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TABLE OF CONTENTS

CHAPTER PAGE

Abstract …………………………………………………………………. 02

Introduction …………………………………………………………….. 02

Part One: Review of Literature

1.1 Project -Based Learning: Concept Defining ……………………. 03

1.2 Benefits of Project -Based Learning ………………………….… 04

1.3 The Process of Project -Based Learning …………………….… 05

Part Two: Pedagogical Implications and Applications

2.1 Introduction ………………………………………………… 08

2.2 Project -Based Learning: A Set of Implications for the Supervisor..08

2.3 Project -Based Learning: A Set of Implications for the Teacher ….10

2.4 Implementing Project -Based Learning in Moroccan EFL classes:

Second Year Baccalaureate as a model ………………………

2.4.1 Scenarization of the project components …………………….12

2.4.2 Using Project Work in Second Year Baccalaureate Classes… 14

Conclusion ……………………………………………………....…15

References ………………………………………………………….…..….16

Appendix: Sample Projects for EFL classes …………………….…....…17

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Abstract

This article focuses on how English language teachers can capitalize on the

content and language learning benefits of Project Work in the Moroccan EFL

classes. To explore the topic, we examine the characteristics of Project Work

through defining the concept, outline the features that maximize the potential

benefits of Project Work, and present a simplified procedure to carry out Project

Work activities. The second part deals with implications and recommendations

for English as a Foreign Language (EFL) supervisors and teachers to integrate

Project Work into their own practice. We conclude with practical implications to

implement Project Work in Moroccan EFL classes taking second year

Baccalaureate as a model.

Introduction

In traditional classes, learners have been asked to demonstrate their knowledge

through writing papers or taking tests. In Project Based Learning, there has been

a shift to other sorts of tasks learners can perform to show their understanding.

These may include construction of physical objects, presentations, computer

programs, Web sites, videos, and other forms. There has also been a focus on the

process of preparing and performing these tasks, because it is in doing things

that learners construct their initial understandings. "Doing projects" is a long-

standing tradition in education (Grant, 2002). For over 100 years, educators have

reported on the benefits of experiential, hands-on, student-directed learning. A

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lot of research has been done about the benefits, the procedures and the

implementation of PBL in education.

Part One: Review of Literature

1.1. Project-Based Learning: Concept Defining

Boss and Krauss (2007) define Project-Based Learning as an activity in which

students “ investigate open-ended questions and apply their knowledge to

produce authentic products. Projects typically allow for student choice, setting

the stage for active learning and teamwork.”(p12)

Project-Based Learning is a comprehensive instructional approach to engage

students in cooperative investigation. Students' abilities to acquire new

understanding are enhanced when they are "connected to meaningful problem-

solving activities, and when students are helped to understand why, when, and

how those facts and skills are relevant." (Bransford, Brown, & Conking, 2000,

p. 23).

Project- Based Learning is becoming one of the more effective and more

popular methods of instruction .Thomas (2000) explains that Project-Based

learning requires “complex tasks, based on challenging questions or problems,

that involve students in design, problem-solving, decision making, or

investigative activities; give students the opportunity to work relatively

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autonomously over extended periods of time; and culminate in realistic products

or presentations.” ( p1)

According to the Buck Institute for Education (BIE), Project-Based Learning is

“a systematic teaching method that engages students in learning knowledge and

skills through an extended inquiry process structured around complex, authentic

questions and carefully designed products and tasks.” Retrieved from

http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/#history. Bu

ck Institute for Education. Date Accessed: 12 December 2012.

Based on the above definitions, we deduce that although PBL is popular as an

approach, it lacks a universally accepted model or theory and one can find in

literature a diversity of defining features. In language teaching, and on the basis

of the most common defining features, we can define Project Based Learning as

a systematic and effective way of teaching which engages EFL learners in real

tasks to come up with their own products in any of the language skills.

1.2 Benefits of Project-Based Learning

Project-Based Learning first appeared in the field of business and industry.

Later on, it was adopted in vocational training and then in education in general.

As an approach, it has demonstrated its effectiveness and efficiency in many

ways. From an educational point of view, Project-Based learning:

Is learner centered and intrinsically motivating.

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Encourages collaboration and cooperative learning.

Requires students to produce a product, presentation, or performance.

Allows students to make continuous improvement.

Is interdisciplinary and can be used in different subject areas.

Is long-term (can cover more than a couple of class days).

Has an impact on life skills like self-management, group process, time

management, organizational and problem-solving skills.

Makes use of the technological tools.

