Tài liệu Skkn applying project work to motivating students' communication skills and attitudes in learning english.

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SỞ GIÁO DỤC VÀ ĐÀO TẠO ĐỒNG NAI TRƯỜNG THPT TRẤN BIÊN Mã số: ................................ SÁNG KIẾN KINH NGHIỆM APPLYING PROJECT WORK TO MOTIVATING STUDENTS' COMMUNICATION SKILLS AND ATTITUDES IN LEARNING ENGLISH Người thực hiện: PHAN THỊ NGỌC TÚ Lĩnh vực nghiên cứu: - Phương pháp dạy học bộ môn: Tiếng Anh  - Lĩnh vực khác: Ứng dụng CNTT trong giảng dạy bộ môn Tiếng Anh  Có đính kèm:  Mô hình  Đĩa CD (DVD)  Phim ảnh Năm học: 2014 - 2015 1  Hiện vật khác Contents LÝ LỊCH KHOA HỌC …………………………………………….. 2 INTRODUCTION …………………………………………….. 3 LITERATURE REVIEW …………………………………………….. 3 Conceptual Background …………………………………………….. 3 Reality …………………………………………….. 5 …………………………………………….. 6 PROCEDURES IMPLICATIONS AND SUGGESTION FOR TEACHING ……….. CONCLUSIONS AND DISCUSSION 8 ………………………………..11 References …………………………………………..11 Appendix 1 …………………………………………..13 Appendix 2 …………………………………………..14 PHIẾU NHẬN XÉT, ĐÁNH GIÁ …………………………………..16 2 SƠ LƯỢC LÝ LỊCH KHOA HỌC –––––––––––––––––– I. THÔNG TIN CHUNG VỀ CÁ NHÂN 1. Họ và tên: PHAN THỊ NGỌC TÚ 2. Ngày tháng năm sinh: 09 – 03 – 1976 3. Nam, nữ: Nữ a. Địa chỉ: 42/9 đường Đặng Đức Thuật, khu phố 6, phường Tam Hiệp, thành phố Biên Hòa, tỉnh Đồng Nai. 4. Điện thoại: 091 3 755 399 E-mail: tutranbien@gmail.com 5. Chức vụ: Giáo viên 6. Nhiệm vụ được giao: Giảng dạy tiếng Anh các lớp 10D4 – 11D4 – 11D5 và chủ nhiệm lớp 11D4 7. Đơn vị công tác: Trường THPT Trấn Biên II. TRÌNH ĐỘ ĐÀO TẠO - Học vị cao nhất: Thạc sĩ - Năm nhận bằng: 2013 - Chuyên ngành đào tạo: Phương pháp giảng dạy tiếng Anh. III. KINH NGHIỆM KHOA HỌC 3 - Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy tiếng Anh bậc PTTH . Số năm có kinh nghiệm: 15 - Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây: Thành lập và duy trì câu lạc bộ Tiếng Anh ở trường THPT (20112012) Evaluating a website to teach English (2012-2013) CALL-activities to stimulate students’ autonomy (2013-2014) APPLYING PROJECT WORK TO MOTIVATING STUDENTS' COMMUNICATION SKILLS AND ATTITUDES IN LEARNING ENGLISH INTRODUCTION From 2001, the Prime Minister of Vietnam made a decision of approval on the project “Integrating environmental issues in the general education”. Nowadays, teachers are still requested to take advantage of environmental contents in curriculum of different subjects to “equip student with knowledge of ecology, environmental preservation skills and attitudes towards surrounding environment”(Government, 2001 , p.1). In reality, this integration is not at all easy. Both teacher and student are faced with a huge workload, time constraints and lack of environmental materials. Therefore, it is necessary to seek an option that both provide scaffolding support for students with sufficient materials and motivate students’ attitudes toward learning English. The purpose of the study was to investigate the effects of project-based learning to motivating students' communication skills and attitudes towards English lesson of 11th grade students. The research was carried out in 2014 – 2015 educationinstruction year at Tran Bien high school in Bien Hoa city. Totally 72 students in two different classes in the 11th grade of this school participated in the study. LITERATURE REVIEW Conceptual Background Project work is a dynamic approach to teaching in which students explore 4 real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups or individuals to combine the investigating the topic and presenting it in written form illustrated with photos, pictures, diagrams, etc. (Blumenfeld et al., 1991; Đỗ, 2011). Project work is student-centred and driven by the need to create an end-product (Bell, 2010). However, it is an itinerary to achieving this end product that makes project work so worthwhile. The process to the end-product brings opportunities for students to develop their confidence and independence and to work together in a real-world environment by collaborating on a task which have they defined for themselves and which has not been externally imposed (Blumenfeld et al., 1991). The basis of project-based approaches is hardly new. Early in the 1920s, Project-based instruction was advocated by William Heard Kilpatrick. His notion was that such instruction should include four components: purposing, planning, executing, and judging (Foshay, 1999). Since the students learn with interactive technology and since the teacher has to design, to facilitate and to monitor student activities. Thomas (1999) stated that the idea of assigning projects to students is not a new one and the benefits of learning by practice have long been touted; the roots of the idea go back to John Dewey (Blumenfeld et al., 1991; Foshay, 1999). While each of these designs has different pedagogical objectives, we believe that all good pedagogical designs should include somewhat structured pedagogical scenarios and that the teacher's role is crucial. For over 100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. Doing