NGHE AN EDUCATION & TRAINING DEPARTMENT MUONG QUA HIGH SCHOOL TEACHING EXPERIENCE ORGANIZING PROJECT ACTIVITIES ABOUT LOCAL CULTURES TO IMPROVE COMMUNICATION SKILL FOR STUDENTS AT MUONG QUA HIGH SCHOOL TO DEVELOP ECOTOURISM IN MON SON, CON CUONG School year: 2023 - 2024 1 NGHE AN EDUCATION & TRAINING DEPARTMENT MUONG QUA HIGH SCHOOL TEACHING EXPERIENCE ORGANIZING PROJECT ACTIVITIES ABOUT LOCAL CULTURES TO IMPROVE COMMUNICATION SKILL FOR STUDENTS AT MUONG QUA HIGH SCHOOL TO DEVELOP ECOTOURISM IN MON SON, CON CUONG Writer: 1. Trần Thị Thủy Phone number: 0976717733 2. Trần Thị Bích Liên Phone number: 0919577480 3. Hà Văn Tảng Phone number: 0948280801 School year: 2023-2024 2 TABLE OF CONTENTS CONTENTS page I.
Rationale of choosing the topic 1 2. Aims of the study 1 3. Scope of the study 2 4. Methods of the study 2 5.
Significance of the study 2 II. CONTENT 2 PART 1: THEORETICAL BACGROUND 2 1.The definition of Project-based teaching and learning 2 2. Procedure of teaching project lessons 3 2. Identification of a Problem or an Opportunity 4 2.
Monitor the Progress 4 2.Evaluate the Experience 5 3. Some methods of assessing students’ projects. Involving Students in Assessment 5 3. Audience Assessment 6 PART 2.
SITUATION ANALYSIS AT MUONG QUA HIGH 6 SCHOOL 1. Situation of designing Project activities about local cultures. Situation of students’ participation in Project lessons at our school 7 3 PART 3. Survey and the results 7 2.
Findings from the survey 9 PART 4.Organizing project activities in classes we taught 9 1. Findings and discussion for applying activities in Unit 3.Designing activities with Stem projects 12 2.Purpose and requirements 12 2. Content of Stem festival 13 2.Content of the STEM booth exhibition competition 13 2.English presentation test 13 2. Assessment for English presentation test 14 3.
Writing booklet about traditional cultures and common 15 exchanges at ecotourisms with foreigners. Situation of developing community tourism in Con Cuong district 15 3. Asign teachers of English at Muong Qua high school to write the 17 contents of the book 3. Publish the book 17 3.Organize activities for students to use content of the book and 17 practice speaking skills.
THE SURVEY OF EVALUATING THE URGENCY 18 AND FEASIBILITY OF THE SUGGESTED SOLUTIONS 1.Aim of the survey 18 2.Content and method of the survey 18 2. Contents of the survey 18 4 2. Method of the survey 18 3. Results of the survey on the urgency and feasibility of the suggested 19 solutions.
The urgency of the suggested solutions 19 4. Evaluating the feasibility of the suggested solutions 21 III. RESULTS AND FINDINGS 22 1. APPENDICES 26 5 PART 1: INTRODUCTION 1.
Rationale of choosing the topic English is a compulsory subject in the 2018 National Curriculum and is also one of the instrumental subjects in high schools. It focuses on the goal of forming and developing common competencies and good qualities in accordance with the provisions of the 2018 General Education Program. In the 10th and 11th grade English textbook (Global Success), the core content of English subject is expressed through the system of subject matters and themes. Project is delivered at the end of each unit, so the content of each Project is based on the topic of each unit.
Through this, students will consolidate their language knowledge of the unit, and at the same time they will develop their skills, especially speaking skill. Con Cuong is a highland mountainous district with many attractive landscapes. Besides, Con Cuong is also home to 7 ethnic groups (Kinh, Thai, Dan Lai, Hoa, Nung, Kho Mu, Muong), with unique traditional cultural features and historical and cultural relics. , a revolutionary historical relic.
creating an attraction, attracting tourists to Con Cuong to visit, experience or learn about the culture of ethnic minorities. Through the practice of teaching and organizing extracurricular activities for students about local cultures in Con Cuong's hometown, we find those activities very practical because through which the students better understand their hometown, about people, about nature, about culture - society and other aspects. Muong Qua High School is located in Mon Son, Con Cuong which preserves many cultural features of ethnic groups. This place is famous for a variety of ecotourism sites in Lang Xieng, Pha Lai dam.
Therefore, helping students understand about their own local cultures is one of the most important factors to develop ecotourism in Mon Son in the future. Because of above reasons, we choose the topic: ‘‘Organizing project activities about local cultures to improve communication skill for students at Muong Qua high school to develop ecotourism in Mon Son, Con Cuong’’. Aims of the study - Help students develop communication skill through project activities in Tieng Anh 10,11 and in some other extra activities held at school. - Apply a number of methods of organizing the implementation of "Project", creating interest in learning for students while improving the ability to work in groups and present for students.
