or daily problem-solving is the emphasis on scientific study, which is to say the researcher studies the problem systematically and ensures the intervention is informed by theoretical considerations. Much of the researcher’s time is spent on refining the methodological tools to suit the exigencies of the situation, and on collecting, analyzing, and presenting data on an ongoing, cyclical basis.

 Several attributes separate action research from other types of research. Primary is its focus on turning the people involved into researchers. People learn best, and more willingly apply what they have learned, when they do it themselves. It also has a social dimension; the research takes place in real-world situations, and aims to solve real problems. Finally, the initiating researcher, unlike in other disciplines, makes no attempt to remain objective, but openly acknowledges their bias to the other participants.

The Origins of Action Research

Among the early explorers was Kurt Lewin, commonly accepted as the ‘father’ of action research, who sought a new methodology for his investigations. The term ‘action research’ first appeared in his early works around 1934, and evolved during his practical social experiments and research, now referred to as the Iowa studies, during World War II. Lewin found that people do change (take action) when they experience the need to change (reflect) and will adopt new behaviours (new action) based on their values. Lewin’s (1951) field theory is based on the proposition that our behaviour is purposeful and influenced not just by the physical constructs surrounding us but also by the psychological ones that occur in our minds as we make sense of situations in which we find ourselves. Given the depth of my new challenges in leading a very difficult school, I related very well to both of these constructs as I tried to make sense of my role in my new surroundings. It is however, the psychological constructs that fuelled my inquiry and my search for an appropriate research model.

The Action Research Process Stephen Kemmis has developed a simple model of the cyclical nature of the typical action research process (Figure 1). Each cycle has four steps: plan, act, observe, reflect.

Figure 1 Simple Action Research Model(from MacIsaac, 1995)

Gerald Susman (1983) gives a somewhat more elaborate listing. He distinguishes five phases to be conducted within each research cycle (Figure 2). Initially, a problem is identified and data is collected for a more detailed diagnosis. This is followed by a collective postulation of several possible solutions, from which a single plan of action emerges and is implemented. Data on the results of the intervention are collected and analyzed, and the findings are interpreted in light of how successful the action has been. At this point, the problem is re-assessed and the process begins another cycle. This process continues until the problem is resolved.

ACTION PLANNING

Considering alternative courses

of action

TAKING ACTION

Selecting a course of action

EVALUATING

Studying the consequences of an

action

SPECIFYING LEARNING

Indentifying general findings

DIAGNOSING

Indentfying or defining a problem

Figure 2 Detailed Action Research Model(adapted from Susman 1983)

Action Research in Education

Given this construct of action research, I believe that this research model is well suited for educators who are continuously asked by society to act in context while afforded little tolerance for error. Action research conditions the researcher to be reflective but always with the view of taking informed action (praxis) to answer the research question – to ‘do something about it’ (McNiff, Lomax, & Whitehead, 1996). Its methodology is not to test ideas by trial and error but to take deliberate action that is pre-determined to minimize error. It is therefore not surprising that many educators have chosen to conduct research through their own action research studies – beginning with Stephen Corey, the first researcher to use action research in education in the 1950s. Lewin’s (1951) work provides a practical foundation and framework for educational research, as it defines action research as being a process that gives “credence to the development of powers

of reflective thought, discussion, decision and action by ordinary people participating in collective research on ‘private troubles’ they have in common” (Adelman, 1993). Educators need to make regular informed decisions about their practice and student outcomes to enhance learning, and this work necessitates collective research in the field to inform practice (Mills, 2003).

Role of the Action Researcher

Upon invitation into a domain, the outside researcher’s role is to implement the Action Research method in such a manner as to produce a mutually agreeable outcome for all participants, with the process being maintained by them afterwards. To accomplish this, it may necessitate the adoption of many different roles at various stages of the process, including those of

planner leadercatalyzer facilitatorteacher designerlistener observersynthesizer reporter

 The main role, however, is to nurture local leaders to the point where they can take responsibility for the process. This point is reached when they understand the methods and are able to carry on when the initiating researcher leaves.  In many Action Research situations, the hired researcher’s role is primarily to take the time to facilitate dialogue and foster reflective analysis among the participants, provide them with periodic reports, and write a final report when the researcher’s involvement has ended.

