Assignment - T&P

Subject Assignment:

Tasks and Projects

Names and Surnames:

Luis Antonio Aráuz Valenzuela
María Trinidad Freytes
María de los Ángeles Paradas Mateo
Margarita Elizabeth Rocha Chasi

Log in:
NIFPMTFL1541985
ARFPMTFL2015571
DOFPMTFL1925891
ECFPMTFL2005694

Group​: 2015-10

Professor​:
Verónica Cabañas

Date:
July, 29th, 2016

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 Assignment - T&P

Introduction

Project learning, also known as project-based learning (PBL), is a dynamic approach

to teaching in which students explore real-world problems and challenges, simultaneously
developing cross-curriculum skills while working in small collaborative groups
(Edutopia,2008). The combination of learning a second language and using PBL approach
has been proved beneficial for students. With this approach students have something to
connect with, when learning the second language, and it gives them a more concrete
scenario which provides them with more purpose and context for working and developing
their learning skills.

Following this approach and making projects in the classroom is a good way to
enhance the students´ knowledge and make them work in the real life. This way their
learning can be authentic and they can acquire their second language by being involved on
it. This way of working with projects is very interesting as students can explore new
vocabulary and learn from different cultures.

In this project, we are going to be analyzing the Music Project from Its Magazine
following the criteria laid by Rib​é and Vidal, Fied-Booth and Legutke and Thomas. They
have written many stages and steps for doing projects, even those differ in some cases, they
agree in most of their ideas which are going to lead us to work in adapting this project for a
special group we will choose to work with and develop a project with them.

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The Music Project Analysis

According to Ribé and Vidal, this project is a third generation task because it
enhances the communicative development of the students when they have for example to
create a fan club, they have to communicate with each other as well as their fans and let
them know about their band. This helps students to create communicative competence.
Furthermore, by doing the tasks for eg. Writing a song, students enhance cognitive
development. Also, the student needs to answer some questions and analyse them.
Additionally, with this project the students can have a global personality development
because they can create what they like, and doing some activities that show their interests.

According to Fried-Booth she proposes “full-scale projects” and “bridging projects”

that are the motivation activities to fulfil the “full-scale projects”. Looking at “The Music
Project” is very clear identified that bridging activities are well presented. For example when
the students are doing step one about choosing an instrument, the students can work freely
by answering questions according to what they know specially in an independent and own
paced timing.

Then, full-scale projects are also presented because the students have to develop
multiple tasks inside the project to complete it. For example, tasks as forming a band, writing
songs, getting a deal, which involves the formation of the band and recording songs , after
that there is signing the contract and making a record with a song. This is a sign of a
multi-tiered process that the students have to start accomplishing to get their goal. And the
last step consists of forming a fan group where they can interact with the fans and also
practice writing and learning new vocabulary.

These steps proposed by Fried-Booth, help the students to develop their skills, for
example social as writing . This way of learning by doing-projects is very well organized
because it helps the students to start from the easiest to the most difficult tasks which
enhance the students personality and help them to develop their abilities along the different
steps they have to perform during the project development.

As we can see, Fried-Booth, Ribé and Vidal have good points each one. As this
project first enhance the classroom atmosphere by talking about something interesting as

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music. For instance, the class will be interested in doing a task in Music, during all these
steps the teacher will be monitoring the students development and, then the students will
have to join all what they have researched to present the project for being evaluated or
assessed.

All the previous differ from Legutke and Thomas as they have just 6 stages but even
they got 6 stages, those are interrelated with what Fried-Booth, Ribé and Vidal models, for
example, the opening stage which is included in step one about choosing an instrument,
this step is like presenting the topic to the students, the second stage about topic orientation
is also presented in step one when the students have to answer some questions,
furthermore, the students in step two, have to form a band, and they have to research
important information for doing that to fulfill the purpose of this activity.

In the Third Stage about researching a data collection, here it is where the students
have to start doing the project, thinking about what are the things they will need, who are
going to be the members, and decide which style they will develop and also write the song
they will sing with the style they previously chose. In the fourth stage about preparing data
presentation, the students have to develop all what they need to record the song in a
company and to sign a contract, here the students need to put hands-on doing the project
they have to present. This task helps the students to take responsibility of their own learning
and accomplishments. Through this step the students face with the need of communicating
to negotiate with their partners and come up with a common idea. This will benefit and
produce a higher understanding and fluency when communicating orally. At the same time
their vocabulary may expand.

