‘Whose learning is it anyway?’
Problem Based Learning for Language
Learning Materials Development
Freda Mishan, English Language Teaching/Linguistics
School of Languages, Literature, Culture and Communication, AHSS
PBL  CONSTRUCTIVISM
‘And the best thing is, we get to work in a team!’
Learning is … a process of constructing knowledge in social environments
… a collaborative construction of knowledge
Knowledge evolves through social negotiation
= TEAM WORK
 Teacher Education: Professional Development
freda.mishan@ul.ie
Constructivism  Problem-Based Learning
Philosophy in action
PBL principles:
Learners are active builders of knowledge
Knowledge is acquired in meaningful contexts
Learners have opportunities for elaboration
and organization of knowledge
Prior knowledge is activated and new
knowledge is built upon it
The core of the learning is on the process and
skills rather than on the contents
Drawn on Charlin et al., 1998
Helela and Fagerholm, 2008
freda.mishan@ul.ie
Developing the problem (cf trigger)
?
?
The Problem
?
freda.mishan@ul.ie
?
MA ELT University of Limerick
MATERIALS DEVELOPMENT MODULE: LEARNING OUTCOMES
Cognitive:
On successful completion of this module students should be able to demonstrate the ability to
•
Apply theoretical knowledge (of second language learning theory) to practice
•
Identify and specify the needs and wants of learner groups with whom they are familiar
•
Develop criteria for the evaluation of language teaching materials
•
Apply these criteria to critically evaluate language teaching materials, in particular
coursebooks
•
Design materials for supplementation and adaptation of coursebooks
•
Design learning activities on a continuum from single self-contained activity to free-standing
unit
•
Creatively engage with language teaching materials
•
Pilot, reflect on and revise designed materials
Affective:
On successful completion of this module students should be able to demonstrate
•
An appreciation of the needs and wants of learner groups with whom they are familiar
•
A capacity for self-reflection and self-criticism
•
An ability to appreciate feedback constructively
•
An ability to creatively engage with the language teaching materials design process
Psychomotor:
On successful completion of this module students should be able to
•
Produce and present original, engaging and attractive language teaching materials
•
Pilot designed materials using appropriate resources and tools
•
Integrate original materials into the language learning syllabus
freda.mishan@ul.ie
The problem
Within a specific English language teaching
context that lacks relevant language learning
materials, you are asked to work as a group to
produce a sample unit of materials.
This sample unit is to be representative of a
complete coursebook for the teaching context,
so should be contextualised within the
coursebook.
The sample unit needs to be backed up by (a)
teachers’ notes and (b) a language learning
theory rationale.
The sample unit should be as professionally
produced as possible.
The sample unit is to be presented in class at the
end of the module (week 12), after which it can be
revised as necessary and hard copy submitted
at end of week 15.
freda.mishan@ul.ie
Elements of the approach
• Tutor inputs
• Self- and Peer Assessments (mid/end semester)
– Forms adapted from Matti Helela, Haaga-Helia University of Applied
Sciences, Finland
• Assessment of the materials created (end
semester)
freda.mishan@ul.ie
The Solution to the Problem
http://maelt.yolasite.com/
‘Our solution’
Rationale for coursebook approach
Tutorial (how to use)
TEACHERS SITE:
Username: teacher
Password: maelt
freda.mishan@ul.ie
freda.mishan@ul.ie
freda.mishan@ul.ie
PBL: What the students thought
Recurring issues (students)
• Teamwork esp. leadership, structuring
discussions, team players, shared workload
• Feedback - giving, receiving, compromise
Tutor issue
• Assessment - weighting
freda.mishan@ul.ie
Teamwork: Group dynamics
It can be difficult to communicate and
progress within a group
One of the group’s key problems is that
meetings have tended to finish without
any agreement on work to be done
freda.mishan@ul.ie
Teamwork: Group dynamics
Our group became more comfortable
with each other as the project
progressed and we were more open
with our opinions and feelings … this
was a valuable learning experience
[PBL approach] has been a great
learning experience … provided
invaluable insight to working with peers
towards a group goal… I’ve learned a
lot about group dynamics
freda.mishan@ul.ie
Teamwork: Leadership
…Solidified the need to have a
clearly defined leader within a
group of this size
…without having anyone step up
as the leader was beginning to
stunt our creativity*
freda.mishan@ul.ie
Teamwork: Team players?