and creating projects is a long-standing tradition in education history (Merkham et al., 2003). A project-based activity allows our students to identify and project their own problems. They become active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning. Besides that students develop a question and are guided through research under the teacher‘s supervision (Bell, 2010). Instead of using a inflexible lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about. Thomas (1999) also described projects within project-based learning as based on challenging questions and making students having central role in problemsolving, designing skill, negotiation and decision making processes so giving students the chance to work relatively autonomously. In project-based learning activities, students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank,1997). Project-based learning is an active approach to classroom teaching and learning that is designed to engage students in investigation of complex, authentic problems and carefully designed products and tasks (Blumenfeld et al., 1991). The use of project-based learning in class is possible after providing the information that is needed for the project. The classroom activities should be student-centred, cooperative, and interactive (Moursund, 1999). 5 Based on gathered evidence over the past years, project-based learning appears to be effective model for producing gains in academic achievement. Project-based learning enhances the quality of learning and leads to higher-level cognitive development through the students’ engagement with complex and novel issues (Blank, 1997). Students not only access to a broader range of learning opportunities in the classroom, providing a strategy for engaging culturally diverse learners (Railsback, 2002) but also are exposed to a wide range of skills and competencies such as collaboration, project planning, decision making, and time management through project- based learning (Blank, 1997). There is not sufficient research or empirical data to be able to express certainty that project-based learning is a proven alternative to other forms of learning. Project-based learning increases the students’ attitutes of mind students toward their learning style. Project-based learning is still in the developmental stage within educational settings. Moreover, these studies which were on the investigation of projectbased learning were carried out in elementary level by comparing project-based learning with traditional methods. However, this study focuses on the effects of project-based learning with comparison to the student textbooks based-instruction, which were created on the basis of the new 11th Grade English Curriculum. From this perspective, this research can be stated to have a significant value. In this sense, It is hoped that this empirical study can provide a close link between project - based learning and language learning and, at the same time, propose guidelines for English language teachers who wish to implement project-based learning to enhance their students’ language learning as well as development of attitude towards learning English as a foreign language. On the other hand, by carrying out this study, we hopes that project-based learning can receive more attention and enjoy more popularity among teachers of English at all grade levels. Reality From grade three on, English is taught at Primary school. This demand for English offers opportunities for Teaching English as a Second or Other Language (TESOL) in Vietnam but at the same time this creates not only many challenges but also mismatchs between the expected and actual levels of competence, and educators claim EFL preservice teacher education is largely inadequate (Pham, 2001). We have changed our English Curriculum from Primary school to High school in order to get language proficiency levels and interpret language qualifications defined in the Common European Framework of Reference for Languages (CEFR), which plays a central role in language and education policy nationwide. Morover, we have done our best to inspire our students to study English, using different modern teaching methods, applying CALL – activities (Computer-assisted language learning) into our teaching stage and renovating testing system. As a shown in the problem indenfication of the motivation in English learning process through traditional methods, it’s possible to confirm that the solution to the problem is related to the working hypothesis which is the solution 6 for the lack of motivation on students. PBL (Project-Based Learning) will increase their interest to use contents of English classes and to improve basic skills for the understanding and communication in English language. To apply the proposal of this research based on the application of PBL to motivate English learning, in order to improve English communication skills and students’ attitudes in learning. Figure 1: Problem indenfication PROCEDURES In the experimental group, cooperative learning method was applied. Whereas, in the control group instruction based student textbooks was used in the process of the study. This instructional treatment was conducted the 2014-2015 academic year at Tran Bien high school. 