Integrating Steam into English language instruction for students at grade 4
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PEOPLE’S COMMITTEE OF YEN THE DISTRICT TAN SOI PRIMARY SCHOOL TEACHING STRATEGIES REPORT IN TEACHING FESTIVAL FOR THE DISTRICT-LEVEL, PERIOD 2024-2026 Solution’s name: Integrating Steam into English teaching for students at grade 4 Full name: Tran Thi Van Subject: English Professional Qualification: Bachelor’s Degree Position: Teacher Institution: Tan Soi Primary School, Yen The District, Bac Giang Province. AUTHOR SCHOOL’S CONFIRMATION PRINCIPAL TRAN THI VAN LE THU HUONG Tan Soi, April 25th 2025 TABLE OF CONTENTS SECTION CONTENT PAGE I INTRODUCTION 2 1 Rationale for Selecting the Solution 2 2 Research Objectives 2 3 Research Tasks 2 4 Research Subjects and Scope 2 5 Research Methods 3 II RESEARCH CONTENT 3 1 Theoretical Basis 3 2 Practical Basis 4 3 Measures 7 3.1 Measure 1: Applying Science 7 3.2 Measure 2: Applying Technology 8 3.3 Measure 3: Applying Engineering 11 3.4 Measure 4: Applying Arts (Art & Music) 12 3.5 Measure 5: Applying Mathematics 15 III RESULTS AND APPLICATION 16 IV CONCLUSION AND RECOMMENDATIONS 18 1 Conclusion 18 2 Recommendations 18 3 Commitment 19 4 References 20 2 I. INTRODUCTION 1. Rationale for Choosing the Method In the current era of globalization, English has become the international language and an essential tool that enables students to broaden their learning opportunities and career development. Particularly for elementary school students, early acquisition of the English language not only aids in enhancing their linguistic abilities but also establishes a solid foundation for self-confidence in communication. The 2018 General Education Program mandates that English language instruction extends beyond the mastery of grammar and vocabulary, emphasizing the development of practical communication skills. This approach equips students to utilize English confidently and effectively in daily communicative situations. STEAM is an integrated approach that combines Science, Technology, Engineering, Arts, and Mathematics. When infused with the English language, it creates a rich and engaging learning environment. This method not only aids students in language acquisition but also allows them to explore and engage in hands-on activities. Such an approach enhances student motivation and facilitates more effective retention of vocabulary and grammar. Furthermore, STEAM contributes to the development of essential skills such as creative thinking, problem- solving abilities, and teamwork skills. In the process of teaching fourth-grade students, I have observed that their English language skills, particularly in communication, are quite limited. Therefore, I have decided to choose and implement the method of “integrating Steam into English language instruction for students at grade 4” in order to facilitate holistic learning, maximize linguistic potential, and enhance communication skills in English. 2. Research Objectives To assess the current state of vocabulary and sentence structure instruction in English for fourth-grade students in order to understand the levels of vocabulary retention and sentence usage in communication among students. 3 To explore active teaching methods aimed at enhancing vocabulary retention in English for fourth-grade students by incorporating STEAM (Science, Technology, Engineering, Arts, and Mathematics) into English language instruction, there by contributing to the holistic development of students' competencies and qualities, in alignment with the curriculum reform requirements of the 2018 General Education Program. 3. Research Tasks In order to assist elementary school students in becoming active learners in the English language, the solutions focus on the following research areas: - Investigating the theoretical basis for integrating the STEAM methodology into elementary-level English instruction. - Examining the current state, causes, and effectiveness of elementary students' participation in learning activities during English classes. - Developing solutions, content, and organizational forms of learning activities aimed at enabling students to become active learners, while simultaneously equipping them with self-directed learning skills and problem-solving abilities to excel in English. 4. Research Subjects and Scope - Research Subject: Integrating the STEAM methodology into English language instruction for fourth-grade students. - Research Scope: + Scope of Scale: The study focuses on the content, methods, and approaches for integrating STEAM to design active learning activities for elementary school students in the English subject. + Temporal Scope: From September 2024 to April 2025. 5. Research Methodology To effectively implement these measures, I employed several methodologies as follows: - Investigative Method: Analyzing, synthesizing, and generalizing scientific literature related to the proposed solutions. 