34800988
Description
Mind Map by Carla Díaz, updated more than 1 year ago
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Created by Carla Díaz
about 4 years ago
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Experiential and
Project-based learning
- Teachers' goals
- Boost student engagement
- Develop a deeper understanding.
- Teach academic content knowledge and skills.
- Boost student engagement
- Teacher's role
- The teacher is not dominant.
- She/he acts as
- Guide
- Advisor
- Coordinator
- Facilitator
- Guide
- The teacher is not dominant.
- Principles
- Focus on
- Learners reflecting on their
experience.
- Learners reflecting on their
experience.
- Student-centered and experiential
approaches to education.
- Autenticity
- Active learning
- Relevancy
- Focus on
- Learner's role
- They quickly assume ownership of
learning, teaching and leadership
- Students interact with the
surrounding area.
- students can develop views of educators, and
views of themselves.
- They quickly assume ownership of
learning, teaching and leadership
- Characteristics of the
teaching/learning process
- The focal point of the learning
process moves from:
- The teacher to students
- Working alone to
working in groups
- The teacher to students
- Students could cooperate, communicate,
and use their critical thinking
- Teachers try to capture students' interest and “need to
know” by engaging them into a compelling
project
- Typical activities include brainstorming
and group discussions.
- The focal point of the learning
process moves from:
- Student-teacher interaction
- Teachers stimulate students
through a driving question
- Tteachers help learners to organise and
connect their reflections to the subject
knowledge base
- Teachers stimulate students
through a driving question
- Student-student interaction
- Students work n groups.
- Between them they investigate a certain topic allowing
them to generate questions as they seek answers.
- Students work n groups.
- How are the feelings of the students dealt with?
- Teachers adopt a warm and affirming style to
draw out learners’ interests and intrinsic
motivation.
- Teachers adopt a warm and affirming style to
draw out learners’ interests and intrinsic
motivation.
- How language is viewed? How
is culture viewed?
- Students develop skills for solving in-group conflict
and learn to be responsible in relation to the roles
assigned to them
- Students develop skills for solving in-group conflict
and learn to be responsible in relation to the roles
assigned to them
- Areas of language
- This method is focused on
improve:
- Reading, writing, listening, speaking,
vocabulary skills, and communicative
competence
- Reading, writing, listening, speaking,
vocabulary skills, and communicative
competence
- This method is focused on
improve:
- Role of students's
native language
- To ask questions, build knowledge, and
determine a real-world solution to the
issue/question presented.
- To ask questions, build knowledge, and
determine a real-world solution to the
issue/question presented.
- How is evaluation
accomplished?
- The purpose is teachers to be more
objective and lead their students to a
better learning outcome.
- PBL evaluates cognitive and emotional - social skills.
- The purpose is teachers to be more
objective and lead their students to a
better learning outcome.
- How does the teacher respond
to student errors?
- Teachers provides feedback
- Feedback loops of critique, reflection
and refining of the product
- Teachers provides feedback
- References: Efstratia, D. (2014). Experiential education through project based learning. ScienceDirect.
Obtenido de
file:///C:/Users/usuario/Downloads/Experiential_Education_through_Project_Based_Learn%20(1).pdf
Fragoulis, I. (2009). Project-Based Learning in the Teaching of English as A Foreign Language. English
Language Teaching, 2(3).
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