Helps students develop confidence and self-direction

It focuses on concrete, hands-on experiences and learning by doing.

It allows students to investigate real- world issues and practices.

In Language learning, PBL is a useful way to integrate the four skills.

It meets the needs of learners with varying skill levels and learning

styles.

It helps learners to make choices or decisions.

Is challenging; focusing on higher-order skills.

1.3. The Process of Project-Based Learning

There are different models of the instructional sequence or procedure in Project-

Based Learning. Some of them are complex and detailed; others are simplified

and easier to implement.

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Andi Stix and Frank Hrbek (2006) suggest the following model to the

implementation of a project in class:

1. The teacher-coach sets the stage for students with real-life samples of the

projects they will be doing.

2. Students take on the role of project designers, possibly establishing a forum

for display or competition.

3. Students discuss and accumulate the background information needed for

their designs.

4. The teacher-coach and students negotiate the criteria for evaluating the

projects.

5. Students accumulate the materials necessary for the project.

6. Students create their projects.

7. Students prepare to present their projects.

8. Students present their projects.

9. Students reflect on the process and evaluate the projects based on the criteria

established in Step 4.

The Nine Steps of Project-Based Learning Model: Andi Stix and Frank Hrbek,

Teachers as Classroom Coaches, 2006.

Another model is suggested by professional development organizers at the Buck

Institute for Education (BIE) using the following five principles or stages:

1. Begin with the end in mind and plan for this end result.

2. Craft the driving question; select and refine a central question.

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3. Plan the assessment and define outcomes and assessment criteria.

4. Map the project: Decide how to structure the project.

5. Manage the process: Find tools and strategies for successful projects.

This model can be presented in the following diagram:

Figure1: Project Design Procedure: This model is based on the Project Based

Learning Handbook (2007) developed by the Buck Institute for Education:

http://www.bie.org/index.php/site/PBL/pbl_handbook/

In spite of the variety of models, most projects share some common features.

The basic phases found in most projects include selecting a topic, making plans,

researching, developing products, and sharing results with others.

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Part two: Pedagogical Implications and Applications

2.1 Introduction

The implementation of Project- Based Learning differs greatly from one

instructional setting to another. In some settings, simple, non-elaborated tasks,

used in a single class session, are labeled as projects. In other settings, more

elaborate sets of tasks over an entire instructional unit are used as projects. In

settings like these, the benefits of project work are maximized because students

are actively engaged in information gathering, processing, and reporting over a

period of time. Using Project -Based Learning effectively as a supplementary

instructional component in Moroccan EFL classes can be of great benefits to the

learners. It can promote effective language learning in a context where learners

have very little exposure to the target language .Therefore, encouraging Project -

Based Learning should be a shared responsibility between the supervisor, the

teacher and the syllabus.

2.2 PBL: A Set of Pedagogical Implications for the Supervisor

Projects that are structured to maximize language, content, and real-life skill

learning require a combination of the supervisor’s guidance, feedback and

engagement. This responsibility triggers a set of pedagogical implications for

the EFL supervisor at both levels of knowledge: declarative and procedural.

Some of these can be stated as follows:

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Supervisors need to be knowledgeable about the underlying principles, the

benefits and the instructional procedures of PBL.

To foster the culture of Project -Based Learning, supervisors should adopt

a Project- Based Approach to in-service training sessions they carry out

with teachers. Instead of dealing with topics and themes as isolated items,

the supervisor should resort to a systematic way of training teachers based

on a project with a clear, effective, feasible, and collaborative action plan.

Supervisors need to support teachers and train them in using PBL. This

can be done through workshops, presentations, and demo-lessons tackling

practical and feasible issues that can be implemented in classroom

projects.

Supervisors need to adopt a systematic way of taking into consideration

and tracking students’ projects in EFL classes through project portfolios

kept by the teacher.

Supervisors need to recognize successful and distinguished projects

through sharing those experiences at the level of their pedagogical areas.

Supervisors need to encourage the publication of students’ projects either

in local or provincial newsletters, school website or blogs.

Supervisors may also think of building an item bank of students’ projects

that can be used as a reference for teachers.

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2.3 PBL: A Set of Suggestions for the Teacher

Project-based learning functions as a bridge between using English in class and

using English in real life situations outside the classroom, which seems to be

challenging for the Moroccan EFL learners. Therefore, Project-based learning is

only possible and effective in classrooms where teachers support students by

giving sufficient guidance and feedback. The teacher must clearly explain all

tasks that are to be completed, provide detailed directions for how to develop the

project, and circulate within the classroom in order to answer questions and

encourage learner motivation. In order to create effective project-based learning

activities, the teacher needs to:

Set explicit learning goals and objectives for the project.

