"Project based learning " как метод преподавания английского языка

Teachers participating in PBL activities:

• Ensure students pursue increasing degrees of independence and autonomy, unsupervised work

time; Teachers provide support to students in gauging growth along paths (rubrics) developed

together, before the project begins. Self-directed versus other-directed learning. Students take on

responsibility for own learning.

• Help students navigate group dynamics.

• Help make connections between project activities and conceptual knowledge learned in the

classroom, engaging students’ existing conceptual understanding within a specific context.

• Support time and work management.

• Support and make explicit when needed, connections to inquiry levels, the scientific method,

and/or the engineering design process.

• Support innovation and creativity, while ensuring decision-making by students is based on (or

balanced by) observation, research and analysis.

• Ensure the goals and/or driving question is ‘ill-structured’ or ambiguous to the extent it will

ensure deliberate challenge and that the process will not be easy.

• Ensure that reading/literacy is fully integrated into the process.

• Guide peer review processes, as well as conduct any additional evaluation.

• Encourage multiple approaches and solutions.

• Are flexible and open to going beyond what is required by local standards, and to learn with students.

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