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Fostering collaborative learning in the technology era through project-based learning in a multilevel classroom

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dc.contributor.advisorLordouy Arellano, Danilsa Del Carmen
dc.contributor.authorLambis Guerra, María Isabel
dc.contributor.jurySagre Barboza, Ana Maria
dc.date.accessioned2024-07-15T18:40:14Z
dc.date.available2024-07-15T18:40:14Z
dc.date.issued2024-07-08
dc.description.abstractThis degree work reports my internship experience with Upper intermediate and Conversation levels students of the Bilingualism for Peace program, carried out at the educational institution La Ribera. I highlight the importance of the Collaborative Learning and Project Based Learning approaches that I used in the design of lesson plans, activities, materials, and strategies, considering the Multilevel Classroom that I had. These approaches allowed me to foster speaking skill in students as well as the practice of the develop of critical thinking and teamwork. During this internship, I was able to demonstrate my pedagogical style and effort by using my skills and prior knowledge to promote meaningful and recreational learning environments. In this paper, I address a variety of aspects, including the professional, students, and personal gains I achieved during the internship. I also share the conclusions I came to, the challenging situations I faced, and the recommendations I have for students of the foreign language program with emphasis on English who are considering an internship as a degree option.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsACKNOWLEDGMENTS............................................................................................4
dc.description.tableofcontentsABSTRACT................................................................................................................5
dc.description.tableofcontents1. INTRODUCTION..................................................................................................7
dc.description.tableofcontents2. PEDAGOGIES.......................................................................................................9
dc.description.tableofcontents2.1 COLLABORATIVE LEARNING.........................................................................10
dc.description.tableofcontents2.2 PROJECT-BASED LEARNING..........................................................................12
dc.description.tableofcontents2.3 MULTILEVEL CLASSROOM............................................................................15
dc.description.tableofcontents2.3.1 TECHNOLOGY AND SOCIAL MEDIA..........................................................18
dc.description.tableofcontents3.METHODOLOGY...................................................................................................19
dc.description.tableofcontentsStrategies Applied................................................................................................20
dc.description.tableofcontents3.1 FIRST STAGE: Identification of learning situation......................................20
dc.description.tableofcontents3.2 SECOND STAGE: Planning and Implementing the Strategies..................22
dc.description.tableofcontentsRESULTS................................................................................................................29
dc.description.tableofcontents4.1 In terms of differences in English Levels....................................................29
dc.description.tableofcontents4.2 In terms of developing Language skills......................................................30
dc.description.tableofcontents4.3 In terms of appropriation of the topic during the project......................32
dc.description.tableofcontents4.4 Reflection........................................................................................................34
dc.description.tableofcontentsCONCLUSIONS AND RECOMMENDATIONS.....................................................36
dc.description.tableofcontentsLIMITATIONS........................................................................................................38
dc.description.tableofcontentsBIBLIOGRAPHY.....................................................................................................38
dc.description.tableofcontentsAPPENDICES.........................................................................................................41
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/home
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8405
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglés
dc.relation.references1. Banstola, P. R. (2023). English Language Teaching in Multilevel Classrooms: Challenges and Opportunities. English Language Teaching Perspectives, 8(1-2), 58-68. https://doi.org/10.3126/eltp.v8i1-2.57858
dc.relation.references2. Barron, B. (2000). Achieving Coordination in Collaborative Problem-Solving Groups. Journal of the Learning Sciences, 9(4), 403–436. https://doi.org/10.1207/S15327809JLS0904_2
dc.relation.references3. Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd ed.). Pearson Longman.
dc.relation.references4. Chai, C.-S., & Tan, S.-C. (2009). Professional Development of Teachers for Computer-Supported Collaborative Learning: A Knowledge-Building Approach. Teachers College Record, 111(5), 1296-1327. https://doi.org/10.1177/016146810911100503
dc.relation.references5. Grant, M. M. (2011). Learning, beliefs, and products: Students’ perspectives with project-based learning. Interdisciplinary Journal of Problem-based Learning, 5(2), 37–69. http://dx.doi.org/10.7771/1541-5015.1254
dc.relation.references6. How to scaffold in project based learning. (n.d.). PBLWorks. https://www.pblworks.org/blog/how-scaffold-project-based-learning
dc.relation.references7. Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and individualistic learning (2nd ed.). Prentice-Hall, Inc.
dc.relation.references8. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middleschool science classroom: Putting Learning by Design™ into practice. The Journal of the Learning Sciences, 12(4), 495–547. http://dx.doi.org/10.1207/S15327809JLS1204_2
dc.relation.references9. Kubiatko, M., & Vaculová, I. (2011). Project-based learning: characteristic and the experiences with application in the science subjects. Energy Education Science and Technology Part B: Social and Educational Studies, 3(1), 65-74.
dc.relation.references10. Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia: Social & Behavioral Sciences, 31, 491-495. https://doi.org/10.1016/j.sbspro.2011.12.092
dc.relation.references11. Manning, J. (2014.) Social media, definition and classes of. In K. Harvey (Ed.), Encyclopedia of social media and politics (pp. 1158-1162). Thousand Oaks, CA: Sage.
dc.relation.references12. Pierre Dillenbourg. What do you mean by collaborative learning?. P. Dillenbourg. Collaborativelearning: Cognitive and Computational Approaches., Oxford: Elsevier, pp.1-19, 1999. ffhal-00190240f
dc.relation.references13. Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). Available at: https://doi.org/10.7771/1541-5015.1323
dc.relation.references14. Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Autodesk Foundation.
dc.relation.references15. Thomas, L., & McDonagh, D. (2013). Contemporary Strategies and Approaches in 3-D Modeling, Information Systems, and Smart Infrastructure. IGI Global.
dc.relation.references16. VYGOTSKY, L. S. (1978). Mind in Society: Development of Higher Psychological Processes (M. Cole, V. Jolm-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsMultilevel classroomeng
dc.subject.keywordsCollaborative learning (CL),eng
dc.subject.keywordsProject-based learning (PBL)eng
dc.subject.proposalAula multinivelspa
dc.subject.proposalAprendizaje colaborativospa
dc.subject.proposalAprendizaje en base a proyectosspa
dc.titleFostering collaborative learning in the technology era through project-based learning in a multilevel classroom
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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