English for Tourism – Table no.1 [604933]

UNIVERSITATEA OVIDIUS DIN CONSTANȚA
FACULTATEA DE LITERE

LUCRARE METODICO – ȘTIINȚIFICĂ PENTRU
OBȚINEREA GRADULUI DIDACTIC I

COORDONATOR ȘTIINȚIFIC
PROF. UNIV. DR. LAVINIA (NĂDRAG) DAN

CANDIDAT: [anonimizat]. CORINA APOSTU
ȘCOALA GIMNAZIALĂ NR.37
CONSTANȚA

CONSTANȚA
Seria 2015 – 2017

2
UNIVERSITATEA OVIDIUS DIN CONSTANȚA
FACULTATEA DE LITERE

PROJECT -BASED LEARNING

COORDONATOR ȘTIINȚIFIC,
PROF. UNIV. DR. LAVINIA (NĂDRAG) DAN

CANDI DAT,
PROF. CORINA APOSTU
ȘCOALA GIMNAZIALĂ NR. 37
CONSTANȚA

CONSTANȚA
Seria 201 5 – 2017

3
CONTENTS
INTRODUCTION
CHAPTER I
A CONCEPTUAL APPROACH TO PROJECT –BASED LEARNING
p. 8
1.1. Project –Based Learning (PBL) – defining concepts p. 8
1.2. Project –Based Learning: features p.12
1.3. A historical approach to PBL p.13
1.3.1. “Learning by doing” –John Dewey’ s Educational Philosophy p. 14
1.3.2. Bloom’ s Taxonomy of learning domains p. 17
1.3.3 “The 21st century learning theory ” p. 20
1.4. Criteria for project classification p. 22
1.5. Advantages of using PBL in the classroom p. 23
CHAPTER II
A SCIENTIFIC AND PEDAGOGICAL APPROACH TO PROJECT -BASED
LEARNING IN SCHOOLS

p. 27
2.1. The role of the teacher and the role of the pupils in PBL classes p.27
2.2 Learner ’ s autonomy p. 30
2.3 Cooperative learning implementation p. 31
2.3.1 Cooperative learning and collaborative learning in PBL p. 36
2.3.2. Multiple intelligences p. 38
2.4. Managing PBL classes p. 39
2.5. Integrating PBL into English language classes from the curricular point of
view p. 41
2.5.1. The Communicative approaches in PBL classes p. 42
2.5.2. Integrating PBL into the English language classrooms p. 45
CHAPTER III
A METHODOLOGICAL APPROACH TO PROJECT PLANNING
p. 49
3.1. Project planning and project developing p. 50
3.2. Project –Based Learning: Assessment and Evaluation p. 53

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CHAPTER IV
PROJECT -BASED LEARNING DURING THE ENGLISH CLASS:
A PRACTICAL APPROACH. CASE STUDY
p.58
4.1. Goals, objectives, methods and final product p. 58
4.2. The analysis of the data collected during the project p. 64
CONCLUSIONS P.99
BIBLIOGRAPHY P.101
ANNEXES P.109
Annex 1: Project design rubric p.109
Annex 2: Example of middle school independent reading p. 111
Annex 3: Example of writing rubric p.112
Annex 4: Example of speaking rubric p. 113
Annex 5: Oral Assessment Framework for Cambridge Exams p. 114
Annex 6: Technology –based products scoring rubric p. 11 5
Annex 7: Creativity and innovation rubric p.117
Annex 8: Collaboration rubric p. 118
Annex 9: Oral presentation rubric p.121
Annex 10: Observation list p.124

5

INTRODUCTION
MOTTO: “Tell me and I forget, show me and I remember,
Involve me and I understand!” (Chinese proverb)

English has become one of the most used international languages, widely spread all over
the world. Due to globalization, English has become the main instrum ent of communication in all
fields, from economy, sociology, politics to culture , tourism and education. This trend has led to
the necessity of developing and modernizing the methods of teaching English in the educational
system, bringing into discuss ion the importance of non -formal education and that of learning
using real li fe situations. G lobalization has also brought a change in pupils’ needs, their
objectives and interests forcing a change in the content, methods, techniques and approaches that
are being used in the instructional process. As a continuation of this trend, schools all over the
world must prepare students for the requirements of the new complex , dynamic , globalized
society. The best solution to these needs of instruction could be the use of Project –Based
Learning (PBL) teaching approach in schools at a larger scale than the current one. For the
Romanian system of education this approach would represent a n innovation opposed to the
traditional system. It should be introduced to all leve ls of education during the day -by-day school
practice together with a shift of attitude from the traditional assessment methods of standardized
tests to new modern ways of assessing.
The purpose of the present paper is to bring information and explore upon the aspects
involved in using PBL in schools during the English class. We will try to explain the manner in
which this modern approach can help the educational process evolve from traditional to
innovative and also how it app lies to school practice. As we are living in a knowledge -based
society, and because schools should offer it to its learners, we are going to show how, by using
PBL, pupils will be prepared for real life situations in real wor ld. The new approach to the
educational system also involves changing the beneficiary of the education ; PBL shifts from

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teache r-centered education to learner -center ed education focusing on dev eloping the learning
skills, self- confidence and critical think ing.
Throughout the resear ch, we are going to use data collection, direct observation,
discussions and questionnaires to achieve its aims. We have decided to follow s ome guideline
objectives which include:
– To study the manner in which we can integrate media in the classroom activities
as a means of learning and assessing;
– To apply new methods of assessing like peer assessment and self – assessment;
– To focus o n the development of the four C’ s: communication , collaboration ,
creativity and critical thinking (see http://www.nea.org );
– To pass from a fragmented curriculum to a cross – curricular and in terdisciplinary
approach to teaching. English textbook s already offer a cross -curricular perspective taking into
account the way they are designed;
– To demonstrate that PBL does not imply a complete split from what had been
taught before regarding the methods and strategies. During every class, the teacher uses pair
work, group work or interactive activities with every subject matte r that is bei ng taught in
schools. Project -based learning implies a new way of organizing the classes and the pupils, it
offers better opportunities for pupils to communicate effectively using English.
The case study that we are going to present in this p aper refer s to the manner in which 9th
graders from Tourism specialization used English to develop their skills and also to present to
their audience the attractions of the city they live in. The topic we are going to develop within the
current research is complex and generous and it has a great applicability in schools all over the
world with any school system. More and more institutions are using projects to reach their goals
because they offer a clear view on their needs and this is why we, as teachers, must train pupils
even from their early ages, to work with such tools. We need to educate the learners to work in an
organized manner, using projects, because this is the way they will be prepared to take
responsibilities for themselves when they are adult s.
Throughout the paper we will try to use a large amount of materials, as there are many
published on this topic and to offer the right and useful information in what the implementation
of PBL in schools is concerned. From what we have s earched so far, we have noticed that the

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PBL approach is largely used in the American schools and it is starting to be used more and more
in Europe and also in Romania. Starting from the studies performed by the psychologist John
Dewey, who is considered the father of this instructional approach, and other specialized sites
like www.bie.org or www.edutopia.org , we are going to use different types of materials which
will prove that the mat ter of PBL w ill be always open -ended and able to generate further lifelong
learning.
The paper is divided in four chapters, each one dealing with different aspects of teaching
English using Project –Based Learning approach. Chapter one is called A Conceptual Approach
to Project –Based Learning and it focuses on the defining concepts , related to this modern
approach. It contains information about the history of the method and relevant theories for its
development. We will also talk about the advantages of using PBL in th e classroom. A Scientific
and Pedagogical Approach To Project -Based Learning In Schools is the name of the second
chapter and as its name says it presents scientific and pedagogical information related to PBL.
Teachers` and pupils` role in the classroom, t he autonomy of the learner, the mix of intelligences
during the work at the project, managing the classroom and also the communicative approach are
themes that we present in the second chapter. Chapter three, A Methodological Approach to
Project Planning deals with the manner in which we prepare, develop and assess a project. It
presents step by step the manner, in which teachers should prepare for implementing a project in
the classroom. There is a subchapter dedicated to the assessing and evaluating of th e projects as it
is a very important aspect for the success of the project. In the last chapter, the fourth, the reader
can find a practical approach to PBL. Project -based learning during the English class: a
practical approach. Case study is the name of the last chapter of the present paper and it
presents the steps taken in the development of the project “English for Tourism” from the
planning of the project, to stages of working up to assessment and evaluation.

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CHAPTER ONE
A CONCEPTU AL APPROACH TO PROJECT – BASED
LEARNING
1.1. Project – Based Learning (PBL ) – defining concepts
Looking through different materials and resources we have found man y definitions of
Project -based l earning. In thi s chapter, we are going to provide some in order to give a more clear
view on the topic.
From the etymological point of view, the word project as a noun has the following
definition: "a plan, draft, scheme," from Latin proiectum "something thrown forth. "
(http://www.etymonline.com ). This definition reveals that a project represents a process that
implies having a starting point, and triggers into discussion a theme or a hypothesis ahead,
towards a specific target.
In their book , PBL in elementary grades , Larmer and Hallerman (2009: p. 7) project –
based learning is defined as follows:
―Project – based learning is a systematic teaching method that engages students in
learning important knowledge and 21st century skills through an extended student –
influenced inquiry process, structured around complex authentic questions and carefully
designed products and learning.‖
Another definition is:
―Project –based learning is a dynamic approach to teaching in whic h students
explore real -world problems and challenges. With this type of active and engaged
learning, students are inspired to obtain a de eper knowledge of subjects they’ re
studying.‖
(http://www.edutopia.org )
After reading th e two definitions we can notice that the first definition refers to PBL as a
method of teaching, while in the second, it is referred to as an approach . For a better

9
understanding of these two terms and to see to what extent these terms are related or different, we
are going to present the ir meaning from a methodological point of view:
“An approach describes how people acquire their kno wledge of the language and
makes statements about the conditions which will promote successful learning language .
An approach describes how language is used and how its constituent parts interlock – in
other words it offers a model of language competence. ”
“A method is the practical rea lization of an approach. Methods include various
procedures and techniques as part of their standard fare. The originators of a method
have arrived at the decisions about types of activities, roles of the teachers and learners,
the kinds of materials which will be helpful and some models of syllabus organization.‖
(Harmer, 2011: p.78)
After analyzing the two concepts above, we can say that one is derived f rom the other and
the project -based learning is a complex comprehensi ve approach and not just a metho d. Projects
represent a modality through which pupils become active participants in an experie ntial learning
model. They also participate in the development of independent and cooperative learning skills.
When learning using PBL, pupils feel personally involved in the learning process and they feel
more motivated by the tangible end product. PBL places pupils in authentic situations which
require authentic use of language in order to communicate.
“Projects give teachers a means by which to involve the whole child in the
learning process by involving the full range of skills and talents available. It also
provides a planning approach for multi -level classrooms. The flexibility of this approach
also provides the teacher with cross -curriculum and language skill integration .”
(Fried -Booth , 2002: p. 127)
When pupils work in PBL lesson s they are put in the situation of planning and organizing
an activity, taking decisions and arriving at a consensus and also taking into consideration who
will be responsible and for what and as well as how and when to present the information. This
authent ic communication occurs within all the levels of knowledge, from beginners to advanced
ones. Pupils must actively demonstrate knowledge of the subject and they will use reading,

10
writing, speaking to get information, solve problems, work cooperatively and develop skills for
future learning.
Project -based Learning is not just a way of learning, but a way of working together. PBL
can be included in the category of cooperative learning methods. ―Several forms of cooperative
learning are designed so that students take specific roles in accomplishing an overall group
task‖ (Slavin, 1995: p. 111)
The basic principle behind a good PBL is that everyone to participate and every member
of the group must have one responsibility in the project. If group members do not feel an
individual responsibility for the group product, they are unlikely to fully participate. During PBL
various skills are developed. From the personal and social skills to those of knowledge
acquisition skills, scientific or creative skills all lead to the facilitation of meaningful and real-
life learning.
Projects represent the primary vehic le for instruction in Project -based learning , but there
are no generally accepted criteria for what makes a good project. Teachers use PBL extensively
as their main curriculum, also called the 21st century curriculum, because it responds to the
constant need of changing society, or they may use it for shorter periods of time from one
seme ster to several days. Project -based lessons can successfully be used at all levels of education.
When designing PBL the teacher must take into account several important steps in order
to make it successful (see www.edutopia.org ).
I. The preparatory stage or the planning stage . During this stage the teacher and
the pupils establish what the purpose of the project is and its main topic. This is the moment
when the materials and human resources are chosen, the place of the activities is established, the
best techniques for group -formation are selected and also the timetable for the project activities
is set. The preparatory stage implies that the teacher and the pupils establish what the final
products will be and what kind of assessment will be used.
II. The implementation stage. During this stage pupils start working on the
activities that have been planned in the previous stage . The groups organize the modality of
acting and the roles during the activity. Teacher’ s role in this activity is that of supervisor – s/he
monitors the activity of the groups and makes sure that the project is well on its way and the final

11
results will be as expected. The teacher has the role of a resource by offering pupils or groups
necessary information and talks about possible issues encountered.
III. The assessment stage , one of the most important stages , is not only summative,
but also formative. The project is important from two points of view: one as a process – for the
teacher to know what happened to the pupil throughout the project, and the other one, as a
product – for the pupil to have feedback on his work. The evaluation process is more complex
and takes place at more levels than the standardized, traditional method: the project as a whole is
evaluated, the individual pupils’ achievements are assessed and also the groups ’ work is
evaluated. During the evaluation process, there are taken into account the following factors:
 Project products and other sources of evidence are used to assess subject -area
standards as well as success skills.
 Individual student learning is adequately assessed, not just tea m-created products.
 Formative assessment is used regularly and frequentl y, with a variety of tools and
processes.
 Structured protocols for critique and revision are used regularly at checkpoints;
students give and receive effective feedback to inform instructional decisions and students’
actions.
 Regular ly, structured opportunities are provided for students to self -assess their
progress and, when appropriate, assess peers on their performance.
 Standards -aligned rubrics are used by students and the teacher to guide both
formative and summative assessment, and to guide students to deeper levels of thinking.
Taking into account the above facts and definit ions, we can state that Project -Based
Learning refers to the authenticity or real -life application of the research carried out during the
project. Pupils work in teams having as a starting point a key question which they have to
answer to, in other words, a problem to solve. Throughout the project, they are directed to create
a final product. This produ ct may be a type of writing (poems, essays or letters), a media product
(wiki pages, a blog or a forum) or a technology based product (a film, a video or a 3D
representation).
According to ―Project Based Learning ‖ Boundless Education (www.boundless.com )
PBL is considered an “alternative to paper -based, rote memorization, teacher -led classrooms.

12
Proponents of project -based learning cite numerous benefits to the implementation of these
strategies in the classroom including a greater depth of understanding of concepts, broader
knowledge base, improved communication and interpersonal/social skills, enhanced leadership
skills, increased creativity , and improved writing skills. ”

1. 2. Project –based learning: features
Project –based learning refers to planning , describing, assessing projects. There are seven
key components that refer to a project. According to Michael Orey in Components of Project –
Based Learning . Introduction to merging perspectives on learning , teaching , and technology ,
these are:
 Learner -centered environment
 Collaboration
 Curricular content
 Authentic tasks
 Multiple expression modes
 Emphasis on time management
 Innovative assessment

Learner -centered environment offers pupils the chance to decide and take initiatives
during the whole project regarding the topic of the project, the design and the presentation.
Projects should include adequate information about their structure and feedback to help learn ers
take decisions . By taking into consideration this feature, the teacher will obtain valuable material
for assessing pupils’ work.
Collaboration refers to the fact that during project pupils have the opportunities to
develop their collaborative skills such as group decis ion-making, interdependence, integration of
peer and mentor feedback, providing thoughtful feedback to peers, and working with others as
student researchers.

13
Curricular content : for a project to be successful it needs to have clearly set goals, to be
based on standards and to support and demonstrate content learning in what the process and the
products are concerned.
Authentic tasks : depending on the goal of the project, it can connect to the real world
through its top ic which is relevant to pupils’ lives or communities, through the use of authentic
methods or practices or through the use of the Internet for communicating with people outside the
classroom.
Multiple presentation modes : this feature gives learners opportunities to effectively use
various types of technologies as tools in the planning, development, or presentation of their
projects. Though the technology can easily become the main focus of a given project, it is
important that the multimedia component be integrat ed in the subject curriculum and be
authentic ally used in the production process.
Time management : it builds on opportunities for learners to plan, revise and reflect on
their learning. Though the time frame and scope of projects may vary widely, they should all
include adequate time and materials to support meaningful doing and learning.
Innovative assessment : evaluation is an ongoing process and PBL requires varied and
frequent assessment: teacher assessment, peer assessment, self -assessment, and reflection. As it
is not a traditio nal teacher – centered lesson, the teacher should offer pupils opportunities to
participate in the assessment process.
Unlike projects that are added at the end of a learning unit, the projects in PBL are the
centerpiece of the lesson. Projects are typic ally based on open -ended questions, which lead
pupils’ investigation process, their own research, in order to find their solutions .

