APPLYING CREATIVE LEARNING EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF UNIT 10 FOR THE STUDENTS IN CLASS 11a5 AT PHAN DANG LUU HIGH SCHOOL

PART I.

INTRODUCTION
Abstract

English has become a compulsory subject in the curriculum of most schools in
our country for many years. Recently, writing skill has been considered as an
important to students who desire for study abroad. This skill is also an important
part of communication. Good writing skills allow you to communicate your
message with clarity and ease to a far larger audience than through face-to-face or
telephone conversations. Within the framework of this study which aims to
diversity the methods of teaching to inspire foreign language students, to combine
theory and practice as well as to develop the soft skills needed for working in a
modern context.
I see that English practical experience has played the vital role for students in
improving writing skill. “A real and relevant context for learning through which
young people recognize for themselves the importance of learning to their lives,
both now and in the future. Learning becomes compelling when young people take
an active engagement with and responsibility for their own learning, increasing the
impact and potential for future development.” (QCA, 2009).
I also find that the modern world appreciate a worker of overall knowledge and
life skills. To meet this demand I think as an educator, we should make great daily
effort to help our young learn develop their full potentials.
Those are the reasons why I would like to make a little contribution through my
research below.
I. 1 The reality of the problem requiring the new solution.
First of all, I want to have a look at the traditional ways that students learn
writing skill. As a teacher of ten –year experience in the job, I see some obstacles
that prevent students from having a proper writing at the first stage. Whenever
asked to finish a writing task, most of my students feel reluctant to do because they
are so bored with the repeated activities that nothing can inspire them. More

importantly, the materials and motivation seem to be a problem.
Learning to write is a linear process, and the tackling of new skill depends upon
mastering the skills that came before it. Early struggles with basic skills become
magnified and more problematic as academic tasks become more challenging.
Writing becomes a chore for these children, and they will often try to avoid it at all
costs. However, there are several things that teachers can do to support the learning
of the writing skills that will help their students believe that they, too, can be
writing experts!
One method for supporting children with written expression difficulties in the
classroom is to provide accommodations and/or interventions for the specific
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challenges. The following are some features of effective written instruction that
you can use in your classroom:
-A literate classroom environment
-Daily writing
-Make writing motivating
-Set regular teacher/student conferences
-Create a predictable writing routine
-Display overt teacher modeling
-Include cooperative arrangements
-Include a broad range of instructions
-Integrate writing activities across the curriculum
The results of my research can be efficiently applied to :
- development of using language in an environment as natural as possible
- development of writing skills and soft skills in real life situations.
- raise students’ interests in learning to write a
- equip students with overall knowledge and life skill, consequently forming the
necessary qualities of a 21st – century citizen.

That is the reason why I choose the topic “APPLYING CREATIVE LEARNING
EXPERIENCE AND INTEGRATIVE TEACHING IN WRITING SKILL OF
UNIT 10 FOR THE STUDENTS IN CLASS 11A5 AT PHAN DANG LUU
HIGH SCHOOL”
I.2. Aims of the study
The aims of the study are as the follows:
- to get students gradually familiar with the latest method of teaching and learning.
- to build up a generation of young learners equipped with overall knowledge and
soft skills.
- to suggest using this effective teaching method in Phan Dang Luu high school in
particular and among high schools in general .
I.3 Scope of the study
The study was going to be conducted at Phan Dang Luu high school for
advanced students. Due to the limitation of time, only class 11A5 were asked to
participate in the study. They are in an advanced class of English and I would
apply this method in writing skill of unit 10 – Nature in Danger.
I.4 Research methods
Combine creative learning experience and integrative learning. This means that

