A project-based approach is enjoyable for everyone involved.

Can fun
activities really promote learning? Over the past decade an increasing
number of studies have shown the positive impact of project-based learning
on achievement.
-Project-based learning, problem-based learning, and inquiry-based
learning all three closely relate to the information processing approach.
They all fit well with technology-rich learning environments where the
focus is not on the hardware and software, but on the learning experience. In
each case, technology is used to facilitate learning. It may be a tool to
organize ideas (such as Inspiration), search for current information (such as
an online news source), or present ideas (such as PowerPoint presentations).
However the focus of learning environment is the student's excitement about
solving a problem or addressing an issue they find meaningful.
-An approach to learning focusing on developing a product or creation.
The project may or may not be student-centered, problem-based, or
inquiry-based.

Problem-based Learning-An
approach to learning focusing on the process of
solving a problem and acquiring knowledge. The approach is also
inquiry-based when students are active in creating the problem.

Inquiry-based Learning
A student-centered, active learning approach focusing on questioning,
critical thinking, and problem-solving. It's associated with the idea "involve
me and I understand."

Cooperative Learning
Cooperative learning is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject. Each member of a team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating an atmosphere of
achievement. Students work through the assignment until all group members
successfully understand and complete it. Cooperative efforts result in participants
striving for mutual benefit so that all group members: gain from each other's efforts
(your success benefits me and my success benefits you); recognize that all group
members share a common fate (we all sink or swim together here); know that one's
performance is mutually caused by oneself and one's team members (we can not do it
without you); and feel proud and jointly celebrate when a group member is recognized
for achievement (we all congratulate you on your accomplishment).

Elements of cooperative learning

It is only under certain conditions that cooperative efforts may be expected to be more
productive than competitive and individualistic efforts. Those conditions are:
1. Positive Interdependence
In this condition, each group member's efforts are required and indispensable for group
success, and it has a unique contribution to make to the joint effort because of his or her
resources and/or role and task responsibilities.

2. Face-to-Face Interaction
In this condition, each group should be: orally explaining how to solve problems;
teaching one's knowledge to other; checking for understanding; discussing concepts
being learned; and connecting present with past learning.

3. Individual & Group Accountability

In this condition, each group should be:

 Keeping the size of the group small. The smaller the size of the group, the
greater the individual accountability may be.
 Giving an individual test to each student.
 Randomly examining students orally by calling on one student to present his or
her group's work to the teacher (in the presence of the group) or to the entire
class.
 Observing each group and recording the frequency with which each
member-contributes to the group's work.
 Assigning one student in each group the role of checker. The checker asks other
group members to explain the reasoning and rationale underlying group
answers.
 Having students teach what they learned to someone else.

4. Interpersonal & Small-Group Skills

In this condition, social skill must be taught including leadership, decision-making,
trust-building, communication, and conflict-management skill.

5. Group Processing
In this condition group members should discuss how well they are achieving their goals
and maintaining effective working relationships, describe what member actions are
helpful and not helpful, and make decisions about what behaviors to continue or change.

Class activities that use Cooperative Learning

1. Jigsaw
Groups with five students are set up. Each group member is assigned some unique
material to learn and then to teach to his group members. To help in the learning,
students across the class working on the same sub-section get together to decide what
is important and how to teach it. After practice in these "expert" groups the original
groups reform and students teach each other. (Wood, p. 17) Tests or assessment
follows.

2. Think-Pair-Share
It involves a three step cooperative structure. During the first step individuals think
silently about a question posed by the instructor. Individuals pair up during the second
step and exchange thoughts. In the third step, the pairs share their responses with other
pairs, other teams, or the entire group.

3. Three-Step Interview (Kagan)

Each member of a team chooses another member to be a partner. During the first step
individuals interview their partners by asking clarifying questions. During the second
step partners reverse the roles. For the final step, members share their partner's
response with the team.

4. RoundRobin Brainstorming (Kagan)

Class is divided into small groups (4 to 6) with one person appointed as the recorder. A
question is posed with many answers and students are given time to think about
answers. After the "think time," members of the team share responses with one another
round robin style. The recorder writes down the answers of the group members. The
person next to the recorder starts and each person in the group in order gives an answer
until time is called.

5. Three-minute review
Teachers stop any time during a lecture or discussion and give teams three minutes to
review what has been said, ask clarifying questions or answer questions.

6. Numbered Heads Together (Kagan)

A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are
asked of the group. Groups work together to answer the question so that all can verbally
answer the question. Teacher calls out a number (two) and each two is asked to give the
answer.