11th grade students of two classes of this school were enrolled in the study. Firstly, the academic achievement test and English attitude scale were performed as a pre-test. In the next step, the speaking activities in unit 3 Party of the Grade 11th English Curriculum was taught to the control group by using the instruction based on the project-based activities through student textbooks After the topics to be studied were selected, the teacher developed an instruction programme. It was crucial to develop appropriate techniques and provide necessary materials that reflect the principles of project - based learning 7 (See Appendix 1). In the experimental group, the students were taught with project-based learning developed for activities in student textbook prepared in connection with the Grade 11th English Curriculum. So, the instruction programme for the experimental group was prepared according to the principles of project-based learning. Project-based learning is based on the idea that students study a specific subject in a deeper context. In this regard, the teacher explained the key concepts in the unit to the students. During the lesson, though occasionally, the teacher asked questions to the students based on activities (vocabulary, grammar and speaking) in order to encourage participation of the students in the learning process. The teacher also made presentations based on the reading, listening and grammar passages in the textbooks. At the end of the instruction, the teacher asked some questions about the related passages and let the students do the activities given in the textbooks. The teacher made the students do the activities in the student textbooks while standing at front of the class and received the answers and gave them feedback, recorded subject notes on the board, and gave daily homework to the students. Most lessons passed as the students doing the activities in student textbooks, taking short notes and answering teacher questions. The teacher gave the students necessary time to do the activities in the textbooks. The teacher played the role of facilitator during the learning process in the classroom. After the key concepts, steps and procedures about project-based learning were presented and explained to the students, the teacher and the students created certain objectives for each group mutually and then they defined the work and the subjects in the learning process. In order to form the project groups, the students were made to count from one to seven, the eighth student stated to count from one and the others went on counting again. By grouping those with the same number, it was ascertained that each group became random in nature and classroom organisation became convenient for project-based learning. After sharing the tasks, the teacher clarified what was expected from the students. During the project, the students’ task was to study the presented materials, obtain relevant information, create the project and then present it in front of their friends in the classroom. Before starting to create the project, the students were assigned to project groups and they were given the tasks. The students were made to create study calendars and determine control points in the study calendars. Each project group was given the necessary materials presenting the target tasks and information, then they were let create their projects in the groups. At the end of a four -week study in project groups, the students presented their projects in front of the classroom and received feedback both from the teacher herself and their peers in the classroom. In relation with the evaluation, the projects were evaluated by the students in other groups and the teacher with (1) teacher evaluation and (2) peer evaluation forms. After scoring the projects of the groups, the students of the best three projects earned some certificates and awards. Thus, 8 the students in the groups competed with the other groups instead of their team or class mates. At the end of the project-based learning process, all the projects created by the groups were presented to the other students and teachers in some certain parts of the school (See Appendix 2). Meanwhile, the teacher served both as a designer and a facilitator in the learning process. The teacher formed the groups, prepared the materials and presented the principles and procedures of project-based learning as a designer and he walked around the classroom and helped the students who needed help as a facilitator during the learning process. From the students’ studying procedures, it can be said that the students in the experiment group have reached higher attitude scores. The experimental method applied has enabled the students to develop positive attitudes towards English lesson. The application of PBL to motivate English Learning on students will increase their interest to communicate