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ENGLISH SOCIO-EDUCATIONAL PROJECT 1

ENGLSIH SOCIO-EDUCATIONAL PROJECT

TEACHER: MSC. Miguel Ponce

SUBJECT: Collaborative Work 2

TEAM 3: Rengifo Tobar, Jorge Luis. Suntasig Guallichico, Maicol Alexander, and

Tello Parra, Segundo Fabian (coordinator)

PROJECT DESIGN: Low Level of English Language Learning.

1. THE PROBLEM.

Generally, its well known that most students faced some problems in learning

English as a second or foreign language in non-English speaking countries.

Thus, according to the monitoring carried out in our institution, and in the

evaluations of the students, a low level of learning of the students of General

Basic Education is evidenced and the need to strengthen the quality of learning

at all levels in the subject of English.

2. PARTICIPATION ANALYSIS.

Based on the available information, the following groups can be identified.

INSTITUTIONS INTEREST GROUPS INDIVIDUALS


High Schools Students Committee of parents
Students Federation Teachers Support staff
Teachers Association Parents Supervisor School
Book Editorial Authorities Teachers Area
District of Education (Administrative staff) English
Ministry of Education

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 2

3. THE WORKSHOP.

It decides to take a closer look at the groups. Giving priority to the Parents

interest.

Book
High schools Students Teachers Parents
editorials

Economic They find


losses caused difficult to
They feel
by the understand
PROBLEMS

The risk of uncomfortable


decrease in the language Monotony
losing with the
the number of It is hard to in teaching
customers. English level
students. produce the strategies
the school
Loss of good language in a
shows.
reputation in written or
the sector. spoken way

Receive more Get local


Learn the
INTERESTS

students and and external Have better


Economic language
also increase awards opportunities
incomes Get better
economic Manage the for their sons.
scores
incomes. class

Organize
Able to make
POTENTIALS

the topics Influence the


direct It is the core
to Tutors and problem
decisions over of education.
develop mentors. outside the
the educative
along the school.
community.
year.

Can hire or
fire teachers Provides
They are
in the school. resources Every
LINKAGES

the way to Can choose


Decides the and decision
get the another school
books training turns around
knowledge. if necessary
Organize the to the their benefit.
courses and teachers.
grades.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 3

4. PROBLEM ANALYSIS.

The workshop decides that the Low Level of English Language Learning

should be considered the focal problem. The following problem tree of

substantive and direct causes and effects can be established.

Learners have low


level learning.

Students lose Grammatical rules


competitiveness become difficult

Boring and Students detest Wrong teaching Loss of confidence


monotonous reasearch strategies and energy in the
classes school

Low level of
English language
learning

Unmotivated Unskilled teachers


students

Wrong Self-education is Lack of equipment Little interest for


methodology null and material useful technology

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 4

5. OBJECTIVES ANALYSIS.

The problems are reformulated as positive statements. An efficient methodology

as a means to make students more responsible.

Learners improve
their level
learning.

Students increase Grammatical rules


competitiveness are more practiced.

Interactive Students develop Using technology Confidence and


own strategies tools energy in the
classes
school

Level of English
language learning
is improving.

Motivated Skilled teachers


students

Efficient Encourage self- Completed Knowing the


methodology education equipment and importance of
material. technology in
education.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 5

6. ALTERNATIVES ANALYSIS

Bearing in mind the results of the participation analysis, alternative options are

identified from the objectives tree. In this case there are two obvious

alternatives:

Option 1: Efficient methodology

Option 2: Knowing the importance of technology in education.

Option 1: Option 2: Option 3:


Efficient Knowing about 1 + 2
methodology technology in education combined
Cost Low High Medium
Chance of
Medium Medium High
success
Cost/Benefit Low High High
Time Long Long Long
Social risk Small Large Medium

7. DEFINING THE MAIN PROJECT ELEMENTS (PM)

The main project elements are listed in the left column, the assumptions are in

the right column, and the indicators in the center.

Identify the main project elements (PM).

