Sáng kiến kinh nghiệm Enhancing students' creativity through experienced activities in project sections in English 10

 NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT 
 DIEN CHAU II HIGH SCHOOL 
 TEACHING INTIATIVE 
 THEME 
ENHANCING STUDENTS’ CREATIVITY THROUGH EXPERIENCED 
 ACTIVITIES IN PROJECT SECTION IN ENGLISH 10 
 Scope: Theory and Methodology of Teaching English 
 AUTHORS: - NGUYEN THI KIM DUNG 
 - NGUYEN THI DUNG 
 GROUP: ENGLISH 
 SCHOOL YEAR: 2022-2023 
 TEL: 0986831305 
 PART I. INTRODUCTION 
 1. Rationale 
 The topic of enhancing students' creativity through experienced activities in 
project sections in English 10 is a relevant and important area of study for several 
reasons. 
 Firstly, creativity is a vital skill that is highly valued in today's society. The 
ability to think outside the box, generate new ideas, and solve problems creatively 
is becoming increasingly important in a rapidly changing world that demands 
innovative solutions. Therefore, exploring ways to enhance students' creativity is 
essential in preparing them for future challenges and opportunities. 
 Secondly, project-based learning is an effective instructional approach that 
promotes active learning and student engagement. When students are given the 
opportunity to work collaboratively on meaningful and challenging projects, they 
are more likely to be motivated and invested in their learning. Incorporating 
experienced activities in project sections in English 10 can further enhance the 
effectiveness of project-based learning by providing students with opportunities to 
develop their creativity and problem-solving skills. 
 Moreover, English 10 is a crucial stage for students as they prepare to 
transition to higher education or the workforce. Therefore, it is crucial to provide 
them with a holistic education that focuses on developing a wide range of skills, 
including creativity. Enhancing students' creativity through experienced activities 
in project sections in English 10 can help them become well-rounded individuals 
who are equipped with the necessary skills to succeed in their future endeavors. 
 In conclusion, the topic of enhancing students' creativity through experienced 
activities in project sections in English 10 is an important area of study that has 
significant implications for the development of students' skills and competencies. 
By exploring this topic, educators can develop effective instructional strategies that 
will enable students to become more creative, engaged, and successful learners. 
 2. Objectives of the study 
 The objectives of the study on enhancing students' creativity through 
experienced activities in project sections in English 10 are: 
 To explore the effectiveness of experienced activities in enhancing students' 
creativity in project-based learning in English 10. 
 To investigate the impact of experienced activities on students' motivation, 
engagement, and learning outcomes in English 10. 
 1 4. Research Methodology 
 The research methodology for the study on enhancing students' creativity 
through experienced activities in project sections in English 10 may involve the 
following steps: 
 Research design: The study may use a mixed-method research design, 
incorporating both quantitative and qualitative data collection and analysis 
methods. 
 Participants: The study may involve students from English 10 classes in a 
selected school. A purposive sampling technique may be used to select participants 
who have completed the selected units of English 10. 
 Data collection: The study may use multiple data collection methods, 
including surveys, questionnaires, interviews, observations, and document 
analysis. Surveys and questionnaires may be used to collect quantitative data on 
students' motivation, engagement, and learning outcomes. Interviews and 
observations may be used to collect qualitative data on the impact of experienced 
activities on students' creativity and problem-solving skills. Document analysis 
may be used to analyze students' project work and other relevant materials. 
 Data analysis: The study may use statistical analysis techniques such as 
descriptive and inferential statistics to analyze quantitative data. Qualitative data 
may be analyzed thematically, using techniques such as content analysis. 
 Ethical considerations: The study may obtain informed consent from all 
participants and ensure that their privacy and confidentiality are protected. 
 Limitations: The study may acknowledge the limitations of the research 
design and data collection methods and discuss their implications for the study's 
findings. 
 Conclusion and recommendations: The study may draw conclusions based on 
the findings and provide practical recommendations for teachers on how to 
effectively incorporate experienced activities in project sections in English 10 to 
enhance students' creativity, engagement, and learning outcomes. 
 In summary, the research methodology for the study on enhancing students' 
creativity through experienced activities in project sections in English 10 may 
involve a mixed-method approach, incorporating multiple data collection and 
analysis techniques. The study may also take into account ethical considerations 
and acknowledge limitations to ensure the validity and reliability of the findings. 
 5. Newness and contributions of the topic 
 The topic of enhancing students' creativity through experienced activities in 
project sections in English 10 is relatively new and makes a significant 
contribution to language education research in several ways. 