X did not share her new-found knowledge of
website design with the group … we could
have shared the workload … when X realised
others were not contributing sufficiently, X took
it upon him/herself to do more, which in my
opinion is not the correct approach
Y sometimes decides and implements things
without consulting others, s/he could become
more of a team player
freda.mishan@ul.ie
Feedback: compromise
I’ve learned that there is never only one way of
doing things and how to combine various
approaches
It is complicated working in a group because
some people’s ideas will always clash with
somebody else’s. it is a continual effort to
ensure your lesson turns out as envisioned
without too many amendments
I think there is an underlying lack of confidence
both collectively and individually that stops
[us] from being critical and attempting to give
feedback
freda.mishan@ul.ie
Feedback: compromise
It is never easy to give critical feedback without
making the other person defensive
I try to always give constructive feedback but
sometimes will reserve my true feelings and
judgement if I am concerned about hurting their
feelings… this is an area where I need
improvement
as a result of the general reluctance to give
feedback, I didn’t learn from it as much as I’d
hoped
freda.mishan@ul.ie
Peer assessment
the good, the bad and the ugly
E has carried the weight of some of the
weaker members and done a good job
keeping the group on task
I would commend E on his/her ability to
stay focused and guide others to do the
same
F is very effective at generating ideas
G is very creative and has an artistic flair
freda.mishan@ul.ie
Peer assessment
the good, the bad and the ugly
C finds it difficult to stay focused and …this
can cause frustration for other group
members
At times H could implement his/her ideas
sooner … s/he could make decisions more
promptly
At times D seems to fall into his/her own
tried and tested comfort zone
freda.mishan@ul.ie
Peer assessment
the good, the bad and the ugly
B lacks in creativity and finds it difficult to
think outside the box
Y [had] a somewhat lackadaisical
approach… Y remained somewhat
anonymous in the project, without truly
putting his/her individual stamp on it
X lacked … charisma, enthusiasm and
initiative that others displayed readily
freda.mishan@ul.ie
Learning skills
Teamwork is a crucial tool for personal development
(B2)
I liked the fact that we had the opportunity to work on a
project and develop our teamwork skills
I can say now that I have improved my collaborative skills
… I learned how to share my findings
I learned to think in a more critical manner and eliminate
unsuitable suggestions, something I found difficult at
the outset
It’s probably a good idea to work with someone else as
skills can compliment each other e.g. creativity and
logical approaches
freda.mishan@ul.ie
Ownership
I learned how to share my findings with the
goal of improving our unit
I hope that our unit will be different from
existing coursebooks and appeal to
students
Original Irish photographs and authentic
text … make (the site) unique
freda.mishan@ul.ie
Student perceptions of the tutor’s role
The approach of the lecturer is encouraging,
motivating and challenging
(SM evaluation)
Enthusiasm
Preparedness
Subject knowledge
Encourages interaction
Actively helpful
(CTL evaluation)
= leading from behind
freda.mishan@ul.ie
EFFECT of PBL approach on materials
designed
PROS
The fact that the materials designed by different
people … gives the material a level of variety ….
(central to good lessons)
Our different styles and approaches should be able
to create an innovative, unique course unit
… & CONS
Inconsistencies, in creativity, variety of materials and
[teacher’s notes] … as a result of many different cocreators
freda.mishan@ul.ie
Use of PBL in the learning materials?
