Sáng kiến kinh nghiệm Using some effective approaches to help the 10th grade students of Bac Yen Thanh high school conduct the projects successfully

Subject: ENGLISH 
 2 3.1 Implemented topics in Tieng Anh 10 , Global 14 
 Success 
3.2 Some projects implemented in classes of Bac Yen 15 
 Thanh high school 
C SURVEYS AFTER APPLYING THE 26 
 APPROACHES IN IMPLEMENTING PBL 
 LEARNING 
I THE RESULTS FROM SURVEYS ON 26 
 URGENCY AND FEASIBLITY OF PROPOSED 
 SOLUTIONS IN THE TEACHING EXPERIENCE 
1 Survey purposes 26 
2 The content and method of surveys 26 
3 Survey subjects 26 
4 Survey results 27 
II THE RESULTS FROM SURVEY ON STUDENTS’ 28 
 ATTITUDE AND INTEREST IN PROJECT 
 BASED LEARNING 
D CONCLUSIONS AND SUGGESTIONS 30 
I CONCLUSION 30 
II SUGGESTIONS 30 
III REFERENCES 32 
IV APPENDIX 33 
 4 Starting from the above reasons, the topic should concentrate on the following 
tasks: 
Firstly, this topic aims to research and learn a model of a system of theories of 
project - based learning methodology, create and collect different forms of doing 
the part project in the last period of each unit. 
Secondly, the purpose of the study is to promote positive self-awareness in 
learning which is in line with the spirit of teaching innovation: that is, the 
students play an active, creative, central role whereas teachers promote, stimulate 
creativity of students. The research has been carried out since the beginning of the 
school-year 2022- 2023. 
III. SCOPE OF THE RESEARCH 
- Parts "Project" of the lessons: Looking back + Project, from Unit 1 to Unit 9 in 
English 10, Global Success. 
- Students in the 10 grade of Bac Yen Thanh high school. 
- Project- Based Learning method . 
IV. Researching methodology. 
 1. Methodology 
1. Methodology of reasoning 
- Project-based learning method 
- Research the theoretical basis of the topic from teaching and collecting 
documents. 
2. Methodology of reality research 
We have used a range of methods such as quantitative method, qualitative method 
in implementing the project- based learning and teaching. The data serving the 
research analysis and discussions are collected by means of a survey questionnaire 
for students and observation. We have already conducted the surveys for English 
teachers and students on the urgency and feasibility on using some approaches to 
help the 10th grade of Bac Yen Thanh high school conduct the projects effectively. 
In addition, another student survey was carried out to check students’ attitude and 
interest in doing project work.The data serving the research analysis and 
discussions are collected by means of a survey questionnaire for students and 
observation. 
 Moreover , experimental pedagogy is used to evaluate the quality of the project 
and the effectiveness and feasibility of using the project teaching methodology in 
teaching English language. During English classes , we observed the students’ 
acquisition of knowledge through project works. 
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B. CONTENT OF THE RESEARCH 
I. The theoretical background 
1. An overview of the project-based learning. 
1.1. What is the project - based learning 
First of all, it is important to understand the term of “project” in English, which is 
commonly understood as a project, or a plan that needs to be implemented to 
achieve its intended goal. The concept of the project is widely used in most 
socioeconomic fields and in scientific research. Then, the concept of the project 
went from the field of economics to the education and training sector, not only in 
terms of educational development projects, but also as a teaching form or teaching 
method. 
Project teaching is a form of teaching or a complex teaching method, in which, 
learners acquire knowledge under the guidance of teachers, and learners develop 
skills through problem solving (project). It is closely connected with the realities of 
life, closely follows the curriculum, combination of theory and practice and the 
creation of specific products. 
 Moreover, in implementing Project- based Learning, it generally takes time since 
it is regarded as a long- term(several days) activity which is part of an 
instructional method which promotes the simultaneous acquisition of language, 
content and skills. It facilitates learning and assesses students' competence. It is 
also a kind of independent learning. 
Students use technology and inquiry to respond to a complex issue, problem or 
challenge. It is not a teacher-based learning method. (PBL) focuses on student-
centered inquiry and group learning. The teacher plays the role of a facilitator, 
adviser and checker. Projects vary in length, from several days to several weeks or 
even a semester because Project-based learning method (PBL) emphasizes long-
term learning objectives. This approach is less structured than traditional, teacher-
led classroom activities. In a project-based class, students often must organize 
their own work and manage their own time. Within the project-based learning 
framework, students collaborate working together to make a sense of what is going 
on. Students work on a project over an extended period of time – from a week up 
 8 To overcome these challenges , when my colleague and I have researched and 
implemented the project- based learning method in classes 10A1, 10A5, 10A6, 
10D1 , we have adopted some approaches to teach this part “ Project” of the lesson 
8 in each unit more effectively and help students conduct the final outcome of 
the project successfully. 
