Sáng kiến kinh nghiệm Some techniques to enhance the grade 10 students' active participation in the Project lessons - Tiếng Anh 10 (Global Success)

 From the lessons of my colleagues, from the seminars on method innovation 
or the knowledge gained from the refresher courses, to improve my professional 
knowledge and teaching methods, I myself have used some I tried the 
techniques and found that they were really effective for my teaching practice. 
The “projects” in the English 10 program are fully implemented, passionately 
and creatively by students.
 For the reasons above, from the beginning of the school year 2022- 2023, 
we have carried out a study with the topic “Some techniques to enhance the 
grade 10 students' active participation in the Project lessons” to find out the 
solution for improving students’ participation in Project lessons. We hope to 
contribute to improve the effectiveness of English teaching in general and the 
"Project" practice sessions in particular.
II. AIMS, SCOPE AND RESEARCH METHOD 
 1. Aims: 
- Help students develop language skills and some necessary skills for students, 
English program 10.
- Apply a number of methods of organizing the implementation of "Project", 
creating interest in learning for students while improving the ability to work in 
groups and present for students.
- Help students take the initiative, react promptly to all communication 
situations
2. Scope 
- Applying in Project lessons – Tieng Anh 10 (Global Success)
3. Research methods.
- Observational method: The teacher self-searches and researches the program 
of textbooks and reference books; conduct class visits of colleagues.
- Method of exchange and discussion: After attending the time with colleagues, 
being attended by colleagues, both conduct exchanges and discussions to draw 
out experiences for the lesson.
 2 collaborations, resource management skills, longing for communication and 
 information sharing, and language use awareness are progressively evident, 
 and more important, such a process of engaging in various levels of projects 
 may turn their life experiences to advantage. In language instruction, PBL is a 
 flexible methodology allowing multiple skills to be developed in an integrated, 
 meaningful, ongoing activity. Beckett states that projects are generally thought 
 of as a long-term (several weeks) activity which are part of an instructional 
 method which promotes the simultaneous acquisition of language, content, and 
 skills. A major goal of project-based instruction is comprehensible output 
 which generally occurs both during the project and as the final product of the 
 project. The variety of definitions has provided the features of PBL. Thomas 
 proposes the five criteria of project-based learning: centrality, driving 
 question, constructive investigations, autonomy, and realism. 
2. Procedure of teaching project lessons
 PBL does not engage students in a project for an hour or a day, but it entails 
active participation for a longer period to build meaningful products or find an 
answer to a complex question. However, it doesn’t imply that no schedule is 
followed in PBL, because it may stretch from a week to a whole semester. 
 Project-based learning helps students to learn how to work in teams and 
encourages them to use their creative, problem solving and critical thinking 
skills to come up with innovative solutions and products for real life audience. 
 The steps of project-based learning are shown in the following chart:
 4 Select the project path which corresponds to the syllabus or curriculum. It 
is better to integrate multiple subjects for enhanced student engagement and 
dynamic learning. Make sure that the learning resources and content are at the 
students’ disposal while they are working on the project. A teacher should be 
prepared to provide deep content knowledge to the students because the project 
can move in any direction and students may require a deeper understanding of 
the concepts to reach a viable conclusion.
2.3. Schedule
 This is the third step of the PBL which involves setting a timeline and 
schedule for the project activities. Students should be given a set date or time 
frame in which they had to present their final project work. However, to realize 
the benefits of the whole process, be prepared to be flexible in your schedule. 
Set the schedule by working collaboratively with students. 
2.4. Monitor the Progress
 In PBL, a teacher is engaged in the process right from the beginning to the 
end. Teachers should incessantly monitor student work and progress. The role 
of the teacher in PBL is that of a facilitator who strives to make the learning 
experiences worthwhile for the students.
2.5. Assessment
 This is the fifth step of the PBL, and it involves assessing the learning 
outcomes and participation of students. Teachers can use a rubric to record 
students’ progress and their learning outcomes. 
 Rubrics allow teachers to grade student learning against certain standards 
and give effective feedback to the individual student at the end of the project. 
The assessment helps students in enhancing their skills and thus increases their 
confidence. Besides teachers, experts and the audience can also be consulted to 
give feedback.
2.6. Evaluate the Experience
 6 Because many performances cannot easily be quantified, we want to be as 
specific about our expectations as possible. Creating a rubric for the final 
product and various components of project work can ensure a more accurate, 
specific, and useful assessment.
3.3. Involving Students in Assessment
 Involving students in project assessment boosts motivation, improves 
meta-cognition, and promotes self-directed learning. Students who are asked to 
reflect on their own performance learn to evaluate their strengths and 
weaknesses and are able to pinpoint where to focus their efforts to see the 
greatest results.