2.- The PPP method

PPP is a paradigm or model used to describe typical stages of a presentation of new language. It means presentation, production and practice. The practice stage aims to provide opportunities for learners to use the target structure. Criticism of this paradigm argues that the freer 'practice' stage may not elicit the target language as it is designed to do, as in this meaning-based stage, students communicate with any language they can. It is not clear that forcing students to use certain structures to communicate in a practice activity will necessarily mean they will use these structures spontaneously later. As far as language teaching is concerned, there has been a great deal of research carried out by linguists from all over the world and many theories and methods on how languages are best learnt have been put forward. Some have indeed proved to be very successful ways of learning a second language (L2), becoming very popular in L2 classrooms around the world. Among many methods, the PPP is a successful one and is widely used throughout the world by many English as a Foreign Language (EFL) and English as a Second Language (ESL) teachers. Every PPP lesson has a language aim, which students should fulfill by the end of it.  It is a modern equivalent of the audio-lingualism method, which dates back to the 1940s. Not only can the PPP be applied to

teach grammar items, but it can also be used to teach functions, vocabulary and even pronunciation. In a PPP lesson there are three stages: first, the teacher presents the target language; then, students practise the new language items; and finally they use their own ideas to talk about themselves.

The presentation phase usually consists of two steps: an introductory activity such as a warm-up or a lead-in, which is an activity intended to raise students’ interest in the topic; and an introduction of the target language. For example, if the aim of the lesson is to teach the present continuous for arrangements, the lesson could start with a warmer in which the teacher elicits some activities the students enjoy doing at the weekends. Then, the suggested ideas are written on the board and the teacher helps with any pronunciation problems there might be during this step. After that, the teacher could write the students' ideas on the board to present the present continuous. The teacher chooses some of them and talks about his/her own arrangements for the weekend. While the teacher presents the new language items, the students just listen. This way, the present continuous is being presented in a contextualized way, which is very important at the presentation stage of the lesson.

In the practice stage, the focus is on form. The teacher provides opportunities for students to practice the learnt items in a controlled way. This is a chance for the students to use what they have learnt without making mistakes, so it is of the utmost importance that at this moment of the lesson, the students are monitored and all mistakes are corrected. A common controlled activity is a choral drill, in which students repeat the sentences on the board, using the present continuous. Then, the teacher explains the grammatical use of the new language referring the present continuous to its function: making future arrangements. After that, he/she asks the students conceptual questions, that is, questions to check whether they have understood the use of the language. For instance, 'What am I going to do on Saturday morning? How about on Saturday evening?' etc. Students can then carry out another restricted activity such as a written gap-filling in which they fill in the gaps of sentences with the present continuous form of the verbs in brackets. It's necessary though, that students have the chance to practice, through restricted exercises, at the beginning and at the end of the practice stage.

Once students have practiced the present continuous, now it is time for them to use what they have been taught in real-situation like activities. The production stage focuses on fluency and provides students with an opportunity to personalize the language learnt by doing less controlled tasks, that is, by using their own ideas. A good production exercise for the described lesson is: the teacher gives a copy of a blank weekly schedule for students to complete with some arrangements and activities of their own. Then, students work in pairs, asking about what they are doing at specific days and times of the week and which arrangements they have. To make this freer practice more interesting and interactive, the students could try to find out each other's free time in their timetables and make arrangements between themselves. It is extremely important that students use what they have learnt in very communicative tasks.

According to Jeremy Harmer (2009), the PPP is a method that is widely used in teaching simple language at lower levels. Furthermore, many modern course books contain examples of PPP lessons which have retained elements of structural-situation

methodology and audio-lingualism. Harmer adds that there is a general consensus that PPP is just one method among many, not taking into consideration other ways of learning. It is very learning-based and takes little account of students’ acquisition abilities. However, I strongly believe that once the lesson is finished and your students have actually achieved its aim, having been able to produce language in a meaningful way, it means that the method applied was successful and effective, and only then will the teacher feel that learning has really taken place.

3.-Task Based Learning

According to Rod Ellis, a task has four main characteristics: 1. A task involves a primary focus on (pragmatic) meaning.2. A task has some kind of ‘gap’ (Prabhu identified the three main types as

information gap, reasoning gap, and opinion gap).3. The participants choose the linguistic resources needed to complete the task.4. A task has a clearly defined, non-linguistic outcome.

What is Task Based Learning?Task based learning is a different way to teach languages. It can help the student by placing her in a situation like in the real world or a situation where oral communication is essential for doing a specific task. Task based learning has the advantage of getting the student to use her skills at her current level, to help develop language through its use. It has the advantage of getting the focus of the student toward achieving a goal where language becomes a tool, making the use of language a necessity.