In the fifth stage, about presentation, the students have to make a record with the
previous song and to create a fan club, using what they have done previously in all the
steps. The teacher have to do the evaluation of what the students have done in the six steps
they have developed. This stages from Legutke and Thomas are also very interesting
because the final project is developed with what they have done in previous tasks and this
will be very helpful for the students to develop in an easily way. The entire project specially
these steps lead students to be responsible for their own work.

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The most important about doing this project is that students can learn by a hands on
experiences. This project is all context learning, where the students can learn by themselves
and practice with interesting vocabulary they like. One of the key components about this
project is that students enjoy doing it and they can be creative and explore each step to
accomplish their goal.

How would you need to adapt this project for use with a group of learners with which
you are familiar? (You need to clearly specify the teaching context, and rationale for
the adaptations you would make, as well as specifying the adaptations themselves).

“​The Importance of Friendship”, ​Music​ ​Project

Our adaptation will be guided on the following steps proposed by ​Rivé and Vidal´s “Project
Work Step by Step (1993)”
1. Creating a Good Classroom Atmosphere
2. Getting the Class Interested
3. Selecting the Topic
4. Creating a General Outline of the Project
5. Doing Basic Research Around a Topic
6. Reporting to the Class
7. Processing Feedback
8. Putting it All Together
9. Presenting the Project
10. Assessing and Evaluating the Project

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The following project will be done by third baccalaureate students. As teachers we

would like to accomplish with this project to enhance the student's relationship and make
them value each other, by working in groups and preparing their presentation. They will be in
contact and they will learn that it does not matter the difference ,when there is friendship all
can be done. They have to just accept each other and have open-mind to listen to
suggestions and work as a team to overcome obstacles they will face during the
development of this project.

Step one: (choosing an instrument)

Our group of students will choose to play the guitar, piano and drums because they
consider these are the fashion instruments; they feel identified with them as they are
associated to youth as well as deep feelings of friendship. Using these instruments they
express themselves as self- sufficient, strong and extrovert.

Step two: (forming a band)​ “​The Importance of Friendship”

Our students group themselves in three, having in mind their personal characteristics
then they will follow 3 steps:
a. Pick up a style. (Rock, Country, Dance, HipHop, Romantic, Blues, Jazz, etc.)
b. Name themselves as a band.
c. Then as a band make up the story of their group.

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(Write down an essay of about 600 words telling the public about their band, how they meet
and formed this group, their interests, their aim to transmit: “​The Importance of Friendship”
and the role the each one play in the band.)

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Press release:
1. Open a Facebook page with a photo of the group and the bibliography (written in the
step two)
2. Start Instagram with the first photos of the group: to invite others to join,
3. Upload phrases of friendship to get followers (Instagram)

Step three: (writing the song)

Write the song: focusing on the topic: “​The Importance of friendship”​. ​Each group
writes verses related to friendship. The aim is to focus on advantages and disadvantages of
caring friends, as well as pointing out hypothesis, giving advices and suggestions. Through
the accomplishment of this step the teacher walks around giving a hand to each group and
providing the necessary vocabulary or support. If it’s necessary students can use synonyms
to talk about friendship.

Step four: (preparing a presentation)

Students discuss in groups the vocabulary given above, the meaning and their
impact among teens, youngs and adults then they decide which words are the most relevant
to enhance a long- lively friendship that lead to form solid grounds for society. Ones the

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words are chosen we will encourage them to write a briefing to share with the whole class.
They can also design some posters with the main phrases or words to decorate classrooms
and school’s corridors.

Step five: (organizing the research)

Once they have shared with the whole class, they can decide which bands can be
research as the most common and the ones with the highest impact in society. They can
read and research about (the Beatles, U2, Oasis), groups that wrote and have written about
friendship and its value. Here the teacher provides some websites or can ask students to
look for songs that these bands have written and analyse the backgrounds of the lyrics.

Step​ ​six: (making a report)

After the research the teacher encourages the groups to create a contest to be done
with the whole class. Each group elaborates 10 questions to be answered by other group.
The aim of each questionnaire is to focus on the ideas of friendship mentioned or tackled by
the bands investigated and their impact on society by analysing the rating gained in their
release.

Step seven: (feedback of what have been researched)

This contest will give the teacher feedback of the work done and also the students
will check if their investigation was well done. This stage promotes: peer work as well as the
whole project.
Skills focus during this stage:
● doing research
● analysing data
● developing ICT abilities
● analysing content
● evaluating critically the information
● drawing conclusions
Step eight: (organization)
In this step the students have to organize their group. To prepare their written song
and to record it. Also they will have to work in the fan page because it will be reviewed by the
teacher. Furthermore, they will have to post photos and phrases related to friendship in their
fan page. All the group participants have to do their best to fulfill this task.