1.3. A historical approach to PBL
According to the Buck Institute for Education (BIE ) (http://www.learnnc.org ) , PBL dates
back to John Dewey ’s philosophy and experiential education and it is linked to the developments
in learning theory in the past 25 years. The BIE suggests:
―Research in neuroscience an d psychology has extended cognitive and behavioral
models of learning — which support traditional direct instruction — to show that

14
knowledge, thinking, doing, and the contexts for learning are inextricably tied.‖
(http://www.learnnc.org ).
John Dewey tried to change the traditional view of the student as a passive recipient of
knowledge and the teacher as the transmitter of a static body of facts. He was the promoter of the
idea that pupils should have active expe riences that prepare them for a dynamic world. As Dewey
pointed out, "Education is not preparation for life; education is life itself ." (Dewey 1897: 77-80)
The Italian physician and child -development expert, Maria Montessori , launched an
international movement during the 20th century with her approach to early -childhood learning.
She used example s to show that education creates a link between words and the environment .
Jean Piaget , the Swiss developmental psychologist, elabor ated a theory about the
methods in which we understand the meaning of the things around us from our experiences at
different ages. This strategy represents the basis for the constructivist approac h to education in
which pupils build on what they know by asking questions, investigating, interacting with others,
and reflecting on these experiences .
Before the mentioned above theorists , back in the antiquity, Confucius, Aristotle and
Socrates were the early proponents of learning by doing ; they created theories of how to learn
through critical thinking, inquiry and questioning. Analyzing these theories, we realize that these
are the strategies that we apply when dealing with PBL in the classro om.
Due to the researches and to the changing modern educational environment in the second
part of the 20th century, there are more and more schoo ls and teachers who use project -based
learning as a method of learning.

1.3.1. “ Learning by Doing” – John Dewey’s Educational Philosophy
John Dewey (1859 -1952) was an American psychologist, philosopher, educator, social
critic and political activist. He is known as “ the most significant educational thinker of his era
and, many would argue, of the 20th century ‖ (http://www.pbs.org ). John Dewey is the one who
pleaded for the theory that education must be based on real experience: ―education proceeds by
the participation of the individual in the s ocial consciousness of the race‖ (Dewey 1897). This
statement leads to the idea that education can be taught keeping in mind the psychological and
sociological aspect. He states that education begins unconsciously from the early stages of life

15
and it shapes the individual skills, feelings, emotions and consciousness. John Dewey was very
interested in the manner in which the mental operations develop in the mind of a child and how it
can be trained through education. In his book , How we think (Dewey 1910) , the author
emphasizes the idea that the matter of training thought cannot be done randomly without any
support. The trainer has to take into consideration the past experience of the learner and also his
prior knowledge. At first , the teacher has to confront the learner with a difficulty that s/he has and
then to motivate the learner to find solutions for the problem. The learner has to take into account
“the formation of some tentative plan or project, the entertaining of some the ory which will
account for some peculiarities in question, the consideration of some solutio n for the problem ‖
(Dewey, 1910: 4) The following step is to stop judgment until further inquiry and collect further
data to support your beliefs. The most important thing in training the habits of the mind is to
know how to deal with different methods of enquiring new informat ion and mater ials, to accept
or reject suggestions or to make logical connections. After passing through all these steps , the
learner will have reached the conclusion itself. The study that J. Dewey did on how the human s
think can be taken into consideration as a guide for trainers to understand how the intellectual
operations of the learners take place.
With the article My pedagogic creed ( 1929 ), John Dewey underlines the theory of
learning by doing, tracing the global directions of education in the recent and more remote future.
His paper is divided into five parts each one having a title. Article one is called “ What is
education‖, article two is called “ What the school is‖ , article three “ The subject matter of the
education ” and the last one “ The nature of the method “. All the articles begin with “ I believe
that‖ and i n each of the articles, the author shares his idea s which can be considered the basis of
project -based learning in schools.
Dewey thinks that education has two dimensions: a sociological one and a psychological
one and that there can never be one without the other. Psychol ogy deals with the basis of
education and sociology provides the present social conditions. If these two d imensions do not
co-exist in a child’ s education, this could mean lack of education, development and success. In
the article related to education , Dewey says that: ―I believe that education, therefore, is a process
of living and not a preparation for futur e living‖ . This means that education is a social process
and it shouldn’ t be done as a preparation for the future. Because we cannot guess the progress of

16
society, we as educators have the responsibility to train pupils to fully use their capacities. This
should be done by putting the learner and all his abiliti es, powers, interests and tastes in the
center of the i nstructional process and not putting unnecessary external pressure on him. This
would lead to failure, bad r esults or confusion. In connection with the article about the role of
school, John Dewey foc uses on the fact that it should be linked to the present life of the child, to
his/her real life home activities and experience s. School and education should not be based on
artificial forms of reali ty and life. They should be the ones which bring reality and life in a
simplified manner and make pupils act like citizens. The role of the school is to teach lessons, to
inform and form habits and it sh ould become part of the learner’ s life experience. According to
Dewey, the teacher is the one who chooses what to teach in order to form and to prepare the
individuals for the “ proper social life ‖. The role of the teacher is that of facilitator as s/he offers
the right information for the learner to devel op in society and to find his/her role in society.
Finally, Dewey takes into consideration the use of method s in schools. He sustains the
idea that the learner must be encouraged to be active and not to have a passive attitude in what his
education and p ersonal development are concerned. The passiveness would lead the child to the
loss of time and talent.
Considering the above mentioned, we may conclude that J. Dewey in the paper My
Pedagogic creed emphasizes upon the fact that education has a crucial role in the life of a
society because it provides the society with the necessary human resources for future
development and progress.
―Through education society can formulate its own purposes, can orga nize its own
means and resources, and thus shape itself with definiteness and economy in the direction
in which it wishes to move. When society once recognizes the possibilities in this
direction, and the obligations which these possibilities impose, it is impossible to conceive
of the resources of time, attention and money which will be put at the disposal of
educator s. It is the business of everyone interested in education to insist upon the school
as the primary and most effective interest of social progress and reform.‖
(Dewey 1929: 127)

17
1.3.2. Bloom’s taxonomy of learning
Continuing the constructivist theory, Dr. Benjamin Bloom from Chicago University
together with a team of professors from other American universities started the procedure of
classifying education goals and objectives. Work on the cognitive domain finished in the 1950s
and it was named after its tutor: Bloom’ s Taxonomy of the Cognitive Domain .
―The Taxonomy of Educational Objectives is a scheme for classifying
educational goals, objectives, and, most recently, standards. It provides an
organizational structure that gives a commonly understood meaning to objectives
classified in one of its categories, thereby enhancing communication .”
(Krathwohl, 2002)
The main purpose of this taxonomy or classification was to help designers of tests and
curriculum specialists to reduce the labor of preparing annual comprehensive examinations. The
original form of the taxonomy contained definitions for the six major cate gories in the cognitive
domain: Knowledge , Comprehension , Application , Analysis , Synthesis and Evaluation . The
classification proposed by Bloom also contains the quintessence of all theories about thinking
skills such as crit ical thinking, problem – solving and meta -cognition .
The main idea of the taxonomy is that educators can order the information that pupils
need to know in a scale from less complex to a more complex one in successive levels, without
being able to pass to a superior level if one has no t accumulate d enough knowledge from the
previous level.
The original levels by Bloom were ordered under the form of a pyramid , Knowledge
being at the basis and Evaluation being at its top. The g oals make reference to learners’
intellectual abilities and sk ills.

18

Source : https://wglink.pbworks.com
In 2001, Anderson and Krathwohl together with a group of specialists published a
revision of Bloom’s Taxonomy which includes important changes regarding the terminology and
the structure of the pyramid. In the new form , the authors use verbs instead of nouns to label the
six cognitive levels, three levels receive new names and the top two higher -order le vels are
interchanged. This offers a more dynamic se nse to the classification of the processes used to
acquire knowledge. The revised taxonomy contains the following levels of cognitive learning:
Remembering, Understanding, Applying, Analyzing, Evaluating and Creating (Anderson and
Krathwohl, 2001).

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Changes in Bloom’s Taxonomy of Educational Objectives
Original Taxonomy (1956) Revised Taxonomy (2001)
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Noun Form Verb Form
Source: http://iacbe.org
The second classification of the cognitive levels brings in a more modern approach to
learning and teaching as it focused more on the learner and on his/her developing skills and by
switching the first top two concepts, it changes totally the perspective o f putting learning into
practice.
After analyzing both variants of the taxonomy we can state that they provide an important
framework for teachers to focus on higher order thinking. It represents one of the main goals that
PBL as an instructional approach brings into education. By using a hierarchy, both taxonomies
help teachers in designing performance tasks, craft q uestions for conferring with pupils and
provide feedback on their work.

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1.3.3. “The 21st century learning theory ”
At present, more and more educational scientist s believe that education should take
another turn and adopt what is called the 21st century learning theories. This is not an easy task,
taking into consideration that there are many teachers who still use the traditional 19th century
way of teaching. The modern view of education should be used so as learners can adapt and face
the conte xt of globalization and continuous movement of the society. This fact actually requires a
reinventing of the schools for accomplish ing these requirements.
“The Framework for 21st Century Learning was developed with input from teachers,
education experts, a nd business leaders to define and illustrate the skills and knowledge
students need to succeed in work, life and citizenship, as well as the support systems
necessary for 21st century learning outcomes. It has been used by thousands of educators
and hundre ds of schools in the U.S. and abroad to put 21st century skills at the center of
learning .” (http://www.p21.org )

Project – Based Learning for 21st century began in America and spread all over the
world; it represents a modality of bringing real life situations into the classroom. On American
websites there are many teachers offering examples of good practice through seminars, forums,

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blogs article or books and platforms of learning that are becoming a useful tool for teachers who
want to work with PBL. This new approach to teaching represents a more flexible instrument
which focuses on creation, challenging and involv ing learners in exploring real -world issues,
which are significant for them as individuals and for the community they live in.
Taking into consideration the new skills that the new theories of learning are focusing
on, pupils are expected to use them efficiently and to understand them while leaning the content
of the core subjects using the interdisciplinary approach. The framework mentioned above should
be mastered very well by teachers who are expected to use it as a starting point in developing the
curriculum, the evaluation/assessment technique and the standards imposed by the society. In
addition to the above mentioned issues , teachers sh ould also focus on emerging technolo gies and
their role in learners’ education as they offer unlimited new opportunities for pupils to make
discoveries, understand the world around them and the progress in various domains such as
medicine, science , communi cation, environment, etc.
All the issues enumerated in the pr evious lines can be tackled by using PBL in the
classroom. PBL constantly emphasizes student -centered learning, offering them ―a real -world
context for learning, creating a strong need to know.‖ (www.edutopia.org ). The continuous need
for knowledge leads to motivation. Using projects in the classroom the teacher involves pupils in
a continuous search for information which forces them to take decisions, personalize learning,
consider multiple solutions and sustain one ’s choice. All these activities lead to the developing of
“higher -order thinking skills ” (www.edutoipa.org ) which are characteristics of the 21st centu ry
theories.
Todays’ pupils need more than learning to read, they need to be able to evaluate and
choose the necessary information. Pupils need to face problems, collaborate with peers, think
innovatively and find future careers. These are the requirements of the 21st century , of the
modern, globalized world and more and more teachers, school s and states are introducing Project
–Based Learning in the day -by–day education. Collaborating with pupils all over the world in
meaningful real -life projects means bringing globalization in the classroom where pupils work
together using technology to solve critical issues, from poverty to environmental problems. They
use technology and multimedia tools now available to them to design and produce web sites, TV
shows, mini -documenta ries, PP T presentations or conferences with learners all around the world.

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1.4. Criteria for project classification
Projects can be classified into more categories, depending on various factors. Projects can
be designed taking into account th e curriculum objectives, pupils’ proficiency level, pupils’
interests, time and materials available or the expectations of the course. Taking into account the
scope, versatility and adaptability, projects are classified as follows:
1. According to the aim of the project :
 Investigation projects : albums, monographies, collections, brochures, etc.;
 Environmental projects : offer solutions for water or soil pollution, deal with the
environment protection, etc.;
 Constructive – type projects : collecting materials for schools, museums, for pedagogical
purposes or classes;
 Problem -solving projects: find solutions for a specific problem;
 Specific -learning projects: improve certain institutional practice;
 Graduation projects: used for the end of a school semester or year.

2. According to data collection techniques and sources of information projects can be
classified into :
 Research projects : they refer to collecting information through research;
 Text projects : involve more the use of technology, than people interaction and refer to
literary reports, news media, vid eo or audio materials, computer -based information;
 Correspondence projects : involve communication with individuals or different
organizations through e – mail, letters, etc.;
 Survey projects : imply creating a survey ing instruction and then collecting and analyzing
data from the information;
 Encounter projects : require face -to-face contact outside the classroom with profession als,
guest speakers or individuals;
3. According to the culminating p roducts or activity there are :
 Production project s: involve creation of videos, radio programs, posters, written reports,
etc;

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 Performance projects : are used for oral presentations, theatrical performances, fashion
shows or debates;
 Organizational projects : suppose planning or formation of a club or conversation table or
a partner program.
Without taking into account the type of project , they can be used in schools for a shorter
or longer period of time; they can be completed by a pupil , a small group or even the entire class .
Projects can be developed inside or outside the classroom/school involving the participation of a
single class, the whole school or even the community.

1.5. Advantages of using PBL in the classroom
Project -based learning is con sidered an alternative to paper -based learning and this thing
has numerous benefits both for the pupils and for the teachers: a better understanding of concepts,
more efficient communication and improvement of social or interpersonal skills, more
information and more knowledge, better writing skills. During PBL classes pupils must organize
themselves, their work, their time, search for the necessary information and collaborate between
themselves, unlike the traditional teacher -led classroom where the activities were managed by th e
teacher.
The old -school model of passively learning facts and reciting them out of context is no
longe r sufficient to prepare pupils to survive in today's world. Today’ s pupils are asked to solve
highly complex problems that require fundamental skills (reading, writing, and math) and 21st
century skills (teamwork, problem solving, research gathering, time management, information
synthesizing, utilizing high tech tools).
Analyzing in depth the benefits of using PBL in schools we can conclude the follo wing:
 Project –based learning and technology u se offer a new relevance to learning
By bringing real -life context and technology to the curriculum through the use of PBL
approach, pupils develop flexibility in becom ing independent workers, critical thinkers, and
lifelong learners. The PBL approach offers t eachers the possibility to communicate with

24
administrators, exchange ideas with other teachers and subject -area experts, and communicate
with parents in real time. Through the use of technology all the invisible barriers such as isolation
of the classroom, fear of embarking on an unfamiliar process, an d lack of assurances of success
are broken down. PBL is not just a way of learning; it i s a way of working together. Stu dents
learn to take responsibility for their own learning and they form the basis for the way they will
work with others in their adult lives.
 Project –based learning develops communication and social skills
During PBL lessons pupils learn how to clearly a rticulate their ideas and to collaborate on
tasks effectively by sharing the tasks with the group. They learn how to exchange ideas, how to
“negotiate” with others and how to evaluate their contributions in a socially acceptable manner.
While working in a project, pupils learn how to communicate their ideas and findings with
others. This becomes a self -assessment activity, whereby the students gain more insight into
how well or poorly they actually understand the concept at hand.
 PBL encourages lifelong learning
PBL and the use of technology enable pupils and teachers to reach out beyond the school
building. Pupils become engage d builders of a new knowledge base and become active, lifelong
learners. The PBL method teaches pupils to take control of their learning, which is the first step
of a learner in lifelong learning.
 PBL means new alternative techniques of assessment
Traditional assessment is based on pen -and-paper tests in which pupils demonstrate or
reproduce knowledge in the form of short responses or multiple choice selections. This method
of assessment inspires little personal engagement. Authentic assessment and evaluation allow
the teacher to systematically monitor a pupil’ s progress and development as follows :
(http://www.edutopia.org )
 It lets the teacher have multiple assessment opportunities.
 It allows a child to demonstrate his or her capabilities while working independently.
 It shows the child's ability to apply desired skills such as doing research.

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 It develops the child's ability to work with his or her peers, building teamwork and group
skills.
 It allows the t eacher to learn more about the child as a person.
 It helps the teacher communicate in progressive and meaningful ways with the child or a
group of children on a range of issues.

