Japanese high school students have few opportunities for experiential learning. Their opportunities for L2 use outside the classroom are limited. Their purpose for language learning ends when their tests end. Teachers feel straight jacketed by textbooks and time constraints. Therefore, they believe incorporating project work into their classes is impractical. This is not true.
During the workshop the presenter will demonstrate how projects can be put into practice. He will show models proposed by Kilpatrick, Stoller and one of the presenters, display materials including a project syllabus, a sample lesson plan, example task worksheets, and materials created by their students. He will model a classroom activity. Then, the presenter will lead the participants, step by step, through the process of planning a project to complement a unit in text books commonly used in Japanese high schools.
By the end of the workshop the participants will have produced an outline for a project that they can incorporate into their own classrooms. They will have a tool to create a desire in their learners for language learning and individual growth with a momentum that will carry this on throughout their lives.
During the workshop the presenter will demonstrate how projects can be put into practice. He will show models proposed by Kilpatrick, Stoller and one of the presenters, display materials including a project syllabus, a sample lesson plan, example task worksheets, and materials created by their students. He will model a classroom activity. Then, the presenter will lead the participants, step by step, through the process of planning a project to complement a unit in text books commonly used in Japanese high schools.
By the end of the workshop the participants will have produced an outline for a project that they can incorporate into their own classrooms. They will have a tool to create a desire in their learners for language learning and individual growth with a momentum that will carry this on throughout their lives.
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