Sessions / Task- / Project-Based Learning (TBL/PBL)

Online Project-Based Teaching’s Benefits to Young Learners and Their Families #1127


Sat, Feb 20, 09:30-11:00 JST

How young learners engage in both online and in-person classes in a small private language school can be worth seeing in this session and will show audiences students' resilience through the project. This presenter provided projects-based teaching in Zoom to make the students happy in language learning in April and May in 2020. Especially, a “ninja project” invited students to support their families with actions. As a result of this, all students were motivated to do presentations on Flipgrid and Padlet to complete the project. The students, aged from 6-12, have been learning English in person and online since last June and have improved their communicative competence in this school. This presentation shows the objectives, students' work, comments, and parents’ comments. In addition, the result of formative assessment is included in order to prove how the project-based teaching helped the students and their families.

** Part of the Pecha Kucha Extravaganza; each pecha kucha is just under 7 minutes long (20 slides at 20 seconds per slide).

Feedback on Student Performances During Difficult Times: ELT in ERT #1084


Sat, Feb 27, 14:00-14:40 JST | Room GJ

Because of COVID-19, many ELT teachers have had to teach classes online as ERT (emergency remote teaching). Aside from technology, three major ERT problems are motivation, class cohesion, and feedback. This workshop will introduce a performance activity, Living Newspaper Readers Theatre (LNRT), that will address these three problems. It will first describe what LNRT is and then how to do it, with examples of performances and how they build motivation and class cohesion. The latter part of the workshop will concern how to effectively give online feedback about performances. Specifically, we will show examples of rubrics and discuss how they can be used for giving students feedback, training them about what to look for when giving each other feedback, and how to articulate such feedback to peers. The examples in this workshop were optimized for ERT but can be done face-to-face, and indeed have been for the last ten years.