I did contribute ideas to incorporate PBL
I have drawn on my research of constructivism
and the practical application of this theory to
PBL throughout the task
We have tried … and generally succeeded in
producing materials that allow students to
discover for themselves
We also implemented experiential learning
(‘learning by doing’)
We adopted a TBL approach to allow students to
discover for themselves 
freda.mishan@ul.ie
PBL and TBL
Task based learning* - ‘language pedagogy
version of PBL’
*Prabhu 1987, Willis 1996, Ellis 2003
Task
Has an objective obtainable only by the
interaction among participants, focuses on
meaning exchange, requires learners to
comprehend, manipulate and/or produce the
TL as they perform some set of workplans
Based on Lee 2000
A goal-oriented, meaning-focused activity
requiring learner interaction and use of
language to attain an objective
freda.mishan@ul.ie
PBL and TBL
Task relies on ‘sleight of hand’ Ellis 2003
We convince learners what matters is the
outcome of task whereas it is the means by
which this is achieved (the language use) that
helps promote learning
The core of the learning in PBL is more on
the process and skills rather than on the
contents... the contents serve the learning
process skills
Helela & Fagerholm 2008
freda.mishan@ul.ie
Conclusion: PBL for MD?
Over the course of 15 weeks my
enthusiasm for PBL has not waned
I found the course enjoyable and
beneficial
I have greatly enjoyed the project and
module. I have maintained a high level
of interest and motivation throughout
I think the nature of the course lends itself
well to this approach*
I think the approach was perfect
freda.mishan@ul.ie
Conclusion: PBL for MD?
Through this collaborative process we could
identify our individual strengths and weaknesses
and mould our coursebook accordingly
This project has been a great learning experience
as it has not only taught me a lot about Materials
Development but also provided a valuable
insight to working with peers towards a group
goal
freda.mishan@ul.ie
Conclusion: PBL for MD?
Self-reflection
It seemed like the lecturer was looking for us to go through
some process of reflection, particularly for the selfassessment. It wasn't made all that clear what the process
was, and what the lecturer wanted to see evidence of
‘teachers should model reflective thinking
throughout the learning process and support the
learners in reflecting on the strategies for learning
as well as what was learned’ Savery & Duffy 2001 p6
 need for more training & direction in selfreflection
freda.mishan@ul.ie
PBL ‘hybrid’ for Materials
Development
Staggered inputs esp rubric writing
 Group roles
Self assessments
x 2 @10% = 20%
Peer assessments
x 2 @10% = 20%
Materials assessment
10%
 Tutor role - leading from behind
 Reflect on reflection
Lecturer’s materials
assessment
 Assessment weightings
freda.mishan@ul.ie
50%
freda.mishan@ul.ie
References
Barrett, T, in T Mac Labhrainn, I. and Fallon, H (eds). (2005) Handbook of
Enquiry and Problem-based Learning Irish Case Studies and International
Perspectives, All Ireland Society for Higher Education.
http://www.aishe.org/readings/2005-2/contents.html
Centre for Excellence in Enquiry-Based Learning, University of Manchester
http://www.campus.manchester.ac.uk/ceebl/resources/languages/
Charlin, B, Mann, K. and Hansen, P. (1998) ‘The many faces of problembased learning: a framework for understanding and comparison’, Medical
Teacher., 20(4), 323-330.
Helelä, M and Fagerholm, H. (2007), Tracing the Roles of the PBL Tutor. A
Journey of Learning, HAAGA-HELIA University of Applied Sciences.
Larsson, J. (2001) Problem-Based Learning: A possible approach to language
education? Polonia Institute, Jagiellonian University.
Mathews-Aydinli, J. (2007) ‘Problem-Based Learning and adult English
language learners’, Center for Adult English Language Acquisition (CAELA),
Washington.
http://www.cal.org/caela/esl_resources/briefs/problembased.html
• Mishan, F. Withstanding washback: Thinking outside the box in materials
development (2010 forthcoming) in Tomlinson, B and Masuhara, H.
Research in Materials Development for Language Teaching, Continuum
Savery, J. and Duffy T. M. (2001) ‘Problem Based Learning: An instructional
model and its constructivist framework’, CRLT Technical Report No. 1601,http://crlt.indiana.edu/publications/journals/TR16-01.pdf
THE MATERIALS: http://maelt.yolasite.com/TEACHERS SITE: Username: teacher
freda.mishan@ul.ie
Password: maelt