4 - Observation Method: Conducting practical surveys, collecting information, data, and statistics, utilizing questionnaires for public opinion, and employing research information pertinent to the scope of the solutions. - Synthesis and Statistical Method: Processing, synthesizing, and statistically analyzing the data collected during the practical research as well as data from relevant literature within the scope of the research solutions. - Practical Method: Applying the skills and information gathered to enhance the teaching and learning of the English language. II. RESEARCH CONTENT 1. Theoretical Basis The STEAM methodology in education is an integrated educational model encompassing the fields of Science, Technology, Engineering, Arts, and Mathematics. This approach aims to assist students in developing interdisciplinary thinking and addressing real-world problems. When integrating STEAM into English language instruction, students not only learn the language but also apply it to practical communication scenarios, thereby enhancing their communication and creative skills. Based on the project for reforming English language teaching and learning in Bac Giang province, as well as Decision No. 2080/QĐ-TTg issued by the Prime Minister regarding the teaching and learning of foreign languages within the national education system, particularly the 2018 General Education Program, the objective is to improve the quality of language education and enhance students' proficiency in using English. This program emphasizes the need to innovate teaching methodologies, transitioning from passive learning to developing students' competencies, enabling them to use English confidently and effectively in practical communication. The role of teachers in integrating STEAM into English language instruction is crucial, not only in lesson design but also in encouraging students to engage in creative activities, develop problem-solving skills, and work collaboratively. 5 2. Practical basis 2.1. Current Status of English Language Teaching and Learning in Grade 4. 2.1.1. Advantages - The school consistently prioritizes and directs effective professional development initiatives to enhance the teaching competencies of English educators. The emphasis on English language teaching and learning is paramount, aimed at achieving optimal outcomes for students. - The curriculum and textbooks are structured with content that is relevant and relatable to students' real-life experiences, featuring numerous vibrant illustrations that foster student engagement. - The advancement of information technology provides English teachers with a wealth of educational resources available through the Internet, alongside state-of- the-art facilities such as interactive whiteboards and high-tech language classrooms. - Teachers are fully furnished with textbooks, teacher guides, reference materials, etc. The teaching staff is competent, passionate, and consistently applies pedagogical methods that promote active, independent, and creative student learning in a flexible and effective manner. - The majority of students at the school demonstrate a strong enthusiasm for learning English; both parents and students recognize the importance of English, which significantly facilitates the teaching and learning of English skills. 2.1.2. Difficulties - Limited communication abilities: Students often memorize vocabulary and grammar but struggle to apply this knowledge in real-life communication scenarios, resulting in restricted use of English in conversations. - Lack of confidence in communication: Many students feel hesitant to present or use English in front of their peers, leading to poor language reflexes and a deficiency in self-assurance during interactions. 6 - Weak listening and speaking skills: The teaching approach predominantly emphasizes grammar and vocabulary, providing students with limited opportunities to practice listening and speaking skills, thus hindering the development of these competencies. - Furthermore, primary school students typically write at a slower pace, which restricts the time available for teachers to design diverse and enriching teaching and learning activities. 2.2. Results, Limitations, and Causes Before implementing the STEAM integration method in English language instruction, I conducted a survey on the learning situation of 100 fourth-grade students (4A, 4B, 4C) and obtained the following results: TABLE OF SURVEY DATA ON LEARNING OUTCOMES AND ATTITUDES TOWARDS ENGLISH Survey Period: September 2024 Criteria Quantity Percentage Students are confident when speaking English 25 25% Students remember vocabulary longer 35 35% Students are interested in English lessons 45 45% Students achieve good and excellent scores in English 45 45% - Only 25% of students are confident when speaking English, indicating that many still lack confidence in communication. - 35% of students remember vocabulary longer, suggesting that the effectiveness of vocabulary learning has not reached a high level and requires supportive methods. - 45% of students feel interested in English lessons, showing that a large number of students do not have enough motivation and enthusiasm for this subject. - 45% of students achieve good and excellent scores in English, but many still need support to improve their learning results. 