HANOI NATIONAL UNIVERSITY OF EDUCATION
FACULTY OF ENGLISH
--------
FINAL ASSIGNMENT
PERSONAL PROJECT-BASED
LEARNING PLAN
Student
ID
Class
Hanoi, 4/2018
: Vũ Nguyễn Huyền Trang
: 162701114
: A3- K4
Reflection of Essential Elements to PBL on Case Study: “Using smart
devices (smartphones and tablet PCs) to support learning?”
No.
1
Essential
Your Reflection of the Case Study
Elements
Challenging

Purpose:
problem or

Challenging problem: Most high school students own a
Question
smart device but they waste time for entertainment instead
of learning.

Driving question: “How can we use smart devices
change our life?”
2
Sustained
 Step 1: Teacher lists some questions to ask students,
students brainstorm about topic: “Which benefits of smart
Inquiry
devices bring to us? ”

Step 3: Students consider questions that help them answer
the driving question such us: What kinds of smart device
will be survey? Which is necessary information? What
information might be found in the internet? Who will make
the questionnaires to survey? What kind of questions will
be built in the questionnaires? Who will interview/analyze
data/present/…?

Step 4: Students choose the suitable information through
discussing and use some structure such as: In my
opinion...; Don’t you think…; I think that…

Step 7: Students continue to answer the driving question by
compile and analyze information. From that they discard
that which seems inappropriate and organize the structure
again.
3
Authenticity

Authentic context: problem of spending too much time on
using smart devices in Le Loi high school’ students.

Authentic process: informal interview with students, formal
interview with student’s parents, teacher and experts.

Authentic tools: Research questionnaire, effect of using
smart devices on mental health scale (J Schobel, R
Pryss, M Reichert - 2015 IEEE)
4
Student

Step 1: Students work with teacher to agree on a theme of
Voice &
Choice
project

Step 2: Students decide on their primary roles and
responsibility; each role needs to be suitable with student’s
interests & abilities as well.

Step 7: Students discuss the best way to present relevant
data to the varied audience
5
Reflection

Step 8: Teacher reflects on language use, skills and
strategies that students apply to conduct the project;
consider the content that they have learned to finish the
project; and influence on community of the project; and
offer some suggestions for improving the project before
presenting the final product.
6
Critique &

Step 4: The instructor helps each group check the list of
Revision
questions for interviewing, correct it, give comments, add
more suggested questions and let them do the next task,
interviewing determined classes

Step 8:

Students: Each group evaluates what they achieved and
what remains unsolved

Teacher provides students with some feedback on their
language, skill use, strategies and the way students
explain data before they present the final product

Step 10:

Teacher gives students compliments and some
comments after listening to their presentation about
language, skill and how to present.

Classmate also provides feedback for each group and
vote for the best performance.
7
Public

Present students’ project in class with audience like
Product
classmates and teacher.

After that, summarize the main contents, write an article
and upload to forum, school website
PROJECT-BASED LESSON PLAN TEMPLATE
I. Introduction
Project - Based Learning (PBL) is a teaching method in which students gain knowledge
and skills by working for an extended period of time to investigate and respond to an
authentic, engaging, and complex question, problem, or challenge. As a result, students
develop deep content knowledge as well as critical thinking, creativity, and communication
skills in the context of doing an authentic, meaningful project. PBL prepares students for
academic, personal, and career success, and readies young people to rise to the challenges
of their lives and the world they will inherit.
PBL unleashes a contagious, creative energy among students and teachers.
This project is about Using smart devices, including smart phone and tablet PCs, to support
learning in Le Loi high school, and it is carried out in English Extracurricular lesson. There
are 28 participants, non-major students in grade 10 of this high school.
Unit Title/Topic: Using smart devices (smartphones
Grade/ Level: 10
and tablet PCs) to support learning.
Name of project: Using smart devices, including smart phone and tablet PCs, to support
learning of Le Loi high school’s students.
Other subject areas to be included, if any:
Duration:
Technology, Math
2 weeks
General description of the
Students are divided into 4 groups; teacher and students
project:
discuss to find the main tasks. Then each group chooses
their own task randomly. They have to do mini tasks after
each lesson to collect the data gradually (time, purposes,
problems and solutions) and produce their final product in
the form of presentation in English lesson.
Driving question:
“How can we use smart devices to support our
learning?”
Learning Objective(s):
Content standards to be
Vocab/structures to talk
List provides learning goals
taught and addressed
about inventions issue (Unit
to be achieved through the
5-English 10) and solution
completion of the project
of this problem.
Present simple tense in
talking about the habit of
using smart devices.
Modal verb in expressing an
offer, request and
suggestion.
Give impacts of wasting
time with smart devices on
students and solutions for
the problem.
21st Century Skills to be
Interview
taught and addressed
Present
Collaboration
Leadership
Observation
Test
Questionnaire
Statistics
Solving problem
Teaching procedure
Teacher does
Students do
Major Products &
(Scaffolding lessons &
(The tasks to be covered,
Performances
instruction: what, when,
roles to be played for each
which materials)
individual student &
timeline)
In order to provide necessary 
Form groups, divide
knowledge and skills to
responsibility.
students, the instructor gives
them some tasks to do during

