ESE - DPRM - Ensino de Inglês no 1º ciclo do Ensino Básico
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Browsing ESE - DPRM - Ensino de Inglês no 1º ciclo do Ensino Básico by Subject "21st century skills"
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- The Effects of Project-based Learning Using Storytelling on Enhancing EFL Young Learners’ 21st Century SkillsPublication . Yaşar, Birgül; Cruz, Mário Rui Domingues Ferreira daThis report of classroom action research is based on the application of Project-based learning (PBL) using storytelling and analyzing its effects on enhancing EFL young learners’ 21st Century Skills. The report presents how the EFL education has been in Portugal and provides insights for teachers who would consider implementing PBL into young learner EFL classrooms using storytelling, with the aim of enhancing 21st Century Skills, among others. Therefore, the main focus is to conduct classroom action research to analyze the possibility of transforming traditional EFL teaching classrooms into an active learning environment through PBL. By undertaking an ethnographical methodological approach of both qualitative and quantitative nature and with action research outlines, the following triangulation of data collection tools were applied: lesson plans, discussions, self-assessment worksheets, questionnaires, one-on-one interviews, observation grids, and a teaching journal. Results show that both PBL and storytelling can produce effective learning experiences and foster learners' 21st Century Skills. Therefore, it can be stated that implementing PBL using storytelling has saliently positive impacts on EFL young learners’ 21st Century Skills, namely: collaboration, critical thinking, creativity, communication, problem-solving and ICT 1skills.
- The UBUNTUfication of a 21st century transformative primary english classroomPublication . Oliveira, Suzette Marina Antunes Duarte; Cruz, Mário Rui Domingues Ferreira daThis project targets on African oral tradition storytelling intermingled with the Ubuntu philosophy and traditional cultures (Varty, 2013) in primary school learning contexts, focusing on how oral traditional stories can be integrated into classroom practices as a means of transformation and of accommodating diversity to foster social cohesion and sustainable development (Battiste, 2005; Themane, et al., 2011). By encompassing oral traditional storytelling with an experiential communicative approach (Fernández- Corbacho, 2014), both strategies and materials, which take into account the Gamification Octalysis Framework (Chou, 2016), have been created and experimented in a 4th year primary school in Oporto. Departing on Chou’s (2016) Octalysis framework and how it can effectively be applied during the implementation of several gamification designs and practices, leading us to a greater understanding of how competitiveness fostered in gamified tasks can be favourable to Primary English learning. Moreover, it is the authors’ intention to tap into the core essence of classroom practice, by focusing on the gamified tasks which stimulated collaboration, communication, critical thinking and creativity, which are considered as the basis for 21st century skills (Duarte, & Cruz 2017). An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, course books analysis grids, lesson plans, self-assessment worksheets and project works), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Esteves, & Hurst, 2009) and 21st Century Learning skills, were analized. The main results show that the gamification approach can aid in the progression of dialogue, can promote cultural awareness and can expedite pupil’s cognitive and affective enthralment and engagement, fostering the development of these skills (Cruz, & Orange, 2016; Shatz, 2015).
- Using Project Based Learning to build memorable and meaningful learning experiencesPublication . Cruz, Mariana Magalhães da Silva Torres Lampreia Pinto da; Esteves, Vanessa Cristina Ramos Sousa e ReisThis report aims to reflect on how Project- based learning PBL can be included in a Primary English Curriculum as a privileged methodology to develop not only English language skills, but also enrichen the learning process. The report presents how schools can foster students’ creativity, innovation, communication, and collaboration skills and how PBL can serve as a favored vehicle for developing all of these skills to create engaged language learners. The main focus of this action research is to analyze how classroom practices can focus on student-centered activities, integrated with real-world issues and practices. Through an ethnographical methodology of both a qualitative and quantitative nature with action research outlines, it is apparent that learning occurs through students’ inquiry, collaborative work and through strategies that are based on hands on projects, which lead to authentic meaningful lifelong learning experiences. This report seeks to demonstrate that education needs to aim to do more than merely prepare children for the marketplace by providing them with the essential competences to make them participative, flexible, and responsible future citizens.