"Project based learning " как метод преподавания английского языка

ROLES OF TEACHERS & STUDENTS

The main role of teachers: they help with certain processes, provide guidance and feedback on certain parts of the work, but do not interfere with students ' decisions. This encourages students to decide for themselves what is the right decision and what is not, i.e. all responsibility is on the students themselves.

Effective project-based learning requires the teacher to assume a different role (Levy, 1997). The teacher’s role is not dominant, but he/she acts as a guide, advisor, coordinator (Papandreou, 1994), and facilitator. In implementing the project method, the focal point of the learning process moves from the teacher to the learners, from working alone to working in groups.

Teachers begin by eliciting prior knowledge, preconceptions, assumptions and misconceptions, and then support students in creating experiences that clarify and/or correct for these through the investigations incorporated into the project, using the context as framework for organizing new information and knowledge. Teacher-facilitators “scaffold instruction by breaking down tasks, use modeling, prompting, coaching to teach strategies for thinking and problem solving, and gradually release responsibility to the learner” (Thomas, 2000). Students work in groups toward a shared learning goal and/or product, through disciplined inquiry that they themselves have shaped, have the potential to produce and leverage multiple solutions and outcomes. The beauty of producing multiple solutions in the classroom is that this mirrors research outcomes of the scientific community.