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— Project based instruction is an authentic
instructional model or strategy in which
students plan, implement and evaluate
projects that have real²world applications
beyond the classroom
— Learning activities that are
interdisciplinary, long-term and student-
centered are emphasized
— Project work have roots in the
constructivist approach (Lev Vygostky,
Brunner, Piaget, Dewey)
— Constructivism views learning as the result
on mental construction.
— Children learn by constructing new ideas
or concepts based on their current and
previous knowledge
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  . Students choose
the project which plays an active role in
the entire process.
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0or the
students.
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— mt presents a  


that can
be shared with the audience
— mt provides opportunities to  

 
 

— mt increases 



 

— mt increases 


skills
— mt makes  
 
 

— m t provides opportunities to   







 

— mt increases  
. Children take
pride in accomplishing something that has
value outside the classroom
— mt provides a practical real world way to


 
 

 



— G ^ However it could be a good sign that
children are enjoying the activity
— Õ
^ Work can be divided into class work and
home work
— Œ 
^ As long as the 0inal product is
presented in English, the usage o0 L1 does not
matter . However, it is important to encourage
students to use L2
— ë
 ^ The brighter students can
work independently and the teacher can support
the weaker ones.
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— 1. mdenti0y
the situation or problem
— 2. Outline project goals and objectives
— 3. Agree on the product^ poster, presentation,
brochure, exhibition, wall newspaper, debate, guide
book, letter, multimedia presentation, oral presentation,
string display, poster, book, simulation, survey report,
theatrical per0ormance, video, website, written report.etc.
— 4.State the rules^ responsibilities, deadlines,
roles.
— Ñ. Decide the time allocated 0or project
work weekly
— D. mnstructor prepares students 0or the
demands o0 gathering in0ormation
— [. Students gather in0ormation
— 8. mnstructor prepares students to compile
in0ormation
— à. mnstructor prepares students 0or the
language demands o0 the 0inal activity
— 10. Students presents the 0inal product
— 11. Students evaluate the project and
themselves
 ë

 

— Do the students have access to the
resources they need?
— Do they know how to use the resources?
— Who is going to support them in their
work?
— Are students clear on their roles and
responsibilities?
 Õ



— Schedule outcomes week a0ter week
— Report periodical 0indings
— Plan a project at the end o0 a unit



— § 
 ^ collect items (cars,
postcards, coins, rocks,etc.)
— m
 
 ^ reports about
di00erent areas, news, debates,
— M  
 ^ city guides,
brochures
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 ^ homeless,
animals in danger, global warming)
 º



— De0ine the criteria 0or asessing the projects^
  collecting, compiling and
organizing in0ormation, contribution 0rom
all members, responsibilities,
—   neat presentation, roles during
the presentation stage.
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— Ôrochure to promote regional tourism, a debate on human rights,
exhibition of dinosaurs, multimedia presentation of enadangered
animals, wall paper on healthy food, a book about world war mm, a
collection of coins from different countries, a poster on AmDS, a survey
report about teeangers and computer use, a video about pollution
problems in your city, a written report about teen pregancy in our
city, an interview to a kidnapped person, a guide book to Huila, a
theatrical performance about family relationships, a website of the
school, an oral presentation about kidnapping in Colombia, a video
about homeless in your city