First, let us look at what Project-Based Learning entails. Laura Helle, Päivi Tynjälä and Erkki Olkinuora, in their article, “Project-Based Learning in Post-Secondary Education: Theory, Practice and Rubber Sling Shots,” explain it in this way:
Defining project-based learning: First we attempt to answer the question: What exactly is project-based learning? Adderley et al. (1975, p. 1) provided the following definition for the project method, which after a quarter of a century is still a good definition: (1) [projects] involve the solution of a problem; often, though not necessarily, set by the student himself [or herself]; (2) they involve initiative by the student or group of students, and necessitate a variety of educational activities; (3) they commonly result in an end product (e.g., thesis, report, de? sign plans, computer programme and model); (4) work often goes on for a considerable length of time; (5) teaching staff are involved in an advisory, rather than authoritarian, role at any or all of the stages - initiation, conduct and conclusion. (288)
I was inspired to try this learning method with my Spanish 102 class in the summer of 2020 because we were doing a remote class via Zoom, due to Covid-19, and, though the class hours were supposed to run from 9:15 am to 11:35 am, the coordinator of the program acknowledged that more than one hour of Zoom time would be too much to expect of the students. Therefore, we agreed that the Zoom time would be 10:00-11:00, and that the schedule would indicate that the students do homework, review flash cards, “get into Spanish mode”, etc., from 9:15 to 9:50, (on their own, not on Zoom), there would be a ten-minute break, then Zoom class, then, for the final 35 minutes, the students could remain in the room to ask questions, go over grammar, or I could extend the lesson if need be. Students were made aware that they could leave at 11:00, but that I would stay as long as I was needed until 11:35. For me, the problem was that 9:15 to 9:50 time, which I knew students would probably use for sleeping in. And such was their prerogative. They could do homework anytime during the day before it was due. This made me realize that that initial 35 minutes before class was likely to go to waste, and I wanted them to get all they could out of the total designated 2 hours and 20 minutes a day of class time.
Therefore, I decided to give them a project to do over the four-week span of the class, and told them that the first 35 minutes of class could be time designated for working on it. Below is the document I used as instructions and sign-up sheet. Essentially, this was to be a Cultural Investigation project, since Culture was the theme of our curriculum. I asked them to sign up into 4 groups, and that each group would choose an aspect of Latin American or Spanish culture to investigate. It could be a movie, music video, recipe, etc. The ultimate goal would be a 5-minute presentation that each group would give to the class during the last week. They could get creative and do the presentation any way they wanted: PowerPoint, video, reading from a report…there was no requirement as to the format. I knew this would be a challenge for students with such limited knowledge of the language, but the fact was, they rose to the occasion, each and every group. They all presented beautiful and well-researched PowerPoints, all written in Spanish though the grammar was far from perfect. They were excited about what they learned and the opportunity to present it.
According to the afore-mentioned article, there is more than one “feature” of Project Based Learning. As I indicated, I opted to use what is referred to in the article as the second feature, or a “concrete artifact,” which, as the authors explain, “…distinguishes project-based learning from problem-based learning” (291). They go on to say:
Therefore, I decided to give them a project to do over the four-week span of the class, and told them that the first 35 minutes of class could be time designated for working on it. Below is the document I used as instructions and sign-up sheet. Essentially, this was to be a Cultural Investigation project, since Culture was the theme of our curriculum. I asked them to sign up into 4 groups, and that each group would choose an aspect of Latin American or Spanish culture to investigate. It could be a movie, music video, recipe, etc. The ultimate goal would be a 5-minute presentation that each group would give to the class during the last week. They could get creative and do the presentation any way they wanted: PowerPoint, video, reading from a report…there was no requirement as to the format. I knew this would be a challenge for students with such limited knowledge of the language, but the fact was, they rose to the occasion, each and every group. They all presented beautiful and well-researched PowerPoints, all written in Spanish though the grammar was far from perfect. They were excited about what they learned and the opportunity to present it.
According to the afore-mentioned article, there is more than one “feature” of Project Based Learning. As I indicated, I opted to use what is referred to in the article as the second feature, or a “concrete artifact,” which, as the authors explain, “…distinguishes project-based learning from problem-based learning” (291). They go on to say:
In project-based learning the process of constructing a concrete artefact (draft of a design or an end product) forces the student or student team to think through the steps of the construction process, and in some cases to execute them in an orderly fashion just like a construction team. The advantage over traditional studying is that gaps in knowledge cannot be easily overlooked or overcome by rote learning. (291)
The goal I was looking to achieve was that of “overcoming rote learning.” In a traditional language class rote learning can become an all too familiar method employed by teachers and students alike. Students tend to want to memorize grammar and vocabulary instead of using it in authentic speech. The Cultural Investigation project gave them a way to use the grammar and vocabulary they had been learning, as well as to explore new vocabulary and grammar, in a way that took language learning out of the traditional classwork and homework setting.
I came away from this experience knowing that I would use the method again when I taught a 102 or 103 level classes, even if it was in person. This was such a great way to get students collaborating, get them thinking about a culture outside of their own, and most importantly, get them to read articles, watch movies, listen to music, or plan a meal, employing the Spanish language in a way that was not in the least bit “rote.”
While using Project-Based Learning is something that teachers do with their students on a regular basis, I have never seen it used as a learning tool in first year Spanish. This is the innovation that I brought to my teaching and that I will I continue to use as I move forward in my Spanish teaching career. I didn’t think it could be done until I did it, and I will encourage other teachers in my field, teaching this level, to implement it themselves.
Work Cited:
Helle, Laura, et al. “Project-Based Learning in Post-Secondary Education: Theory, Practice and Rubber Sling Shots. Higher Education,” vol. 51, no. 2, 2006, pp. 287-314. JSTOR, www.jstor.org/stable/29734978. Accessed 26 Aug. 2020.
