Projects

Projects

1. Project vs Tasks

   • Tasks types (by Ribé and Vidal)
     • 1st Generation
     • 2nd generation
     • 3rd generation
   • Projects according to Fried-Booth
     • Full-scale projects
       • Inside or Outside of the classroom
         • Free use of language
     • Communicative activities
       • Inside the classroom
         • Controlled use of language
     • Bridging activities
       • Less control over language

2. Setting up a Project

   • Stages
     • Fried Booth (1986)
       • Classroom planning
         • Carrying out the project
           • Reviewing and monitoring the work
     • Ribé and Vidal (1993)
       • Creating classroom atmosphere
         • Creating interest
           • Selecting the topic
             • General outline
               • Basic research
                 • Reporting to the class
                   • Processing feedback
                     • Putting it all toghether
                       • Presenting the project
                         • Assessing and evaluating
     • Legutke and Thomas
       • Opening
         • Topic Orientation
           • Research and data collection
             • Preparing data presentation
               • Presentation
                 • Evaluation
       • Backward planning
         • Pre-task
           • Pre-task
             • Target Task
         • Pre-task
           • P-t
         • Pre-task
           • Pre-task

3. Teacher Roles

   • Co-ordinator of the learning process
   • Responsible for the learning process
   • Has the right to intervene with help

4. Learner Roles

   • Learning in the here and now
     • Affective, intellectual and pyysical faculties
     • Topics related to their reality
   • Experimentation and reflection
     • Hypothesis, verification, experimentation
   • Learners are also reflective
     • Draw conclusions
       • Create new hypothesis

5. Difficulties

   • Time
   • Group dynamics
   • Teacher's Role
   • Clarity
   • Dealing with error

6. Project work is a form of experiential learning (Legutke & Thomas)

7. "Tasks alone do not guarantee the realization of a communicative classroom. There is a need for larger framework of projects." (Legutke and Thomas)

8. Projects promote learner autonomy, they include the learner in the decision-making process

9. Reference

   • .Universidad IEXPRO (n.d.) Task-Based Learning
     • Student: María del Carmen Laborde Aguirre
       • August, 2021

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