Why choose TBL as language teaching method? We have to ask ourselves that question, because if we, as language teachers, don’t know which method we are teaching according to or if we do not think about teaching methodology in relation to the different types of learners, to levels, to materials and last but not least to the learning processes of the individual learner, we might as well not teach!

Therefore, when we choose TBL, there should be a clear and defined purpose of that choice. Having chosen TBL as language teaching method, the teacher thereby recognizes that “teaching does not and cannot determine the way the learner’s language will develop” and that “teachers and learners cannot simply choose what is to be learned”. “The elements of the target language do not simply slot into place in a predictable order” (Peter Skehan 19). This means that we, as teachers, have to let go of the control of the learning process, as if there ever was one! We must accept that we cannot control what each individual learner has learnt after for example two language lessons and as Peter Skehan says “instruction has no effect on language learning”In TBL the learner should be exposed to as much of the foreign language as possible in order to merely observe the foreign language, then hypothesize over it, and that is individually, and finally experiment with it.

One clear purpose of choosing TBL is to increase learner activity; TBL is concerned with learner and not teacher activity and it lies on the teacher to produce and supply different tasks which will give the learner the opportunity to experiment spontaneously,

individually and originally with the foreign language. Each task will provide the learner with new personal experience with the foreign language and at this point the teacher has a very important part to play. He or she must take the responsibility of the consciousness raising process, which must follow the experimenting task activities. The consciousness raising part of the TBL method is a crucial for the success of TBL, it is here that the teacher must help learners to recognize differences and similarities, help them to “correct, clarify and deepen” their perceptions of the foreign language. (Michael Lewis 15). All in all, TBL is language learning by doing

“TASKS are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” As defined by Willis. That means a task can be anything from doing a puzzle to making an airline reservation.

A Task-Based approach to Language:

• allows for a needs analysis to be matched to identified student needs.

• is supported by the research findings of classroom-centered language learning.

• allows evaluation to be based on testing referring to task-based criterion.

• allows for form-focused instruction.

So we should select topics that will motivate learners, engage their attention and promote their language development as efficiently as possible.

What are the advantages of TBL

1. Task based learning is useful for moving the focus of the learning process from the teacher to the student.

2. It gives the student a different way of understanding language as a tool instead of as a specific goal.

3. It can bring teaching from abstract knowledge to real world application.

4. A Task is helpful in meeting the immediate needs of the learners and provides a framework for creating classes, interesting and able to address to the students needs

Good advice

• Use the foreign language as much as possible.

• Use only mother tongue when necessary for explanation of exercises.

• The pre-task is meant to help create a good atmosphere for learning without anxiety. Give words and supporting sentences for students to use.

• The pre-task must supply words, phrases, ideas to support the individual student in the main task.

• Remember that a pre-task can be anything from for example:

- audio text- a video clip- a brainstorm activity- a small exercise ( cloze, cross word etc. )- photos (what do you see?)- webpage ( what do you see?)

• Anything that will promote the foreign language and set the minds of the students into a certain context and atmosphere.

• The main task must facilitate a process where each student can activate and use his/her own strategies.

• Teacher role in the main task: monitoring the processes of the students working with the main task.

• Remember the importance of the last step, the consciousness raising activities:

- Students repeat their process and their work with the main task – must be per- formed in class – the process will make students realize that language is diverse and that many different structures and words give meaning and can be used for communication.

- The teacher must pick up and draw attention to relevant grammatical and semantic points in this last phase of the TBL-cycle

4.-Project Based Learning

Project-based learning is considered an alternative to paper-based, rote memorization, teacher-led classrooms. Proponents of project-based learning cite numerous benefits to the implementation of these strategies in the classroom including a greater depth of understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.John Dewey initially promoted the idea of "learning by doing." In My Pedagogical Creed (1897) Dewey enumerated his beliefs regarding education: "The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these.......I believe, therefore, in the so-called expressive or constructive activities as the centre of correlation." [1](Dewey, 1897) Educational research has advanced this idea of teaching and learning into a methodology known as "project-based learning." Blumenfeld & Krajcik (2006)[2] cite

studies by Marx et al., 2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that "research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classroom."

Project learning, also known as project-based learning, is 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.Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues -- and may even be inspired to pursue a career or engage in activism that relates to the project they developed.Students also thrive on the greater flexibility of project learning. In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced.Project learning is also an effective way to integrate technology into the curriculum. A typical project can easily accommodate computers and the Internet, as well as interactive whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras, and associated editing equipment.Adopting a project-learning approach in your classroom or school can invigorate your learning environment, energizing the curriculum with a real-world relevance and sparking students' desire to explore, investigate, and understand their world.