 The intrinsic motivation to learn is promoted
The PBL method is designed to enhance intrinsic motivation because of its emphasis on a
high level of autonomy in deciding the "what" and "how" of projects, as well as the chance to
assist and work closely with peers. Similarly, project -based learning designs, beca use of t heir
emphasis on student autonomy, collaborative learning, and assessment based on authentic
performances, are seen to maximize students' orienta tion toward learning . In addition, project
tasks that incorporate features such as variety, challenge and stude nt choice are also thought to
promote students' interest and perceived value .
"One of the major advantages of project work is that it makes school more
like real life. It's an in -depth investigation of a real -world topic worthy of
children's attention and effort.‖ (www.edutopia.org )
For teachers , a well designed and implemented project with the right support can work for
all kinds of pupils. They motivate pupils to learn as schools connect to the outside world and to
their experiences , making learning meaningful and relevant. In what the English l anguage
acquisition is concerned, PBL method helps improving communication skills in foreign
languages and pupils can share their results to peers in other schools, even at international level.
For researchers, PBL represents a more effective approach in i ncreasing academic
achievement as they consider that it improv es the retention of knowledge over a longer period of
time and also the mastery of the 21st skills which have been mentioned before. Using PBL in their
process of learning, pupils also learn how to use effectively the acquired knowledge in creating
products of their own and this increases their sense of achievement.
For schools , PBL is used for specific purposes such as implementing special educational
programs: summer schools, after schools or t echnical educational programs where two or more

26
subjects can be integrated. For schools, PBL is a modality through which they can connect to
other schools around the region, country or different countries, or to participate in activities
through partnershi p with NGOs or local institutions.

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CHAPTER II
A SCIENTIFIC AND PEDAGOGICAL APPROACH TO PRO JECT –
BASED LEARNING IN SCHOOL S
2.1. The role of the teacher and the role of the pupil in PBL classes
Project -based learning is a modern approach to teaching and learning and its role is to
replace the traditional teacher -centered one, which has proven to be a rigid and a non -dynamic
approach. In what the English classes are concerned, using the old, tradi tional methods of
teaching English did no t have as a result the ability of using language appropriately and
independently in real situations of communication. So, it became obvious that language teaching
and learning should change their focus from the teac her to the pupils who are the real
beneficiaries of the process of knowledge and use transfer.
―This de -centering of the classroom and of knowledge helps pupils develop a
sense of agency as learners and as people. If teachers maintain traditional notions of
students as information recipients, teaching and learning become a pointless game where,
instead of connection and engagement, the main challenge for students is to read the
teacher's mind while producing a product in which they don't feel invested.‖
(http://www.edutopia.org )
There is a common point in what the opinions and res earches related to PBL, teacher’s
role and pupils’ role is concerned: pupils should be in the center of their own learning experience.
In the traditional classroom, pupils had a relatively passive , reproductive and receptive role . They
had to fulfill tasks or perform activities provided by the teacher and textbooks, exclusively, and
this aspect did not offer them the opportunities to use the ir language knowledge, to be creative
and to work independently.
During PBL classes pupils play a direct role in the learning process. They are the ones
who choose the learning objectives, select learning materials, and choose learning activities . With
PBL classes pupils have high learning autonomy as opposed to the traditional methods of
acquiring information, where pupils have little learning autonomy and they should conform to
their teachers’ instructions. It is a proven fact that PBL method can produce high learning

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motivation and high learning achievements in terms of problem solving skills, group work skills
and self -study skills , compared with non -PBL counterparts.
PBL relies on learning groups, encouraging pupils to take full responsibi lity for their
learning. They work together to accomplish specific goals giving to the project a constructivist
role. In PBL technology is used as an instrument for c ommunicat ion with others, forcing the
pupil to take on an active role vs. a passive role of transmitting the information by a teacher, a
book, or broadcast. The involvement in a project determines pupils to constantly mak e choices on
how to obtain, display, or ma nipulate information. PBL makes it possible for pupils to think
actively about th e choices they m ake and execute and in this way e very pupil has the opportunity
to get involved either individually or as a group.
―Student role is to ask questions, build knowledge, and determine a real -world
solution to the issue/question presented. Students must collaborate on expanding their
active listening skills requir ing them to engage in intelligent focused communication.
Therefore, allowing them to think rationally on how to solve problems. PBL forces
students to take ownership of their succes s.‖ (http://colccti.colfinder.or g)
According to Stefanou et al. (2004 : 39), pupils are more motivated to learn when having
autonomy, rather th an when they don’ t. In their paper, the authors mentioned above classify
autonomy into three categories: organizational autonomy, procedural autonomy and
cognitive autonomy.
 Organizational autonomy deals more with pupils’ choices regarding the environmental
procedures: negotiating deadline, selecting group member, and so on.
 Procedural autonomy is concerned with pupils’ options over the media to present ideas :
how to make a picture to illustrate a concept.
 Cognitive autonomy refers to cognitive processes such as justi fying an idea.
Pupils need o rganizational and procedural autonomy to have ownership of their learning
process, while cognitive autonomy offers them learning motivation and outcomes.
In what PBL is concerned, pupils’ autonomy varies according to the role that the teacher
takes. A traditional teacher tends to reduce pupils’ learning autonomy, while a modern teacher –

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the facilitator offers the necessary freedom to his/her pupils to make decisions over learning
objectives, procedure s, activities and assessment.
The roles of the teacher in the classroom, especially when we refer to ESL instruction are,
according to Jeremy Harmer: organizer, controller, prompter, participant, resource, tutor,
assessor, investigator and facilitator (Harmer 1991: 235-246).
Taking into consideration the fact that pupils become the center of the learning process, the
teacher does not represent anymore the de cisive element in the classroom; he/she no longer has
the central place, despite the fact that his/her work becomes more important than ever. This thing
leads to the conclusion that all the roles which a teacher has to undertake in the classroom arise
from the student -centered and learning oriented approaches.
During PBL classes, teachers change ro les according to the group needs . Choosing the best
role leads to the best learning opportunities for each pupil. In a traditional class the teacher
usually assign s reading materials , requir es pupils to do homework exercises , the l ectures are tied
to textb ook materials and g rades pupils on the basis of their ability to remember factual
information . In a modern class, which uses the PBL approach, the teacher changes his duties
according to the stage of the project. At the beginning of the project the teacher helps pupils
select a topic and gene rate ideas using brainstorming, mind -mapping, spider webs or any other
method of gathering ideas. Then s/he guides pupils to formulate objectives on different levels,
essential contents and the timetab le. During the pro ject, teacher’ s role changes form participant to
resource, i nvestigator and facilitator. S/h e intervene s if pupils ’ direction is not practical , offers
suggestions to solve problems or respond s to requests. The teacher also offers scientific
information, es tablishes the communication routes and codes. While working on the project , the
teacher continuously communicate s with the pupils using verbal appreciation and gestures to
encourage positive attitudes and monitors pupils ’ strategy of solving problems appre ciating
critical thinking. In the last part of the project, the teacher plays the role of commentator an d
appraiser. S/he emphasizes what students have learned during the project , provide s a balanced
picture of strengths and weaknesses and also o ffers suggestions for improvement .
Taking into consideration the new context of learners, a good teacher should keep in mind
the following thing s: s/he should maintain pupils’ interest in learning for real life situations, s/he

30
should arise pupils’ curiosity wh ich is fundamental for lifelong learning, s/he should be flexible
when teaching and choose carefully what to teach and finally, s/he should engage learners to
continue learning outside the formal school day.

2. Learner’s autonomy
Learning and teaching have changed their focus, from teacher centered to learner
centered as we have mentioned before and the roles that teachers and pupils have during the
English class are important in the learning process. The idea of learners ―taking responsibility for
their own learning, developing a utonomy and skills in learning – how – to – learn ‖ (Nunan
1989 :80) represents an importan t factor for developing learner s’ awareness as learners. In PBL
classes, pupils should have the authority and competence in managing what they learn, but there
are aspects which should be directed by the teacher.
According to the book Learner Autonomy: What and Why ? (Little , 2004 ), there are
several types of autonomy: humanistic language teaching, collaborative learning, experiential
learning and learning -centered classroom. These various types of autonomy refer to the fact that
during PPBL classes the pupils take on responsibilities and initiatives that give shape and
progress to the project.
There are several advantages in what learner autonomy is concerned. Autonomy can
increase the lifelong process of learning. Ano ther advantage refers to the fact that if the pupils are
linked and involved in the process of learning, the result will be better. Another one ref ers to the
control that pupils have over their work and their learning during PBL classes, which keep s
pupils motivated to continue and finish their learning without taking into consideration the
challenges. A final advantage is connected to second and for eign languages ; PBL classes imply
language practice which leads to the developing of the skills of using that certain language (see
https://www.llas.ac.uk ).
Pupils’ autonomy during PBL classes enhance s their motivation in finishing tasks and
while working they feel more competent and self -determined. “ Therefore, PBL fosters learners to
become a utonomous and lifelong learners ‖ (Diffily 2001 ).

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2.3. Cooperative learning implementation
New tendencies among teachers are the use of cooperative learning activities. Teachers use
these types of activities because they improve their students’ communicative skills and offer
support for project -based learning classes. In his article about cooperative learning, Jean
MacGregor promotes this type of learning as being the best way of involving all the pupils in a
project: ―…with cooperative learning, students work together in teams which involve them in
solving problems, completing a task together or create a produ ct.‖ (MacGregor 1990 :7).
Cooperative learning does not only refer to putting pupils in groups and assigning them a
task. It mainly refers to the use of the interactive learning strategies that encourage mutual
helpfulness in the groups and leads to the active participation of all members. ―Collaborative
learning can unleash a unique intellectual and social synergy for teachers and students, but it
requires a reframing of assumptions about the learning process and classroom roles.‖
(MacGregor 1990 : 10).
Many experts in education have been studying and describing strategies referring to
collaborative learning and have given relevant examples of how to use them in class. In the
following line s we are going to offer a presentation of some of these strategi es.

 The Brainstorming strategy is a graphic organizer. It represents a “ process for
generating creative ideas and solutions through intensive and freewheeling group discussion.
Every participant is encouraged to think aloud and suggest as
many ideas as possible, no matter seemingly how outlandish or
bizarre. Analysis , discussion, or criticism of the aired ideas is
allowed only when the brainstorming session is over
and evaluation session begins .
(http://www.businessdictionary.com )
Source : www.workshopexercises.com

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Creativ ity plays an important role in this strategy as it generates many ideas. There are
some advantages of this strategy: all pupils are involved in the learning situation developing their
abilit y to analyze and make decisions; they are all given the opportunity to express their own
ideas a nd to get ri d of preconceived ideas; communication and collaboration is promoted. There
are some stages which the teacher follows when using brainstorming in the classroom:
– The teacher must choose a topic for discussion . The teacher must be prepared for w hat
the pupils may say and s/he should develop ways of drawing them into the required direction;
– The teacher should elicit ideas related to the topic which are used to solve the problem.
All ideas are accepted as valuable and are written down on the blackboard. The purpose of
brainstorming is activating background knowledge and creativity and both vary from one pupil to
another.
– The n ext stage refers to the time that the teacher allows to pupils in order for them to
analyze the existing ideas. It can be between 10 and 15 minutes on the whole.
– In groups, pupils reanalyze the ideas that are connected to the topic. This is a moment
when pupils have the opportunity to work in groups, to talk to one another to support and to bring
arguments for their ideas.
– In the last stage, pupils display their choices regarding the topic using sentences, images
or words.
In the book Writing: A Landmark School Teaching Guide , the author Jean Gudaitis
Tarricon (1995 :19) uses the THINK acronym method in order not to forget the steps that one
must follow when using brainstorming. It is best used when dealing with writing tasks:
Tap – tap into what you know topic and list at least eight ideas;
Hammer – hammer away at (persistently work at) five good ideas by circling them and linking
three details to each of them (create pods);
Identify – identify the pods by linking them together and numbering each one according to
where it should occur in the story;
Now – now write a paragraph for each p od;
Keep – keep it neat through a search for spelling and punctuation errors.

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 The fishbone strategy is another strategy used by teacher in
cooperative learning. It has the shape of a fish and the head
represent the main topic/problem while the ribs represent the ideas
linked to the topic. This strategy is usually used in solving
problems and ta king decisions or in identifying causes and effects .
Source (www.asq.org ).

 The Mind Map strategy ―is a visual representation of hierarchical information
that includes a central idea surrounded by connected branches of associated topics. ‖
(www.inspiration.com ).
When usin g this strategy, pupils think of as many connections as possible related to the
main topic/idea and each derived concept may become the central one and it can be studied
separately. There are some advantages of using mind maps : they help pupils brainstorm and
explore ideas, problems and topics from different areas of study; pupils understand better the
connections and relationships between ideas and concepts; with this strategy pupils communicate
easily new ideas allowing them t o recall previous information; mind mapping helps pupils write
down notes and plan tasks and it represents a good method of organizing ideas and concepts.
 The Ven Diagram presuppos es the comparison of two topics show ing the logical
relationships between them. They are usually displayed as two circles that intersect in the middle
of the page. Concepts that are related to each group are listed in the circles, and the ones that are
shared by both groups are listed in the intersecting space. The diagrams can be used in the
classroom as a tool to help students compare and contrast two objects or concepts.
 Know -want to know -learn strategy, for short KWL is a teaching model that
develops active reading of expository texts. The conceiver of this strategy says tha t this strategy
got this name because ―it refers to a three -step procedure for the three basic cognitive steps
required: accessing what I Know, determining what I Want to learn, and recalling what I did
Learn as a result of reading.‖ (Ogle 1986 :564-570). This method can be applied in class if these
steps are followed :
1. Choose a text. This strategy works best with expository texts.

34
2. Create a K -W-L chart. The teacher should create a chart on the blackboard and the pupils
should have their own chart on the notebook /worksheet on which to record information.
3. Ask pupils to brainstorm words, terms, or phrases associated to the subject of discussion .
The teacher and pupils write all this information in the K column of their charts. They will
continue doing this until there are no more ideas.
4. Ask pupils what they want to find out about the related topic . The teacher and pupils
write these questions in the W column of the charts. This is also done until pupils do no t have
ideas for questions. If their answers are stateme nts, turn them into questions before recording
them in the W column.
5. Tell pupils to read the text and complete the L column of their charts . They should
search for answers to the questions in their W column , which they can complete during reading or
after reading.
6. Comment upon the information that pupils recorded in the L column.

Source: www.cehd.umn.edu
 The Cube refers to the learning method that makes pupils explore a topic or a
theme from multiple points of view based on the levels of Bloom taxonomy. This strategy can be
applied in the classroom by organizing pupils in pairs or groups and giving them a topic to
discuss upon. They roll a cube which has tasks o n each side such as: describe , discuss, apply,
analyze, compare. In their group, pupils may talk to each other trying to find solutions for the
tasks assigned. The results are presented in front of the classroom.
 The Double -Entry Journal strategy ―enables students to record their responses to
text as they read. Students write down phrases or sentences from their assigned reading and then
write their own reaction to that passage. The purpose of this strategy is to give students the
opportunity to exp ress their thoughts and become actively involved with the material they read ‖

35
(Joyce , 1997 : 68). In order to use this strategy, pupils have to divide a sheet of paper into two
halves. On one side they write the things that attracted their attention from the text. It may refer
to information related to the author or something which reminds of a person al experience. On the
other side, pupils write the reason for which they chose that specific matter form the text. This
method is a good way of structuring an d organizing ideas which will help pupils understand the
text better . The journal is useful for th e post reflection stage when the class has to discuss their
ideas and it may be a good start for a debate.
 The jigsaw strategy refers to learning through cooperation. Introduced by Elliot
Aronson in 1 978, jigsaw is “an efficient way for students to become engaged in their learning,
learn a lot of material quickly, share information with other groups, minimize listening time, and
be individually accountable for their learning .” (www.teachervision.com ). The steps in using this
strategy are:
– The teacher divides the pupils into groups of 4 or 5;
– The teacher presents the topic of the lesson and hands in every pupil a worksheet with a
number on it, making sure that every group has a number 1, a number 2 and so on .
– The pupils with the same number on the worksheet leave the original groups and form
new groups. They have to talk and learn as much as possible about their topic so as to be able to
teach their peers in their origin group. The role of the teacher is that of monitoring the pupils and
of offering support when needed.
– In the end the whole topic is discussed with the whole class for checking comprehension.
 Numbered heads together is another cooperative learning strategy which was
developed by Spencer Kagan ( 2007) and which can also be used in classes where project -based
learning is used. There are several steps to be followed when applying this strategy in the
classroom. These are:
1. Divide the pupils in groups and give each one a number;
2. One pupil or the teacher asks one question based on the text the class is reading;
3. Pupils in group “put their heads together” and find an answer to the question, also
offering additional information if needed;
4. The teacher calls a number from 1 to 4. The pupil with that number will answer
the question.