II. SOLUTIONS: 
1.APPROACH 1: 
APPLYING SIX BASIC STEPS OF PROJECT- BASED LEARNING METHOD 
It is very necessary for teachers to know how to implement project- based learning 
method in English classes. In our research, we have applied 6 steps for Project- 
based learning and teaching process.The six steps of project-based learning are 
shown in the following flow chart and explained as follows: 
 Identify the problem 
 Plan the project 
 Schedule 
 Monitor the progress 
 Assessment 
 Evaluation 
1. 1.Identifying the problem 
 10 + Checking students’ project progress by asking them whether they find 
difficulties or not. The teacher reminds students that every part of the process 
belongs to them and needs their total involvement. 
1.5 Assessing students’ outcome 
During this stage, the teacher provides students with feedback on their language 
and content learning. The assessment rubrics are adopted to identify how well they 
understand the information and what they need to improve on. Below are some 
models of rubrics we have applied in this stage. 
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 1.6. Evaluating students’ experience 
The teacher allows students to evaluate the project through doing individual 
reflection as well as group reflection and discussion. The teacher guides students to 
share their feelings and experiences and discuss what works well and what needs 
change. Students are also asked to make recommendations that can be used to 
improve the projects in the future. 
2. APPROACH 2: USING SOME STRATEGIES TO OVERCOME 
CHALLENGES IN IMPLEMENTING THE PROJECT- BASED 
LEARNING 
During the application of the method, teachers have encountered several 
difficulties during the teaching and learning process. These problems can be listed 
as follows: 
2.1. Some problems in implementing PBL method 
2.1.1. Time allotment. 
In the first meeting, the time allotment was limited. At that time, the teacher 
instructed students to do their project at home. As a result, the student heard, 
learnt, and understood while conducting the project. 
2.1.2. The use of mother tongue . 
During the discussion or even students’ presentation, some students tended to use 
Vietnamese instead of using English. 
2.1.3. Chaotic class condition. 
 Based on the observation, during group discussion, some students did not pay 
attention to their friends’ presentation and students tended to do negative 
behaviors such as talking and joking too loudly, using their smart mobiles, or even 
playing games in their phones. As a result, it led to a chaotic class condition. 
2.1.4. Misleading topic. 
During group discussion, the teacher found that some groups had wrong topics. 
Their topic was not relevant with the topic that was already discussed in a whole 
class. 
2.1.5. Uneven participation. 
In group working, some students participated frequently in doing projects, and 
some of them had less contribution. Moreover, during the presentation, some 
students had a lot of opportunity to speak, and some of them were reluctant to 
speak. 
2.1.6. Students' performance. 
Even after the teacher explained some tips and tricks at the beginning of the class, 
it was still found that some students were lack of speaking skill and lack of 
 14 could give some questions about what 
 students were discussing to get students’ 
 attention. 
4. Misleading topic The teacher scrutinized the group 
 discussion by asking the topic of each 
 group. She directed students to keep on 
 track based on the discussed topic. If the 
 students’ topic was out of the topic, the 
 teacher discussed with the group about 
 the selected topic and asked them to 
 change the misled topic. 
5. Uneven participation During the discussion time, the teacher 
 provided students with chances of practise 
 speaking skill. Furthermore, the teacher 
 asked some probing questions and called 
 members of the group by random to 
 answer them. By that way, the teacher got 
 to know who were really involving in 
 doing the project. At the same time, the 
 teacher motivated and stimulated all 
 students to speak by responding to her 
 questions. 
6. Students’ performance The teacher reminded students some 
 techniques while presenting the project. 
 The teacher said “ It is unnecessary to 
 present all information on slides. Try to 
 understand the topic entirely and 
 remember main points. Do not stare at 
 slides and read them” It was very 
 effective when the teacher showed videos 
 that gave examples of well- done 
 presentations by good students. 
7. Students’Speaking The teacher took notes during students’ 
 Content presentations, then discussed some 
 popular mistakes, asked the feedback 
 from the class and reexplained them or 
 gave more example of the correct version 
 at the end of the class. 
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