‘Whose learning is it anyway?’ Problem Based Learning for Language Learning Materials...
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‘Whose learning is it anyway?’ Problem Based Learning for Language Learning Materials Development Freda Mishan, English Language Teaching/Linguistics School of Languages, Literature, Culture and Communication, AHSS
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‘Whose learning is it anyway?’ Problem Based Learning for Language Learning Materials Development. Freda Mishan, English Language Teaching/Linguistics School of Languages, Literature, Culture and Communication, AHSS. PBL CONSTRUCTIVISM ‘And the best thing is, we get to work in a team!’. - PowerPoint PPT Presentation
Transcript of ‘Whose learning is it anyway?’ Problem Based Learning for Language Learning Materials...
‘Whose learning is it anyway?’ Problem Based Learning for Language Learning Materials Development
Freda Mishan, English Language Teaching/LinguisticsSchool of Languages, Literature, Culture and Communication, AHSS
PBL CONSTRUCTIVISM‘And the best thing is, we get to work in a team!’
Learning is … a process of constructing knowledge in social environments … a collaborative construction of knowledge
Knowledge evolves through social negotiation
= TEAM WORK Teacher Education: Professional Development
PBL principlesPBL principles:Learners are active builders of knowledgeKnowledge is acquired in meaningful contextsLearners have opportunities for elaboration and organization of knowledgePrior knowledge is activated and new knowledge is built upon it The core of the learning is on the process and skills rather than on the contents
Drawn on Charlin et al., 1998 Helela and Fagerholm, 2008
Constructivism Problem-Based Learning Philosophy in action
MATERIALS DEVELOPMENT MODULE: LEARNING OUTCOMES
Cognitive:On successful completion of this module students should be able to demonstrate the ability to• Apply theoretical knowledge (of second language learning theory) to practice• Identify and specify the needs and wants of learner groups with whom they are familiar• Develop criteria for the evaluation of language teaching materials• Apply these criteria to critically evaluate language teaching materials, in particular
coursebooks• Design materials for supplementation and adaptation of coursebooks• Design learning activities on a continuum from single self-contained activity to free-standing
unit • Creatively engage with language teaching materials• Pilot, reflect on and revise designed materials Affective:On successful completion of this module students should be able to demonstrate • An appreciation of the needs and wants of learner groups with whom they are familiar• A capacity for self-reflection and self-criticism• An ability to appreciate feedback constructively • An ability to creatively engage with the language teaching materials design process
Psychomotor:On successful completion of this module students should be able to • Produce and present original, engaging and attractive language teaching materials• Pilot designed materials using appropriate resources and tools• Integrate original materials into the language learning syllabus
• MA ELT University of Limerick
The problem
Within a specific English language teaching context that lacks relevant language learning materials, you are asked to work as a group to produce a sample unit of materials.
This sample unit is to be representative of a complete coursebook for the teaching context, so should be contextualised within the coursebook.
The sample unit needs to be backed up by (a) teachers’ notes and (b) a language learning theory rationale.
The sample unit should be as professionally produced as possible.
The sample unit is to be presented in class at the end of the module (week 12), after which it can be revised as necessary and hard copy submitted at end of week 15.
Elements of the approachElements of the approach
• Tutor inputs
• Self- and Peer Assessments (mid/end semester)– Forms adapted from Matti Helela, Haaga-Helia University of Applied
Sciences, Finland
• Assessment of the materials created (end semester)
The Solution to the ProblemThe Solution to the Problem
http://maelt.yolasite.com/
‘Our solution’
Rationale for coursebook approach
Tutorial (how to use)
TEACHERS SITE:
Username: teacher
Password: maelt
PBL: What the students thought
Recurring issues (students)Recurring issues (students)• Teamwork esp. leadership, structuring
discussions, team players, shared workload
• Feedback - giving, receiving, compromise
Tutor issueTutor issue• Assessment - weighting
Teamwork: Group dynamics
It can be difficult to communicate and progress within a group
One of the group’s key problems is that meetings have tended to finish without any agreement on work to be done
Teamwork: Group dynamics
Our group became more comfortable with each other as the project progressed and we were more open with our opinions and feelings … this was a valuable learning experience
[PBL approach] has been a great learning experience … provided invaluable insight to working with peers towards a group goal… I’ve learned a lot about group dynamics
Teamwork: Leadership
…Solidified the need to have a clearly defined leader within a group of this size
…without having anyone step up as the leader was beginning to stunt our creativity*
Teamwork: Team players?