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This strategy develops the group relationship because all the members of the group know
the text and are ready to offer the right answer for their group .
These are some other learning and teaching strategies which can be used with PBL classes.
They are attractive to teachers and pupils even though they presuppose complex previous
planning. They involve the pupils into activities and they change their role from passive listener
to an active one. When preparing such an activity the teacher has to take into consideration the
answer to several questions: how many pupils should be in a group, what are the criteria for
group formation, how should the teacher ev aluate the group or how much time should be
allocated to cooperative learning. The answer to these questions can be found out by putting into
practice, experimenting and attending many teacher training courses related to cooperative
learning.

2. 3.1. Cooperative learning and collaborative learning in PBL
Cooperative learning is a concept closely linked to collaborative learning. According to
Ted Panitz in Collaborative Versus Cooperative Learning – A Comparison of the Two Concepts
(Panitz , 1999 : 150) collaborative learning is ―a sharing of authority and acceptance among
group members for the group actions‖ and the principle on which collaborative learning
functions is based on group members working cooperatively. The author mentioned above makes
a clear difference between the two concepts offering two clear definitions :
“Collaboration is a philosophy of in teraction and personal lifestyle where individuals are
responsible for their actions, including learning and respect ing the abilities and contributions of
their peers;
―Cooperation is a structure of interaction designed to facilitate the accomplishment o f a
specific end product or goal through people working together in groups.‖
(http://files.eric.ed.gov )
As the definition explains, collaborative learning refers to a personal philosophy which is
not used only as a classroom technique . In every situation which presupposes people working in
groups, they have to respect each group members' abilities and contributions. Collaboration

37
implies sharing of authority and acceptance of responsibility between the members of the group
for the benefit of the whole group. The major principle of collaborative learning is consensus
building through cooperation among group members, as opposed to competition where
individuals compete with other group members. C ollaborative learn ing can be applied in the
classroom, during different types of meetings, among community groups, inside families and
generally as a way of living with and dealing with other people.
There are several common aspects in cooperative learning and collaborative learning and
Neil Davidson and Major (2014: 29) summarize them as follows:
 “A common task or learning activity suitable for group work . With the
collaborative and cooperative learnin g, the task may or may not be a problem. In PBL, it must be
a problem.
 Small -group interaction focused on the learning activity . In each of the
approaches, there must be small group interaction for the purposes of completing the
assignment.
 Cooperative, mutually helpful behavior among students as they strive together
to accomplish the learning task.
 Individual accountability and responsibility . In all of the approaches, students
must have individual accountability for what they learned and/or contri buted toward the learning
goal.
 Interdependence in working together . Interdependence is a fundamental
construct in all three approaches (collaborative and cooperative learning and PBL) . It is
variously called interdependence, positive interdependence or mutual interdependence.‖
In their work, the author s mentioned above also make a difference between cooperative
and collaborative lea rning. With c ooperative lea rning teachers consider assigning goals and
tasks to pupils when starting working; s/he also brings in resources and material s for the better
development of the project; each member of the group receives a role in that specific group. The
teacher closely controls pupils’ work offering a reward at the end of the project. In what
collaborative learning is concerned, teachers offer independence to pupils in c hoosing their goals
and task s; they occasionally help them by offering information about resources or materials to
be used during the project. Pupils’ opinion is very important in this type of learning, as they are

38
the ones who decide upon the final design of the work. They are almost never assign ed roles or
given rewards .
In conclusion , PBL uses both cooperative learning and col laborative learning because it
allow s pupils to cooperate and collaborate during the activities. By joining the two approaches
mentioned above, pupils have the opportunity to use the target language a lot inside and outside
the classroom , to acquire new information and also to develop their ability of using the target
language .

2.3.2. Multiple intelligences in PBL
PBL focuses on the needs, interests and talents of the pupils and when worki ng in this
type of lesson they have the freedom to choose how to create their learning process, their
methods of finding information and how to presen t their product at the end of their project. PBL
offers pupils the chance
―… to fully develop their skills and abilities by drawing on their intelligences in in -depth
studies on challenging topics, allowing them to take charge of their learning, pursue their
achievement and develop meaningful ideas .”
(Brown & Liepolt , 2004)

In conclusion, PBL uses the principle of multiple intelligences into the classroom practices.
In the book Frames of Mind – The Theory of Multiple Intelligences (Gardner , 2006) , the
author presents nine types of intelligences that human being s possess and use to learn:
1. Verbal -linguistic intelligence (well -developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words)
2. Logical -mathematical intelligence (ability to think conceptually and abstractly, and
capacity to discern logical and numerical patterns)
3. Spatial -visual int elligence (capacity to think in images and pictures, to visualize
accurately and abstractly)
4. Bodily -kinesthetic intelligence (ability to control one’s body movements and to
handle objects skillfully)
5. Musical intelligences (ability to produce and ap preciate rhythm, pitch and timber)

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6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods,
motivations and desires of others)
7. Intrapersonal (capacity to be self -aware and in tune with inner feelings, values, beliefs
and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other
objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep question s about human
existence such as: What is the meaning of life? Why do we die? How did we get here?
During PBL class es pupils work in groups and each member of the group has different
intelligence strengths making it possible for the teacher to apply the multiple intelligence theory
in the classroom b y introducing different types of learning activities , tasks and assessment based
on the interests and curiosity of pupils. In what the assessment of learning is concerned ,
Gardner’ s theory leads to the idea that ―the assessment should focus on on -going learning
processes rather than on a test of memorization. In this way, students are given more choice to
demonstrate the various ways of understanding their learning ” (Brown & Liepolt 2004) .
The theory of multiple intelligences supports PBL bringing into the classroom dynamism,
diversity and freedom of choice in opposition to the traditional formal and structured classrooms
where pupils were not able to use their intelligences at their best.

4. Managing PBL classes
According to Walter Doyle , in Classroom Organization and Management (Doyle 1986 :
396)‖the concept of ―classroom order‖ offered the most fruitful way to consider the many factors
influencing classroom organization and management. Without order, it is difficult for students to
be productively invol ved in classroom learning tasks ‖. Doyle also mentions that problematic for
the maintenance of the classroom order are those a ctivities which involve pupils’ mobility and
choice, group work or other complex tasks. For teachers who use PBL, managing the classroom
is dif ferent from the traditional one . Traditional classroom management mainly refers to
discipline and pacing. Pupils are seated on their chairs silently, while the teacher moves through
the curriculum at a moderate rate without pu tting any pressure either on brighter pupils, or on the
weaker ones.

40
In PBL classes teacher s are mainly interested in making it possible for pupils to manage
the classroom tasks, time, resources, group work and assessment. There is little time for whole
class discussions and directed seatwork. In these types of classes pupils work on their own most
of the time finding resources, conducting their own research and providing their own feedback.
Learner -centered classes require from the te achers the management of pupils’ interaction, the use
of technology during the project and explaining to the parents the purpose of the project. The
teachers are also responsible for bringing in a variety of resources, information sources, learning
context and partic ipants.
Even though there may be unexpected problems, questions or behavior from pupils, PBL
teachers are required to ―work jointly with students to invent solutions to these problems ”
(Markham et.al 2004) .
According to www. schools.nyc.gov , the strategies needed to s upport pupils through a
project -based learning class are the following:
– Orient pupils to the goals of the project on a regular basis as the project progresses.
Continuously reinforce the goals of the project, often by referring to the essential question, to
keep students focused and motivated. Communicate next steps to help students stay on task.
– Communicate with parents regularly, especially if students are not meeting interim
deadlines.
– Group students appropriately. Students may work in small groups, individually or as a
whole group. Groupings may change as the project progresses. Be awa re of groups where not
everybody is carrying his or her own weight. Students need to know that they can come to you
for intervention if they can’t work it out among themselves.
– Organize the project on a daily basis by continually defining the scope of inq uiry. You
are responsible for setting and enforcing deadlines, collecting artifacts from students as the
project progresses, and offering the feedback that is necessary for keeping students on track
toward successful completion of the project.
– Manage the workflow. This requires the usual collection of homework or other
assignments at the right time. It also requires a constant watch on how the project is progressing
and whether students are on track to complete the project successfully. If needed, provide
additional information to give students the content needed to proceed.

41
– Monitor and regulate student behavior. Projects require students to move about the
classroom and work independently. Students need time limits, directions for managing time, and
deadlines to learn to manage independent time.
– Provide opportunities for peer review and feedback throughout the process. Even if you
do not have time to conference with every student at every phase of the project, you can enable
students to practice and share their work and provide thoughtful reactions and suggestions to each
other.
– Clarify at all p oints in the work. Projects involve multitasking and decision making, with
students making choices about where they should put their time and energy.
– Evaluate the success of the project and help students recognize what has been learned –
and what has not been learned, as a result of the project.
Project -based learning classes can be a real success both for pupils and for teachers if the
steps mentioned above are followed carefully in the designing of a project.

5. Integrating PBL into English language classes from the curricular point of
view

The noun curriculum (plural curricula or curriculums) is defined as the subjects that
are taught by a school, college etc., or the things that are studied in a particular subject. The
term comes from the Latin word ―curriculum‖ (http://www.ldoceonline.com/ ). In the educational
system, t he curriculum is used as an instrument to indicat e the directions of projection and
development in education in order to achieve the educational goals. According to John Dewey in
the work The child and the curriculum (Dewey 1902) , the modern vision of the curriculum refers
to the set of documents used to plan the content of instruction, the official learning programme
taking place in s chools and also to the students’ learning experiences:
―a) Abandon the notion of subject matter as something fixed and ready -made in
itself, outside the child’ s experience; b) cease thinking of the child’ s experience as also
something hard and fast; c) see as something fluent, embryonic, vital; d) realize that the

42
child and the curriculum are simply two limits which define a single process. Just as two
points define a straig ht line, so the present standpoint of the child and the facts and truths
of studies define instruction. It is continuous recon struction moving from the child’ s
present experience out into that represented by the organized bodies of truth that we call
studi es.‖
The evolution of curriculum in the 20th century took the learning experiences outside the
school towards non -formal educati on.
After the modern view of curriculum introduced by J. Dewey , R.W. Tyler wrote the basic
principles of the curriculum. According to the author, these are:
1. The principle of selecting and defining the objectives of the learning activity;
2. The principle of selecting and building the learning experiences on the basis of the
previously selected objectives;
3. The principle of organ izing methodologically the learning experiences in order to have
the highest formative result;
4. The principle of assessing results according to the objectives in order to continually
improve the learning activity (Tyler 1950 :35).
Taking a closer look at these principles, we can n otice that the principles of curriculum
are also the principles of project -based learning.

2.5.1 The Communicative approach es in PBL classes
By using the information presented in the previous chapters we can state that Project –
Based Learning presupposes a cross -curricular perspective in teaching and learning ; it involves
the ability of using the knowledge, skills and competences acquired in different subjects for
solving a situation. Working on a project means using lang uage and content, therefore using the
Communicative Language Teaching (CLT) approach. According to Jim Scrivener, the CLT is
“perhaps the method that most contemporary teachers would subscribe to, despite the fact that it
is wide ly misunderstood and misap plied ‖ (Scrivener 2005 :39). The CLT has at the basis the idea
that to successfully learn a foreign language, the learner has to communicate using real meaning.

43
When the teacher involves pupils in real communication, their abilities for language acquisition
will be used, allow ing them to learn how to use the language.
Over the years the CLT approach has gained a lot of interest on the side of t he teachers
and of the learners and because of the different situations in which it was used a series of
alternative methods have developed , all of them having the same original core. We will deal only
with two of them, the ones that are frequently used in working with projects : Task –Based
Learning (TBL) and Content -Based Learning (CBL) . These two methods are based on some
principles which work perfectly to fulfill the task of developing basic skills like reading, writing,
speaking and listening, and also more complex skills like creat ivity or collaboration.
Nunan defines Task –Based Learning as:
‖a piece of classroom work which involves learners in comprehending,
manipulating, producing or interacting in the target language while their attention is
principally focused on meaning rather than on form ” (Nunan 1998 : 264).
Task – based learning actively involves the learner in achieving language using real life
situations. T he main advantages of this approach are the following:
– Pupils use all the language knowledge that they have in order to fulfill a task;
– The context that is developed during the work is relevant and p ersonalized according to
pupils’ experiences;
– TBL offers a v aried exposure to language; pupils will use various lexical phrases,
language forms or collocations;
– The lan guage that pupi ls use is linked to their needs and is not imposed by the teacher or
by the coursebook;
– TBL involves pupils into a lot of genuine communication;
– TBL is motivating and also enjoyable.
In what the task is concerned, the teacher should design tasks that are relevant to the level of
pupils, to follow their proficiency level and not to involve psychological stress. There are
different types of tasks which can be used in PBL classes: problem -solving exercises, information
gap, decision maki ng, simulation, role -play, oral discussions, jigsaw reading , etc. It is important

44
to mention that pair work and group work are useful as they elicit pupils’ interacting and actively
operating with the language.
Content –Based learning is intended to encourage the development of the integration of
language and content, viewing ―language as a medium for learning content and content as a
resource for learning and im proving language ‖ (http://web.pdx.edu ). We can also add that
content -based learning is important because the tasks assigned in the classroom offer a context
for language learning, require more general knowledge and reinforce the existing school
curriculum. When using CBL pupils show a real inter est in learning English language, they are
more interested in learning about something than just learning the language.
In the article Content Based Instruction in EFL Contexts, Stephen Da vies makes a
classification of CBL used in teaching English: th e Sheltered Model, the Adjunct Model or the
Theme -Based Model. The model that is frequently used in EFL contexts is the Theme -Based
Model because it offers flexibility to the teacher. During CBL, teacher’ s role is that of a
facilitator or coordinator, especially with young pupils who need help in their learning process.
Studies have develo ped the idea that CBL focuses on the close relation between language
learning and general knowledge acquisition. P upils learn about the world using language in all its
forms: speaking, listening, reading and writing , developing critical thinking skills.
The use of CBL in teaching English has led to the devel opment of a new teaching
approach. This is called Content and Language Integrated Learning , i.e. CLIL . The term CLIL
was invented by David Marsh from the University of Jyväskylä, Finland (1994) , and he defined
the approach as follows : "CLIL refers to situations where subjects, or parts of subjects, are
taught thr ough a foreign language with dual -focused aims, namely the learning of content and
the simultaneous learning of a foreign language " (www.onestopenglish.com ). Taking into
consideration the definition above, we can state that CLIL lessons are not excl usively language
lessons, but they offer EFL learners a broader perspective on language learning adding cultural,
communicative and general communication competences. In a CLIL lesson all four language
skills are int egrated into practice: listening – as a normal input activity, vital for learning,
reading – which represents the main source of input, speaking – which is mainly focused on
fluency and writing – used for vocabulary and grammar activities. During CLIL lessons the
teacher can use different types of exercises which can prove to be ―very useful in developing
practical meta -cognitive skills that wil l later facilitate the students’ learning during their higher

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education‖ (www.onestopclil.com ). After reading the information above we can conclude that
PBL is an extension of content -based instruction which represents ―a natural concomitant of
communicative approaches to second language instruction that emphasizes the use of language
to interpret and negotiate meaning ‖ (Savignon 1991 :261). In a content -based instruction lesson
the activities of language class are specific to the subject matter that is being taught and stimulate
pupils’ thinking and learning through using the target language. Such an approach fits properly to
the integrated teaching of the traditional skills: receptive skills – listening and reading and
productive skills – speaking and writing. For example, it provides authentic reading materials
with information that pupils have to understand , interpret , and evaluate; it provides speaking
opportunities where pupils have to respond orally, reinforcing speaking skills; it requires pupils
to synthesize facts and ideas from multiple sources into writing. “In this approach, students are
exposed to study skills and learn a variety of language skills which prepare them for the range of
academic tasks they will encounter ‖ (Brinton et al., 1989 : 2).