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teachers gives students chances to take part in the topic - related activities, and
through those ones teachers begin to instruct them to collect the knowledge
associated with others subjects.
Taking students to the places of study, getting them into the real situations,
preparing the materials related to the topic, discussing with other teachers in charge
of the subjects included the study such as civic teachers or biology ones.
I.5 Significance of the study
The study is conducted with the aim to make some changes in the teaching

method of writing skill. I hope that my study would be a contribution to the new
trend of education- that is how to make an interesting lesson and how to engage
students more in their learning process. In other words, this would form a student –
centered class rather than a teacher – centered one.
PART II: CONTENT
II.1. Theoretical background
II.1.1. Creative learning experience
II.1.1.1 What is creative learning experience?
Creative learning experience is an educational activity in which individual students
can directly take part in the real situations of various angles under the teachers’
guidance and organization. Students play a role as the center of the activity, which
enable them to develop practical competence, personality and improve their
potentials of creative learning and working. Creative experience is highly
appreciated in each subject and the activity itself is not a subject but an educational
activity. Because subjects are made up of some scientific criteria, their contents are
firmly structured. Meanwhile an educational activity requires integrative
knowledge and different skills to carry out a task.
II.1.1.2 What are the benefits and limitations of CLE?
+ Benefits: First, this way of learning can get every student in an activity. It is
obvious that there is a must for student to work because they directly experience
the situations which help them store the knowledge better in comparison with
learning in class. Secondly, young learners have to deal with the requirements
arising during the experience. That is the reason why they quickly adapt to the
changes as well as the new things they encounter. As a result, learning through this
process makes a good help to form an entire development for young generations of
the 21st century.
+ Limitation: First, this method costs time and effort from both teacher and learner.
They have to be well – prepared for the lesson. Moreover, some projects even need
financial ability to be successful.
II.1.2. Integrative teaching

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II.1.2.1 What is integrative teaching?
Integrative teaching is a teaching theory describing a movement toward
integrated lessons helping students make connections across curricula. This higher
education concept is distinct from the elementary and high school "integrated
curriculum" movement. Integrated teaching comes in many varieties: connecting
skills and knowledge from multiple sources and experiences; applying skills and
practices in various settings; utilizing diverse and even contradictory points of
view; and understanding issues and positions contextually."
Integrated studies involve bringing together traditionally separate subjects so that
students can grasp a more authentic understanding. Veronica Boix Mansilla,
cofounder of the Interdisciplinary Studies Project at Project Zero, explains "when
(students) can bring together concepts, methods, or languages from two or more
disciplines or established areas of expertise in order to explain a phenomenon,
solve a problem, create a product, or raise a new question" they are demonstrating
interdisciplinary understanding. For over a decade, Project Zero researchers at the
Harvard Graduate School of Education have been studying interdisciplinary work
across a range of settings. They have found interdisciplinary understanding to be
crucial for modern-thinking students.
II.1.2.2 Benefits and limitations of integrative teaching
+ Benefits: Integrative teaching is about making significant connections between
subjects or skills that are usually addressing several different subject areas
integrating curriculum can also improve learning experiences. Moreover, an
integrated approach to teaching is designed to focus teaching within the
curriculum, setting perimeters and establishes the continuity of teaching across the
years and levels. With this approach, students are equipped with a variety of skills
and knowledge, so they can enter this world with great confidence and success.
+ Limitations: There is limited awareness of this method among teachers who

think this approach is neither necessary nor useful. In addition, both teachers and
students are still passive in this new method because they has got used to the
traditional ones and not willing to change. Finally, there is a shortage of
educational facilities or out-of-date equipment.

II.1.3 Writing skill
II.1.3.1 Definition of writing skill
Writing skill is a writing process, as defined by the NCTE and IRA (1996),
includes “the many aspects of the complex act of producing a written
communication, specially, planning, drafting, revising, editing, and publishing”
(p77). In A Community of Writers: Teaching Writing in the Junior and senior High
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School (1998), Zemelman and Daniels advocated using the writing process as a
way to improve students’ writing skills. They reported that improvement in
students’ writing performance is related to the following elements: regular and
substantial practice at writing; instruction in writing process strategies; exposure to
models of writing in process, including skilled adult and classmates; peer and
teacher collaboration in every stage of writing skill.
In the article Writing as a Mode of Learning, Janet Emig (1977) described
writing as “a unique mode of learning” involving the active participation of both
the left and right hemisphere of the brain. Researchers have agreed that writing
enhances thinking skills; the higher cognitive functions of analysis and synthesis
seem to develop most fully with the support of written language. As we know, if
the most effective learning occurs when learning is reinforced, then writing will
develop as well.
II.1.3.2 The importance of improving writing skill
Writing skill is an essential component of literacy, in order to participate in the
society of future, students need to be proficient writers. According to Standards for