Identify the targeted language skills in the project.

Consider the content and purpose of the project.

Help in deciding about the form of the final project.

Consider the resources available and how to use them.

Help in grouping the students depending on the nature of the projects and

of the class.

Act as a coach, facilitator to help students with their tasks and tools, to

explain difficult concepts and procedures, etc.

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Act as manager to make sure that the learners produce something related

to the task, that they get engaged in meta-reflection (look critically at their

own work) and that they discuss and share with others.

Act as a resource for the learners as they work through their problems and

find solutions.

Monitor learners so that their goals and processes are appropriate.

Act as a counselor if learners have difficulties in working in teams.

Help the learners to establish a timeline and intermediate deadlines before

submitting their projects.

Identify Generic Skills (communication, collaboration, creativity, whether

multimedia should be used, and how the teams should function).

Consider the Values & Attitudes ( responsibility, open- mindedness … )

Provide help in the planning stage.

Create, together with learners, rubrics for assessment upfront, so that the

learners know what is expected of them. These rubrics facilitate self-

evaluation, peer evaluation, evaluation by the teacher, and by experts.

Set up enough time for learners to present their projects.

Provide feedback and encourage students to reconsider their projects.

Celebrate success and encourage distinguished projects.

Document learners’ projects through portfolios.

Share successful experiences with colleagues in the same school.

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2.4 Implementing PBL in Moroccan EFL classes: Second Year

Baccalaureate as a model

2.4.1 Scenarization of the project components

In Project-based learning effectiveness is not guaranteed if the teacher simply

asks students to do projects, to engage in writing activities, to learn together or

at least to share each other's ideas. Because of linguistic difficulties in the

Moroccan context, we assume that the risk is quite high that learners find it

difficult to start, come up with low quality products or are otherwise

unproductive. Therefore, some researchers suggest creating semi-structured

pedagogical scenarios that define an orchestrated sequence of learning activities

as a preparation for the project. This is what Dillenbourg, Schneider and

Synteta, (2002) call the scenarization of the project components . For each

phase of the project, the scenario specifies the tasks that students have to

perform, the composition of the group, the way that the task is distributed within

and among the groups, the mode of interaction and the timing of phase.

However, this does not mean that these are merely instructions that the learners

have to follow. In other words, when designing and executing pedagogical

scenarios, the teacher has to establish equilibrium between the freedom left to

students that is necessary for project work and motivation on one hand, and

certain guiding principles on the other hand.

To simplify the implementation of Project-Based Learning in Moroccan EFL

classes, we suggest the following table:

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Project Phase Things to be done Teachers’ role Students’ role

1. Deciding on the

topic, organizing

the groups

- Students explore the

resources in order to

create a frame for the

project.

- Students create

groups

- help students frame

the topic

- Facilitate grouping

- create interesting

questions and

categorise the

problems.

- create project

groups.

2. Deciding on the

final product

- each group decide on

the project product:

presentation, brochure,

film, debate...

- provide assistance

- discuss choices

- discuss and make

decisions about final

products

3. Mapping the

project and the

process

Group members make

a project plan

including: timescale,

tasks, responsibilities,

resources, risks, scope,

stages, participants ...

Help to formulate the

students’ projects:

hold meetings,

provide necessary

materials and

equipment.

Plan the project,

select the roles and

define the contents,

tasks, timing, scope...

4. Searching and

gathering project

information

Group members search

and collect data: books,

Internet, surveys ...

- help with resources

and materials

- search and gather

information for the

project

5. Crafting the

project

Group members

analyse and organise

data and craft the final

product

- help with

organization and give

feedback

Organize, synthesise

and summarize the

findings and craft the

final product

6. Presenting the

project

Presenting the project

in class, school or

elsewhere

- coordinate students’

presentations.

- help with logistics

Students present their

projects

7. Feedback and

revision

Group members get,

discuss and share

feedback; and revise

the project for

improvement and

publication

- Provide and discuss

feedback

- share and publish

the project

-Discuss and reflect

on feedback

- Revise the project

for improvement

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2.4.2 Implementing PBL in Second Year Baccalaureate Classes

Project-Based Learning in the Moroccan EFL classes refers mainly to the micro

activities (lasting only over a single or a few lessons) which can be used to

complement traditional instruction as it is done through the textbooks. These are

often the only realistic alternatives in today's organization of the Moroccan EFL

classes and the school system.