Why Project Based Learning?

Project Based Learning’s time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn. Why are so many educators across the United States and around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments. Today’s students, more than ever, often find school to be boring and meaningless. In

PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.

After completing a project, students remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.

In the 21st century workplace, success requires more than basic knowledge and skills. In PBL, students not only understand content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, and be creative innovators.

The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of the 21st century competencies such as critical thinking, communication in a variety of media, and collaboration. PBL provides an effective way to address such standards.

Modern technology – which students use so much in their lives – is a perfect fit with PBL. With technology, teachers and students can connect with experts, partners, and audiences around the world, and use tech tools to find resources and information, create products, and collaborate more effectively.

PBL allows teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students.

Current models of PBL are not like some past examples of “doing projects” in which student learning outcomes were not clear. More rigorous and effective models of PBL, such as BIE’s, have been refined and tested in recent years in a variety of settings, subjects, and grade levels.

In research conducted by the AutoDesk Foundation, teachers from seventeen schools agreed that PBL exhibited similar characteristics:

Characteristics of project- based learning

Students make decisions within a prescribed framework. There’s a problem or challenge without a predetermined solution. Students design the process for reaching a solution. Students are responsible for accessing and managing the information they

gather. Evaluation takes place continuously. Students regularly reflect on what they’re doing. A final product (not necessarily material) is produced and is evaluated for quality. The classroom has an atmosphere that tolerates error and change.

Generally speaking, students engaged in a project...

...have some choice in deciding what they will work on. ...plan their own project. ...participate in defining criteria and rubrics to assess their project. ...solve problems they encounter while working on their project. ...make some sort of presentation of their project.

The project-based learning approach creates a "constructivist" learning environment in which students construct their own knowledge. Whereas in the "old school" model the teacher was the task master -- in the "new school" model the teacher becomes the facilitator. See graphic comparing two models:

PBL Pedagogy and Educational Reform

Current literature on educational reform identifies a number of important qualities of improved learning that schools should strive to achieve. Over the past decade, we have visited and observed numerous school and classroom Web sites, and have talked to countless students and teachers who have conducted online projects.  We are struck with the large number of similarities in the experiences of their students to what educational reform literature says they should be experiencing. Research studies are also pointing to the efficacy of networked Project-Based Learning activities.

5.-Problem Based Learning

What Is Problem-Based Learning?

Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:

Learning takes place within the contexts of authentic tasks, issues, and problems that are aligned with real-world concerns.

In a PBL course, students and the instructor become co-learners, co-planners, co-producers, and co-evaluators as they design, implement, and continually refine their curriculum.

The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.

PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for life-long learning.

Problem-based learning begins with the introduction of an ill-structured problem on which all learning is centered. The problem is one that MBA students are likely to face as future professionals. Expertise is developed by engaging in progressive problem solving. Thus, problems drive the organization and dynamics of the course. MBA students, individually and collectively, assume major responsibility for their own learning and instruction. Most of the learning occurs in small groups rather than in lectures. As teacher, my role changes from "sage on stage" to a "guide by the side." My role is more like that of a facilitator and coach of student learning, acting at times as a resource person, rather than as knowledge-holder and disseminator. Similarly, your role, as a student, is more active, as you are engaged as a problem-solver, decision-maker, and meaning-maker, rather than being merely a passive listener and note-taker.

Where did PBL come from and who else is using it?

PBL originated from a curriculum reform by medical faculty at Case Western Reserve University in the late 1950s. Innovative medical and health science programs continued to evolve the practice of PBL, particularly the specific small group learning and tutorial process that was developed by medical faculty at McMaster University in Canada. These innovative and forward-looking medical school programs considered the intensive pattern of basic science lectures followed by an equally exhausting clinical teaching program to be an ineffective and dehumanizing way to prepare future physicians. Given the explosion of medical information and new technology, as well as the rapidly changing demands of future medical practice, a new mode and strategy of learning was developed that would better prepare students for professional practice. PBL has spread to over 50 medical schools, and has diffused into many other professional fields including law, economics, architecture, mechanical and civil engineering, as well as in K-12 curricula. And the entire MBA program at Ohio University has been designed as an integrated curriculum using the PBL approach.

How Does PBL Work?