 3 PART II. THE CONTENT OF THE METHOD 
 1. Theoretical basis 
 1.1. The definition of projects based learning (PBL) and creative experience 
activities 
 Project-based learning (PBL) is an instructional approach that emphasizes 
student-centered and collaborative learning through the completion of projects that 
require critical thinking, problem-solving, and real-world application. In PBL, 
students work in teams to investigate and respond to complex questions, problems, 
or challenges, often resulting in a product, presentation, or performance that 
demonstrates their learning. 
 Creative experience activities are educational activities that focus on 
experiential and creative learning. These activities involve hands-on and 
interactive experiences that allow students to apply their knowledge in a practical 
context and promote creativity, critical thinking, and problem-solving skills. 
Creative experience activities can take various forms, such as games, simulations, 
role-playing, experiments, and projects. The goal of these activities is to enhance 
students' engagement, motivation, and learning outcomes by providing 
opportunities for them to explore and discover new concepts in a creative and 
experiential way. 
 1.2. Forms of creative experience activities. 
 There are several forms of creative experience activities that teachers can use 
to enhance students' engagement, motivation, and learning outcomes. Here are 
some examples: 
 *Games: Games are an excellent way to introduce new concepts or reinforce 
existing knowledge. Teachers can use various games, such as puzzles, crosswords, 
quizzes, or board games, to encourage students' participation and foster a 
competitive spirit. 
 *Simulations: Simulations involve creating a real-life scenario where 
students act out different roles and interact with each other to solve a problem or 
achieve a goal. Simulations provide a hands-on and immersive experience that 
allows students to apply their knowledge in a practical context. 
 *Role-playing: Role-playing involves students assuming different roles and 
acting out a scenario or a story. Role-playing encourages creativity, imagination, 
and empathy and helps students develop their communication and interpersonal 
skills. 
 *Experiments: Experiments involve conducting a scientific investigation to 
test a hypothesis or answer a question. Experiments provide a practical and 
interactive experience that allows students to develop critical thinking and 
problem-solving skills. 
 5 b. Slightly confident 
 c. Moderately confident 
 d. Confident 
 e. Very confident 
 How confident are you in your ability to 
 be creative in English language 
 learning? 
 Not at all confident Slightly confident Moderately confident
 Confident Very confident
 The pie chart shows the distribution of responses to the question, "How 
confident are you in your ability to be creative in English language learning?" from 
a survey of 10th graders at a particular high school. The chart has five sections, 
each representing a response option. The largest section, representing "Not at all 
confident," takes up 40% of the chart. The second largest section, representing 
"Slightly confident," takes up 30% of the chart. The section representing 
"Moderately confident" takes up 20% of the chart. The sections representing 
"Confident" and "Very confident" each take up 5% of the chart. Overall, the chart 
shows that a significant proportion of the students surveyed are not confident in 
their ability to be creative in English language learning, with only a small minority 
expressing high levels of confidence. 
 - Here are the result of the pre-test to assess the English level of class 10C1 at 
Dien Chau 2 High School. 
 Excellent Good Average Bellow average 
 Class 
 size SL % SL % SL % SL % 
 45 5 11% 13 29% 22 49% 5 11 % 
 7 Objective: Students will develop an understanding of the importance of 
recycling and learn how to make recycled products. 
 * Materials: 
 Recyclable materials (paper, cardboard, plastic, etc.) 
 Scissors 
 Glue 
 Tape 
 Markers 
 Presentation materials (poster board, computer, projector, etc.) 
 * Procedure: 
 Day 1: 
 Introduce the project by discussing the importance of recycling and how it 
benefits the environment. 
 Divide the class into groups of 3-4 students and assign each group a 
recyclable material. 
 Provide students with the necessary materials and give them time to 
brainstorm ideas for their recycled product. 
 Day 2-5: 
 Students work in their groups to create their recycled product. 
 Teacher circulates around the room to provide guidance and answer any 
questions. 
 Day 6-8: 
 Students continue to work on their recycled product. 
 Teacher checks in with each group to ensure they are on track. 
 Day 9-10: 
 Groups finish their recycled products and begin preparing for their 
presentations. 
 Students should create a presentation that includes information about their 
recycled product, why it is important to recycle, and how their product can be used. 
 Day 11-12: 
 Each group presents their recycled product to the class. 
 After each presentation, students will have an opportunity to ask questions 
and provide feedback. 
 Day 13-14: 
 9 
 3.2.2. Title: Community Volunteer Project 
 Unit 4: For a better community 
 * Timeframe: 3 weeks 
 * Objective: Students will develop an understanding of the importance of 
volunteerism and learn how to make a positive impact in their community. 
 11