In the Moroccan EFL syllabus, Second Year Baccalaureate students are

supposed to work on a project after every two units. However, most students

find it difficult to understand and carry out the suggested activities effectively.

To simplify the task for teachers and to encourage students to do PBL at earlier

stages, we suggest the following activities:

Theme / Topic Suggested Product

Family / Personal relations Family Tree

School / Education Interview : School Facilities and Activities

Food and Drink Cookbook : Moroccan Traditional dishes

Hobbies / Recreation Photo Story: Memories from your holiday

Shopping and Shops Catalogue: shopping places in your town

Health and Welfare Healthy Menu: preparing a restaurant menu

Transportation Electronic Picture Dictionary

The Arts Poster about Favorite Artist

Science and Technology PowerPoint Presentation: Electronic Devices

Nature / Ecology Class Wall Magazine: My Pet

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At later stages, and when students get acquainted with PBL, we can move to

more challenging tasks. We suggest the following activities:

Theme / Topic Suggested Product

Cultural Issues Portfolio: Aspects of Moroccan Culture

Media Debate: Role of Media ( TV, Internet ….)

Women and Power Web Quest : Distinguished Women

Citizenship Brochure: consciousness raising campaign

Gifts of Youth World Club E-Magazine: Successful Young People

International Organizations Flyer / Leaflet: an international Organization

Society and Social Problems Public Speech: one of the social problems

Sustainable Development Oral Presentation: development problems in Morocco

Science and Technology My Ad: advertisement about an electronic device

Environment/ Ecology PowerPoint Presentation: Endangered Animals

Conclusion

Project- Based Learning allows students to reflect explore their own ideas and

opinions, exercise voice and choice, and make decisions that affect project

outcomes and the learning process in general. However, its implementation calls

for strong school support, and a collaborative culture between supervisors,

teachers and students. Teachers can use the key ideas underlying Project-based

learning in some measure in any classroom. Using real-life problems to motivate

students, challenging them to think deeply about meaningful content, and

enabling them to work collaboratively are practices that yield benefits for all

students.

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References

Bibliography:

Andi Stix and Frank Hrbek (2006), Teachers as Classroom Coaches.

Association for Supervision and Curriculum Development, USA.

McGrath, Diane (2003). Artifacts and Understanding. Learning &

Leading with Technology, February 2003. Vol. 30, No. 5

Solomon, Gwen (2003). Project-Based Learning: a Primer. Technology

and Learning, January 2003. Vol. 23. No. 6.

Suzie Boss and Jane Krauss (2007). Reinventing Project –Based

Learning. International Society for Technology in Education

Bulent Alan and Fredricka L. Stoller (2005).Maximizing the Benefits of

Project Work in Foreign Language Classrooms. English Teaching

Forum.Vol 43.No 4 . 2005

J.Roodney Turner(2009) .The Handbook of Project-Based Management.

The McGraw Hill

Thomas, J. (2000). A Review of the Research on Project-Based Learning.

The Autodesk Foundation.

Webliography:

http://www.ascd.org/ ASCD (the Association for Supervision and

Curriculum Development)

http://www.bie.org/ BIE (the Buck Institute for Education)

www.edutopia.org (The George Lucas Educational Foundation Web site)

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Appendix: Sample Projects for EFL classes

1. I Can Write: My Profile

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2. Our Park

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3. Acrostic

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4. Postcard

5. Identify and Label

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6. The International Restaurant

Restaurant nameBlack Cape Café OwnersPaula, Margarida, Filipa, Joana

Inside: In our “Black Cape Café” there are black chairs and white tables. The walls are black and there are electric focuses on the walls. There is a big kitchen. It’s a big space and good atmosphere.

Outside: There is an esplanade behind the café. In the esplanade there are white chairs and black tables. There are some white and black parasols and some plants. “Come to Black Cape! It’s sweet escape! “

The International Restaurant Boulevard

7. My Super Hero

Her name is Fantomasia. She is 30 years old. She can become invisible, fly and run fast. She can't cook, climb or garden. She has got brown hair and blue eyes and little ears. She is tall, slim and beautiful. She likes animalsShe hates water.

Fantomasia

My Super Hero

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8. What a Menu!

What a Menu !

9. My Fable

The Mouse and the Lion

Once a lion trapped a mouse under its large paw. The mouse pleaded for its life, so the lion let it go. Later the lion became tangled in a hunter’s net and roared in distress. The mouse rushed to help. “You’re too small to help,” said the lion. But the mouse nibbled at the net until the lion was free.

My Fable

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10. Class Wall Magazine

International Organizations