A PBL course is designed into a series of real-world, hands-on, PBL investigations. You will be working in small groups/teams with other students on problems that you are likely to encounter as a professional manager. You will begin a PBL investigation by being presented with an ill-structured organizational problem or scenario. Such a presentation

may be in the form of a written statement, a video clip of a real manager at a company, or a guest speaker. Every PBL team will appoint a chairperson/leader and sometimes a recorder/secretary. Your PBL team will be guided in the use of a reiterative problem-solving process. Your team will apply this problem solving process to find, analyze, and solve the presenting problem. Some PBL investigations may culminate in a student-created project/product, exhibitions, or other artifacts that address the driving questions. In some cases, the PBL investigation will culminate in an oral performance with managers from the business community in attendance.

As you work with each problem you can:1. Develop your diagnostic reasoning and analytical problem-solving skills.2. Determine what knowledge you need to acquire to understand the problem, and

others like it.3. Discover the best resources for acquiring that information.4. Carry out your own personalized study using a wide range of resources.5. Apply the information you have learned back to the problem.6. Integrate this newly acquired knowledge with your existing understanding.

In short, you will be learning in a highly relevant and exciting manner to problem-solve and to develop self-directed study skills that build toward the skills and knowledge that you will need as a practicing manager.

Why PBL?

Traditional education practices, starting from kindergarten through college, tend to produce students who are often disenchanted and bored with their education. They are faced with a vast amount of information to memorize, much of which seems irrelevant to the world as it exists outside of school. Students often forget much of what they learned, and that which they remember cannot often be applied to the problems and tasks they later face in the business world. Traditional classrooms also do not prepare students to work with others in collaborative team situations. The result: students tend to view MBA education as simply a "right of passage," a necessary "union card," and an imposed set of hurdles with little relevance to the real world. Education is reduced to acquiring a diploma (merely another commodity to be purchased in the marketplace), and the final grade becomes the overriding concern (rather than learning).Research in educational psychology has found that traditional educational approaches (e.g., lectures) do not lead to a high rate of knowledge retention. Despite intense efforts on the part of both students and teachers, most material learned through lectures is soon forgotten, and natural problem solving abilities may actually be impaired. In fact, studies have shown that in 90 days students forget 90% of everything they have been told (Smilovitz, 1996). Motivation in such traditional classroom environments is also usually low.Perhaps one of the greatest advantages of PBL is that students genuinely enjoy the process of learning. PBL is a challenging program which makes the study of organization design and change intriguing for students because they are motivated to learn by a need to understand and solve real managerial problems. The relevance of information learned is readily apparent; students become aware of a need for knowledge as they work to resolve the problems.

6.-Communicative Approach

The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.

The Communicative Approach emerged in the early 1970s as a result of the work of the Council of Europe experts (Al-Mutawa and Kailani, 1989). However, it can be traced to the work of Chomsky in the 1960s, when he advanced the two notions of 'competence' and 'performance' as a reaction against the prevalent audio-lingual method and its views. These two concepts were developed later on by Hymes, into a 'communicative competence' which refers to the psychological, cultural and social rules which discipline the use of speech (Hedge, 2000). Hymes, as a sociolinguist, was concerned with the social and cultural knowledge which speakers need in order to understand and use linguistic forms. His view, therefore, encompassed not only knowledge but also ability to put that knowledge into use in communication. Dimensions of communicative competence which are identified in the literature include: linguistic or grammatical competence, sociolinguistic or pragmatic competence, discourse competence, strategic competence (Richards & Rogers, 1986; and Hedge, 2000), and fluency (Hedge, 2000). Communicative Language Teaching is best considered as an approach rather than a method (Richards & Rogers, 1986). Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom (Rogers, 2001).

What Is Communicative Language Teaching?

Perhaps the majority of language teachers today, when asked to identify the methodology they employ in their classrooms, mention “communicative” as the methodology of choice. However, when pressed to give a detailed account of what they mean by “communicative,” explanations vary widely. Does communicative language teaching, or CLT, mean teaching conversation, an absence of grammar in a course, or an emphasis on open-ended discussion activities as the main features of a course? What do you understand by communicative language teaching?Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Let us examine each of these issues in turn.

The Goals of Language Teaching

Communicative language teaching sets as its goal the teaching of communicative competence. What does this term mean? Perhaps we can clarify this term by first comparing it with the concept of grammatical competence. Grammatical competence refers to the knowledge we have of a language that accounts for our ability to produce

sentences in a language. It refers to knowledge of the building blocks of sentences (e.g., parts of speech, tenses, phrases, clauses, sentence patterns) and how sentences are formed. Grammatical competence is the focus of many grammar practice books, which typically present a rule of grammar on one page, and provide exercises to practice using the rule on the other page. The unit of analysis and practice is typically the sentence. While grammatical competence is an important dimension of language learning, it is clearly not all that is involved in learning a language since one can master the rules of sentence formation in a language and still not be very successful at being able to use the language for meaningful communication. It is the latter capacity which is understood by the term communicative competence.Communicative competence includes the following aspects of language knowledge:- Knowing how to use language for a range of different purposes and functions- Knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication)- Knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations)- Knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies)