2.5.2. Integrating PBL into the English language classroom

Educational theorists stated that PBL can be integrated in language classes either in a
content -based unit or in a group of activities. For this to be successfully accomplished teachers
should follow a simple model. One model was offered by Diana L. Fried -Booth in the book
Project Work (Fried – Booth , 1986) and another version of the previous model, an improved
version was delivered by Simon Haines in the book Projects for the EFL Classroom: Resource
Material for Teachers (Haines , 1998). Their models of integrating projects in the classroom
suggested introducing student -centered activities such as bridging strategies and lead-in
activities . Following the models proposed earlier, K. Sheppard and F. Stoller proposed a ten step
model, easy to follow by teachers and pupils about the integration of projects in the classroom.
(Sheppard & Stoller , 1995). We will present further the ten steps:
Step 1: choosing the main topic for the project by the teacher and pupils;
Step 2: agreeing on the final products of the project;
Step 3: discussing and structuring the main activities of the project;

46
Step 4: preparing the necessary vocabulary;
Step 5: collecting information from different resources: books, magazines, maps, leaflets ,
internet, etc. ;
Step 6: p reparing the necessary vocabulary;
Step 7: analyzing the information gathered on the topic;
Step 8: preparing the necessary vocabulary;
Step 9: fi nal presentation of the project’ s products;
Step 10: final assessment.
Steps 4 , 6 and 8 represent intermediary stages which regard language preparation.
Taking into consideration the previous steps I have tried to put them into practice
with one of my 6th graders using the unit Food for all from the textbook World Class (Harris &
Mower 1997 ). The unit is structured in a way that allows pupils to explore the real life situations
such as: shopping for food, eating habits around the world, the food pyramid, cooking or
surviving in wilderness. The necessary information was taken from b ooks, magazines, internet,
teacher lectures, class discussions or interviews with local people. The main objectives of this
integrated -skill, content -based activities were :
– To encourage pupils to learn new things about the topic using English efficiently and
effectively ;
– To prepare pupils to learn interdisciplinary content using English;
– To expose pupils to contextualized information;
– To increase pupils’ self-confidence and engagement;
– To raise pupils’ awareness on the importance of getting healthy eating habits.
Before starting working effectively on the project, the pupils were divided into groups,
each of them receiving specific names such as: The Chefs, The Merchants, The Scientists, The
Explorers and The Nutritionists . Every group had to do with specific tasks related to the main
topic and at the end they presented the final project.
The first step started with the choosing of the topic and with a driving question: Does food
represent a manner through which people communicate and come together? Pupils brainstormed
ideas regarding the eating differences around the world, table manners around the world, the food
pyramid or food recipes; these ideas would be used in the developing of the project. In the
second step we, the pupils and the teacher, established the final project taking into consideration

47
the objectives, the type of the project and its products. My role in this stage was to facilitate them
some means of presenting the final outcome. I suggested them using PPT presentations, oral
presentation, debates, brochures, demonstrations or play. In third step the pupils and the teacher
started organizing the bodies of the activities by selecting the necessary info rmation to fulfill the
project, b y thinking of how they can get the information (by using books, internet, brochures,
library, etc.) and how they can use it. This was the stage when pupils’ roles in the project were
established and the timeline that pupils would use to finish the project.
Step four in the developing of a project refers to the language preparation that the teacher
performs. This was done by using the following ac tivities: skimming texts, note -taking, listening
exercises, a grid for organizing data collection and questionna ires. After this level, pupils start ed
collecting data and using it properly for the developing of the project. This activity corresponds
to the fifth level of developing a project. During this level, my role as a teacher was that of
bringing in additional information such as reading or listening materials. Once the pupils
gathered relevant information, there was time to analyze and organize it in order to be put in the
final project. This thing represents the activities in step six. Step seven deals with a nalyzing and
compiling the information. Using organizational techniques , pupils analyzed information relevant
to the project as a whole and to their team topic , selecting the useful information and discarding
the useless one. They also decid ed on the manne r in which they should add the information in the
team final project.
Step eight brought a task for me as a teacher: I had to work with language improvement
activities in order to make pupils success ful with their final presentation. This stage implied oral
practicing and receiving feed -back in pronunciation, working in the group in order to finish the
visual displays (posters, PPT presentations, flyers, etc.) to make sure there were no grammar
mistakes and the sentences were clearly stated and easy to understand. The final product
presentation took place as it was established at the specific time and date. Pupils presented their
projects in front of the audience that was previously invited, following the format they agreed
upon. This activity corresponds to the ninth step of implementing a project in a language class.
For the evaluation of the project which corresponds to the 10th step I used checklists and rubrics
with clear criteria which the pupils used to eval uate their work and th eir peers’ work. This
material helped pupils reflect on the language they used to complete the project, the content they

48
learned about, the target topic, the steps they followed to complete the project and the
effectiveness of their project.
At the end of the project I asked my pupils to reflect upon what they had realized and how
much they had learned and I had a clearer view on the benefits of developing projects in the
English class.
Throughout the whole chapter I have tried to s how, using theory and practice that Project –
Based Learning works for the benefit of pupils, instructors and school as a whole. Thus, t he
purpos e of this chapter was to demonstrate that project and content -based learning provides a
means for m aking English language classroom s mo re authentic environments for learning and
collaboration.

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CHAPTER III
A METHODOLOGICAL APPROACH TO PROJECT PLANNING

In thi s chapter we are going to explain the steps that a teacher must follow to start up a
plan, to develop it and also how to assess it efficiently so as the project fulfills its goal: that of
learning using real life situations. E ffective project -based learning has the following
characteristi cs according to NYC Department of Education (http://schools.nyc ):
 Leads students to investigate important ideas and questions;
 Is framed around an inquiry process;
 Is differentiated according to student need and interests;
 Is driven by student independent production and presentation, rather than
teacher delivery of information;
 Requires the use of creative thinking, critical thinking and information
skills to investigate, draw conclusions about, and create content;
 Connects to real world and authentic problems and issues.
Taking these features into consideration, teachers can plan successful projects allowing
pupils to drive their learning incorporating their own interests, cultural background, abilities an d
preferences.
Teaching pupils in middle school is challenging due to the big changes they pass throu gh
during these years. Project -based learning brings in authentic learning tasks that motivate them to
explore new “territories” and struggle to find new information to successfully fulfill the assigned
task. While working in a project pupils ―benefit from a collaborative, interdiscipli nary approach
not only because of the connections they find among content ideas, but also because they thrive
on coherent development of their creative and independent learning skills ” (http://schools.nyc ).
Using PBL in the classroom actively involves pupils in working with their colleagues .
During the project, pupils have the tendency to accumulate more knowledge related to a subject
than in a traditional lesson linking it to real –life situations. When starting a pro ject, the teacher is
aware of the fact that it involves a lot of authentic learning; it is beneficial for pupils because they
do their own research, find connections to their own interests using real – world sources of

50
information. Developing relationships and collaboration between learners are important aspects
of working in a project converting passive learners into active ones; pupils make decisions,
analyze aspects of the assigned task, drive learning and create final product.

3.1. Project planning and project developing

The process of PBL must be attentively planned before effectively starting to work on it.
The planning presupposes setting the content and the goals, the final format of the project,
timelines, instructional activities and ways of as sessing the project.
Starting the project : this stage of the project involves choosing the theme/topic of project;
it should exist in the curriculum and it should be of interest and relevance to the pupils. Once the
big idea is chosen, the teacher creates the driving question or the essential question for the
project, providing a framework for pupils, guiding them towards information resources and
study. This is also the stage when pupils plan the modality o f developing the proje ct,
responsibilities for each member of the team and final product. A good project plan includes the
timeline for the project regarding its launching, due dates for different tasks assigned as part of
the project, final presentation a nd assessment. This is a stage in designing a project when the
teacher has to take into consideration that the project has to meet pupils` necessities and to
actively involve them in study, has to encourage critical thinking and to integrate the basic skil ls.
According to Project –Based Learning: Inspiring Middle School Students to Engage in Deep and
Active Learning from NYC Department of Education (see www.schools.nyc.gov ) the set of skills
for PBL is diverse; throughout the process pupils will engage in and develop proficiency in the
following types of skills:
 Comprehension Skills
 Research and Writing Skills
 Questioning Skills
 Group Processes/ Collaborative Learning Skills
 Sequencing and Chronology Skills
 Skills with Resources such as Maps and Globes
 Skills with Presentation Tools such as Charts and Graphs

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 Analysis Skills
 Communication Skills
 Problem Solving and Critical Thinking Skills
 Task and Self -Management Skills.
Developing the project : during this stage pupils search for the necessary information , as it
was established in the previous stage , to build answers to the driving question. Pupils are allowed
to use different types of sources, like books, articles, leaflets or any other kind of source of
information. In this stage teacher` s role is that of facilitator and sometimes that of a resource.
Presenting the project: during this st age pupils present and receive feedback on what they
have worked. This is a stage in which pupils have the opportunity to present their work to the
teacher and the other pupils; they have the chance to clarify different issues, to improve aspects
of the p roject and to solve unforeseen problems.
Assessing the project : during this stage the final outcome is presented and evaluated as it
was established at the beginning of the project. This is done either by the teacher, pupils as a
group or individually or by an external audience.
Every teacher who designs a project to be applied during classes should take into
consideration the items listed in the project design checklist below:

Source: www.schools.nyc.gov
Goals
o Are the learning expectations challenging and in alignment with my curriculum
priorities?
o Have I broadened the project to an interdisciplinary focus?
o Will the final product be engaging for my students to create and present?
o Can my students be successful at this project?
o Have I integrated the teaching and scaffolding of all the skills that students will
need to complete their projects successfully?
o Will this project build my students’ literacy skills?
o Have I built in both formative and summative assessments?
o Have I built in academic language goals for all students, including English
Language Learners?

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Collaboration
o Have I established a partnership with fellow teachers, library media specialists,
and technology specialists?
o Have I involved cultural and scientific institutions in the City, such as public
libraries, museums, and science agencies?
Instruction
o Will I be following best teaching practices by using such techniques as setting
high expectations, modeling, guiding individual practice, structuring learning activities around
active engagement by students, and employing the use of critical questioning to push the level of
thinking?
o Will my skills instruction build coherentl y on previous instruction and experience
by my students?
o Have I provided enough opportunities for feedback to the students?
Resources and Technology
o Will my students be able to access and use the resources they need?
o Have I collaborated with the library media specialist to identify the most valuable
resources, both in print and online?
o Do my students know how to evaluate resources to find the best information?
o Will my students have access to the technology they will need? Do they need
instruction in the skills to navigate databases and online resources?
o Do my students need instruction or reminders to access information ethically,
legally, and responsibly (e.g., copyright, fair use, plagiarism, illegal downloading, and diverse
points of view).
Environment
o Will the learning environment be structured to support the project focus and
deadlines?
o Is the climate conducive to learning?
Final Presentation and Celebration
o Have I arranged for a celebration of student learning at the end of the project,
when students can share their learning with fellow students, parents, the community, or other
audiences?

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3.2. Project -Based Learning: Assessment and Evaluation

Every piece of work must be evaluated. So projects in PBL have to be evaluated. When
considering evaluation and assessment in PBL we have to think about modern methods of doing
this, rather than the traditional paper – and- pencil tests.
A clear distinction should be made between what we call evaluation and assessment .
“The process of assessment includes any task a student performs in order to
demonstrate knowledge or ability in the subject area. The teacher should use as many
instruments as possible on as many occasions as possible to ensure valid and reliable
indicators of student progress and attainment (www.ed.gov.nl.ca/ ).
Between the methods of assessment, we can refer to student -teacher conference, peer
evaluation, self – assessment, observation or tests.
Evaluation is a judgment by the instructor or educational rese archer about
whether the program or instruction has met its intended learning outcomes (see
www.tll.mit.edu ).
Generally speaking, evaluation is the central point in education and it would be a
disadvantage to use only test scores to do this. The main method through which project work is
assessed i s by evaluating pupils’ work and efforts and formative and summative assessment
should be integrated in this process as part of a correct assessment. Formative ass essment is
usually used when offering feedback throughout the whole process of creating the project.
Summative assessment is usually used at the end of the project and provides information
regarding the quality of the project, the learning environment and the performance of the teacher.
Both types of assessment s hould be used to support pupils’ learning and performance. The
authors of the book Project Based Learning Handbook proposed three types of products that
pupils need to produce to demonstrate their learning: culminating products, multiple products
and artefacts (Markham et al. 2003) .
 Culminating products refer to research papers, reports, multimedia shows
presentations and exhibitions displayed at the end of the project in front of the audience
displaying acquired knowledge.
 Multiple products refer to items produced during the project which
involved pupil s in producing interviews, plans, project proposals, drafts and the final outcome.

54
 Artefacts refer to items such as journals, e -mails, interviews, notes which
have been taken during the project making. They illustrate the planning process and refer to
problem –solving skills, record – keeping skills and work skills.
The above mentioned products should be collected by the teacher and s/he should use the
information provided to offer pupils useful feedbac k. Teachers should offer feedback at least
once during the project, so pupils know h ow they have worked and offer the possibility to correct
eventual mistakes.
As we mentioned before, not only teachers can assess a project. Peer assessment is
usually use d during PBL classes. Peer assessment involves engaging pu pils in appreciating each
other’ s work offering suggestions to improve it, offering help and feedback to their classmates.
This is a method which helps pupils to develop their own work and achieve t he activity goal. One
of the advantages of peer assessment is the fact that the improvement is made both for the pupil
offering feedback because s/he improves objectivity, power of analysis and judgment, as well as
for the pupil who receives feedback that improves his/her work. Pupils record this type of
evidence by using observation sheets, rubrics or different types of checklists.
Self –assessment is another type of evaluation to be done during PBL. It allows pupils to
evaluate their own work, progress and over all learning . Pupils become active and responsible of
their work when using self – assessment, continuing to be actively involved in learning. For this
assessment to be successfully accomplished teachers should offer information on how each of the
learners should evaluate him/ herself. Self- assessment tools can be checklists, rubrics or
suggestions. “Peer assessment and self – assessment promote lifelong learning, self – awareness
and critical reflection skills ” (O’Farell , 2005) .
Assessment can also be done by external members of the project, such as parents, experts
or any other member involved in the project. According to Ribe & Vidal external members can
notice elements regarding “ language content, the amount of work produced, p resentation,
continuity, involvement or use of self – access materials ” (Ribe and Vidal , 1993 ).

55
Besides the above mentioned forms of assessment, teachers can also use a useful tool. We
refer to the use of rubrics . A rubric
“…is typically an evaluation tool or set of guidelines used to promote the consistent
application of learning expectations, learning objectives , or learning standards in the
classroom. Rubrics clearly define academic expectations for students and help to ensure
consistency in the evaluation of academic work from student to student, assignment to
assignment, or course to course. ‖
(http://edglossary.org )
Teachers should use rubrics from the beginning of the project up to the end so pupils
know and understand what they expect from them . This type of assessment can be used to
improve writing skills or critical thinking skills to pupils, who become aware of what they have
learnt and at the same time require pupils` commitment to different subjects. According to
Markham et al. rubrics should contain three features: a ) a set of aspects of product or
performance; b) a scale with numerical scores describing each level of performance; c) criteria
with specific indicators for evaluating a pr oduct or performance’ s quality (Markham et al.
2003). Rubrics can be created by teachers themselves or with pupils by making the difference
between the expectation and quality of an e nd product, according to pupils’ levels, elementary,
middle and higher. There are also specialized sites which teachers can use to design or adapt t he
rubrics according to pupils’ needs. Some sites that we used in our project are
www.rubistar.4teachers.org and www.edutopia.com offers sample of rubrics which the teacher
and pupils can download and use in the project. We have added several types of sample rubrics in
the annexes.
When talking about rubrics we should also consider the Common European Framework
regarding the Cambridge exams because they are usef ul tools in evaluating learners’ level of
knowledge of a foreign language. English is taught and assessed following the objectives
imposed by the CEF. In the annexes we have also added the framework related to the speaking
level of knowledge.
Portfolios represent a more complex type of assessment. They represent collections made
by pupils with products illustrating their work throughout the project and prove effort, progress

56
and achievement with personal ways of interpreting a topic or self – analysis. Portfolios m ay
contain worksheets, letters, essays, compositions or tests. This tool can be either written on paper
or it can take the form of a virtual file. Having a virtual portfolio offers the chance to pupils to
present their work to a larger audience and to shar e their experience to other world -wide learners.
Class discussions offer valuable opportunities to show pupils ’ level of understanding,
reasoning processes, questions and misconceptions, all of them helping to inform instruction
during the discussion and in further lessons.
The feedback that pupils receive should contain details regarding the correct answer
which w ould let pupils know how much have they learned. The simple answer of the teacher
whether they have worked correctly or not would not help pupils learn more. One important
aspect that should be taken into consideration attentively is the class discussions during text
comprehension. For a better understanding of the text, the teacher should activate pupils ’
knowledge background on the topic allowing and encouraging them to ask questions either to the
teacher or to their peers. A successful manner of working with texts is by organizing pupils into
groups encouraging them to predict, ask questions, clarify terms and summarize information.
They can also be organized like having a conference, a very efficient approach during PBL
lessons. During class discussions teachers and pupils can use rubrics to check progress and
achievement of the objects.
CLASS DISCUSSION RUBRIC
A (50 -45 Points)
Outstanding B (44 -40 Points)
Proficient C (39 -35) Basic D/F (34 -0 Points)
Below expectations
Critical Thinking Full of thought,
insight, analysis,
and conte nt Substantial
information that
shows thought,
insight, and
analysis has
taken place Information is
thin and
commonplace No analysis or insight
is displayed
Contribution to the
Learning Aware of needs
of community; Frequently
attempts to direct Occasionally
makes Does not make effort
to participate in

57
Community frequently
attempts to
motivate the
group discussion the discussion
and to present
relevant
viewpoints for
consideration by
group meaningful
reflection on
group’s efforts;
margin al effort to
become involved
with the group learning community as
it develops; seems
indifferent
Expression &
Connection Opinions and
ideas are clearly
stated with
explanations Opinions and
ideas are stated
but they lack
details Unclear or
minimal
participation Off topic
Source : www.teacherspayteachers.com
The last, but not the least tool of assessment used in PBL classes is represented by the
tests . As we m entioned earlier, tests should no t be the main form of evaluation used by the
teachers. Yet, together with other tools, tests represent a formal means of proving pupils’ learning
as long as they are designed to improve learners’ skills and promote learning. Tests may contain a
variety of exercises:
 Cloze
 Multiple choices
 Gap-fill
 Re-arrange the text
 Match heading/title with the fragment
 Draw word -webs
 Make a story map
 Complete diagrams
 Write a letter on a specific topic
 Cut down/ expand the paragraph.