Goal. It is the main overall objective that the project is meant to


contribute to in the long-run.
Purpose. It is the anticipated achievement of the project.
Outputs. They are the results that can be guaranteed by the project as a
consequence of its activities.
Activities. They are the works, the investigations, or the tasks to be
carried out by the project staff and others involved in the project.
Inputs. They are goods and services necessary to undertake the

activities.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 6

GOAL INDICATORS ASSUMPTIONS

Students improve the learning Students show Grammar rules have a


English language. improvement in their high level of
knowledge English understanding.
Language.
PURPOSE INDICATORS ASSUMPTIONS

Most students Proper grammar,


Students will master grammar dominate the basic students express and
rules. rules of grammar that write their thoughts
relate to sentence and ideas
structure and parts of
speech.
OUTPUTS INDICATORS ASSUMPTIONS

1. Students strengthen 120 students, 106 of The students are


and reinforce them have their own becoming conscious
vocabulary, increase learning strategy. 115 and critical about the
learning and students are motivated change in their
grammatical to learn grammar, knowledge.
variations with through their music,
auditory skills and and their daily life Learners are teachers
rhythmic patterns that activities. of self and others.
stimulate brain
activity and encourage 100 students share Through genuine
imagination. their work in groups, interaction, teacher-
2. Learners identify their have lost their shame, learners grow and
own strategies. They and actively change.
become more participate in classes.
responsible for their Students have easy
own learning, and 50% students have access to learning
they become teachers, developed their materials of all types.
and researchers. learning skills with
3. Students develop the help of the
communication skills, technology, which is
increase knowledge, today the most
practice they have practicable.
learned, and they gain
confidence to
participate.
4. Students use a wide
variety of technology
tools to learn and
practice, facilitating
the understanding of
grammatical concepts
and rules.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 7

ACTIVITIES INPUTS ASSUMPTIONS

1. Students learn 1. Increased Songs to learn


grammar through motivation. grammar, the brain
stories, music, poetry, remembers patterns.
artworks, topics that 2. Autonomous
interest them. learning. To develop self-study
habit.
2. Students talk with 3. Interpersonal
foreigners, writing relations. Incorporate grammar
dialogues, TV news, into other activities.
documentaries, and 4. Technology
read grammar books. integrations. Teaching and learning
with computer
3. Work in pairs, small- applications.
group, and whole-
groups within class.

4. Students apply
inquiries,
investigations,
assignments, web
quest, email
exchange, class blog,
digital games, or
grammar online, and
so on.

8. CONCLUSIONS:

The problem of low level of English learning caused problems for different

institutions and groups of people such as high schools, students, booksellers,

ministry of education, parents, teachers, etc.

The low level of English learning entailed the following problems: economic

losses for schools and libraries, low student achievement, risk of losing clients,

parents' discomfort, teacher malaise, among others.

The solution has been always in the hands of educational institutions and the

ministry of education that have the power to make the corresponding changes

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 8

always counting on the support of the other groups affected by this problem as

parents, students and the community in general.

In the problem, analyzes us have detected causes of the problem as:

unmotivated students, unskilled teachers, lack of equipment and material, wrong

methodologies. These causes produced effects such as boring classes, loss of

confidence, low energy in school, difficult to Learning, etc.

In Objective analysis, we have set clear objectives: motivated students, skilled

teachers, efficient mythology, completed equipment and material. Interactive

class, use of technology, confidence and energy in school.

In the phase of alternative analysis, we have proposed alternatives such as: 1.

Efficient methodology And 2. Knowing the importance of technology in

education.

To reach our goal, we have planned the following activities as:

Students learn grammar through stories, music, poetry, artworks, topics

that interest them.

Students talk with foreigners, writing dialogues, TV news,

documentaries, and read grammar books.

Work in pairs, small-group, and whole-groups within class.

Students apply inquiries, investigations, assignments, web quest, email

exchange, class blog, digital games, or grammar online, and so on.

These activities and inputs would bring the following outputs:

Students strengthen and reinforce vocabulary, increase learning and

grammatical variations with auditory skills and rhythmic patterns that

stimulate brain activity and encourage imagination.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017


ENGLISH SOCIO-EDUCATIONAL PROJECT 9

Learners identify their own strategies. They become more responsible for

their own learning, and they become teachers, and researchers.

Students develop communication skills, increase knowledge, practice

they have learned, and gain confidence to participate.

Students use a wide variety of technology tools to learn and practice,

facilitating the understanding of grammatical concepts and rules.

All these activities together allow us to reach our goal of a high level of

English learning, which benefits students, parents, teachers, educational

institutions and the community in general.

GROUP 3: Rengifo T. Jorge L. - Suntasig G. Maicol A. - Tello P. Segundo F. 25 June 2017

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