the English Language Arts, the 1996 report by National Council of Teachers of
English (NCTE) and the International Reading Association (IRA), the literacy
requirements of our society are increasing and are expected to continue to rise.
Researchers estimate that by the year 2020, students will need powerful literacy
abilities in order to join fully in society and workplace.
II.1.4 Integrated subjects
- This study bases on Unit 10 – Nature in Danger – Writing skill - English 11
I would prefer to apply the topic “Nature In Danger” because in this lesson
students can be taught how to get overall knowledge integrated in the subjects
English – Geography – Biology – Civic.
+ English: Through this topic, students know how to use a variety of vocabularies
in other academic fields like Geography and Biology to write about Pu Mat
National Park
+ Geography: I find the lesson related to some units in Geography such as
Unit 6 - Geography 12: The mountainous country
Unit 3 - Geography 11: Global affairs
+ Biology: The topic is related to some units such as
Unit 3 – Biology 11: The introduction of animal species
Unit 3 – Biology 11: Plant species
+ Civic: The topic is related to some units such as
Period 31 - Unit 15 - Civic 10: Citizens with some urgent problems of humans
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Period 25 - Unit 12 – Civic 11: The policies of natural resources and environment
protection
II.1.4.1. Integrated criteria
+ Knowledge
- In English subject: Through this experience, students will understand and write
about some general features of Pu Mat National Park using a variety of

vocabularies in other academic fields like Geography and Biology to write about
Pu Mat National Park
In Geography subject: Students know about the relationship between
geographical location with geographical features of Pu Mat. In addition, students
understand more about some endangered species and the importance of forests
through which they raise their awareness of the need to protect the environment.
- In Biology: They can deeply understand more about the structure of nature and
the importance of biodiversity.
- In Civic: Students realize their responsibility for joining hands to protect the
natural environment specially the Natural Park.
+ Skills
- In English subject: Students use the collected information as well as the form of a
paragraph to finish the required task.
- In Geography subject: Students enhance the skills of linking to the reality about
the negative impacts of humans on the environment such as deforestation or killing
animals.
- In Biology: Students improve the skill of protecting plants and animals in the
place they live.
- In civic: Students know and have necessary actions to protect the environment.
And they can take part in some volunteer work done to make this world better.
+ Attitude
- In English: Students have right attitude towards the environment and through this
they have motivation to write articles or reports in English to spread the
importance of nature.
- In Geography: Students have good behavior to the surrounding areas.
- In Biology: Students appreciate the vital role of biodiversity and join hands in
protecting ecosystem.
- In Civic: Students will believe and agree with environmental policies. When they
have belief, they will obey the laws and support what is good for nature.
II.1.5. Ways of doing the study

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PLAN THE TRIP TO PU MAT

DIVIDE THE CLASS INTO FOUR GROUPS AND
GIVING TASKS

SUMMARIZING INFORMATION AFTER THE TRIP
(IN CLASS)

FORM A WRITING TOPIC FROM THE COLLECTED DATA

MAKING AN INTEGRATED LESSON PLAN

CARRY OUT THE TEACHING PROCEDURE

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ANALYSING THE ACHIEVED RESULTS AFTER THE
RESEARCH

II. 1.5.1 Step 1: Plan the trip to Pu Mat carefully
The teacher has a meeting with Class Parents Society to discuss about the trip in
one day. After I get permission from the parents of 38 students in class, I start to
go into the details. Prepare 4 posters in Ao size and 4 makers then deliver to 4
groups so that students can use them to collect data from the experience.
II.1.5.2 Step 2: Divide the class (38 students) into 4 groups and giving tasks
+ Group 1 includes 10 members: Tran Ha Trang (leader), Nguyen Thi Phuong