Discuss symptoms of
school anxiety.

Outline
each lesson:


Make draft of outline.

Vocabulary
During the 1st lesson 
Learn vocabulary related 
Draft of interview
of the first week:
to “smart phone and
questions list
Show in needed
tablet PC”
vocabulary about

“Inventions – How
they change our life?
Make interview
questions list.

(advantages and
Deadline: the 2nd lesson
of that week.
disadvantages)” Ask
students to list
interview questions

Interview questions list

A set of interview
as much as possible
at home.

During the 2nd
lesson of the first


Turn in interview
questions list.

Learn and practice
week: Check
Using present simple
interview questions
tense to ask and answer
list. Instruct students
of habit; Making
build up interview
question of advantages
question using modal
and disadvantages;
verbs.
Modal verb to open, end
disadvantages of using
Let students do tasks
an interview, give an
smart devices (state,
(correct interview
offer, request,
reasons, consequence &
questions, do survey,
suggestion.
solutions)
questions

Data for advantages and
interview determined
classes, gather

Revise interview
information,
questions if it is
summarize the
necessary.
result…)

Do survey.

Interview determined
classes.

Gather information.

Analyze information.

Ask the instructor for
help (if it is necessary)

Presentations

Final products

Deadline: The 2nd
lesson of the following
week.



Presentations

Article
During the 2nd
lesson of the

Hand in final products.
following week:

Prepare for presentation.
Check students’ final 
Deadline: Before the 3rd
products
lesson of the same week.
During the 3rd and

Present products
4th lesson of the

Summarize information
same week: Let
students present
to write an article

products. Help
Deadline: The 4th lesson
of the same week.
students summarize
project as an article.

Post the article on
school’s forum

Article
laptop, projector, voice
Equipment:
recorder, screen, note,
camera,…
Materials:
newspapers, online web,
library, doctor, expert,…
Participant: Students of
Resources Needed
grade 10, 11, 12 in Le Loi
High School.
Community resources:
Target audience: internet
users, local people,
classmates, teachers, parents,
schoolmates.
Assessment Method
List the assessment method
Formative Assessment
- Teacher observes with
(When & How?)
Teacher Observation Rubric.
and design assessment
- Students evaluate by
rubrics
themselves with Cooperative
Learning Checklist.
- During the process.
Summative assessment
- Language, product
(When & How?)
presentation, information
value, …
- Audience
- After the presentation.
Reflection methods
- Language, content, soft skills, impacts, strategy.
(What & How?)
- Through formative assessment, public presentation of
students’ article.
II. Elaboration:
1.
General information:
-
Participants: 28 non – major students in grade 10.
-
Subject: English 10 – Unit 5: Inventions
-
Project: Using smart devices in learning.
-
Time: 2 weeks.
-
Other subjects: Technology, Math.
2.
General description: Students are divided into 4 groups of 7, each group choose the
research’s theme in random. They have to do mini tasks after each lesson to collect the
data gradually (time and, solutions) and produce their final product in the form of
presentation in English lesson.
3.
Driving question: “How can we make our school a better place?”
4.
Learning objectives: through the completion of the project students are expected to
be able to acquire some particular language items, skills and some actual situations relating
directly to their life.

In terms of language, students can practice using modal verbs, using tenses, making
questions, giving offer, giving suggestions and use vocabulary related to the topic.

