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PBL: An Effective Alternative for Te...

Rendon, Nancy Echeverri.

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PBL: An Effective Alternative for Teaching and Learning English as a Foreign Language.

Record Type:	Electronic resources : Monograph/item
Title/Author:	PBL: An Effective Alternative for Teaching and Learning English as a Foreign Language./
Author:	Rendon, Nancy Echeverri.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	44 p.
Notes:	Source: Masters Abstracts International, Volume: 82-11.
Contained By:	Masters Abstracts International82-11.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28493228
ISBN:	9798728244332

PBL: An Effective Alternative for Teaching and Learning English as a Foreign Language.
Rendon, Nancy Echeverri.

PBL: An Effective Alternative for Teaching and Learning English as a Foreign Language. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 44 p.

Source: Masters Abstracts International, Volume: 82-11.

Thesis (M.A.)--Greensboro College, 2021.

This item must not be sold to any third party vendors.

Project-based learning (PBL) is a learner-centered approach that offers teachers a suitable alternative to making learning personalized, memorable and varied. As a result, students are engaged in learning new academic content, developing skills, and working in cooperation with others while also creating meaningful projects. (Holm, 2011). Considering all the benefits that PBL has in the language teaching and learning process, it is crucial that teachers receive some theoretical and practical guidance in the implementation of this model of instruction. This will result in teachers who are more skillful, and better trained when they have learned the necessary strategies to direct this model effectively in their L2 classes. This paper gives a description of a professional development workshop that provides teachers with some theoretical and practical training on project-based learning. This workshop offers teachers the opportunity to become familiar with the fundamentals and procedures for students to develop their projects and products, as well as the benefits for students´ language development and academic progress. Furthermore, teachers have the opportunity to actively participate in a learning-by-doing activity in which they develop and apply a mini-project based lesson. Finally teachers reflect on the advantages, boundaries and impact of the project-based learning approach on their language classes.

ISBN: 9798728244332Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Learner-centered approach

PBL: An Effective Alternative for Teaching and Learning English as a Foreign Language.
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500 $a Source: Masters Abstracts International, Volume: 82-11.
500 $a Advisor: Plaisance, Michelle.
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520 $a Project-based learning (PBL) is a learner-centered approach that offers teachers a suitable alternative to making learning personalized, memorable and varied. As a result, students are engaged in learning new academic content, developing skills, and working in cooperation with others while also creating meaningful projects. (Holm, 2011). Considering all the benefits that PBL has in the language teaching and learning process, it is crucial that teachers receive some theoretical and practical guidance in the implementation of this model of instruction. This will result in teachers who are more skillful, and better trained when they have learned the necessary strategies to direct this model effectively in their L2 classes. This paper gives a description of a professional development workshop that provides teachers with some theoretical and practical training on project-based learning. This workshop offers teachers the opportunity to become familiar with the fundamentals and procedures for students to develop their projects and products, as well as the benefits for students´ language development and academic progress. Furthermore, teachers have the opportunity to actively participate in a learning-by-doing activity in which they develop and apply a mini-project based lesson. Finally teachers reflect on the advantages, boundaries and impact of the project-based learning approach on their language classes.
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