7 I have observed that the main causes leading to fourth-grade students' lack of confidence and interest in English are the traditional teaching methods, which lack practice and creativity. Therefore, in response to the issues that students are facing, I have decided to choose and implement the measure of "Integrating STEAM into teaching English for students at grade 4" to help them enhance their practical skills, inspire their interest, and develop communication and teamwork skills. 3. Measures 3.1 Measure 1. Application of Science. * Objective: The objective of this measure is to help students understand and memorize vocabulary and sentence structures in English through simple scientific activities related to the lesson content. Through this, students will become more interested and learn how to use English to describe and explain simple scientific phenomena in real life. At the same time, this measure also helps them develop skills in observation, analysis, presentation, and the natural and effective use of English. I proceed as follows: • Step 1: Introduce the topic and related scientific content. • Step 2: Conduct a simple experiment related to the lesson. • Step 3: Combine vocabulary and sentence structures, for example: "It’s raining." • Step 4: Students present the results of the experiment in English. • Step 5: Teachers reinforce the vocabulary and sentence structures learned. Example 1 Unit 1: My friends – English 4 Global Success + Scientific activity: "World Map Experiment" - The teacher prepares a world map and asks students to stick the names of countries like America, Japan, Vietnam on the map. + Practice: Students work in groups and present: "I'm from Vietnam. He's from America." Through this, students both review vocabulary and understand the geographical positions of the countries. 8 3.2. Measure 2. Application of Information Technology (Technology) * Objective: To apply technology tools and software to make the process of learning vocabulary, sentence structures, and practicing English skills more engaging. * Method: To use technology in teaching English to students, I have employed the following tools: Quizizz, Plickers, Wheeling game. • Step 1: Introduce the tools Plickers, Quizizz, and Wheeling Game. • Step 2: Create grammar questions using technology applications. • Step 3: Students answer questions using QR code cards (Plickers) or online (Quizizz) or spin the wheel and answer related grammar questions. • Step 4: Teachers summarize the knowledge and reinforce the grammar points learned. 3.2.1 Wheeling Game: - Students spin a wheel containing questions, pictures about vocabulary, sentence patterns, and phonetics. When the wheel stops, students follow the teacher's instructions. Example 1: Using Wheeling Game (Unit 7. Our timetables- Lesson 2 – English 4 Global Success) + Question: What subjects do you have today? or When do you have ? + Practice: Students spin the wheel, and when it stops on a section with pictures of one or more subjects (for example, a picture of an English book and a Math book), students respond: I have English and Maths. Or if it stops on a section with a subject and a day of the week (for example, Monday), students respond: 9 I have it on Monday. 3.2.2. Plickers Example 2: Using Plickers Unit 12 - Jobs– Lesson 1 – English 4 Global Success + Question: What does she do? + Answers: A. a farmer, B. a policeman, C. an office worker, D. an actor + Practice: The teacher displays the question "What does she do?" along with images of jobs and the answer choices A, B, C, D. Students raise their Plickers cards to select an answer. After scanning the Plickers codes, the teacher will display the results on the screen and explain. For example, if a student chooses the correct answer "A. a farmer," the student's name will be highlighted in blue. 3.2.3 Quizizz game: Example: Unit 7. Our timetables. Lesson 1 – English 4 Global Success + Question: What subjects do you have today? + Answers: A. Vietnamese, B. English, C. Maths, D. Science 10 + Practice: Students click on the Quizizz link sent by the teacher in the Zalo group, enter their name, and click to start the game. Students read the question and select the correct answer or fill in the answer according to the requirements of the question. The teacher sends the quizizz link to the Zalo group and the results of the students completing the assignment. 3.3. Measure 3: Application of Engineering Techniques * Objective: The objective of this measure is to create interest and confidence when presenting in front of the class in English. In addition, it helps develop students' teamwork skills and creativity. Furthermore, it helps students realize that learning English is not just about vocabulary, but also about how to apply it in real life. * Implementation Steps: • Step 1: Introduce vocabulary related to the lesson topic, for example: time, food,... • Step 2: Divide students into small groups of 4-5 students each. • Step 3: Students choose materials such as paper and cardboard to create innovative products related to the topic. • Step 4: Students present their products in English. • Step 5: Teacher gives feedback and reinforce vocabulary and sentence patterns. 