Introduction

Our new approach  is a teaching strategy that puts students at the helm of their education. Teachers provide the structure of projects and investigations, as well as guidance along the way, acting as expert facilitators to their students; students, meanwhile, are actively engaged in solving an authentic problem that connects their curriculum-based academic focus with applied analysis of the topic. The main shift, from the learner’s perspective, is from knowledge acquisition to knowledge application. Implicit in application is the useful acquisition of information, but within an active, dynamic frame.

Problem-based learning has received considerable attention from the education field. At this point we comes from teaching by implementing this new model.

The results are clear: problem-based learning, as the basis for educational training, develops students with the necessary competencies and skills to excel in the real-world application of information.

six core characteristics of Our New Approach:

1. Learning is student-centered.
2. Learning occurs in small student groups.
3. A teacher is present as a facilitator or guide.
4. Authentic problems/ projects are presented at the beginning of the learning sequence, before any preparation or study has occurred.
5. The projects encountered are used as tools to achieve the required knowledge and the problem-solving skills necessary to eventually solve the problems.
6. New information is acquired through self-directed learning

a useful framework for conceptualizing project-based learning:

(1) The problem acts as a stimulus for learning.

(2) It is an educational approach, not an isolated instructional technique.

(3) It is a student-centered approach, and four criteria concerning their effect on student learning: (1) active processing of information; (2) activation of prior knowledge; (3) meaningful context; and (4) opportunities for elaboration/organization of knowledge.”

Our approach to teaching:

1) Teacher centered education:

Learning is guided by presentations, lectures, questioning, individualized instruction, and direct teaching.

2) Student centered education:

Learning is developed by open education, discovery learning discussions, and open learning centers.

3) Our ideal learning environment:

Knowledge is created through cooperative learning, guided discussion, constructivist teaching, guided learning centers, and scaffolding. This type of teaching fosters independent, resourceful, creative self, self- reliant, and responsible learners with many adaptable skills. These students are not afraid to ask and investigate questions and are more likely to become lifelong learners. In this approach, flexibility is key, as the teacher transfers much (but not more) onto students.

Achievements:

Thinking of a final product for each phenomenon was not an easy thing to do. It needed new and fresh ideas to be creative as much as possible. Therefore we gave students general background information about each topic then they came up with their own ideas.

We have done three final products so far, each one of them is totally different. The pupils of each group suggested many ideas; some of them were implemented and others were modified to suit the topic.

The first phenomenon was about “aviation”. After being exposed to the history of the airplane by a reading comprehension text about the Wright brothers, students suggested to make a poster that includes the essential parts of the airplane. While working on the poster, students were divided into two groups; some of them wrote,cut, and colored the poster, others chose to take part in presenting the poster itself.

At the first exhibition day, we were confused a little bit since it was the first product to show. The audience was the principle and the teachers which helped the students to be more relaxed. However, not all the students had the chance to present due to the lack of time which was disappointing somehow.

The second phenomenon was about “sailing”.  We introduced the terms “density”, “float”, and “sink” to students as the major words that are related to the topic. We had to look for the words in the curriculum that are required for 7^th graders and at the same time can be related to this topic. We also taught the present simple tense through writing observations about objects that sink or float.

At the second exhibition day, things were clearer and went smoother. Each group had its own scoring key that was judged based on it. Everyone had the chance to present and parents were involved too.

The third phenomenon was about “communication”. This one is different from the others for being wider and deeper. It includes various sub-topics which students should be exposed to. For this phenomenon, students had brilliant thoughts. They came up with several ideas but at last we chose to do a TV report and a survey about adapting the new approach at school.

This exhibition day was so special since the audience was some inspectors from different fields together with the principle and the teachers. Students did their best and presented what they had done perfectly.

Difficulties:

– At first, students felt shy and didn’t want to stand in front of people to present. But as they saw what others did they were encouraged and excited to do their own presentation.

– Each group has students with different levels. Therefore, the teacher had to adapt each one to the role that suits him/her. All of the students participated in the project by doing different things.

– The topics that we teach in the project are mostly related to science. Therefore, most of the terms that are used are unfamiliar to students and need to be explained.

– Some technical changes were done in the school’s schedule. An extra lesson was added to enable each group to meet with their teacher and plan for their final product. This lesson facilitated the working process and contributed to the effectiveness of its quality.

– One of the difficulties that we faced while planning for the third unit was adapting the level of information to 7^th graders. We had to re-write some texts using a simplified language in order to ensure their understanding of the topic.

Reflections

Reflection

By Dima Drawshy

The project that is held at our school started at the beginning of the school year which is in September. But my own school year started a bit later, after a month, in October. Therefore it was confusing to be suddenly engaged in such a thing without any previous background about the project itself.

The first phenomenon that was held was “aviation”. Since things were not completely clear, the coordinator helped us a lot in planning the unit for this phenomenon. Each school subject was asked to prepare a final product that shows the learning process of students for this phenomenon. Ours was a poster that shows the most important parts in the airplane, and the students of our group were supposed to explain about each part in the poster. Unfortunately, things didn’t work as planned; the students didn’t have the chance to present what they have due to a time management problem.

