Developing students' self-directed learning and "Reading to Learn" skills through project learning

Skills and knowledge building

Learning activities

Phase 1: Developing students’ basic knowledge about the topic and self-directed learning skills (6 GS lessons, 3 English lessons)

1. GS teachers:

• taught students basic knowledge about different environmental issues.

2. English teachers:

• introduced the following to students (PowerPoint 1: Generic Skills.ppt)
• time management skills
• problem solving skills

Students:

1. chose an environmental issue to focus on in their project; and
2. set their goals and planned the work schedule for the project. (Worksheet 1: Time Management Skills.doc, Worksheet 2: Problem Solving Skills.doc).

Phase 2: Developing students’ “Reading to Learn” skills (3 lessons)

3. Teachers taught students “Reading to Learn” skills (PowerPoint 2: Skills for project learning.ppt)

1. reflecting on their own learning using the “3-2-1” strategy
2. previewing a text to decide whether it is relevant to their research
3. identifying the main ideas in the text and taking notes using different graphic organisers

In their learning journal, students:

1. reflected on their daily learning; (Worksheet 3: Learning Journal_My 321 Record.doc),
2. practised note-taking using a Cause and Effect Chart;  (Worksheet 4: Cause and Effect.doc), and  
3. took notes about the main ideas of the information collected from their research.

Phase 3: Developing students’ writing and speaking skills essential for demonstrating their learning in the end products (4 lessons)

1. Teachers taught students:
   1. the organisation and features of a report;
   2. the language for presenting their mini project; and
   3. how to make a video and post it to an online platform.
2. Teachers conducted a brainstorming session to help students generate ideas for the final product. 

Students:

1. completed a report based on their research; (Worksheet 5: Written Report.doc),
2. made a video to introduce the product for improving the environment; and
3. conducted a self-evaluation of their performance in managing their research and the quality of their final product.