11 * Example 1: Unit 17: In the city – Topic Traffic: Students are required to draw diagrams or create models of traffic signs and locations using recycled materials (cardboard and paper). After completing, they will use English to talk about the signs, traffic lights, and directions to places like bookshop, bakery, cinema, and supermarket, answering the questions: “What does it say?” / “How can I get to the...?” Example 2: Unit 2 - Time and Daily Routines + Activity: Students create a clock using cardboard with movable hour and minute hands. + Practice: Students rotate the clock hands and respond to the question: "What time is it?" - "It's seven o'clock." 12 3.4 Measure 4: Application of Art & Music 3.4.1. Integrating Visual Arts: * Objective: Help students learn vocabulary and sentence structures in a lively manner through activities such as painting, coloring, and collage making. This approach not only creates enthusiasm but also helps students retain vocabulary longer, while developing their ability to describe through their artwork. * Implementation Steps: • Step 1: Introduce the theme and the art activity. • Step 2: Students draw or create collages of related images. • Step 3: Use English to describe their products, for example: "This is my classroom." • Step 4: Students present their products. • Step 5: Teacher provides feedback and reinforce vocabulary. * Illustrative Example: - Example 1: Unit 4: My Birthday Party – Theme of a birthday party: Students design a birthday invitation and decorate their birthday party using paper, colored pens, and craft materials. Then, they will present their party in English using the sentence: "This is my birthday cake. I want some juice." 13 • Example 2: Unit 13 – Appearance: Students draw a friend and describe them using English: “He/She has short hair, big eyes, a round face...” - Example 3: Unit 6: Our school facilities + Art activity: Students draw a map of the school with areas such as "classroom," "library," "playground." + Practice: Students present: "This is my school. There is a library and a computer room." 14 3.4.2 Integrating Music: * Objectives: Using familiar melodies such as "There is a Golden Butterfly," "The Little Elephant in Ban Don," "Happy Birthday Song," etc., or selecting existing songs, students will easily memorize vocabulary, sentence structures, and develop listening, speaking, pronunciation skills, and use English naturally and joyfully. * Implementation Steps: - Step 1: Choose a familiar melody or song that fits the lesson content to create interest for students. - Step 2: Compose or select lyrics that match the vocabulary and grammar of the lesson. - Step 3: Teach vocabulary and sentence structures, and then guide students to sing along with the melody. - Step 4: Students practice singing and modify the lyrics in groups or individually, incorporating actions to enhance interest and memory. - Step 5: Reinforce vocabulary and sentence structures through the song, providing feedback and praising students. * Example: Unit 13. Appearance. Lesson 1 - English 4 Global Success. I composed a song using vocabulary and sentence structures from the lesson with the melody of the familiar song "The Little Elephant in Ban Don," allowing students to focus on the melody without spending time getting accustomed to it and memorizing the lyrics. Lyrics of the original song: Vocabulary phrases, English sentence patterns: Chú voi con ở Bản Đôn Do you have a brother? Chưa có ngà nên còn trẻ con Yes, I do. I have a brother. Từ rừng già chú đến với người What does your brother look like? Rất ham ăn với lại ham chơi .. He is short and very big. Voi con ơi, voi con ơi Do you have a sister? Mau lớn lên có đôi ngà to Yes, I do. I have a sister. Có sức đi khắp miền rừng xa What does your sister look like? Kéo gỗ cho buôn làng của ta She is tall and very slim. 15 3.5. Measure 5: Application of Mathematics Incorporating mathematical elements into English lessons to help students develop logical thinking skills and calculation abilities, while using English to express simple mathematical operations. For example: Unit 18: At the shopping center - lesson 2 - Topic of prices: Students practice asking and answering about prices, using mathematical knowledge to calculate, compare, and choose products with lower prices, or students calculate to guess the price of a product. How much is this skirt? Students answer the price (for example: It’s 100,000 VND). Students go shopping, each student has 100,000 VND and they cannot spend more than that amount. After students choose their products, they answer the questions: “How many items can you buy?” / “How much are they?” 16 III. RESULTS AND APPLICATIONS 1. Achievements Obtained After applying STEAM integration