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March 28th 2012 The topic of today's lesson was "**Projects**" The class was split into 3 groups of seven students. Each group was given an issue on projects to discuss and make a list. Then, the class was divided into groups of three, one from each group, and we discussed the issues that were brought up in each group. These are the issues that were brought up: **__Group 1__** **The advantages of projects:** **__Group 2__ The disadvantages of projects:** **__Group 3__ The characteristics of projects:** Afterwards, we discussed some of the issues as a whole class. Each group of three chose one issue to present. The issues that were chosen were: **What the literature says about projects:** Projects as part of Content-Based Instruction are designed to provide second-language learners instruction in content and language. Content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning; meaning, while doing projects, pupils use and learn English. The pupils are active and in the center. Through this approach pupils learn from experience and working through real life problems which is based on **John Dewey** theory. In addition, projects encourage pupils' interest and involvement, which according to research promotes learning. It also encourages pupils' autonomy because they make the decisions on their own without being told what to do. Moreover, it promotes cooperative learning which is a great advantage, for today most companies request cooperative learning skills. The process of doing projects and achieving the product at the end requires a lot of problem solving which is another important skill to work on. Lastly, the variety of ways in which we teach English should be wider, for it motivates the pupils' learning and interest and usually reduces discipline problems. Therefore, working on a project is a great way to change the scenery in the classroom and do something different. **What does the research say about projects specifically in the EFL:** While doing projects, L2 is used as a means, as well as an end in itself; in other words, we use the language as a tool to learn other things. In addition, through projects pupils use authentic language. They use the language because they need to and not because they are told. They use it for communication, reading the material and writing their summaries on the issue they researching on. They also need to present what they have learned in writing or orally. According to Swain, it is not enough to understand the input (Krashen i+1), you also need comprehensible output to know the language. In addition, doing projects is a great bridge between learning a language and using it, for most pupils do not have a problem completing a sentence with the correct word or the correct form of the verb. However, they do have difficulty in producing a whole sentence. Lastly, projects induce the natural integration of all domains. In general, results show positive effects in learning through projects. However, it does not show clearly that it improves language learning in the EFL. **Decisions to be made:** * There is no one correct answer to theses issues. However, all of these decisions need to be made before giving the projects to the pupils. Otherwise, the project can cause the pupils and the teacher frustration and have negative effects rather than positive.
 * It promotes individual learning.
 * It promotes team work.
 * It promotes creativity.
 * It exposes to different input and sources.
 * It gives pupils tools to cope with problem solving and critical thinking.
 * It raises awareness for responsibility.
 * It is motivating and fun.
 * It is process oriented.
 * The assessment is alternative.
 * The pupils make use of the skills they have learned (reading, writing, speaking and listening) in the different domains (access to information, appreciation of literature, social interaction and presentation).
 * It exposes them to the 21st century skills.
 * It is pupil centered.
 * The pupils become more aware of their weaknesses and strengths.
 * The pupils are given rubrics so they can self assess themselves.
 * It is time consuming for the teachers, pupils and sometimes for the parents.
 * It is difficult to evaluate.
 * There is a problem with the validity because the teacher can not know who has done the project or if they plagiarized.
 * Some pupils are not motivated.
 * It requires a lot of responsibility.
 * It requires a lot of work for the teacher because s/he needs to check the process as well as the product.
 * Some of the pupils do not have enough exposure to the information needed**;** such as a library or a computer lab.
 * It needs to include social interaction.
 * It should have a personal touch- creativity.
 * It needs to be well planned and clearly instructed by the teacher.
 * The teacher needs to decide if the project is done individually, in pairs or in groups.
 * It needs to be an on going process.
 * It needs to include rubrics.
 * The assessment needs to be clear to the pupils.
 * The teacher should show an example to the class.
 * The teacher should teach how to look for sources on the Internet.
 * The teacher should teach how to summarize and paraphrase.
 * Responsibility was brought up as an advantage and disadvantage. On the one hand it teaches the learners to be responsible. On the other hand, it requires a lot of responsibility which some learners have difficulty to stand by it.
 * Clear instructions is a very important characteristic. It is important to give rubrics, a check list, the structure of the project, how many points for each part, show an example of a good project…
 * Another disadvantage is time and effort consuming for the teacher, pupils, parents and school hours.
 * Projects are not suitable for all of the levels.
 * It is more difficult to assess.
 * Level of teacher/pupil control- How much is the teacher going to tell them to do and how much the teacher will let the pupils decide.
 * Data sources- Should the teacher give a list to the pupils or should they decide by themselves. How many sources do they need to use?
 * End product- Does it need to be a poster, a power point presentation, a folder…, or should they choose?
 * Length of time/level of intensiveness- When and how long are we going to work on the project? Is it going to be the following three lessons or one lesson a week for a month?
 * Grouping- Does the project need to be done individually, in pairs or in groups?
 * In/outside of class- Is the project going to be done in the classroom, at home or both?
 * Assessment- How is project going to be assessed? Is the teacher going to include the process as well as the product or only the product?