The second phenomenon, which was about “sailing”, was much more organized in terms of both, planning and time. We, as English teachers, cooperated to plan the unit at our staff meetings. Furthermore, the course that is set to guide us was very helpful and supportive. Our final product was a video that shows each student holding an object, saying its name, then throwing it into a bowl of water to see if it sinks or floats.  The students were proud of their achievement and the positive comments encouraged them a lot.

The third phenomenon was about “communication”. At this level, students and teachers were much more competent and experienced. After seeing the last two products, the students of our group were really excited to do their own. Therefore, we worked collaboratively and made our best to come up with brilliant ideas for this product. As a means of communication, we made a special TV report and a survey about the new approach held in our school. Students were activated especially since the survey was done by “Plickers” which is a modern tool for collecting data.

To sum up, I feel that this way of learning encourages and interests pupils more than the traditional way. In addition, Students are an active part of this learning process. They also have the chance to look for information rather than just receive it.

Million dollar tips:

• Plan B is an essential part of the preparation for lessons. Things could be changed in the last minute and as teachers we should be always ready for such changes.
• Depend on your students. Even though you might have some doubts if they can search for the suitable information, let them try. This is the only way they can trust themselves and be independent.

Personal reflection

By Raneen Abu Ahmad

At the beginning of my school year which started at October 1^st , I had no idea about the project held in school. Before the first exhibition day, I was asked to prepare with 7^th grade students a poster related to aviation theme. Together with my colleague Dima, we prepared a lesson plan that starts with a discussion about the most important part of an airplane and to turn it into a poster presenting the main parts of an airplane then presenting the role of each part. During the lesson, some students participated in the preparation of the poster whereas others wanted to take part in presenting the poster itself. Large percentage of the students was engaged in the lesson but still some students were passive and uninvolved. At the exhibition day the students didn’t present due to technical problems which bothered us a lot.

Participating in the course made things clearer for me. We started preparing for the second phenomenon which is “sailing”. Preparing the units had made things more convenient. As for the preparation of the final product, it was easier to work with small group of students weekly. All of the 7^th students were fully involved in the process of making a video about density unlike the preparation for the first exhibition day. Making the video wasn’t easy since most of the students were very weak students. But I was so proud to hear from our supervisor Sawsan that students seemed competent and fluent. The good part of working with a small group was knowing my students on a personal level and experiencing funny moments with them. This of course affected the student-teacher relationship positively in class.

The third phenomenon we adapted was communication. Preparing for this phenomenon was more collaborative with other subjects. The subject itself was wider. It was hard to find materials that suit the students’ level. But we covered the aspects we were supposed to successfully. When it came to preparing the final product I had different kid of difficulties. My group of students had more discipline problems than the groups I had before. Activating them wasn’t easy but the moment I gained their attention they were very productive and came with brilliant ideas. After weeks of preparations and hard work, we settled on doing a TV report that includes interviews and a survey about the new approach in the school. This TV report is in a way a mean of communication to present what is happening in our school in a holistic way under the same umbrella topic. The process itself wasn’t easy especially that we had different levels in each group and they were supposed to cooperate in order to end up having one unified unit. For me, the final product was something to be proud of and presenting it in front of the inspectors made me feel even better.

As for the golden tips I would like to share; first, always be ready to change your plan. These kinds of lessons are different in a way that should make students more involved in the learning process. Don’t be afraid of constantly changing your plan or adapting it to your students. Second, don’t take the easy way. It might look stressful to do all of this work. For me, taking this hard way made me feel in a continuous learning process. I enjoyed having fascinating products that I wouldn’t have in the traditional way of teaching.

My Reflection

by Majd Darawshy

Every change in life needs daring.  No one reaches a high position without daring!

The start point was so difficult because we are talking about a new approach that needs a change in our way of thinking and planning lessons. Moreover, it needs a high level of creativity. At first, I was so afraid and confused since I need to change the way I used to follow in my English lessons and to make connections between the English curriculum and the scientific topics I need to pass through my English lessons.

The first experience, which was about flying, was so hard. I wasn’t satisfied about what I did with my students because I thought I need to improve the way I plan my lessons and to focus on the role of students , to let them be in the center .

When my students presented their first project I was proud of them. They really surprised me and made me happy because I didn’t expect they have the ability and responsibility to do projects. So, I decided to work hard in order to give them the information needed to work on projects well.

In the second topic “sailing”, I felt more comfortable because of the intensive school meetings and courses about the new approach. I felt that I started to be more creative in planning lessons and my students were so enthusiastic and active in PBL lessons.

The weekly lesson that was for working on the final project was very useful for me and my students at the same time. I also communicated with my students using “Google classroom”. My relationship with my students was strong and this helped me to do the best with them.

To be honest, my favorite part was presenting projects because it made me happy and cheerful about my students especially when parents came in the second presentation day. The students were excited and satisfied about their projects.

The students’ reaction is what motivates me to make efforts to enable this approach to succeed. While planning the units I was thinking of what students like and what makes them more active and motivated.

The third presentation day was an amazing experience. Many important people came to watch it. Students were very active, energetic and stressed at the same time. Teachers were thinking of the best way to show the efforts that students did in order to make a perfect project.  The guests gave positive comments about the projects which gave me energy to continue with this approach happily.

Finally, I am thankful to this approach that develops my abilities in planning units, passing information and dealing with students. In addition, I am glad about being responsible and not a typical teacher who teaches only what is written in the curriculum. I expand my knowledge and I am different in a good way.