- Help students take the initiative, react promptly to all communication situations. - By including local culture in the teaching and learning process, it is expected that 1 students will be aware of their own culture and able to learn English better since they are asked to describe something they know very well. - Educating students to love their hometown and country. In addition, students have senses of protecting, promoting local culture to the domestic and international community.
Scope of the study The method is conducted among students on the whole school. The activities are designed for the topics in some Units in new English 10 and 11 textbook (Global success), products of students and in the book written by teachers. Methods of the study - Observational method: The teacher self-searches and researches the program of textbooks and reference books; conduct class visits of colleagues. - Method of exchange and discussion: After attending the time with colleagues, being attended by colleagues, both conduct exchanges and discussions to draw out experiences for the lesson.
- Experimental method: The teacher conducts experimental teaching of some specific lectures. - Control method: The teacher applies a variety of methods to organize activities in different pairs and groups, comparing the performance results with lessons that are performed only in one form. Significance of the study - Theoretical aspect: It is hopefully expected that this study would make a little contribution to help teachers and students realize the essential role of using local culture in Mon Son in English language teaching. - Practical aspect: with the results of the study, it is hoped that students would make some improvements in the English speaking and communication.
The research finding indicated that bringing local culture in English language teaching would build up learner’s cultural knowledge, awareness, and competence. The definition of Project-based teaching and learning Many definitions of project-based learning have been proposed by various authors. Moss and Van Duzer define it as an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. As is discussed in, project-based learning (PBL) is a model that organizes learning around projects which are complex tasks, based on challenging questions or problems, involving students in design, problem-solving, decision 2 making, or investigative activities; giving students the opportunity to work relatively autonomously over extended periods of time; and culminating in realistic products or presentations.
Project-based learning is a dynamic approach to teaching in which students explore real-world problems, issues and challenges, are inspired to obtain a deeper knowledge of the subjects they are studying and more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, the students develop confidence and self-direction as they move through both team-based and independent work. PBL shifts away from the instruction of teacher-centeredness to that of student-centeredness. The purpose of PBL is to foster students’ abilities for lifelong learning through contextualizing learning by presenting them with problems to solve and/or artifacts to create; in doing so, students’ motivation and enthusiasm, their problem-solving abilities, research skills, sense of collaborations, resource management skills, longing for communication and information sharing, and language use awareness are progressively evident, and more important, such a process of engaging in various levels of projects may turn their life experiences to advantage.
In language instruction, PBL is a flexible methodology allowing multiple skills to be developed in an integrated, meaningful, ongoing activity. Beckett states that projects are generally thought of as a long-term (several weeks) activity which are part of an instructional method which promotes the simultaneous acquisition of language, content, and skills. A major goal of project-based instruction is comprehensible output which generally occurs both during the project and as the final product of the project. The variety of definitions has provided the features of PBL.
Thomas proposes the five criteria of project-based learning: centrality, driving question, constructive investigations, autonomy, and realism. Procedure of teaching project lessons PBL does not engage students in a project for an hour or a day, but it entails active participation for a longer period to build meaningful products or find an answer to a complex question. However, it doesn’t imply that no schedule is followed in PBL, because it may stretch from a week to a whole semester. Project-based learning helps students to learn how to work in teams and encourages them to use their creative, problem solving and critical thinking skills to come up with innovative solutions and products for real life audience.
The steps of project-based learning are shown in the following progress: 1. Identify the problem 2. Plan the project 3. Monitor the progress 3 5.
Identification of a Problem or an Opportunity This is the leading step in project-based learning. Teachers or students identify a problem or an opportunity from their surroundings that requires meticulous work and demands a resolution. This problem can be related to the curriculum and may be affecting the school, community, city or a country. This is an inquiry-based step that requires great attention to detail and group work because the learning goals of students will be based on the precise mapping of the driving problem statement.
Brainstorming and bloom’s taxonomy will assist you in this step to formulate the driving question. Project Planning The next step is to design a learning plan for the project which means that the teachers assess how the problem or opportunity connects with the standards he/she is intending to teach. The best approach is to involve the students in this process so that they can feel included. Select the project path which corresponds to the syllabus or curriculum.
It is better to integrate multiple subjects for enhanced student engagement and dynamic learning. Make sure that the learning resources and content are at the students’ disposal while they are working on the project. A teacher should be prepared to provide deep content knowledge to the students because the project can move in any direction and students may require a deeper understanding of the concepts to reach a viable conclusion. Schedule This is the third step of the PBL which involves setting a timeline and schedule for the project activities.
Students should be given a set date or time frame in which they had to present their final project work. However, to realize the benefits of the whole process, be prepared to be flexible in your schedule. Set the schedule by working collaboratively with students. Monitor the Progress In PBL, a teacher is engaged in the process right from the beginning to the end.
Teachers should incessantly monitor student work and progress. The role of the teacher in PBL is that of a facilitator who strives to make the learning experiences worthwhile for the students. Assessment This is the fifth step of the PBL, and it involves assessing the learning outcomes and participation of students. Teachers can use a rubric to record students’ progress and their learning outcomes.