 You might have students provide feedback and critiques by asking them 
to keep a project journal or work log, evaluate themselves using the project 
rubric, and answer additional self-assessment questions. An open-ended self-
assessment allows students to share learning that occurred during the process 
that was not included in the rubric. As they reflect and evaluate, students should 
describe their learning and contemplate decisions they have made individually 
and as a team.
 You may also want to have students complete a peer evaluation for 
components of the project, such as the project presentation. Students can also 
evaluate the writing, design, and effective communication during the creation 
and presentation of the final product. Combining your assessment of the process 
and the end product with student reflections and evaluations will help you create 
a more accurate assessment of student performance.
2.4. Audience Assessment
 Authentic project work should reflect the questions, problems, and needs of 
the world beyond the classroom. If the work is something that has real value, 
make sure there is a wider audience for the final product presentation. Having 
students create web pages to display their ideas and findings enables their 
 8 presentation time for each project is 10-15 minutes. Before preparing the 
 presentation, the teachers proactively remind and re-confirm the time to report 
 the product.
 To ensure the effectiveness of the project, students are made to work 
 pairs or groups of 6-8 people. Depending on the number of students in the 
 class, the number of groups can range from 5-6 groups, each group has a group 
 leader to take the main responsibility and urge the team members to work. The 
 selection of group leaders is appointed by the students in the class (mainly 
 students with real ability in English), then the teacher will assign the group 
 number to the group leaders, the members who want to work with any group, 
 go to the captain of that group.
 To present the product, each student, or each group can choose from a 
 variety of presentation channels, such as using posters or power point to 
 present, act out, talk show, make clips, interview, or recreate a contest, an 
 event that delves into an aspect with specific content. After each presentation, 
 students will be encouraged to give a message to express their understanding 
 and awareness about the lesson topic and about the world around them.
2. Situation of students’ participation in Project lessons at our school
 To carry out a project lesson effectively we need not only a lot of 
preparation but also students’ active participation. However, during the process 
of conducting a project lesson, we still have some certain difficulties. Firstly, 
the number of students in the class is quite large (from 35 to 40 students per 
class), so it is difficult to control students to work on their own. Secondly, the 
English ability of students in each class is not equal, so the design of teaching 
activities is not favorable. Thirdly, students’ participation in Project lessons are 
not really active. There are lazy or unconfident students who are not willing to 
take part in the project. They often rely on hard-working students. As a result, 
some active students usually do almost tasks in every project while the others 
 10 group participation? C. Less important 4,5
 D. unimportant 3,1
 3. How often are you involved in A. Usually 10,4
 product evaluations of other B. Often 26,6
 groups' projects? C. Sometimes 53,7
 D. Rarely 9,3
 4. How was your level of A. Very active 9,8
 participation in group activities B. Active 27,3
 during the lesson? C. Less active 12,5
 D. Inactive 50,4
 5. What abilities have you A.Communicating 25,2
 improved by actively B.Cooperating 24,6
 participating in group activities C.Solving problem 23,5
 in the project lesson? D.All of them 26,7
2. Findings from the survey.
 From the data analysis of the survey results, we have found that more than 
50% of the students saw the importance of the active participation of each 
member in project lessons. Despite not being given techniques to enhance 
students’ active participation, more than 54% of the students agreed that using 
techniques was important. However, the fact was that they had less chance to 
get involved in product evaluation of other groups’ projects. Because students in 
a group often depended on good students to do the group tasks, only 27,3% of 
the students actively participated in group work of project. Another finding 
from the survey is that students only saw that participating in group activities in 
project lessons only improved certain ability for students.
IV. SUGGESTED SOLLUTIONS
1. Contextualizing technique for introduction of project
1.1. Technique 1: Using pictures / Using videos
 12 d children all for -Child 
 over the children protection 
 world. in 
 Vietnam
 WTO
 WHO
 ✓ Asks students to discuss and add more information.
 ✓ Asks students about the topic they are working on.
 2. Techniques of dividing class into groups
2.1. Technique 1: Using multiple intelligence-theory
 Multiple Intelligences is Howard Gardner’s psychological theory about 
people and their different types of intelligences (logical, visual, musical, etc.). 
There are seven Intelligences that each person has. A person may have two or 
more dominant intelligences, and maybe there are some individuals who have a 
balance of all seven intelligences.
 Howard Gardner initially formulated a list of seven intelligences. His 
listing was provisional. The first two have been typically valued in schools; the 
 14