58
CHAPTER IV
PROJECT -BASED LEARNING DURING THE ENGLISH CLASS: A
PRACTICAL APPROACH. CASE STUDY
4.1. Goals, objectives, methods and final product

In the last chapter of this paper we are going to analyze a project that I developed during
several weeks with 9th grade pupils having their high -school specialization Tourism . I have
chosen this grade and precisely this specialization as I considered that English is one of the
important tools that they will use in their future careers. The name of the project is Engl ish for
Tourism and the main objective of this project is to develop language s kills through PBL. The
project’s duration was 8 weeks and it was carried out in the second semester of the school year
2015 -2016 with pupils from “ Carmen Sylva ” High -School.
The major goal of this research is to identify the main effects at the leve l of creativity,
collaboration, use of language and of media tools of introducing Project -Based Learning as a new
instructional approach.
Before starting the presentation of the pr oject we have to take into consideration some
steps that are impo rtant to follow in designing a project and which we will follow during the
research. These steps refer to: the organization, planning, guidance and de velopment of the
observation related to t he goals and objectives; the creation of the necessary conditions to
develop the project and the observation; the description a nd analysis of the data that have been
collected; registration of the data using charts, diagrams, observation sheets, checklist s or
questionnaires; offering conclusions, appreciations and suggestions for improvement. According
to Postic and de Ketele (1998) the basic requirements for a good project are pertinence ,
reliability , validity and transferability .
The objectives of the research:
 To develop the 21st century skills such as: critical thinking, collaboration,
comm unication, and media literacy in the 9th grade pupils by using the PBL;
 To improve the English language proficiency of the pupils in the target group;
 To obse rve and analyze data concerning the school progress of the target g roup as
a result of using PBL.

59
 To conduct a conversation in English related to the tourism industry
 To offer information regarding Constanta’ s main tourist attractions
 To show confidence in using English in real life situations.

The hypothesis: By introducing PBL during the English classes as a new
interdisciplinary instructional approach and collaborative way, we expect that it will lead to
students’ progress both at individual and the group level . We believe that pupils will develop
their basic skills and also their 21st century skills . They will become more motivated and actively
engaged in learning and understanding English leading to the improvement of their school
performances.
The target /focus group with whom we worked on this project was represented by 20
pupils in the 9th grade, aged between 15 and 16 years old studying English as their first foreign
language. We have chosen this class because they were familiar with the concept of PBL and
because we wanted to demonstrate the usefulness of the English language in their high – school
specialization and future careers. In this way we had the opportunity to observe the benefits and
evolution of these pupils in what PBL is concerned a nd also to check how they apply the
knowledge acquired in the previous experiences related to PBL. The class was divided into four
groups, each group having 5 members and the topics for each group are: Museums in Constanta,
Constanta : The Touristic City Center , Restaurants and Hotels in Constanta and Universities in
Constanta .
During the whole project we have used the observation method representing the
qualitative method whose purpose is to explore and describe dates an d information related to
people’ s behavior in certain conditions.
―Observation represents the systematic description of events, behaviors, and
artifacts in the social setting chosen for study. Observations enable the researcher to
describe existing situations using the five senses, prov iding a "written photograph" of the
situation under study‖ (Kawulich , 2005) .

60
The method implies a direct contact between the researcher and the subject of observation
studying pupils’ behavior, class activities, their skills and competences in a subject matter or
across disciplines. The tools that the teacher uses are checklists, rubrics and the observation sheet.
The final product of the activity contains all the research that the target group has done
during the whole project . It supposes the research led based on the objectives and goals that have
been settled at the beginning of the project t aking into consideration pupils’ searching for
information, analyzing the information, documentation, data collection and use, self – reflection.
Practic ally, the final product will be divided into two parts : a paper support product ( tests,
questionnaires, essays, le tters and evaluation sheets) and a digital product (PPT presentation).

61
PROJECT OVERVIEW
Name of the project: English for Tourism √Duration: 8 weeks
Subject: English as a second language Grade 9th
Other subject areas included: Geography, History, Tourism and Public
alimentation Module
Project idea:
Summary of the challenge, investigation,
scenario, problem or issues Pupils will work in teams to create materials to promote the city as a
touristic attraction, focusing on some important fields such as the Touristic
Marina, the museums, the restaurants and coffee shops and also t he
university as a provider of international education.
Driving question: How can we make Constanta city a more attractive and tourist friendly place for national and
international tourists?
Content and Skill Standards to be addressed
T+A E T+A E
21st Century
skills explicitly
taught and
assessed (T+A)
or encouraged
(E) by project
work, but not
taught and
assessed Collaboration √ X Other X X
Presentation √ X Creativity √ X
Critical thinking X √ Digital skills √ X
Culminating
products and
performances Group

Oral presentation
Power Point presentation
Creation of leaflets

Presentation
audience
Class √
School √
Community
Experts
Individual

Portfolio

62
Web √
Entry event to
launch inquiry
and engage
students Power Point and discussions about what PBL means
Brainstorming ideas for project themes
Deciding on the driving question

Assessment Formative
assessment Quizzes/ tests √ Practice presentations √
Journals /Learning log √ Notes √
Preliminary plans/
outlines/ prototypes √ Checklists √
Rough drafts Concept maps
Online tests Other
Summative
assessment Written products (with
rubric) √ Other products or
performances with rubric
Oral presentation (with
rubric) √ Peer evaluation √
Multiple choice/ Short
Answer test √ Self – evaluation √
Essay √ Other: portfolio √
Resources needed Online sites (mentioned in the bibliography), books, leaflets;
Equipment : computers, OHP, internet connection;

Materials: paper, photos, colored pencils, flipcharts;
Community resources: pupils, teachers, parents;
Reflection methods (check all that
will be used) Journals /learning log √ Focus group

63
Whole –class discussion √ Fishbowl discussion

Survey √ Other: Group √√work
report, individual
report √
Adapted from www.bie.org
Legend: √ – T+A/ X – E

64
4.2. The analysis of the data collected during the project
The project English for Tourism has arisen from the need of bringing real life situations
during the English class. In the following pages we are going to present the procedure that we
have followed from the beginning up to the end of the project. www. bie.org proposes a rubric of
projects planning which we took into consideration in order to design the proj ect. We will present
it in annex 1.
After planning the project we have made a division of the activities for eac h week of the
project.
Week Procedure
Week 1 -2 Class orientation; activate pupils’ background information on the topic; bring
information to pupils regarding PBL; form the groups; brainstorm possible
topics and possible issues that promote tourism in their city; assess and
evaluate each pupils ’ knowledge regarding the listening, speaking, reading and
writing competences;
Week 3 -4 Pupils bring during the activity information related to the manner in which it
can be attracted more tourists in the area and discuss their investigation so far;
groups will brainstorm the language and skills needed for the developing of
the project ; groups will describe popular tourist attractions and will decide on
the temporal/ locational parameters regarding the investigation; groups will
decide on the role of each member of the group: the researcher, the
interviewer, the photogra ph, the writer, the presenter; groups will decide on
the final presentation and on the deadline; the teacher asks pupils to prepare a
10 minute draft presentation for the follow ing class.
Week 4 Groups bring in the presentation; teacher notes important aspects commenting
upon them and offers feedback; groups will brainstorm and select sources of
information relevant to the topic that they have to develop; the teacher will
provide a list of specific vocabulary that pupils need during their work ; the
teacher will offer a model on a final presentation;
Week 5 Groups will make a presentation of what they worked, discussing their

65
progress; the teacher offers feedback and suggestions for the continuation of
the project; each group will receive assistance and help from the teacher in
what the language usage and presentation are concerned.
Week 6 Groups will continue collecting information about the topic they have to
develop; groups will talk to the teacher about their progress and problems;
groups will make one last presentation before the final one; teacher will offer
suggestions, help and feedback on pupils` work;
Week 7 Groups will talk with the teacher about the issues encountered during their
work and the progress; groups will prepare their final outcome and will save
time for rehearsal;
Week 8 Groups will present their final projects;
Individually, pupils will evaluate their peers` work;
Pupils will be assessed by the teacher on their project as a whole, but also on
their use and developing of skills (speaking, listening, reading and writing).

At the beginning of the project each pupil from the target group received a questionnaire
regarding their expectations in what their 21st century skills development is concerned. It also
evaluates their expectations, difficulties and challenges during this project. In the following lines
we will present the questionnaire and its interpretation.

66
Dear 9th Grade Student,
You have been chosen to take part in a special English lesson which will develop differently
than you are used to. The name of the activity is English for Tourism , it will span over 8 weeks, it
will include indoor and outdoor activities a nd it will be more than delivering theoretical
information and putting it into practic e. We want to find out what you expect from this learning
approach. Please read attentively the questions below and give us your honest opinion.

1. Do you think you will find this activity
interesting? Very interesting
5 4 3 2 1 Not
interesting
at all

2. Do you think you will enjoy the
course? Very interesting 5 4 3 2 1 Not
interesting
at all
3. Do you think that this approach will
make English more attractive and
learning English easier? Very easy and
attractive 5 4 3 2 1 Not at all
4. This activity involves group working.
Do you think that this manner of
working will help you learn more and
develop your skills and abilities? Very much 5 4 3 2 1 Not at all
5. This activity involves a lot of
searching for information. Do you think
you will be able to find the necessary
information and use it properly? Very much 5 4 3 2 1 Not at all
6. Do you think that the activity that we
have proposed is relevant for your high –
school specialization and your future
careers? Very much 5 4 3 2 1 Not at all

67
7.Do you th ink you will spend more time
preparing the activities for this project
than you normally spend for your
English lessons ? More 5 4 3 2 1 Not at all

This questionnaire was administered to 20 pupils from the target class and after
interpreting the data we obtained the following result s: 75% of the pupils showed great interest in
the activity circling number 5 from the given options. 20% of the pupils showed moderate
interest in the activity using numbers 4, 3 and 2 in their answers and only 5 % of the pupils that
answered the questions showed no interest in the future activity, circling number 1 on the
questionnaire. This means that the majority of pupils showed great interest in the f uture activity
and that they were opened to new activities which would bring them challenges and new ways of
developing their skills.

Following the procedure that we presented earlier, after assigning th e questionnaire we
started to present the PBL approach to pupils in the classroom and to answer all their questions
related to the activity. We brainstormed poss ible topics to be develop ed; this is how we
established the four themes (Museums in Constanta, Constanta : The Touristic City Center , English for Tourism Project
Data Interpretation
VERY INTERESTED
INTERESTED
NOT INTERESTED

68
Restaurants and Hotels in Constanta and Universities in Constanta ). Also , in this stage we
evaluated pu pils’ speaking, reading, listening and writing skills .
Writing test for assessing the writing skills
9th Grade
English for Tourism –Project – Based Learning
NAME……………………………

Taking into consideration the topic of our project please consider answering the
following question related to it. Write your answer using 150 – 180 words.
―A group of foreign visitors will arrive in your town next week and they will spend there one day.
Where should they go and what should they do on that specific day?

Speaking test
9th Grade
English for Tourism –Project – Based Learning

NAME……………………………
I. General information about the pupils
1. Could you introduce yourself?
2. How long have you been learning English?
3. Where do you live?
4. Do you like your hometown?
5. What do you like doing here?
6. Are there any places which don’ t attract you very much? Why?
II. General information related to the topic of the project
1. Which is the best place in Constanta that you have been to?
2. What is the place that you would recommend to a tourist?
3. What place should be more developed in Constanta to attract more
tourists?

69
4. In your opinion, who should be in charge of developing the tourists
attractions?

For the listening and reading assessment of the pupils participating in the project we
used the mate rials found at http://learnenglish.britishcouncil.org/en/ . The exercises that we used
are designed for A2 -B1 level of knowledge according to the CEF and were evaluated according
to the rubric we designed for this activity.

70

Source : www.learnenglishteens.britishcouncil.org

71
We will present the interpretation of the data that we obtained after evaluating pupils ’
knowledge before implementing the project. The results were registered after designing rubrics
for each of the skills. The lowest level of knowledge is marked with level 1 and the highest level
of knowledge is marked with level 5.
Project title: English for Tourism – Table no.1
Period of assessment : week 1 -2
Number of pupils assessed: 20
Skills assessed : speaking, listening, writing and reading
NO. Name of the pupil Speaking Listening Writing Reading
1. A.C. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
2. A.D. LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4
3. A.G. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
4. A.I. LEVEL 3 LEVEL 4 LEVEL 3 LEVEL 4
5. B.G. – M LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
6. C.A LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4
7. C.C. –S. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3
8. C.L. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
9. F. D. -V. LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
10. H. M. -F. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
11. H.A. LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4
12. I D. LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 3
13. M. A. -G. LEVEL 4 LEVEL 5 LEVEL 4 LEVEL 5
14. M.M . LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 2

72
15. R.A. –D. LEVEL 2 LEVEL 4 LEVEL 3 LEVEL 3
16. S.C.I. LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3
17. S.I. LEVEL 4 LEVEL 5 LEVEL 4 LEVEL 4
18. T.M. LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3
19 U.A. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
20. V.F. LEVEL 5 LEVEL 4 LEVEL 5 LEVEL 5

After implementing the project we applied the same test to the target class to check the
progress of the pupils after eight weeks of learning English using modern approaches. The results
confirmed the information we already expected: that the majority of pupils improved their skills
during the project.
Project title: English for Tourism – table no.2
Period of assessment: week 8
Number of pupils assessed: 20
Skills assessed: speaking, listening, writing and reading

NO. Name of the pupil Speaking Listening Writing Reading
1. A.C. LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 3
2. A.D. LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
3. A.G. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
4. A.I. LEVEL 3 LEVEL 4 LEVEL 3 LEVEL 4
5. B.G. – M LEVEL 4 LEVEL 5 LEVEL 5 LEVEL 4
6. C.A LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
7. C.C. –S. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3

73
8. C.L. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
9. F. D. -V. LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
10. H. M. -F. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
11. H.A. LEVEL 4 LEVEL 4 LEVEL 5 LEVEL 4
12. I D. LEVEL 4 LEVEL 5 LEVEL 4 LEVEL 4
13. M. A. -G. LEVEL 4 LEVEL 5 LEVEL 4 LEVEL 5
14. M.M. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
15. R.A. –D. LEVEL 3 LEVEL 4 LEVEL 3 LEVEL 3
16. S.C.I. LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4
17. S.I. LEVEL 4 LEVEL 5 LEVEL 5 LEVEL 5
18. T.M. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 4
19 U.A. LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5
20. V.F. LEVEL 5 LEVEL 4 LEVEL 5 LEVEL 5

As we can notice from the second table, there was a progress for 75 % of the pupils
participating in the project. There were three pupils who registered progress at the level of the
four skills; there were three pupils who succeeded in overpassing thei r previous level of
knowledge in three of the four skills and there were four pupils who progressed in o ne or two
skills that we evaluated. After analyzing the data, we can say that the project reached one of its
goals, that of developing pupils’ skills in usin g the English language in real -life situations.
Because one of the objectives of the Project -Based Learning approach is that of
developing the 21st century skills, we have conducted a survey in what the digital media skills are
concerned. For our assessment we took into consideration the following digital skills: use of a