7. Team Pair Solo (Kagan)

Students do problems first as a team, then with a partner, and finally on their own. It is
designed to motivate students to tackle and succeed at problems which initially are
beyond their ability. It is based on a simple notion of mediated learning. Students can do
more things with help (mediation) than they can do alone. By allowing them to work on
problems they could not do alone, first as a team and then with a partner, they progress
to a point they can do alone that which at first they could do only with help.

8. Circle the Sage (Kagan)

First the teacher polls the class to see which students have a special knowledge to share.
For example the teacher may ask who in the class was able to solve a difficult math
homework question, who had visited Mexico, who knows the chemical reactions involved
in how salting the streets help dissipate snow. Those students (the sages) stand and
spread out in the room. The teacher then has the rest of the classmates each surround
a sage, with no two members of the same team going to the same sage. The sage
explains what they know while the classmates listen, ask questions, and take notes. All
students then return to their teams. Each in turn, explains what they learned. Because
each one has gone to a different sage, they compare notes. If there is disagreement,
they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners (Kagan)
The class is divided into teams of four. Partners move to one side of the room. Half of
each team is given an assignment to master to be able to teach the other half. Partners
work to learn and can consult with other partners working on the same material. Teams
go back together with each set of partners teaching the other set. Partners quiz and
tutor teammates. Team reviews how well they learned and taught and how they might
improve the process.
 Think-Pair-Share
This approach is particularly useful in large class lectures. When you come
to a natural break or transition point in your lecture, take a few moments
and instruct the students to first think about what you have said; you might
give them a question to consider to help focus them on the idea. Then, ask
them to pair up with someone next to them and share their ideas with their
partner.

Pyramids
Students work alone, then in pairs, in fours, and in larger groups. The
benefits of this method include encouraging interaction among students,
especially students who are reluctant to speak out in class.

Pairs Problem-Solving
The students work in pairs to solve a problem assigned to the class. One partner
reads the problem and thinks aloud while the other listens 聽 constantly
checking for accuracy. The listener works alongside the problem-solver,
understanding each step and asking for clarification where necessary. If the
problem-solver makes a mistake, the listener points it out but does not correct
it. The constant vocalization in this method is important because it shows
students that there are many valid ways to reach the solution.

Study Groups
Facilitate development of study groups outside class. This helps students get to know each
other so they feel more comfortable actively learning in class.

Task Based Learning

Task-based learning (TBL) is an approach which concentrates more on carrying out
tasks (solving puzzles, writing projects, investigating topics and so on) than on graded
structures and vocabulary. Task -based learning offers an alternative for language
teachers. In a task-based lesson the teacher doesn't pre-determine what language will
be studied, the lesson is based around the completion of a central task and the language
studied is determined by what happens as the students complete it. The lesson follows
certain stages:
1. Pre-task
The teacher introduces the topic and gives the students clear instructions on what they
will have to do at the task stage and might help the students to recall some language
that may be useful for the task. The pre-task stage can also often include playing a
recording of people doing the task. This gives the students a clear model of what will be
expected of them. The students can take notes and spend time preparing for the task.
2. Task
The students complete a task in pairs or groups using the language resources that they
have as the teacher monitors and offers encouragement.
3. Planning
Students prepare a short oral or written report to tell the class what happened during
their task. They then practice what they are going to say in their groups. Meanwhile the
teacher is available for the students to ask for advice to clear up any language questions
they may have.
4. Report
Students then report back to the class orally or read the written report. The teacher
chooses the order of when students will present their reports and may give the students
some quick feedback on the content. At this stage the teacher may also play a recording
of others doing the same task for the students to compare.
5. Analysis
The teacher then highlights relevant parts from the text of the recording for the students
to analyze. They may ask students to notice interesting features within this text. The
teacher can also highlight the language that the students used during the report phase
for analysis.
6. Practice
The teacher selects language areas to practice based upon the needs of the students and
what emerged from the task and report phases. The students then do practice activities
to increase their confidence and make a note of useful language.

The Advantages of Task-Based Learning

Task-based learning has some clear advantages:

 The students are free of language control. In all three stages they must use all
their language resources rather than just practicing one pre-selected item.
 A natural context is developed from the students' experiences with the language
that is personalized and relevant to them.
 The students will have a much more varied exposure to language with TBL. They
will be exposed to a whole range of lexical phrases, collocations and patterns as
well as language forms.
 The language explored arises from the students' needs. This need dictates what
will be covered in the lesson rather than a decision made by the teacher or the
course book.
 It is a strong communicative approach where students spend a lot of time
communicating.
 It is enjoyable and motivating.