Project-Based Learning for a Dhivehi Language Arts Program

This describes a Project Based Learning (PBL) program designed for grades 3-5 (Piaget's Concrete Operational Stage: 7 to 11 years old) students in the Maldives. The program aims to address the perceived lack of active, individualised, and contextual learning in the Maldivian current school system, with a focus on making the Dhivehi language more engaging and relevant to students.
 

Learning Scenario

The program will be a STEAM-based language arts program delivered in an after-school or weekend format. Each session will be approximately 3 hours long with a short break, conducted once a week. The program will integrate project-based learning with elements of behaviorism, cognitivism, and constructivism, drawing inspiration from Piaget's stages of cognitive development and incorporating Vygotsky's Zone of Proximal Development (ZPD), social learning and connectivism principles.
 

A typical lesson might involve:

1. Digital App Engagement: Students begin by watching a 5-minute documentary on a specific topic, such as a reptile, on a digital app. This introduces the theme and sparks curiosity.

2. Discussion and Reading: Students discuss their favorite reptiles and then individually read a story or fact book about reptiles on the digital app.

3. Reinforcement: The app provides 5-10 multiple-choice questions related to the reading, reinforcing learning through immediate feedback, similar to Pressey's teaching machine.

4. Project-Based Activity: Students collaborate in groups of 4 to design and create a reptile costume using cardboard and Make-Do materials. This activity encourages creativity, problem-solving, and collaboration while applying engineering and design principles.

5. Justification and Exploration: Students explain their design choices, including the use of colors and materials, exploring abstract meanings and justifications.
    

Formative Assessment

Formative assessment will be integrated throughout the program. Students will maintain a journal in Dhivehi, documenting their observations and reflections on the previous week's task and their plans for the upcoming week. This journal serves as an entry ticket for each session and provides insights into student understanding and progress. The instructor can use these journals to adjust the learning activities and provide individualized support.
For example, if a student struggles with research, the instructor can modify the research requirements or provide additional guidance.
 

Authentic Assessment

The project-based activity of designing and creating the reptile costume serves as an authentic assessment in this learning scenario. It provides a student-centered experience where students actively engage in research, collaboration, problem-solving, and creative expression. This activity simulates real-world scenarios, requiring students to work in teams, communicate effectively, and apply their knowledge and skills to create a tangible product.
 

Assessment Criteria and Rubric:

To assess this activity effectively, a holistic rubric can be used to evaluate various aspects of student performance. This approach is particularly suitable for this pilot learning program and the developmental stage of the students (Concrete Operational Stage). The rubric can include criteria such as:

• Application of Tools: How effectively did students utilize the Make-Do tools to construct their reptile costumes? Did they demonstrate an understanding of the tools' functions and apply them skillfully?

• Use of Texture and Color: How creatively and purposefully did students incorporate texture and color into their costumes? Did they explore the use of different materials and colors to represent the features and characteristics of their chosen reptile?

• Representation of Reptile Features: How accurately and creatively did students represent the key features of their chosen reptile in their costume design? Did they capture the unique characteristics of the reptile and demonstrate an understanding of its anatomy and adaptations?

• Collaboration and Teamwork: How effectively did students collaborate within their groups? Did they share ideas, listen to each other's perspectives, and work together to achieve a shared goal? Did they demonstrate respect for each other's contributions and engage in constructive communication?

• Abstract Thinking: How well did students demonstrate an understanding of abstract concepts through their design choices? Did they use colors, textures, and shapes to represent ideas and emotions beyond the literal representation of the reptile?
   

Connections to Learning Theories

This learning scenario draws upon several learning theories:

• Behaviorism: The use of reinforcement through the digital app's multiple-choice questions aligns with behaviorist principles of immediate feedback and repetition.

• Cognitivism: The program considers Piaget's stages of cognitive development, ensuring activities are appropriate for the students' cognitive abilities.

• Constructivism: The project-based activity encourages students to actively construct their own knowledge through exploration, experimentation, and collaboration.

• Social Learning Theory: Collaborative activities and group discussions promote social learning, where students learn from each other and develop social skills.

• Connectivism: The use of technology and digital resources fosters connections and knowledge sharing, aligning with connectivist principles.
   

This project-based learning program offers a dynamic and engaging approach to learning Dhivehi, fostering creativity, critical thinking, and collaboration while integrating STEAM concepts and relevant technologies.