74
variety of sources, understand ethic and legal aspects, find information easily and efficiently, use
technology in investigation, use technology in collaboration, use technology in presentation,
critically evaluate the resources . The rubric is to be found in Annex 6 .
Project: English fo r Tourism , Table no.3
Period of assessment: week 2
Number of pupils assessed: 20
Name
of the
pupil Use of a
variety
of
sources Understand
ethic and
legal
aspects Use
technology
in
investigation Find
information
easily and
efficiently Use
technology
in
collaboration Use
technology
in
presentation Critically
evaluate
the
resources
A.C. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
4
A.D. LEVEL
2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL
2
A.G. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 4 LEVEL 5 LEVEL 5 LEVEL
4
A.I. LEVEL
3 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL
3
B.G. –
M LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL
3
C.A LEVEL
4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL
3
C.C.
–S. LEVEL
2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL
2
C.L. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
F. D. –
V. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL
3
H.
M.-F. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
H.A. LEVEL
3 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL
3
I D. LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
3
M.
A.-G. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 5 LEVEL 5 LEVEL
4
M.M. LEVEL
2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL
2
R.A. –
D. LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3

75
S.C.I. LEVEL
2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL
2
S.I. LEVEL
4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
3
T.M. LEVEL
3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
2
U.A. LEVEL
5 LEVEL 4 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
4
V.F. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 5 LEVEL
4

Taking into consideration the data offered by the previous survey, we can state that the
knowledge related to the media skills of the target pupils is medium to high. Most of the learners
know how to manage the technology in order to find the necessary information; they also
understand well ethic and legal aspects related to the content they need to use in order to reach
the goals of the activity.
We also applied the same questionnaire regarding the use of digital instruments at the end
of the project. There were pupils who improved their media digital skills after the project,
meaning that the project also reached its goal in what the development of t he 21st century skills is
concerned.
Project: English for Tourism , Table no.4
Period of assessment: week 2
Number of pupils assessed: 20
Name
of the
pupil Use of a
variety
of
sources Understand
ethic and
legal
aspects Use
technology
in
investigation Find
information
easily and
efficiently Use
technology
in
collaboration Use
technology
in
presentation Critically
evaluate
the
resources
A.C. LEVEL
4 LEVEL 5 LEVEL 4 LEVEL 4 LEVEL 5 LEVEL 5 LEVEL
4
A.D. LEVEL
3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
A.G. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
A.I. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
4

76
B.G. –
M LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL
3
C.A LEVEL
4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL
3
C.C.
–S. LEVEL
3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
C.L. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
F. D. –
V. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL
3
H.
M.-F. LEVEL
5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
H.A. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
4
I D. LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
3
M.
A.-G. LEVEL
5 LEVEL 5 LEVE L 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
5
M.M. LEVEL
3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
R.A. –
D. LEVEL
4 LEVEL 4 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
S.C.I. LEVEL
3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
S.I. LEVEL
4 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL
3
T.M. LEVEL
3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL
3
U.A. LEVEL
5 LEVEL 4 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL 5 LEVEL
4
V.F. LEVEL
4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 4 LEVEL 5 LEVEL
4

From the data offered by the table above we can notice that there were two pupils who
increased their ability in using digital media and there were several who made progress in the use
of the digital tools for solving problems. This is considered to be a good result, which fully
satisfies our expectancies regarding the implementation of PBL in the English classes.

77
In the following pages we will present two other surveys that we applied in the classroom
before implementing the project and after the project. These surveys refer to the development of
creativity and collaboration of the target class. These two skills are also part of the 21st century
skills that we try to develop by using the modern approach of Project –Based Learning.
Project: English for Tourism, Table no.5
Period of assessment: week 3
Number of pupils assessed: 20
21st century skill s observed: Creativity and innovation
Name of
the pupil Creates
new
products Expresses
ideas in
different
ways Is
inventive Is flexible
in thinking Helps
peers in
developing
ideas Takes
risks
A.C. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
A.D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
A.G. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3
A.I. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 1
B.G. – M LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 2
C.A LEVEL 2 LEVEL 1 LEVE L 1 LEVEL 3 LEVEL 3 LEVEL 3
C.C. –S. LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 1 LEVEL 1 LEVEL 1
C.L. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
F. D. -V. LEVEL 2 LEVEL 1 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
H. M. -F. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
H.A. LEVEL 1 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3
I D. LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
M. A. -G. LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2
M.M. LEVEL 1 LEVEL 1 LEVE L 1 LEVEL 1 LEVEL 2 LEVEL 1
R.A. –D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3
S.C.I. LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 1

78
S.I. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3
T.M. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 2
U.A. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL LEVEL 3 LEVEL 2
V.F. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3

We used a rubric designed by www.bie.org using three levels of evaluation; level 1
represents the fact that they rarely or never do that specific thing . It is named in the rubric as
“Below standard ”. Level 2 refers to the medium level of creativity and it is named in the rubric
“Approaching stand ard” and level 3 represents the fact that they always use their c reative skills
at maximum level and in the rubric we refer to it as “At standard ”. The following chart will show
that there was significant improve ment of the creative skills in a big number of pupils. The work
during the project helped them overpass fears and made them take risks in their work and also
they started to accept ideas from their peers analyzing them and even putting them into practice.
Due to this development of the ir creativity , the final outcome contained innovative ideas that are
waiting to be put into practice. We added this rubric in the annexes and it is number 7.
Project: English for Tourism, Table no.6
Period of assessment: week 7
Number of pupils assessed: 20
21st Century skill observed: Creativity
Name of
the pupil Creates
new
products Expresses
ideas in
different
ways Is inventive Is flexible
in thinking Helps peers
in
developing
ideas Takes risks
A.C. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
A.D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3
A.G. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3
A.I. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 1
B.G. – M LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2

79
C.A LEVEL 2 LEVEL 1 LEVE L 2 LEVEL 3 LEVEL 3 LEVEL 3
C.C. –S. LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1
C.L. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
F. D. -V. LEVEL 2 LEVEL 1 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
H. M. -F. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
H.A. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3
I D. LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
M. A. -G. LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2
M.M. LEVEL 1 LEVEL 1 LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 1
R.A. –D. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3
S.C.I. LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
S.I. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3
T.M. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 2
U.A. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
V.F. LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3

Project: English for Tourism, Table no.7
Period of assessment: week 2
Number of pupils assessed: 20
21st century skill observed: Collaboration
Name of
the pupil Takes
responsibilities
of oneself Helps
team Respects
others Makes and
follows
agreements Organizes
work Works as
a whole
team
A.C. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
A.D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
A.G. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3
A.I. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 1
B.G. – M LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 2

80
C.A LEVEL 2 LEVEL 1 LEVE L 1 LEVEL 3 LEVEL 3 LEVEL 3
C.C. –S. LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 1 LEVEL 1 LEVEL 1
C.L. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
F. D. -V. LEVEL 2 LEVEL 1 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
H. M. -F. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
H.A. LEVEL 1 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3
I D. LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
M. A. -G. LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2
M.M. LEVEL 1 LEVEL 1 LEVE L 1 LEVEL 1 LEVEL 2 LEVEL 1
R.A. –D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3
S.C.I. LEVEL 1 LEVEL 1 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 1
S.I. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3
T.M. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 2
U.A. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
V.F. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3

Pupils were evaluated using four levels. Level 1 referred to the minimum standard of
collaboration , that is “ Below standard ”. The following two levels assessed the “Approaching
Standard ” and “ At standard ” levels of collaboration. Level four marked the above standard
degree of collaboration , which represent s the ideal degree of collaboration, not only among
pupils, but among people in general . After applying this survey to the target class, pupils
develop ed their level of collaboration managing to better work as a team and to organize their
tasks responsibly for them to create a good project. During the project pupils st arted showing
more respect to each other helping the one s who worked slowly or who did no t understand the
tasks. Almost every pupil developed one or many characteristics of the collaboration skill, the
result being helpful not only in class, but also outsi de the class where pupils developed new
relationships discovering new common interests. The rubric that helped us develop the present
survey is to be found in annex 8.

81
Project: English for Tourism, Table no.8
Period of assessment: week 7
Number of pupils assessed: 20
21st Century skill observed: Collaboration
Name of
the pupil Takes
responsibilities
of oneself Helps
team Respects
others Makes and
follows
agreements Organizes
work Works as
a whole
team
A.C. LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 2
A.D. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3
A.G. LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
A.I. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
B.G. – M LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
C.A LEVEL 2 LEVEL 2 LEVE L 3 LEVEL 3 LEVEL 3 LEVEL 3
C.C. –S. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
C.L. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
F. D. -V. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2
H. M. -F. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 4 LEVEL 4 LEVEL 3
H.A. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3
I D. LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2
M. A. -G. LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3 LEVEL 3
M.M. LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 1 LEVEL 2 LEVEL 1
R.A. –D. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3
S.C.I. LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 2
S.I. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 3 LEVEL 2 LEVEL 3
T.M. LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 2 LEVEL 3
U.A. LEVEL 3 LEVEL 3 LEVEL 4 LEVEL 3 LEVEL 4 LEVEL 3
V.F. LEVEL 3 LEVEL 3 LEVEL 2 LEVEL 2 LEVEL 3 LEVEL 3

82
At the end of the project the pupils received another question naire which they had to fill
in. The final questionnair e evaluated the effects of the project “E nglish for Tourism” .
English for Tourism
Final Questionnaire
Codes: A – excellent
B – Very good
C – good
D – not good
E – unsatisfactory
1. Are you a boy or a girl?
a) I am a boy.
b) I am a girl.
2. You participated in:
a) All the project activities
b) A part of the project activities
3. Did you like the use of PBL during the English classes? Circle the corresponding letter.
1.A 2.B 3.C 4.D 5.E
4. What were the activities that you attended?
a) trips b) research c) selecting information and creating materials d) presentation
e) others (please mention) …………………………………………………………………..
5. Which of the activities mentioned above did you like best?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________ ________ _
6. Which ac tivity mentioned above you didn’ t like or you thought useless for the project?
______________________________________________________________________________
______________________________________________________________________________
_____________________ _________________________________________________________

7. What other activities would you add to improve the project?

83
______________________________________________________________________________
__________________________________________________________ ____________________
______________________________________________________________________________
8. What language(s) did you use to communicate within the project?
_______________________________________________________________________
9. What was the level of your commitment to the project activities?
LOW HIGH
a) The use of technology in fulfilling tasks and designing materials
b) The portfolio completion
c) The English language practice
d) The oral presentation

10. Would you like to participate in anoth er Project -Based learning activity?
a) Yes
b) No
c) I don’ t know

Thank you for your help!

After the interpretation of the data provided by the questionnaire we obtained the
following results:
Table no.9
The gender of the pupils that participated in the project
Boys Girls Total
8 12 20 pupils

84

Table no.10
The degree of participation in the project activities

All
activities Part of the
activities Total
18 2 20
pupils

Boys
40%
Girls
60% The gender of the pupils that took part in
the project
All the activites Part of the activities

85
Table no.11
Degree of satisfaction regarding the use of PBL
EXCELLENT 12 PUPILS
VERY GOOD 5 PUPILS
GOOD 3 PUPILS
NOT SO GOOD 0 PUPILS
UNSATISFACTORY 0 PUPILS
TOTAL 20 PUPILS

Table no. 12
The degree of pupils’ participation in the activities of the project
Name of the activity Participated in
activities Did not participate in
the activities Total of pupils
Visits/ Trips 16 4 20
Research 17 3 20 EXCELLENT
60% VERY GOOD
25% GOOD
15% NOT SO GOOD
0% UNSATISFACTORY
0% Degree of satisfation regarding the use of PBL

86
Selecting information
and creating materials 20 0 20
Oral presentation 14 6 20
Other – – –

Table no.13
Popularity of the project activities
Activity Liked
Visits/ Trips 17
Research 10
Selecting information and
creating materials 12
Oral presentation 5
Other 0 0510152025
Visits/ Trips Research selecting
information and
creating
materialsOral
presentationOtherThe degree of pupils' participation in the activities
of the project
didn`t participate
Participated

87

Table no.14
Activities which pupils did no t like or considered useless
No dissatisfaction 17
Oral presentation 3
Total 20
As the ta ble above shows, most pupils considered th e activities interesting and useful.
Only a little part of the target group had a slightly different opinion.

Visits/ Trips
39%
Research
23% Selecting
information and
creating materials
27% Oral presentation
11% Other
0% Popularity of project activities
No dissatisfaction Oral presentation

88
Table no.15
Need of improvement
No need for improvement 16
More PBL classes 2
More computer based activities 2
Other 0

Pupils found interesting all the activities proposed for this project and there was a big
number of pupils who were satisfied with the activity. But there were some pupils who
consider ed that more PBL classes together with computer -based activities would make lessons
more interesting and more attractive.

Table no.16
The languages used during the project
English and Romanian 14
Only English 4
Only Romanian 2
80% 10% 10% Need for improvement
No need for improvement More PBL classes More computer based activities

89
During the project a great amount of pupils used the target language and the native
language, showing that they were interested in devel oping their skills regarding the use of
language. Only a small part of the group did no t use the target language, but their number is not
significant and does not affect the reaching of the goal of the present project.

Table no. 17
Level of commitment during the project
Activity High Low Total
The use of technology in fulfilling tasks and
designing materials 17 3 20
The portfolio completion 13 7 20
The English language practice 18 2 20
The oral presentation 15 5 20
The results that we analyzed after completing the questionnaire revealed that pupils liked
the activity and they actively involved in the development of the project.

70% 20% 10% The languages used during the project
English and Romania Only English Only Romanian
0510152025
The use of tecnology in
fulfilling tasks and
designing materialsThe portfolio
completionThe English language
practiceThe oral presentationLow
High

90
Table no. 18
Pupils’ interest in participating into another project
Yes 18
No 0
Don’ t know 2
Total 20

From the whole analysis of the survey, we can conclude that the target group was
involve d in the development of the project, proving great commitment towards its activities and
showing interest in participating into other activities that can be develop ed using the Project –
Based learning approach. The pupils felt attracted by the manner in which the project invol ved
them actively and by the manner in whi ch they were able to use real -life situations to learn
English.
For the final project the pupils created oral presentatio ns for the four topics that had been
established at the beginning of the project. They create d leaflets and PPT presentations which
were displayed in the final session of the project. For the creation of the products, the pupils
worked in groups investigating, interviewing and collabora ting for the benefit of the final
outcome. We will present their products i n the following pages. 90% 0% 10% Yes No Don` know

91

Leaflet about the “ Ovidius ‖ University in Constanta

92

93

Leaflet about the Museums in Constanta City

94

95

96

Power Point Presentation of the Old Touristic Center of Constanta

97

98

Power Point Presentation of Restaurants and Cafes in the Old City of Constanta

99
Conclusions
Throu ghout the whole paper we have borne in mind the constant change of the s ociety
and the imperious need for change of the whole school system. We have tried to demonstrate that
using the Project -Based Learning approach in the classroom can bring us, as teachers, the
satisfaction that our work will be useful for our pupils not only in the classroom, but mostly
outside the classroom, in their lives or careers. The main purpose of the paper was to
demonstrate the constant need that pupils have to develop the 21st century skills.
As presented in the paper, the Project -Based Learning approach actively involves pupils
in learning exposing them to authentic English language and increasing their mo tivation for
learning . Introducing modern techniques which are learner -centered is not an easy step to take,
especially in the Romania n system of education but using such approaches we can notice small
steps towards the innovation of the learning and teaching system.
There is a wide variety of s ubjects that can be used for developing such activities. When
choosing the topic we have to take into consideration how important or how relat ive it is for the
target learners, this representing the key to the success of the activity. W e have considered that
choosing the topic that we focused on through out the paper was important for the target pupils
because it provided great development and progress for the whole class. Taking into account the
area where we live, we thought that Englis h for Tourism Project was the best way of introducing
the vocabulary r elated to the topic. W e also made sure that this would bring progress in the 21st
century ski lls. The reason for chosing the 9th graders was that they need to get acquainted to their
specialization and also to be aware of how important English is in this area of learning.
The entire project, as our final surveys revealed led to the development of a wide range of
skills. Class discussions, pres entations or interviews led to the development of their speaking and
listening skills; reading many authentic t exts and the writing tasks encouraged the development
of the productive skills. The activities of the project represented a major advantage for l ow and
medium pupils as it gave them the opportunity to improve their skills in a pleasant manner , being
actively involved.
The use of authentic tasks contributed to the improvement of some other skills like
teamwork, critical thinking, collabo ration or cr eativity. The real -life learning situations made

100
them focus on the final product and forced them to plan tasks, to assign roles, to solve problems,
to respect and to accept the other’ s opinion bringing them higher self -esteem and confidence in
the use of E nglish during the project, but most important ly, after the project.
One of the most important factors in an activity is feedback and assessment. Pupils need
to know how well they worked and the teacher needs to kno w if his/her teaching methods are
good for the learners in order for them to fulfill the objectives established at the beginning of the
activity. Throughout the project we used explicit feedback, self -assessment and group evaluation
to let pupils know how they worked, to let them know where they should add more information
or if they made grammar mistakes.
The results of this study show that PBL also increases the autonomy of the learners
making them aware of the fact that they must improve their learning skills and that strategy will
help them achieve the goals of the project. Learner ’ autonomy is tightly linked to collaboration.
Collaboration requires interaction and negotiation on the language used for different activities.
During the project good pupils interacted with the weaker on es, helping them to develop
language competence. Collaborative learning enhances group relationships, socialization or
maturity.
As far as my teaching experience is concerned, working with projects enriched my
teaching experience, giving me another perspec tive on what teaching, assessing, integrating
information and developing relationships are. It is worth using PBL in the classroom because one
can experience a lot of challe nges when using the traditional system of education. This aspect is
important to me and I will surely use projects in my English lessons and I will always be open to
new and innovative ideas at any time.