In terms of common knowledge, students will be aware of the bad effects of school
anxiety and know how to protect themselves from it or how to improve this
situation.

In terms of skills, students will practice some 21st century skills such as team work,
interview, web search, presentation, collaboration and ICT.
5.
Procedure: in this section, 10 steps of Project – Based Learning from Maximizing
the Benefits of project Work in foreign Language Classrooms as follows.
Step 1: Students and instructor agree on a theme for the project
To begin with, the instructor conducts a lesson designed to raise students’ awareness of
school anxiety issue. This opening lesson aims to encourage students to participate in
shaping public opinion, elicit students’ attitudes toward mental health issues, also time
management, specially in using smart devices. Besides, it provides students with the
vocabulary and language used in the project.
The instructor brainstorms students with the question: “How can we use smart devices
change our life??” Students say loudly the answers and the instructor takes note on the
board. After that, the instructor covers, summarizes all the answers. Then, the instructor
asks students to work in small groups (7 students/ 1 group) to discuss the real aims of using
smart phones and tablet PCs of high school students. The instructor gives students a
handout providing relevant vocabulary and a list of possible questions guides students in
group discussion (See Figure 1)
Useful Vocabulary
Advantages/Disadvantages
Other
Headache
Cope with
Tired
Deal with
Short-sighted
Relax
Waste time
Face to face
Reduce communication ability
Stay motivated
Affordable
Access to data from a single location
Vocational
Distracting
Disconnect from the classroom
Medical problems
Discussion Questions
1. Which smart devices do you own?
2. How many hours do you use the smart devices every day/ every week?
3. What do you use them for? Why?
4. Which are the problems caused by using smart devices to much?
5. In your opinion, which grade has used the smart devices the most? Why?
6. In your opinion, What is the relationship between your study result and using smart
devices? Why?
7. You use smart devices so much but they don’t distribute in your real life as you wanted?
Why?
8. How can we change this situation? How do we make our school to be a better place to
live?
FIGURE 1: school-anxiety reality of high school students
Students discuss the pros and cons of using smart phones and tablet PCs in group then
compare with other groups. Then, the instructor asks students to take a few minutes to list
the main points need to be investigated.
After students complete the activity and share group’s view with the whole class, the
instructor and students decide 4 main issues to conduct a research about high-school
students, they are:

Time of a day/a week and purpose of using smartphones.

Time of a day/a week and purpose of using PCs .

Problems from using smartphones and tablet PCs.

Solution of using effectively smartphones and tablet PCs to support learning.
Next, the instructor gives students to choose the research’s theme in random.
Finally, the instructor tells students about the project that will help them improve their
English, think positively and develop their collaboration.
Step 2: Students and instructor determine the final outcome of the project
The instructor suggests some ideas of the final out-come for the project. The instructor and
students discuss and choose the most suitable one is to show the project as presentation. On
performing day, the instructor listens, gives comments then asks students to summarize all
the content into an article. This article will be posted on school forum.
Step 3: Students and instructors structure the project
At this stage, students have to structure the project. To do so, they consider questions such
as:
1. What information is needed to conduct a Test of using smartphones and tablets
PCs in Le loi high school?
2. Where and how might pertinent information be found?
a. What information might be found at the library? On the internet? On the
newspaper? From students in the school? From the experts?
b. Who will make the questionnaires to survey? What kind of questions will be
built in the questionnaires?
c. Who will find the using smart devices scales, do the surveys and interview the
students?
3. How can information be gathered, compiled and analyzed?
During these deliberations, students decide on their primary roles and responsibilities.
They determine who will conduct interviews; take photos; print the forms; do library, web
searches; get information from experts, newspapers and articles; summarize and process
data; write the conclusions and presentations; post the reports on the forum and school’s
page. While determining roles, the students’ majors are taken into account so they can be
assigned roles most closely aligned with their interests and abilities. For instance, students
own logical thinking can be responsible for analyzing and synthesizing data; students from
the fine arts department might be responsible for the layout of the presentation display;
journalism students can conduct oral interviews; Aspiring English majors can design the
question lists. To balance the workload, students can discuss, work in pairs or groups, and
offer assistance at different points in the project. With the deadline for the final outcome in
mind, students can reach a consensus about the sequencing of project tasks.
Step 4: Instructor prepares students for the demands of information gathering
In this step, the instructor prepares students for the upcoming language and skills demands
of information. Students do their tasks as they have divided into and at the same time, they
also do some drafts of outline, so the instructor can check it and give feedback to them.
In order to provide necessary knowledge and skills to students, the instructor gives them
some tasks to do. There are 4 English lessons per week; the instructor provides students the
tasks during or after each lesson.