How Learners Learn a Language

Our understanding of the processes of second language learning has changed considerably in the last 30 years and CLT is partly a response to these changes in understanding. Earlier views of language learning focused primarily on the mastery of grammatical competence. Language learning was viewed as a process of mechanical habit formation. Good habits are formed by having students produce correct sentences and not through making mistakes. Errors were to be avoided through controlled opportunities for production (either written or spoken). By memorizing dialogs and performing drills, the chances of making mistakes were minimized. Learning was very much seen as under the control of the teacher.In recent years, language learning has been viewed from a very different perspective. It is seen as resulting from processes such as:- Interaction between the learner and users of the language- Collaborative creation of meaning- Creating meaningful and purposeful interaction through language- Negotiation of meaning as the learner and his or her interlocutor arrive at understanding- Learning through attending to the feedback learners get when they use the language- Paying attention to the language one hears (the input) and trying to incorporate new forms into one’s developing communicative competence- Trying out and experimenting with different ways of saying things

The Roles of Teachers and Learners in the Classroom

The type of classroom activities proposed in CLT also implied new roles in the classroom for teachers and learners. Learners now had to participate in classroom activities that were based on a cooperative rather than individualistic approach to learning. Students had to become comfortable with listening to their peers in group work

or pair work tasks, rather than relying on the teacher for a model. They were expected to take on a greater degree of responsibility for their own learning. And teachers now had to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher had to develop a different view of learners’ errors and of her/his own role in facilitating language learning.

7.-Language skills: Speaking

When we learn a language, there are four skills that we need for complete communication. When we learn our native language, we usually learn to listen first, then to speak, then to read, and finally to write. These are called the four "language skills": Skill #1: Listening Skill #2: Speaking Skill #3: Reading Skill #4: Writing

The four language skills are related to each other in two ways: the direction of communication (in or out) the method of communication (spoken or written)

What Is Listening?

"Listening" is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us.Listening in any language requires focus and attention. It is a skill that some people need to work at harder than others. People who have difficulty concentrating are typically poor listeners. Listening in a second language requires even greater focus.Like babies, we learn this skill by listening to people who already know how to speak the language. This may or may not include native speakers. For practice, you can listen to

live or recorded voices. The most important thing is to listen to a variety of voices as often as you can.

In our native language, listening is usually the first language skill that we learn.To become a fluent speaker in English, you need to develop strong listening skills. Listening not only helps you understand what people are saying to you. It also helps you to speak clearly to other people. It helps you learn how to pronounce words properly, how to use intonation, and where to place stress in words and sentences. This makes your speech easier for other people listening to you to understand! Finally, don't worry if you don't understand everything you hear. Hearing comes first! Understanding comes next!

What Is Speaking?

"Speaking" is the delivery of language through the mouth. To speak, we create sounds using many parts of our body, including the lungs, vocal tract, vocal chords, tongue, teeth and lips.In our native language, speaking is usually the second language skill that we learn.This vocalized form of language usually requires at least one listener. When two or more people speak or talk to each other, the conversation is called a "dialogue". Speech can flow naturally from one person to another in the form of dialogue. It can also be planned and rehearsed, as in the delivery of a speech or presentation. Of course, some people talk to themselves! In fact, some English learners practise speaking standing alone in front of a mirror.Speaking can be formal or informal: Informal speaking is typically used with family and friends, or people you know well. Formal speaking occurs in business or academic situations, or when meeting people for the first time.Speaking is probably the language skill that most language learners wish to perfect as soon as possible. It used to be the only language skill that was difficult to practice online. This is no longer the case. English learners can practice speaking online using voice or video chat. They can also record and upload their voice for other people to listen to.

The Importance of Speaking Practice

There are 4 key skills when you learn a language:1. listening2. speaking3. reading4. writingWhich one of these is the "Odd-One-Out"? Which one of these is different from the other three? The answer is speaking. The other three you can do alone, on your own, without anyone else. You can listen to the radio alone. You can read a book alone. You can write a letter alone. But you can't really speak alone! Speaking to yourself can be "dangerous" because men in white coats may come and take you away!!That is why you should make every effort possible to find somebody to speak with. Where can you find people who can speak English with you? And how can you practice speaking when you are alone?