101

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Annex 1: Project design rubric , available from www.bie.org
Essential
Project Design
Element Lacks Features of Effective
PBL
The project has one or more of
the following
problems in each area: Needs Further Development
The project includes some features of
effective PBL but has some weaknesses: Includes Features of
Effective PBL

The project has the
following strengths:

Key Knowledge,
Under -standing
& Success  Student learning goals
are not clear and specific; the
project is not focused on
standards.
 The project does not
explicitly target, assess, or
scaffold the development of
success skills.  The project is focused on standards –
derived knowledge and understanding,
but it may target too few, too many, or
less important goals.
 Success skills are targeted, but there
may be too man y to be adequately taught
and assessed.  The project is focused on
teaching students specific and
important knowledge,
understanding, and skills derived
from standards and central to
academic subject areas.
 Important success skills are
explicitly target ed to be taught and
assessed, including critical
thinking/problem solving,
collaboration, and self –
management.
Challenging
Problem or
Question  The project is not focused
on a central problem or
question (it may be more like
a unit with several tasks); or
the problem or question is too
easily solved or answered to
justify a project.
 The central problem or
question is not framed by a
driving question for the
project, or it is seriously
flawed, for example:
it has a single or simple
answer.
it is not engaging to  The project is focused on a central
problem or question, but the level of
challenge might be inappropriate for the
intended st udents.
 The driving question relates to the
project but does not capture its central
problem or question (it may be more like
a theme).
 The driving question meets some of
the criteria (in the Includes Features
column) for an effective driving
question, but lacks others.  The project is focused on a
central problem or question, at the
appropriate level of challenge.
 The central problem or
question is framed by a driving
question for the project, which is:
open -ended; it will allow
students to develo p more than
one reasonable answer.
understandable and inspiring
to students.
aligned with learning goals; to
answer it, students will need
to gain the intended

110
students (it sounds too
complex or “academic” like
it came from a textbook or
appeals only to a teacher). knowledge, understanding,
and skills.
Sustained
Inquiry  The “project” is more
like an activity or “hands -on”
task, rather than an extended
process of inquiry.
 There is no process for
students to generate questions
to guide inquiry.  Inquiry is limited (it may be brief
and only occur once or twice in the
project; information -gathering is the
main task; deeper questions are not
asked).
 Students generate questions, but
while some might be addressed, they are
not used to guide inquiry and do not
affect the path of the project.  Inquiry is sustained over time
and academically rigorous
(stud ents pose questions, gather &
interpret data, develop and
evaluate solutions or build
evidence for answers, and ask
further questions).
 Inquiry is driven by student –
generated questions throughout the
project.

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Annex 2 : Example of middle school independent reading rubric available from
www.getworksheets.com

112
Annex 3: Example of w riting rubric , available from www.studybay.com

113
Annex 4: Example of s peaking rubric , available from www.mextesol.net

114
Annex 5: Oral Assessment Framework for Cambridge Exams available from
www.cambridgeenglish.com

115
Annex 6: Technology -based products scoring rubric , adapted from www.ascd.org
Criteria Level 4 Level 3 Level 2 Level 1
Use of digital
resources S/He uses digital
resources taken
from internet to
create new original
products; S/he uses the
resources on the
internet to
produce new
materials with
some degree of
originality; S/He uses
internet
resources but
sometimes uses
it as s/he finds it; S/He us es the
internet resources
without creating
new products,
simply copying
the information;
Understanding
ethical and
legal aspects S/He knows and
takes into account
the ethical aspects
of using
information and
photos posted on
web and verifies
their reliab ility; S/He knows and
the ethical and
legal aspect of
using the
information from
the internet; S/He usually
takes into
account the
ethical and legal
aspect ; S/He does not
know and is not
interested in
knowing the
ethical and legal
aspect of the use
of the
information from
the internet;
Efficiency in
using the
information S/He finds the
most relevant
information for the
topic; S/He finds
relevant
information for
the topic; S/He finds some
relevant
information, but
not enough; S/He finds few
relevant
informa tion;
Use of
technology in
investigation S/He uses
technology in
comparing dates
and solving
problems and
creates reliable and
detailed products; S/HE uses
technology in
comparing dates
and creating
products with
relevant
information; S/He uses
technology but it
is difficult for
him/her to
compare dates
and extract the
most relevant
information; S/He doesn`t
investigate
enough and only
searches for little
information to
solve the
problem and
create products;

116
Use of
technology in
presentation S/He uses media
instruments to
create interesting
PPT presentation
to support his/her
ideas; S/He uses
technology to
create PPT to
support his/her
ideas; S/He uses few
media tools to
present his/her
ideas without
significant
details; S/He doesn`t use
enough media
tools to support
his/her ideas
without being
relevant to the
topic;
Use of
technology in
collaboration S/He works in
teams
accomplishing
different tasks
related to the topic; S/He works in
teams only on
specific tasks; S/He works in
teams but
sometimes s/ he
doesn`t show
enough support
to the team; It is difficult for
him/her to work
in teams, finding
it difficult to
respect
deadlines, and
being
inconsistent.

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Annex no.7: Creativity and innovation rubric, adapted from www.bie.org
Creativity and Innovation Rubric for PBL
Creativity &
Innovation
Below Standard Approaching Standard At Standard Opportunity at
Phases of a Project

Launching the may just “follow directions” without understands the basic purpose for understands the purpose driving the process
Project understanding the purpose for innovation but does not thoroughly of innovation (Who needs this? Why?)
Define the innovation or considering the needs and consider the needs and interests of the develops insight about the particular needs
Creative interests of the target audience target audience and interests of the target audience
Challenge

Building Knowledge, uses only typical sources of information finds one or two sources of information in addition to typical sources, finds unusual
Understanding, and (website, book, article) that are not typical ways or places to get information (adult
Skills
does not offer new ideas during offers new ideas during discussions, but expert, community member, business or
Identify Sources organization, literature) discussions stays within narrow perspectives
of Information promotes divergent and creative perspectives
during discussions (CC 11 -12.SL.1c)

Developing and stays within existing frameworks; does develops some original ideas for uses idea -generating techniques to develop
Revising Ideas and not use idea -generating techniques to product(s), but could develop more with several original ideas for product(s)
Products
develop new ideas for product(s) better use of idea -generating techniques carefully evaluates the quality of ideas and Generate and selects one idea without evaluating the evaluates ideas, but not thoroughly selects the best one to shape into a product
Select Ideas quality of ideas before selecting one asks new questions, takes different

does not ask new questions or elaborate asks a few new questions but may make perspectives to elaborate and improve on the
on the selected idea only minor changes to the selected idea selected idea
reproduces existing ideas; does not shows some imagination when shaping uses ingenuity and imagination, going outside
imagine new ones ideas into a product, but may stay conventional boundaries, when shaping ideas
does not consider or use feedback and within conventional boundaries into a product

critique to revise product considers and may use some feedback seeks out and uses feedback and critique to
and critique to revise a product, but revise product to better meet the needs of the
does not seek it out intended audience (CC 6 -12.W.5)

Presenting Products presents ideas and products in typical adds some interesting touches to creates visually exciting presentation media
and Answers to ways (text -heavy PowerPoint slides, presentation media includes elements in presentation that are Driving Question recitation of notes, no interactive

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attempts to include elements in especially fun, lively, engaging, or powerful to Present Work to features) presentation that make it more lively the particular audience
Users/Target and engaging
Audience

Annex 8: Collaboration rubric for PBL, available from www.bie.org
Individual
Performance Below Standard Approaching Standard At Standard Above
Standard
√
Takes Responsibility
for Oneself • is not prepared,
informed, and ready to
work with the team
• does not use
technology tools as
agreed upon by the
team to communicate
and manage project
tasks
• does not do project
tasks
• does not complete tasks
on time
• does not use feedback
from others to improve
work • is usually prepared,
informed, and ready to
work with the team
• uses technology tools
as agreed upon by the
team to communicate
and manage project
tasks, but not
consistently
• does some project
tasks, but needs to be
reminded
• completes most tasks
on time
• sometimes uses
feedback from others to
improve work • is prepared and ready to work; is
well informed on the project topic
and cites evidence to probe and
reflect on ideas with the team
• consistently uses technology tools
as agreed upon by the team to
communicate and manage project
tasks
• does tasks without having to be
reminded
• completes tasks on time
• uses feedback from others to
improve work
Helps • does not help the team • cooperates with the • helps the team solve problems and

119
the Team solve problems; may
cause problems
• does not ask probing
questions, express
ideas, or elaborate in
response to questions
in discussions
• does not give useful
feedback to others
• does not offer to help
others if they need it team but may not
actively help it solve
problems
• sometimes expresses
ideas clearly, asks
probing questions, and
elaborates in response
to questions in
discussions
• gives feedback to
others, but it may not
always be useful
• sometimes offers to
help others if they need
it manage conflicts
• makes discussions e ffective by
clearly expressing ideas, asking
probing questions, making sure
everyone is heard, responding
thoughtfully to new information
and perspectives
• gives useful feedback (specific,
feasible, supportive) to others so
they can improve their work
• offers to help others do their work
if needed
Respects Others • is impolite or unkind to
teammates (may
interrupt, ignore ideas,
hurt feelings)
• does not acknowledge
or respect other
perspectives • is usually polite and
kind to teammates
• usually ackn owledges
and respects other
perspectives and
disagrees
diplomatically • is polite and kind to teammates
• acknowledges and respects other
perspectives; disagrees
diplomatically
Team Performance Below Standard Approaching Standard At Standard Above
Standard
√
Makes and Follows
Agreements • does not discuss how
the team will work
together
• does not follow rules
for collegial
discussions, decision -• discusses how the team
will work together, but
not in detail; may just
“go through the
motions” when creating
an agreement • makes detailed agreements about
how the team will work together,
including the use of technology
tools
• follows rules for collegial
discussions, decision -making, and

120
making and conflict
resolution
• does not discuss how
well agreements are
being followed
• allows breakdowns in
team work to happen;
needs teacher to
intervene • usually follows rules
for collegial
discussions, decision –
making, a nd conflict
resolution
• discusses how well
agreements are being
followed, but not in
depth; may ignore
subtle issues
• notices when norms are
not being followed but
asks the teacher for
help to resolve issues conflict resolution
• honestly and accurately discusses
how well agreements are being
followed
• takes appropriate action when
norms are not being followed;
attempts to resolve issues without
asking the teacher for help
Organizes
Work • does project work
without creating a task
list
• does not set a schedule
and track progress
toward goals and
deadlines
• does not assign roles or
share leadership; one
person may do too
much, or all members
may do random tasks
• wastes time and does
not run meetings well;
materials, drafts, notes
are not organized (may
be misplaced or
inaccessible) • creates a task list tha t
divides project work
among the team, but it
may not be in detail or
followed closely
• sets a schedule for
doing tasks but does
not follow it closely
• assigns roles but does
not follow them, or
selects only one
“leader” who makes
most decisions
• usual ly uses time and
runs meetings well, but
may occasionally waste
time; keeps materials,
drafts, notes, but not • creates a detailed task list that
divides project work reasonably
among the team
• sets a schedule and tracks
progress toward g oals and
deadlines
• assigns roles if and as needed,
based on team members’ strengths
• uses time and runs meetings
efficiently; keeps materials, drafts,
notes organized

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always organized
Works as a Whole
Team • does not recognize or
use special talents of
team members
• does project tasks
separately and does not
put them together; it is
a collection of
individual work • makes some attempt to
use special talents of
team members
• does most project tasks
separately and puts
them together at the
end • recognizes and uses sp ecial talents
of each team member
• develops ideas and creates
products with involvement of all
team members; tasks done
separately are brought to the team
for critique and revision

Annex 9: Oral Presentation rubric , available from www.bie.org
Below standard Approaching standard At standard Above
standard
Explanation
of Ideas &
Information • does not present
information, arguments,
ideas, or findings clearly,
concisely, and logically;
argument lacks supporting
evidence; audience cannot
follow the line of
reasoning
• selects information,
develops ideas and uses a
style inappropriate to the
purpose, task, and
audience (may be too
much or too little
information, or the wrong
approach) • presents information, findings,
arguments and supporting
evidence in a way that is not
always clear, concise, and logical;
line of reasoning is sometimes
hard to follow
• attempts to select information,
develop ideas and use a style
appropriate to the purpose, task,
and audience but does not fully
succeed
• attempts to address alternative or
opposing perspectives, but not
clearly or completely • presents information, findings,
arguments and supporting
evidence clearly, concisely, and
logically; audience can easily
follow the line of reasoning
• selects information, develops
ideas and uses a style
appropriate to the purpose,
task, and audience
• clearly and completely
addresses alternative or
opposing perspective s

122
• does not ad dress
alternative or opposing
perspectives
Organization • does not meet
requirements for what
should be included in the
presentation
• does not have an
introduction and/or
conclusion
• uses time poorly; the
whole presentation, or a
part of it, is too short or too
long • meets most requirements for what
should be included in the
presentation
• has an introduction and
conclusion, but they are not clear
or interesting
• generally times presentation well,
but may spend too much or too
little time on a topic, a/v aid, or
idea • meets all requirement s for what
should be included in the
presentation
• has a clear and interesting
introduction and conclusion
• organizes time well; no part of
the presentation is too short or
too long
Eyes & Body • does not look at audience;
reads notes or slides
• does not use gestures or
movements
• lacks poise and confidence
(fidgets, slouches, appears
nervous)
• wears clothing
inappropriate for the
occasion • makes infrequent eye contact;
reads notes or slides most of the
time
• uses a few gestures or movements
but th ey do not look natural
• shows some poise and confidence,
(only a little fidgeting or nervous
movement)
• makes some attempt to wear
clothing appropriate for the
occasion • keeps eye contact with
audience most of the time; only
glances at notes or slides
• uses natural gestures and
movements
• looks poised and confident
• wears clothing appropriate for
the occasion
Voice • mumbles or speaks too
quickly or slowly
• speaks too softly to be
understood ;
• frequently uses “filler”
words (“uh, um, so, and, • speaks clearly most of the time
• speaks loudly enough for the
audience to hear most of the time,
but may speak in a monotone
• occasionally uses filler words
• attempts to adapt speech for the • speaks clearly; not too quickly
or slowly
• speaks loudly enough for
everyone to hear; changes tone
and pace to maintain interest
• rarely uses filler words

123
like, etc.”)
• does not adapt speech for
the context and task context and task but is
unsuccessful or inconsistent • adapts sp eech for the context
and task, demonstrating
command of formal English
when appropriate
Presentation
Aids • does not use audio/visual
aids or media
• attempts to use one or a
few audio/visual aids or
media, but they do not add
to or may distract from the
presentation • uses audio/visual aids or media,
but they may sometimes distract
from or not add to the presentation
• sometimes has trouble bringing
audio/visual aids or media
smoothly into the presentation • uses well -produced
audio/visual aids or me dia to
enhance understanding of
findings, reasoning, and
evidence, and to add interest
• smoothly brings audio/visual
aids or media into the
presentation
Response to
Audience
Questions • does not address audience
questions (goes off topic or
misundersta nds without
seeking clarification) • answers audience questions, but
not always clearly or completely • answers audience questions
clearly and completely
• seeks clarification, admits “I
don’t know” or explains how
the answer might be found
when unable to answer a
question
Participation
in Team
Presentations • Not all team members
participate; only one or
two speak • All team members participate, but
not equally • All team members participate
for about the same length of
time
• All team members are able to
answer questions about the
topic as a whole, not just their
part of it

124
Annex 10: Observation list
Pupil’ s name
Group:
Items Never Rarely Sometimes Often Always
Uses English correctly
Has clear pronunciation
Uses appropriate
gestures
Uses precise and varied
language
Uses correct grammar
in conversation
Adjusts tone
appropriately
Shows knowledge of
vocabulary related to
the topic