in English language ideas and to develop basic language skills. How does this fabric transform a more traditional classroom? The answer for this question can be seen through students’ development presentation described a classroom where the teacher is using the project-based learning model effectively. In such a setting: Students have an oppotunities to reflect on the activities. There is an atmosphere that error and change are tolerated. Students face to the problem with no predetermined answer. The process for reaching a solution can be designed. Decisions are made with a framework. Assessment takes place continuously. A final product results and is evaluated for quality. For students accustomed to a more traditional school experience, this means a transformation from following orders to carrying out self-directed learning activities; from memorizing and repeating to discovering, integrating, and presenting; from listening and reacting to communicating and taking responsibility; from knowledge of facts, terms, and content to understanding processes; from theory to application of theory; from being teacher dependent to being empowered EXPECTED OUTCOME: • Students will be able to use their English knowledge in an interesting and creative project will begin to like English more. • Students will learn how to use technology for learning purposes and not just for entertainment. • Other teachers of English and other subjects also become more involved with Project-Based Learning and use these kinds of projects to stimulate 9 their students learning capabilities. IMPLICATIONS AND SUGGESTION FOR TEACHING Based on the overall findings in the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work. Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues - and may even be inspired to pursue a career or engage in activism that relates to the project they developed. Students also thrive on the greater flexibility of project learning. In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced. What are the challenges facing teachers? When we bring project-based learning into the classroom we may have to adopt new instructional strategies to achieve success. Having the teacher take the role of guide or facilitator is not the way that most educators were taught, nor even the way they were taught to teach. Direct-instruction methods that rely on textbooks, lectures, and traditional assessments do not work well in the more openended, interdisciplinary world of project-based learning. Rather, we do more coaching and modeling and less "telling." Specific challenges facing teachers include: Recognizing situations that make for good projects; Assigning an authentic task; project-based work is supposed to be about the real world and reflect things that people out in the real world actually care about and need to know. This means that the teacher need to stay away from tasks that seem to “live” only is schools such as asking them to write an essay or transform sentences. Instead, the tasks should reflect things that people in the real world engage in or need to know. Structuring problems as learning opportunities; Using an appropriate topic; not every topic works as a project-based work – it’s just that simple. But even beyond that, we have to find the chosen topics engage the student in the way that we hope it would. That’s why it’s so important to forcus on big, specific issues that are relavent to them or that reflect some aspects of their interest. We’re most motivated to learn when the task before us is matched to our student level of skill: not so easy as to be boring, and not so hard as 10 to be frustrating. Deliberately fashion the learning exercise so that students are working at the very edge of their abilities, and keep upping the difficulty as they improve. Managing the learning process; Assigning a unique task; the poin of view project-based learning is to engage the students in a task that seems new, exciting and interesting. There a good chance that they’re going to be very interested. Specially, project-based activities are good at teaching procedures to students or at helping them to memorize fact, so include these things as part of their task will miss the point of PBL. Memorizing information is boring. Discovering the solution to a puzzle is invigorating. Present material to be learned not as a fait accompli such as state high school curricula, but as a live question begging to be explored. Some learning tasks, like memorizing the multiplication table or a list of names or facts, are simply not interesting in themselves. Generate motivation by encouraging students to compete against them: run through the material once to establish a baseline, and then keep track of how much they improve (in speed, in accuracy) each time. Integrating technologies where appropriate; Choosing multi-faceted resources; part of what a project-based learning is supposed to do is present different points-of-view and get student to from their own opinions after reading about “facts” that often oppose each other. Therefore, that’s