Don't be afraid to speak. You must try to speak, even if you make mistakes. You cannot learn without mistakes. There is a saying: "The person who never made a mistake never made anything." So think of your mistakes as something positive and useful.Speak as much as possible! Make as many mistakes as possible! When you know that you have made a mistake, you know that you have made progress.

What Is Reading?

"Reading" is the process of looking at a series of written symbols and getting meaning from them. When we read, we use our eyes to receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert them into words, sentences and paragraphs that communicate something to us.Reading can be silent (in our head) or aloud (so that other people can hear).Reading is a receptive skill - through it we receive information. But the complex process of reading also requires the skill of speaking, so that we can pronounce the words that we read. In this sense, reading is also a productive skill in that we are both receiving information and transmitting it (even if only to ourselves).In our native language, reading is usually the third language skill that we learn.Do we need to read in order to speak English? The short answer is no. Some native speakers cannot read or write but they speak English fluently. On the other hand, reading is something that you can do on your own and that greatly broadens your vocabulary, thus helping you in speaking (and in listening and writing). Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English.

What Is Writing?

"Writing" is the process of using symbols (letters of the alphabet, punctuation and spaces) to communicate thoughts and ideas in a readable form."Writing" can also refer to the work/career of an author, as in: "Shakespeare didn't make much money from writing."Generally, we write using a pen/pencil (handwriting) or a keyboard (typing). With a pen/pencil we usually write on a surface such as paper or whiteboard. A keyboard is normally attached to a typewriter, computer or mobile device. Voice recognition programs allow those who can't see or use their hands to have their thoughts transcribed.In our native language, writing is usually the fourth language skill that we learn.To write clearly it is essential to understand the basic system of a language. In English this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting.A writer may write for personal enjoyment or use, or for an audience of one person or more. The audience may be known (targeted) or unknown. Taking notes for study purposes is an example of writing for one's self. Blogging publicly is an example of writing for an unknown audience. A letter to a friend is an example of writing for a targeted audience. As with speaking, it is important to consider your audience when writing. There are many different styles of writing, from informal to formal.

Speaking skill

Speaking is a communication skill that enables a person to verbalize thoughts and ideas. There are two instances when such a skill is required and these are: interactive and semi-interactive. In the first instance (interactive), this would involve conversations with another person or group of persons whether face-to-face or over the phone, wherein there is an exchange of communication between two or more people.In the second instance (semi-interactive), this happens when there is a speaker and an audience such as in the case of delivering a speech, wherein the speaker usually does all the talking, while the audience listens and analyzes the message, expressions, and body language of the speaker.

Importance of Speaking Skill

We have established the importance of communication skills in any and all aspects of our lives. What one needs to remember is that communication is a two-way process involving the speaker and the listener. Communication can only be considered effective if both aspects are achieved successfully.Every single day, we are given opportunities to speak. At home, we interact with family members and neighbors. We ask driving directions from passersby. We converse with the waitress at the local pub. At work, we talk to colleagues and superiors. We discuss business issues and concerns during business meetings. We educate customers on products and services being offered. Indeed, such skill is being utilized anywhere and everywhere.Now imagine if a person does not possess good speaking skills. It would be very difficult to express thoughts and ideas to others; it would be almost impossible to gain understanding from these people if we cannot even convey our message clearly and accurately.People with below average communication skills, particularly speaking skills, will have difficulty presiding over gatherings, whether social, personal, or business-related. It is either that he does not know how to put his thoughts and ideas into words or he simply does not have enough confidence to speak in the presence of other people. Regardless of what may be the reason for this, it leads to one thing: ineffective communication. And a person who cannot communicate effectively would find it difficult to strike a good impression on others, especially on their superiors.

Assessment of Speaking Skill

In order to objectively assess one’s speaking skill, there has to be a basic understanding of the speaking assessment criteria, which are enumerated below. Gauge your speaking skill based on these.• Pronunciation - This refers to the way each word is uttered correctly and clearly.• Stressing and Intonation - This refers to how certain words and phrases are given emphasis, as well as the correct rise and fall of pitch.• Correctness - This refers to grammar, syntax, and construction. These aspects need to be correctly used; errors and mistakes can give a negative impression on the listeners and create confusion.• Vocabulary - This refers to the choice of words; the speaker must have a wide vocabulary to effectively verbalize thoughts and ideas.