X did not share her new-found knowledge of website design with the group … we could have shared the workload … when X realised others were not contributing sufficiently, X took it upon him/herself to do more, which in my opinion is not the correct approach
Y sometimes decides and implements things without consulting others, s/he could become more of a team player
Feedback: compromise
I’ve learned that there is never only one way of doing things and how to combine various approaches
It is complicated working in a group because some people’s ideas will always clash with somebody else’s. it is a continual effort to ensure your lesson turns out as envisioned without too many amendments
I think there is an underlying lack of confidence both collectively and individually that stops [us] from being critical and attempting to give feedback
Feedback: compromise
It is never easy to give critical feedback without making the other person defensive
I try to always give constructive feedback but sometimes will reserve my true feelings and judgement if I am concerned about hurting their feelings… this is an area where I need improvement
as a result of the general reluctance to give feedback, I didn’t learn from it as much as I’d hoped
Peer assessmentthe good, the bad and the ugly
E has carried the weight of some of the weaker members and done a good job keeping the group on task
I would commend E on his/her ability to stay focused and guide others to do the same
F is very effective at generating ideasG is very creative and has an artistic flair
C finds it difficult to stay focused and …this can cause frustration for other group members
At times H could implement his/her ideas sooner … s/he could make decisions more promptly
At times D seems to fall into his/her own tried and tested comfort zone
Peer assessmentthe good, the bad and the ugly
B lacks in creativity and finds it difficult to think outside the box
Y [had] a somewhat lackadaisical approach… Y remained somewhat anonymous in the project, without truly putting his/her individual stamp on it
X lacked … charisma, enthusiasm and initiative that others displayed readily
Peer assessmentthe good, the bad and the ugly
Learning skills
Teamwork is a crucial tool for personal development (B2)
I liked the fact that we had the opportunity to work on a project and develop our teamwork skills
I can say now that I have improved my collaborative skills … I learned how to share my findings
I learned to think in a more critical manner and eliminate unsuitable suggestions, something I found difficult at the outset
It’s probably a good idea to work with someone else as skills can compliment each other e.g. creativity and logical approaches
Ownership
I learned how to share my findings with the goal of improving our unit
I hope that our unit will be different from existing coursebooks and appeal to students
Original Irish photographs and authentic text … make (the site) unique
Student perceptions of the tutor’s role
The approach of the lecturer is encouraging, motivating and challenging
(SM evaluation)
Enthusiasm
Preparedness
Subject knowledge
Encourages interaction
Actively helpful(CTL evaluation)
= leading from behind
EFFECT of PBL approach on materials designed
PROSPROS
The fact that the materials designed by different people … gives the material a level of variety …. (central to good lessons)
Our different styles and approaches should be able to create an innovative, unique course unit
… … & CONS& CONS
Inconsistencies, in creativity, variety of materials and [teacher’s notes] … as a result of many different co-creators
Use of PBL in the learning materials?
I did contribute ideas to incorporate PBL I have drawn on my research of constructivism
and the practical application of this theory to PBL throughout the task
We have tried … and generally succeeded in producing materials that allow students to discover for themselves
We also implemented experiential learning (‘learning by doing’)
We adopted a TBL approach to allow students to discover for themselves
PBL and TBL
Task based learning* - ‘language pedagogy version of PBL’
*Prabhu 1987, Willis 1996, Ellis 2003
TaskHas an objective obtainable only by the interaction among participants, focuses on meaning exchange, requires learners to comprehend, manipulate and/or produce the TL as they perform some set of workplans
Based on Lee 2000
A goal-oriented, meaning-focused activity requiring learner interaction and use of language to attain an objective
Task relies on ‘sleight of hand’ Ellis 2003
We convince learners what matters is the outcome of task whereas it is the means by which this is achieved (the language use) that helps promote learning
The core of the learning in PBL is more on the process and skills rather than on the contents... the contents serve the learning process skills
Helela & Fagerholm 2008
PBL and TBL
Conclusion: PBL for MD?
Over the course of 15 weeks my enthusiasm for PBL has not waned
I found the course enjoyable and beneficial
I have greatly enjoyed the project and module. I have maintained a high level of interest and motivation throughout
I think the nature of the course lends itself well to this approach*
I think the approach was perfect
Conclusion: PBL for MD?
Through this collaborative process we could identify our individual strengths and weaknesses and mould our coursebook accordingly
This project has been a great learning experience as it has not only taught me a lot about Materials Development but also provided a valuable insight to working with peers towards a group goal
Conclusion: PBL for MD?
Self-reflectionIt seemed like the lecturer was looking for us to go through some process of reflection, particularly for the self-assessment. It wasn't made all that clear what the process was, and what the lecturer wanted to see evidence of
‘teachers should model reflective thinking throughout the learning process and support the learners in reflecting on the strategies for learning as well as what was learned’ Savery & Duffy 2001 p6
need for more training & direction in self-reflection
PBL ‘hybrid’ for Materials Development
Staggered inputs esp rubric writing
Group roles
Tutor role - leading from behind
Reflect on reflection
Assessment weightings
Self assessments x 2 @10% = 20%
Peer assessments x 2 @10% = 20%
Materials assessment 10%
Lecturer’s materials assessment
50%
ReferencesBarrett, T, in T Mac Labhrainn, I. and Fallon, H (eds). (2005) Handbook of
Enquiry and Problem-based Learning Irish Case Studies and International Perspectives, All Ireland Society for Higher Education. http://www.aishe.org/readings/2005-2/contents.html
Centre for Excellence in Enquiry-Based Learning, University of Manchester http://www.campus.manchester.ac.uk/ceebl/resources/languages/
Charlin, B, Mann, K. and Hansen, P. (1998) ‘The many faces of problem-based learning: a framework for understanding and comparison’, Medical Teacher., 20(4), 323-330.
Helelä, M and Fagerholm, H. (2007), Tracing the Roles of the PBL Tutor. A Journey of Learning, HAAGA-HELIA University of Applied Sciences.
Larsson, J. (2001) Problem-Based Learning: A possible approach to language education? Polonia Institute, Jagiellonian University.
Mathews-Aydinli, J. (2007) ‘Problem-Based Learning and adult English language learners’, Center for Adult English Language Acquisition (CAELA), Washington. http://www.cal.org/caela/esl_resources/briefs/problembased.html
• Mishan, F. Withstanding washback: Thinking outside the box in materials development (2010 forthcoming) in Tomlinson, B and Masuhara, H. Research in Materials Development for Language Teaching, Continuum
Savery, J. and Duffy T. M. (2001) ‘Problem Based Learning: An instructional model and its constructivist framework’, CRLT Technical Report No. 16-01,http://crlt.indiana.edu/publications/journals/TR16-01.pdf
THE MATERIALS: http://maelt.yolasite.com/TEACHERS SITE: Username: teacher Password: maelt