measures in teaching English, I have noticed significant effects as follows: - Students are more engaged and proactive in their learning, no longer feeling bored or pressured when learning grammar and vocabulary. - Vocabulary and sentence patterns are remembered more naturally and effectively through the combination of design, technology, science, art, and singing activities. - Fully develop the four skills of listening, speaking, reading, and writing, and become more confident when using English for presentations, singing, and descriptions. - Enhance creativity, thinking, teamwork, and problem-solving skills. - The results of tests and assessments show a notable increase in the number of students achieving good and excellent marks, with significant progress in learning English. Conducting a survey among 100 students from classes 4A, 4B, and 4C, I obtained the following results: CHART OF COMPARISON OF SURVEY DATA ON LEARNING RESULTS AND LEARNING ATTITUDES IN ENGLISH SUBJECT Survey period: September 2024 and April 2025 Criteria Before After Students (%) Students (%) Students are confident when speaking English 25 (25%) 45 (45%) Students remember vocabulary longer 35 (35%) 70 (70%) Students are interested in English lessons 45 (45%) 85 (85%) Students achieve good and excellent scores in English 45 (45%) 75 (75%) 17 The above table presents data comparing results before and after implementing the STEAM integration method in teaching English with a total of 100 students. - The initial survey data (September 2024) shows that the percentage of students confident in speaking English is 25%, students who remember vocabulary longer is 35%, interest in lessons is 45%, and the percentage of students achieving good and excellent scores is 45%. - After applying the method, these rates have significantly increased, with 45% of students confident in speaking English, 70% remembering vocabulary longer, 85% interested in lessons, and 75% achieving good and excellent scores. 2. Application The implementation of these measures has contributed to fostering a positive learning enthusiasm, assisting students in expanding their vocabulary, enhancing their ability to memorize words and sentence structures, and applying them in simple real-life communication situations. I believe that if these measures are applied seriously and flexibly, teaching and learning English in primary schools, specifically in fourth grade, will achieve significant progress. Moreover, this approach can also be adapted to other educational levels, with increasing complexity appropriate to the curriculum and the student demographic of each level. 18 IV. CONCLUSION AND RECOMMENDATIONS 1. Conclusion 1.1. Significance of the measure Integrating STEAM into English language teaching for 4th-grade students has brought about positive and practical effects. This method not only helps students enhance their vocabulary and grammar retention but also boosts their confidence in English communication. Furthermore, STEAM creates a dynamic learning environment that stimulates creativity and critical thinking, helping students develop comprehensive soft skills such as teamwork, problem-solving, and presentation skills. 1.2. Lessons learned Through the application of these measures, I have realized that teaching methods need to be flexible, combining theory with practice through STEAM activities to make lessons more engaging and spark students' interest in learning. Enhancing the practical aspects of teaching helps students gain a deeper understanding of the world around them and connect knowledge with other subjects. 2. Recommendations To more effectively apply the integration of STEAM into the English curriculum, I would like to offer some suggestions as follows: 2.1. For schools: Schools should organize training sessions for teachers on integrating STEAM, helping them grasp how to implement interdisciplinary activities in English. Schools should create extracurricular activities, English clubs, or STEAM programs to provide students with more opportunities for practice, creativity, and skill development. 2.2. For the Department of Education: The Department of Education needs to develop detailed guidelines on how to integrate STEAM into subjects, particularly English, so that teachers can easily implement them in the classroom. 19 The Department of Education should organize thematic workshops on STEAM education to share experiences and effective teaching methods among schools. 3. Commitment I assure that this is a measure that I have personally written and researched, and it has not been copied from any source without permission. All information, data, research methods, and survey results in this initiative are collected and analyzed by me in a truthful and objective manner. I commit that the contents of this experience initiative accurately reflect the research process, practical application, and results achieved in teaching. I take full responsibility for the accuracy of the data and information presented.
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