• Voice Quality - Aside from the speaker’s physical appearance, the quality of his voice also affects the impression of the listener on him. The voice must be clear, crisp, and full because it is the medium by which the message is relayed to the listener.• Fluency - This refers to the ability to use the required language in a manner that is smooth and spontaneous.• Appropriateness - The speaker must be able to gauge the audience properly, in terms of what type of audience they are and match the message to this classification. For example, if the listener is a top-level executive, then the tone and content of the message should be appropriate to this person. Ideas and information must be relevant and interesting to the audience.

How to Enhance Speaking Skill

Oftentimes, speaking skill is poor because of one’s lack of self-confidence. Therefore, one of the best ways to enhance it is to gain confidence. Make an effort to speak up during gatherings, and practice speaking even at home so as to be able to improve on delivery.One technique that usually works is by developing a can-do attitude and mindset. When given a responsibility to speak before a crowd or a VIP, envision this prior to the event itself. Visualize yourself speaking in front of these people, with you delivering your speech or message calmly and confidently. Take a deep breath and tell yourself that you can do it just as well as anybody else can. Speaking is a skill, not a talent. It is a continuous process that can only be achieved with the right attitude and sufficient practice.

Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.

1. Using minimal responsesLanguage learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.

2. Recognizing scripts

Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.

3. Using language to talk about language

Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

Speaking is the key to communication. By considering what good speakers do, what speaking tasks can be used in class, and what specific needs learners report, teachers can help learners improve their speaking and overall oral competency.

F. DATA COLLECTION METHOD. Discuss data collection methods/instruments; attach samples. Also state how you plan to validate those instruments.

Data collection methods/instruments:

Quantitative and Qualitative Data collection methods:

-Questionnaires and Surveys.

-Direct Observation.

-Reporting (video recorded).

-Group grades.

G.ACTION PLAN. Classroom intervention for Action Research Projects. Include a detailed description of what you plan to do, including class objectives, contents, teaching activities, resources, assessment, number of sessions, other.

(I can’t develop this action plan yet. I don’t have a daily lesson plan for the six grade class where I want to implement this action research. I only have the annual plan. I will start working on that issue in a few weeks so then I can complete this part of the project. I’m sorry.)

H. DATA ANALYSIS & INTERPRETATION. State what you plan to do with regard to data analysis/interpretation, for example, assistance from other professionals, etc.

-Reflective thinking.-Write and keep a journal for the six grade class.-Assistance from a Mathematics Teacher.

I. BIBLIOGRAPHY. Follow APA style citations. Minimum required entries: 7

-Jack C. Richards (2006). Communicative Language Teaching Today. (1st ed.). New York, U.S.A. Cambridge University Press.

-Jeremy HARMER. (2009) How to Teach. (5th ed.) Harlow. Longman.

-Dick, B. and Swepson, P.  (1997) Action research FAQ: "frequently asked questions" file [On line].  Available at http://www.scu.edu.au/schools/gcm/ar/arp/arfaq

-O'Brien, R. (2001). Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prática da Pesquisa Ação [Theory and Practice of Action Research]. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available: http://www.web.ca/~robrien/papers/arfinal.html (Accessed 20/1/2002)

-The 4 Language Skills (n.d.). Retrieved January 26, 2014 from English Club. Web site: http://www.englishclub.com/learn-english/language-skills.htm

-Teaching approaches: task-based learning (n.d.). Retrieved January 26, 2014 from One Stop English. Web site: http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-task-based-learning/146502.article

-Introduction to Project-Based Learning (n.d.). Retrieved January 26, 2014 from Global School Net. Web site: http://www.gsn.org/web/pbl/

-PROBLEM-BASED LEARNING (n.d.). Retrieved January 26, 2014 from San Francisco State University. Web site: http://online.sfsu.edu/rpurser/revised/pages/problem.htm

-Strategies for Developing Speaking Skills (n.d.). Retrieved January 26, 2014 from National Capital Language Resource Center. Web site: http://www.nclrc.org/essentials/speaking/stratspeak.htm

J. PROJECT PROGRESS CHART. Complete the Table below with relevant actions to be carried out during first and second semester of 2014.

First Semester 2014March April May JuneExample:

1. Class intervention.2. Questionnaires

and Surveys.3. Task based

activities.4. Reporting (video

recorded).

Example: 1. Task based

activities.2. Reporting

(video recorded).

Example: 1. Project based

activities.2. Reporting

(video recorded).

Example: 1. Project based

activities.2. Reporting

(video recorded).

Second Semester 2014July August September OctoberExample:

1. Questionnaires and Surveys.

Example: 1. Problem based

activities.2. Reporting

(video recorded).

Example: 1. Problem based

activities.2. Reporting

(video recorded).

Example: 1. Questionnaires

and Surveys.