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Step nine: (final presentation)

Students will present each part of the project work to their classmates and teacher,
here they will have the opportunity to practice communication and share information
between the groups. The presentation will take short time because it was preceded by a
series of processes. The presentation will be on what they had to do in order to get the
project ready and also they will present their song. Here they will have to explain the
meaning of what they have written and finally they will present their fan page to the class.

Step ten: (final evaluation and assessment)

The evaluation will be done on the organization. The creativity and group work. it is
worthwhile to make a reflection process on the experience, students can reflect on the
language and activity they have just done in order to complete the project as the content
they have learn about the project.

During the Evaluation we will follow the students:

1. Creativity / innovation:
The way they present the music project.
2. Collaborative work:
The students have to work all together in the presentation, and as we mentioned
before the teacher will follow all participation from the beginning.
3. Commitment:
Participation of all the students concerned to the entire process, following all the
steps of the project.
4. Four skills: this evaluation will also be taken during the process of the project.
speaking​- will be assess in the presentation.
listening​- will take part in the step seven in the feedback.
reading​- will be evaluated in step two, the fan page, and also in step five on the
organization.
writing​- will be evaluated in step two, (Write down an essay of about 600 words
telling the public about their band, how they turn up as a group, their interests, their
aim to transmit: “The Importance of Friendship”)

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 Assignment - T&P

Conclusion

After reading and analyzing about projects and tasks we come to the same
conclusion; a project based learning enhance students process of acquiring new knowledge
in addition the process becomes more appealing since it is student centered. Through this
process students can develop their “cognitive, social, motivational, affective and individual
factors”. Also ​project-based learning (PBL) shows that is easier to obtain students
participation, and motivation when the suggested project (The Music Project) is entertaining
and original to them​. Doing these kind of tasks we can help our students to be aware of their
knowledge and to be aware of their learning.

Nowadays Project work is one of the richest in communicative and democratic way of
teaching and learning English. Its Pedagogical value is presented in the integration of the
four skills, the integration of students own knowledge and the integration of the teacher in
the organization of all the areas involved, it also provides and autonomous behavior because
students make decisions of their own creativity, role assignment, organising activities, and is
an easy way to get them motivated.

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References

● Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded

Classroom Experience. (2008). Retrieved July 15, 2016, from
http://www.edutopia.org/project-learning-introduction​.
● Funiber materials; Tasks and Project, chapter 6 “Projects” page 76
● Photos taken from the internet
○ https://www.google.com.ec/search?hl=es&biw=1366&bih=623&site=imghp&tb
m=isch&sa=1&q=instruments&oq=instruments&gs_l=img.3..0l10.86667.9006
9.0.90181.11.9.0.2.2.0.209.924.0j5j1.6.0....0...1c.1.64.img..3.8.935.dqE1pHK
s10M#imgrc=v48XW3HqqAhwNM%3A
○ https://www.google.com.ec/search?hl=es&biw=1366&bih=623&site=imghp&tb
m=isch&sa=1&q=friendship+vocabulary&oq=friendship+vocabulary&gs_l=img
.3..0j0i24l4.1109621.1115100.0.1115374.21.16.0.5.5.0.322.1676.0j4j2j2.8.0...
.0...1c.1.64.img..8.13.1692...0i30j0i8i30.A-eJt6hcayo#imgdii=J58e0JngoVkA9
M%3A%3BJ58e0JngoVkA9M%3A%3BGK1qc6sK-H0gqM%3A&imgrc=J58e0
JngoVkA9M%3A
○ https://www.google.com.ec/search?hl=es&biw=1366&bih=667&site=imghp&tb
m=isch&sa=1&q=lyricks&oq=lyricks&gs_l=img.3..0i19.1717469.1721476.0.17
22486.10.10.0.0.0.0.152.1259.0j9.9.0....0...1c.1.64.img..1.9.1259...0.CGZHgZ
AqPu0#imgrc=mi4iwSbRPViiZM%3A
○ https://www.google.com.ec/search?hl=es&biw=1366&bih=667&site=imghp&tb
m=isch&sa=1&q=band&oq=band&gs_l=img.3..0l10.42467.43158.0.44357.4.4
.0.0.0.0.315.588.0j2j0j1.3.0....0...1c.1.64.img..1.3.587.7PyquL2VWbQ#imgrc=
6v8OrB7Z6QYSjM%3A
○ http://www.marchmont.ac.uk/Documents/Projects/sed/1-student-centered.ppt
x​.

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