not easy to do if we use resources that all seem to be staying the same things. Project-based learning can be applied to all age-group, and all levels in which students have to collect information from website, seveys, and interviews. Besides, Internet use can bring back students advantage of opportunities to be taught critical thinking skills. Collaborating with colleagues to develop interdisciplinary projects; Developing authentic assessments indeed, we may have to be willing to take risks to overcome initial challenges. Almost students do projects at the same time. They complain that they have more than three projects due in the same week. Therefore, we should talk to one another and space projects out over the course of the year. This would result in higher quality projects. A supportive administration can help by implementing more flexible schedules, such as block schedules or team planning time, and providing teachers with professional development opportunities. According to my observation, the best way to know if we have created a successful project-based activity is if our students come up with different answer to the same problem. This way, we know that they have engaged with the topic and formed their own distinctive viewpoints based on the information. As our world continues to increase in speed and complexity, this kind of higher-lever thinking is going to be invaluable to ensure that they have a successful future. On the other hand the teacher should be well trained and embrace the constructivist 11 methodological principles that are supported by the usage of this tool. As a teacher of English in high school we can see that the use of acquiring project-based ware can open the door for incorporating other teaching chg tools in while accommodating the needs of new generation of students who are currently or will come into classrooms. It is possible that using project-based ware as a constructivist internet based tool will also help meet the school modernization and technology incorporation push currently underway by the MOET as part of an attempt to reach the modernization standards set bay the most developed countries CONCLUSIONS AND DISCUSSION The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. On the other hand, it was also found out that project-based learning was more effective in the positive development of the students’ academic achievement levels. At the end of the research, it was revealed that the students who were educated by project-based learning was more successful and had higher attitude levels towards the lesson than the students who were educated by the instruction based on student textbooks. The purpose of this study was to investigate the effects of project-based learning on academic achievement and attitudes of eleventh grade students towards English lesson and to compare it to that of instruction based on student textbooks. For this reason, experimental groups were formed for the study. Whereas project-based learning was applied to the experimental groups, instruction based on student textbooks was applied to the control group in the teaching stage; there was no significant difference between the experimental and control groups in terms of their academic achievement scores in English lesson. The findings of post-test at the end of the implementation, however, indicate that the experimental group performed better than the control group. The difference acquired between these two groups can be attributed to the responsibilities that the students took in project-based learning, the active role of the students in the learning process. Working in the groups, which project-based learning was employed made the students learn the responsibility, provided them with motivation to learn, and enabled them to acquire knowledge by receiving different ideas and understanding the others point of view in the lesson. References Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43. Đỗ Ngọc Thống. (2011). Xây dựng chương trình Giáo dục phổ thông theo hướng tiếp cận năng lực. Retrieved from http://tiasang.com.vn/Default.aspx? tabid=62&News=4119&CategoryID=6 Blank, W. (1997). Authentic instruction. Blank, W. E. and Harwell, S. 12 (Eds.). Promising practices for connecting high school to the real world. Tampa, FL: University of South Florida. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. and Palincsar, A. (1991). Motivating project - based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369-398. Retrieved from; http://mathforum.org/wikis/uploads/Blumenfeld.motivating.project.based.pdf http://www.bobpearlman.org/BestPractices/PBL_Research.pdf Foshay, J. D. (1999). Project-based multimedia instruction. Bloomington, IN: Phi Delta Kappan International. Fraenkel, J. R. and Wallen, N. E. (1996). How to design and evaluate research in education. (3rd ed.). New York: McGraw-Hill. Merkham, T., Mergendooler, J., Learmer, J. and Ravitz, J. (2003). Project based learning handbook. Hong Kong: Quinn Essentials Books and Printing, Inc. Moursund, D. (1999). Project-based learning using information technology. Eugene, Oregon: International Society for Technology in Education. Pham, H. H. (2006). Researching the Research Culture in English Language Education in Vietnam. Journal, 10(2). Retrieved from http://wwwwriting.berkeley.edu/TESLEJ/ej38/a10.html Railsback, J. (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory. http://www.nwrel.org/request/2002aug/index.html* Thomas, J. W. (2000). A review of research on project-based learning executive summary. San Rafael, CA: The Autodesk Foundation. Thomas, J. W., Mergendoller, J. R. and Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education. Educational Technology Division Ministry of Education Malaysia. (2006). ProjectBased Learning Handbook “Educating The Millennial Learner” Retrieved from http://www.moe.edu.my/btp/wp-content/uploads/2011/07/Project%20Based %20Learning%20Handbook/2%20-%20Project%20Based%20Learning %20Handbook.pdf 13 Appendix 1 16 September, 2014 Project 1: BEST PARTY – Group ……… Class: 11D  Students use the context of party planning to practice talking about how to organize the best party. Decide on the following: - budget - date and time - who to invite - place - formal or informal dress - decoration - entertainment (music, game, etc) - food and drink Tell the rest of the class about your party. Try to convince them to come. Sources: www.birthdaypartyideas.com www.fingertips.com English 11 – Unit 3: A party Date: 7th week. From Sep 16 to Sep 25 Note: Project theme: …………………………………………………………… …………………………………………………………… ………………………………………..………………….. You have to make a presentation to show and present your project. You will get mark for oral test. If the presentation is well-done, you will have bonus mark for 15’ test. Group members Topic …………………………………………………………… Class: 11D … Order PP Name Role in the project 14 OP Individual Total 1 2 3 4 5 6 Note PP PowerPoint for presentation in classroom (10 marks) OP Oral presentation (10 marks) Individual Students's handout (10 marks) 15 Total score = (PP + OP + dividual)/3 Due date: PowerPoint for presentation …………………………………………. Oral presentation …………………………………………….. Students's handout ……………………………………………… Appendix 2 16 SỞ GD&ĐT ĐỒNG NAI CỘNG HOÀ XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG THPT TRẤN BIÊN Độc lập - Tự do - Hạnh phúc ––––––––––– –––––––––––––––––––––––– Biên Hòa , ngày 19 tháng 5 năm 2015 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM Năm học: 2014 - 2015 ––––––––––––––––– Tên sáng kiến kinh nghiệm: APPLYING PROJECT WORK TO MOTIVATING STUDENTS' COMMUNICATION SKILLS AND ATTITUDES IN LEARNING ENGLISH. Họ và tên tác giả: PHAN THỊ NGỌC TÚ Chức vụ: Giáo viên Đơn vị: TRƯỜNG THPT TRẤN BIÊN Lĩnh vực: (Đánh dấu X vào các ô tương ứng, ghi rõ tên bộ môn hoặc lĩnh vực khác) - Quản lý giáo dục  - Phương pháp dạy học bộ môn: Tiếng Anh 17  - Phương pháp giáo dục  - Lĩnh vực khác: Ứng dụng CNTT trong giảng dạy bộ môn Tiếng Anh  Sáng kiến kinh nghiệm đã được triển khai áp dụng: Tại đơn vị  1. Trong Ngành  Tính mới (Đánh dấu X vào 1 trong 3 ô dưới đây) - Đề ra giải pháp thay thế hoàn toàn mới, bảo đảm tính khoa học, đúng đắn  - Đề ra giải pháp thay thế một phần giải pháp đã có, bảo đảm tính khoa học, đúng đắn  - Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình, nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị 2.  Hiệu quả (Đánh dấu X vào 1 trong 5 ô dưới đây) - Giải pháp thay thế hoàn toàn mới, đã được thực hiện trong toàn ngành có hiệu quả cao  - Giải pháp thay thế một phần giải pháp đã có, đã được thực hiện trong toàn ngành có hiệu quả cao  - Giải pháp thay thế hoàn toàn mới, đã được thực hiện tại đơn vị có hiệu quả cao  - Giải pháp thay thế một phần giải pháp đã có, đã được thực hiện tại đơn vị có hiệu quả  - Giải pháp mới gần đây đã áp dụng ở đơn vị khác nhưng chưa từng áp dụng ở đơn vị mình, nay tác giả tổ chức thực hiện và có hiệu quả cho đơn vị 3.  Khả năng áp dụng (Đánh dấu X vào 1 trong 3 ô mỗi dòng dưới đây) - Cung cấp được các luận cứ khoa học cho việc hoạch định đường lối, chính sách: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành  - Đưa ra các giải pháp khuyến nghị có khả năng ứng dụng thực tiễn, dễ thực hiện và dễ đi vào cuộc sống: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành  - Đã được áp dụng trong thực tế đạt hiệu quả hoặc có khả năng áp dụng đạt hiệu quả trong phạm vi rộng: Trong Tổ/Phòng/Ban  Trong cơ quan, đơn vị, cơ sở GD&ĐT  Trong ngành  Xếp loại chung: Xuất sắc  Khá  Đạt  Không xếp loại  Cá nhân viết sáng kiến kinh nghiệm cam kết và chịu trách nhiệm không sao chép tài liệu của người khác hoặc sao chép lại nội dung sáng kiến kinh nghiệm cũ của mình. Tổ trưởng và Thủ trưởng đơn vị xác nhận đã kiểm tra và ghi nhận sáng kiến kinh nghiệm này đã được tổ chức thực hiện tại đơn vị, được Hội đồng chuyên môn trường xem xét, đánh giá; tác giả không sao chép tài liệu của người khác hoặc sao chép lại nội dung sáng kiến kinh nghiệm cũ của chính tác giả. NGƯỜI THỰC HIỆN SKKN Phan Thị Ngọc Tú XÁC NHẬN CỦA TỔ CHUYÊN MÔN Nguyễn Thị Thanh Hồng 18 THỦ TRƯỞNG ĐƠN VỊ Nguyễn Văn Hưng 19
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