After the first lesson, the instructor shows students vocabulary related to school
anxiety (check useful vocabulary in Step 1), translates them into Vietnamese if
needed. Then, ask each group to list interview questions as much as possible,
deadline is the next lesson.

On the second lesson, first of all, the instructor asks for the list of questions asked
in the previous lesson. Each group hands the list in. Then during class time, the
instructor instructs whole students build up interview questions using modal verb
Can/Could/ May/Would... to open or end an interview and ask needed information.
For example:
·
Hi! We are students from ... We are researching about ... May I ask you
some questions about.... / Could you please tell me about...?
·
What kind of school anxiety do you have?
·
If the level of anxiety cause in school is ranged from 1 to 5 (minimum to
maximum), which level are you in?
·
From your experience, what can be the reason of these problems?
·
What are the consequences of this issue? / What would happen if these states
occur for long time? / How could it influence your life and your scholastic
achievement?
·
What did you do to solve it? / How could it be solved? / Would you help
your friends if they were unhappy at school? How can you help them?
·
What are the solutions for this problem?
After this lesson, the instructor helps each group check the list, correct it, give comments,
add more suggested questions and let them do the next task, interview determined classes.
They have a week to conduct interviews and summarize their statistics about states, level,
and the reason why, consequences and solutions of school anxiety. They can ask the
instructor for help anytime. Deadline is the second English lesson of the next week. The
instructor will collect their summary and check it before the next English lesson.
Step 5: Students gather information
After the instructor provides students skills and language, they need to gather information.
Each group is ready to conduct informal interviews with other students at grade 10, 11, 12
as provided at the beginning (the instructor may need to help students find equipment
needed for the interviews, such as questionnaires, web research, checking process…).
Throughout this stage, the instructor monitors student’s progress, makes sure that they are
on the right track, gives them feedback on their language use throughout.
Step 6: Instructor prepares students for compiling and analyzing data
After gathering information, student must compile and analyze the data. The instructor will
instruct them how to compile, evaluate, synthesize and organize the data by some training
sections/simple task.
Such as:
+ Instructor gives the students some model transcripts, letters, list… (Some researches
about effects using smart devices on metal health scale).
+ Instructor gives some tools to analyze data: SPSS, some math formulas (Mean, St.
Diviation, median, percentile…).
Step 7: Students compile and analyze information

They work in groups, compile and analyze data, organize and synthesize their data.

Students discuss the best way to present relevant data (by bar chart, column chart,
pie chart, column graphs, tables).
Step 8: Instructor prepares students for the final activity
At this stage, the instructor prepares students for the language, skills, and content demands
presented by the final presentation, intonation, and conversational gambits that will
contribute to the event's flow.
Students who are not actually involved in the public forum might be assigned different
roles for the simulation. These students could be directed to anticipate what kinds of
questions and actual audiences might ask about the presentation.
At the conclusion, the class can brainstorm about the problems such as relevant questions,
hard-to-understand questions to prepare suggestions and answers?
In addition, possible solutions to these problems can be discussed. They might find
together the way to solve them.
Step 9: Students present the final product
Each group shows their presentation as well as post their results on the school forum
(website) or school page.
Step 10: Students evaluate the project
This is the last stage of the project and a quite important step. It includes teacher
assessment, students’ assessment (peer evaluation and self-evaluation) and audience
assessment.
After assessment, students will have to: (1) Reflect on the language, skills, and strategies
that they have mastered to conduct the project; (2) Consider the content that they have
learnt to complete the project; (3) Evaluate the effectiveness of the project before the actual
situation in the school; (4) Offer suggestions for improve project-work assignments for
future classes.
The evaluation can be made easier according to the following forms (students can design
the assignment forms by themselves):
Self-assessment: is an especially important piece. It makes students think about their
successes, mistakes, and goals for the next time.
Audience assessment motivate students to work hard and take risks increases. The
audience’s feedback providing is pertinent to project goals. It should be an available form
when people read the presentation on forum, website and school page.