Project-based Learning 1

Running head: PROJECT-BASED LEARNING ACTIVITY

Project-based Learning Activity

Benjamin Stewart

TEC 560

Ms. Gina Phipps

January 21, 2007

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Abstract

This paper discusses the first three steps one should considering when designing a

project-based learning activity. These steps include forming essential questions,

developing a plan, and scheduling milestones. It was determined that forming essential

questions sets the basis for topic development. It should have relevance to real-world

issues and should be authentic in nature. Developing a plan is most effective when the

learner has a personal stake in the process. Office suite software and the Internet are

forms of technology that can assist in gathering, assorting, and presenting information.

Finally, a schedule is formed to highlight milestones. This helps the learner to organize

his or her time effectively throughout the entire activity. It was determined that in order

to provide effective project-based learning activities, the learners’ belief system,

background, and prior knowledge should also be considered.

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Project-based Learning Activity

This project-based learning activity (PBLA) is targeted to upper

intermediate/lower advanced Mexican English language learners studying English at the

University of Aguascalientes (Universidad Autónoma de Aguascalientes) in

Aguascalientes, Mexico. In the city of Aguascalientes, located in the state with the same

name, there are many indigenous people that travel from southern parts of the Republic

that are virtually entirely impoverished. It is common to see indigenous mothers with

their babies wrapped around their backs, asking for money at most busy intersections.

There are those that claim that some individuals even provide transportation and meek

living quarters (a kind of “patron”) to the indigenous people in Aguascalientes who then

must collect money as repayment with interest back to these “patrons”.

Finding a solution to helping those indigenous people living in Aguascalientes is

no easy task. It is this reason that this complicated topic was chosen as a PBLA for

Mexican English language learners living in the city of Aguascalientes.

Essential Questions

Forming essential questions on the topic of discussing a solution for helping the

indigenous people living in Aguascalientes certainly is greater than the task itself (The

George Lucas Foundation…, 2003). Their solutions to the question have a real-world

effect and can positively address an issue the learners face every day. The value in

forming essential questions is having the learners take part in forming them. McKenzie

says, “New research is more like shopping and cooking. We expect students to select and

gather the choicest raw ingredients with great care and then cook their own meal. No

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microwave research reports! No fast food! No simple cut-and-paste” (2000). Some

possible essential questions for this particular topic might be:

How can I be part of the solution in helping the indigenous people that reside in

Aguascalientes?

How can I get the community involved in addressing this problem?

How can I bring more awareness to the public eye regarding this problem.

These questions pose no simple solution for the learner. There is no one correct

answer since everyone has certain opinions on the subject. This is a real-world problem

that is local and will have meaning to the learner because they more than likely see this

issue on a daily basis.

The Plan

This PBLA focuses on standards taken from the WIDA’s English language

proficiency standards. WIDA is a consortium of “Wisconsin, Delaware, the District of

Columbia, Maine, New Hampshire, Rhode Island, Vermont, Illinois, Alabama, Georgia,

New Jersey, Oklahoma, Kentucky, and North Dakota” (WIDA, 2006a) and stands for

World-class Instructional Design and Assessment (WIDA) Consortium. Its objective is

“to the design and implementation of high standards and equitable educational

opportunities for English language learners” (WIDA, 2006b). The standards are from the

9-12 grade cluster and cover the listening, speaking, reading, and writing domains that

apply to the Social and Instructional and Language Arts standards (WIDA, 2006c).

Learners will be part of the decision-making process through a series of group

discussions and debates. Learners will work in small groups to brainstorm and form

opinions on their beliefs. Later, learners will participate in a formal debate where they

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will take sides on the issue. Finally, they will decide as a group on a plan of action as to

the best way to solve this problem. Obviously this will all be done in English (the

learners’ foreign language).

Subject areas will focus on English as a second language (ESL), Mexican history,

anthropology, sociology, and psychology. These subjects will be covered in general

terms and will depend on the English level of the class.

Technology will be incorporated into the PBLA in the form of information

gathering, assorting, and presenting (GAP). Microsoft Word, Excel, and PowerPoint will

be used for assorting and presenting information, while the Internet will be the primary

source for gathering information. Some websites that will be of some use include:

http://www.indigenouspeople.net/CENSUSSTORY.htm

http://www.houstonculture.org/mexico/aguas.html

http://www.elbalero.gob.mx/kids/about/html/indigenous/home.html

http://www.zmag.org/content/showarticle.cfm?SectionID=8&ItemID=3957

http://www.indigenouspeople.net/zapata.htm

The Schedule

Based on the essential questions that are finalized with the assistance of the

learner, an approximate timetable follows:

Milestones Time allotment Total time Rationale

Discussion 2 hours 2 hours Brainstorming; forming opinions

Debate 2 hours 4 hours Taking sides; persuading discourse

Finalize essential questions (three)

1 hour 5 hours Collaborative/cooperative learning activity

Essential Question 1 5 hours 10 hours Gathering and sorting information individually and in

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small groups; reflecting on essential question and modifying if necessary

Essential Question 2 5 hours 15 hours Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary

Essential Question 3 5 hours 20 hours Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary

Final presentation 5 hours 25 hours Synthesizing and evaluating findings; present information

Conclusion

If project-based learning activities are designed properly, they provide a

meaningful learning opportunity for the learner. They should contain real-world issues

that do not simply have one “correct” answer. They should provide a chance for the

learner to construct their own meaning through gathering, assorting, and presenting

information, according to their own point of view through collaborative and cooperative

learning that fosters individual compromise and the ability to resolve compromise. Each

learner has his or her own belief system, background, and prior knowledge, so the

objective of conducting project-based learning activities should be to build on these as

the learner constructs new knowledge.

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References

McKenzie, J. (2000). The Question is the Answer. Retrieved on January 20, 2007 from http://www.questioning.org/module/module1.html

The George Lucas Educational Foundation. (2003). Retrieved on January 20, 2007 from http://www.edutopia.org/modules/pdfs/pbl.pdf

WIDA. (2006a). Retrieved on January 20, 2007 from http://www.wida.us/about/WIDA_background/document_view

WIDA. (2006b). Retrieved on January 20, 2007 from http://www.wida.us/

WIDA. (2006c). Retrieved on January 20, 2007 from http://www.wida.us/Resources/standards/wizard/classroom/domain/elp_files/classroom_9-12_ds.pdf