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1、Lets begin with a,large-scale,small experiment.,An Experiment,You are kindly requested to work in groups of 5 with one leader and 4 members.The four member will be asked to perform two tasks I will show you in a minute.The leader will do according to the instructions to be given to you by our staff.
2、,Task 1,For group members:Read paragraphs 57 of“A Vision of Students TodayWhat Teachers must Do”and answer the multiple choice questions to be given after the reading.You will be given 5 minutes to read the text.,Task 1,I started talking and an almost deafening silence greeted my first words.I have
3、always been amazed and intimidated by this silence.It seems to await my next words.The silence is immediately filled with the more subtle yet powerful messages sent by 500 sets of eyes which I continuously scan,“listening”to what they have to say as I talk.In an instant those eyes can turn from wond
4、er and excitement to the disheartening glaze of universal and irreversible disengagement.Perpetually dreading this glaze I nervously pace as I talk and use gestures.At times I feel desperate for their attention.I rush to amuse them with jokes and stories as I swing,twist,and swirl that gyro mouse,di
5、recting the 786 432 pixels dancing points of light behind me,hoping to dazzle them with a multi-media extravaganza.Somehow I seem to hold their attention for the full hour.I marvel at what a remarkable achievement it is to bring hundreds of otherwise expressive,energetic,and often rebellious youths
6、into a single room and have them sit quietly in straight rows while they listen to the authority with the microphone.Reports from my teaching assistants sitting in the back of the room tell a different story.Apparently,several students standing in the back cranked up their iPods as I started to lect
7、ure and never turned them off,sometimes even breaking out into dance.My lecture could barely be heard nearby as the sound-absorbing panels and state of the art speakers were apparently no match for those blaring iPods.Scanning the room my assistants also saw students cruising Facebook,instant messag
8、ing,and texting their friends.The students were undoubtedly engaged,just not with me.,Task 1,1.What was awaiting the writer when he began to talk?A)A great deal of noise from students.B)The music from students iPod.C)The tremendous applause.D)An immense silence.,Task 1,2.What were students doing bef
9、ore class?A)They were browsing Facebook.B)They were playing with their iPods.C)They were making phone calls.D)They were talking to each other.,Task 1,3.What was the writer most dread when he was giving class?A)A large number of students being absent.B)Students being easily distracted.C)A glazed look
10、 of disengagement coming over students faces.D)Students behaving in a ridiculous or disruptive manner.,Task 1,4.Why did the writer tell jokes and stories to his students?A)Because he wanted to get their attention.B)Because he wanted to amuse them.C)Because he wanted to make his class lively.D)Becaus
11、e he wanted to be the most popular teacher.,Task 1,5.What were some of the students at the back of the room doing?A)They were listening carefully to the teacher.B)They were texting their friends.C)They were playing games on their laptops.D)They were listening to their iPods.,Task 2,For the group mem
12、bers:Read the three paragraphs again and list a number of problems of lecture-based teaching that are mentioned in the text.Then add more problems based on your own teaching experiences.You may do this in 5 minutes.,Task 2,Discuss in your group and list a number of solutions you can think of for the
13、 problems you have found.While doing so,you may read the last two paragraphs of the same passage,or you can surf the Internet for the information you need.You can do this in 6 minutes.,Task 2,The solution.Fortunately,the solution is simple.We dont have to tear the walls down.We just have to stop pre
14、tending that the walls separate us from the world,and begin working with students in the pursuit of answers to real and relevant questions.When we do that we can stop denying the fact that we are enveloped in a cloud of ubiquitous digital information where the nature and dynamics of knowledge have s
15、hifted.We can acknowledge that most of our students have powerful devices on them that give them instant and constant access to this cloud(including almost any answer to almost any multiple choice question you can imagine).We can welcome laptops,cell phones,and iPods into our classrooms,not as distr
16、actions,but as powerful learning technologies.We can use them in ways that empower and engage students in real world problems and activities,leveraging the enormous potentials of the digital media environment that now surrounds us.In the process,we allow students to develop much-needed skills in nav
17、igating and harnessing this new media environment,including the wisdom to know when to turn it off.When students are engaged in projects that are meaningful and important to them,and that make them feel meaningful and important,they will enthusiastically turn off their cell phones and laptops to gra
18、pple with the most difficult texts and take on the most rigorous tasks.,Post-task Interview,Now the group leader will have an interview with her/his group members,following the given instructions.You can do this in 5 minutes.,Post-task Interview,Next,the group leaders will report the result of their
19、 interviews to us all.结果发送到QQ群：群名称：“2013杭州培训”群号：223580875,Summary of the Research Findings,Comparisons of the two tasks in terms of:Motivation of reading Cognitive processes involved Skills involved Materials and instruments involved Achievements made Sense of achivement Real life application,“Put t
20、he Cart Where It Belongs”,南京大学 王海啸,2013 杭州,Teacher-oriented Textbook-oriented Test-oriented,Whats Wrong with CE Learning?,Present Practice Produce,Whats Wrong with CE Learning?,Engaging and Enabling Experiencing and Exploring Enlightening and Entertaining,What are the solutions?,we looking into,For
21、this purpose,PBL,What is PBL?,What is PBL?,PBL:Project-based learningPBLL:Project-based language learning,What is PBL?,PBL:A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended,student-influenced inquiry process structured ar
22、ound complex,authentic questions and carefully designed products and tasks.http:/pbl-online.org/About/whatisPBL.htm,What is PBL?,PBLL:A student-centered instructional approach in which students work individually or collaboratively,through use of authentic language,to solve authentic problems or deve
23、lop tangible products,in an inquiry process over some time,usually outside the classroom,to learn language and content,as well as to develop skills.Zhang,J.(forthcoming),What is PBLL?,Why PBL?,Why PBL?,Both process and product orientedComprehensible and modified inputComprehensible outputNegotiation
24、 of meaningBalance of form and meaningIntegrated real life skillsPurpose and motivationAll-round development(social,cognitive,affective),Why PBLL?,Student centeredSelf-determined target of learning,topic choice,learning materials selection,pace and method of learning,etc.,Why PBLL?,Encourages cooper
25、ation rather than competitionStudent-student cooperationStudent-teacher cooperationDivision of labor,Why PBLL?,Use of formative and performance-based assessmentIntegratedAuthenticIndividualizedFuture-oriented,Why PBLL?,How to Do PBL?,How to Do PBL?,Most projects in SLA include five basic phases:sele
26、cting a topic,making plans,doing research,developing products and sharing results(Moss&van Duzer,1998).Cited from Zhang,J.(forthcoming),How to Do PBL?,Stollers 10-step process of project work:(1)Students and instructor agree on a theme for the project;(2)determine the final outcome;(3)structure the
27、project;(4)instructor prepares students for the language demands of information gathering;(5)students gather information;Zhang,J.(forthcoming),How to Do PBL?,Stollers 10-step process of project work:(6)instructor prepares students for the language demands of compiling and analyzing data;(7)students
28、compile and analyze information;(8)instructor prepares students for the language demands of the culminating activity;(9)students present final product and(10)evaluate the project.Cited from Zhang,J.(forthcoming),How to Do PBL?,Putting the Cart Where It Belongs,Learning to do or doing to learn?That is the question.,Thank You!,
