Enhancing Communication Skills through Vertical Project Lessons: A Research Lesson Study on Life Competency Development
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Authors
Marshall, Olga
Issue Date
2024
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Spain
Abstract
Context: This study was conducted at Laude San Pedro International College, Marbella, Spain, involving a mixed-ability group of Year 3 and Year 5 students. The lesson study took place within the Vertical Project, where students design and lead their own projects, with this cycle focusing on board game creation. The primary aim was to develop students' communication skills as a life competency through structured, collaborative tasks within the project.
Aims: The main goals were to enhance students’ communication abilities, particularly in active listening, turn-taking, and collaborative discussions, as well as to foster these skills as part of a broader life competency framework. The study targeted students’ capacity to apply communication skills in teamwork, especially through specific activities and guidelines to facilitate group discussions.
Methods: The study implemented a series of three research lessons. In RL1, students discussed and created effective communication guidelines; in RL2, they applied these skills in the group design of their board games; and in RL3, they presented their projects. Observations focused on three case students with differing communication capabilities and needs. Teachers used classroom posters and role-playing demonstrations to reinforce communication guidelines. Feedback was gathered through teacher observations and student interviews.
Findings: All students showed progress in communication skills, though the extent varied by individual traits. Active listening, turn-taking, and question-asking improved across the group.. Overall, students found structured practice in communication helpful and engaging, linking it to real-life interactions.
Implications: The study highlights the value of explicitly teaching life competencies such as communication within project-based learning. Observations suggest that structured opportunities for practice, role-play, and feedback can support diverse learners in developing communication skills. Teachers may find that incorporating communication guidelines and structured activities can foster collaborative skills, especially in mixed-ability and multilingual classrooms.
Aims: The main goals were to enhance students’ communication abilities, particularly in active listening, turn-taking, and collaborative discussions, as well as to foster these skills as part of a broader life competency framework. The study targeted students’ capacity to apply communication skills in teamwork, especially through specific activities and guidelines to facilitate group discussions.
Methods: The study implemented a series of three research lessons. In RL1, students discussed and created effective communication guidelines; in RL2, they applied these skills in the group design of their board games; and in RL3, they presented their projects. Observations focused on three case students with differing communication capabilities and needs. Teachers used classroom posters and role-playing demonstrations to reinforce communication guidelines. Feedback was gathered through teacher observations and student interviews.
Findings: All students showed progress in communication skills, though the extent varied by individual traits. Active listening, turn-taking, and question-asking improved across the group.. Overall, students found structured practice in communication helpful and engaging, linking it to real-life interactions.
Implications: The study highlights the value of explicitly teaching life competencies such as communication within project-based learning. Observations suggest that structured opportunities for practice, role-play, and feedback can support diverse learners in developing communication skills. Teachers may find that incorporating communication guidelines and structured activities can foster collaborative skills, especially in mixed-ability and multilingual classrooms.
Description
Keywords (free text)
communication skills , life competencies , collaborative learning , project-based learning