Thao, Pham Anh Thu, Pham Minh Thu, Nguyen Khanh Hien, Dang Thi Tinh, Ho
Thi Hoa Quynh, Dang Nhat Linh, Phan Thi Khuyen.
+ Group 2 includes nine members: Nguyen Ngoc Binh (leader), Luu Thi Hong Na,
Nguyen Thi Tham, Thai Phuong Thao b, Phan Nguyen Huong Thao, Dao Mai
Quynh, Dao Phuong Quynh, Nguyen Thi Van Anh, Pham Dang Ngoc Ha.
+ Group 3 includes ten members: Vu Thai Thuy Linh (leader), Nguyen Thi Thao
Van, Nguyen Thi Hong Minh, Nguyen Quynh Trang, Thai Thi Quynh Trang, Ho
Thi Huyen Trang, Nguyen Nhu Quynh, Nguyen Thi Tam, Vu Thi Lan, Nguyen
Thi Phuong.
+ Group 4 includes nine members: Dao An Na (leader), Phan Thi Le Vi, Phan
Khanh Huyen, Thai Phuong Thao a, Nguyen Thi Thanh Hai, Phan Thi Phuong
Thao, Phan Thi Quynh, Nguyen Thi Huong, Nguyen Thi Hoai.
Giving tasks to each group
When the class arrives at Pu Mat, ask students to gather in groups to perform the
activities below.
Group 1: Collect the data about location, total area and special features of Pu Mat
National Park
Group 2: Find out the plants and some typical animals in Pu Mat
Group 3: Find out about the Biodiversity Values in Pu Mat
Group 4: Collect the information about conservation and then determine their
individual responsibility to protect the environment.
+ Some images of the activities
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Pictures of group 1

Pictures of group 2

Pictures of group 3

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Picture of group 4

II.1.5.3 Step 3: Summarizing the information collected in each group
+ Assigning tasks
After the trip, teacher asks student to spend a period on summarizing the
information they have collected from the experience.
Divide the class into 4 groups similar to the original groups in the trip to Pu Mat
and give them the posters as follow.
Group 1: Summarize geographical features

FEATURES
Location and total area

DESCRIPTIONS
- about 120 km from Vinh City
- an area of 94,804ha, spreading in Tuong
Duong, Con Cuong and Anh Son
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Special features

- beautiful landscapes and abundance of
fauna and flora making Pu Mat a tourist
destination

Group 2: Point out the Biodiversity Values

Biodiversity values

Source of food and income

Ecological and environmental
values

DESCRIPTIONS
- the provision of food
- firewood and harvested wildlife
- production of oxygen
- the maintenance of fresh water quality by
vegetation
- the balance of the environment
- the maintenance and production of fertile
soil

Group 3: Biodiversity of Pu Mat

FEATURES
Animals

Plants

DESCRIPTIONS
- 1918 animal species
+ 834 vertebrate species
+ 1084 insects

- 1289 medicinal plants
+ 201 essential oil – bearing ones
+ 79 edible wild plants
+ 34 plants used in handcrafts
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Group 4: Responsibilities of citizens

Responsibilities of citizens in -complying with the law of environment
conservation and environmental and conservation.
protection
- planting trees
- campaigning other people to join hands in
protecting environment
- disposing rubbish properly
+ Collected data

Group 1:

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Group 2

Group 3

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Group 4

II.1.5.4 Step 4: Forming a writing topic from the collected data
Writing a description (about 120 words) of Pu Mat National Park, using the facts
and figures below
Features

Facts and figures
- Location: about 120km from Vinh

Geographical

- Total area: an area of 94,804 ha, Tuong
Duong, Con Cuong and Anh Son.
- Special features: beautiful landscape and
abundance of fauna and flora/ Pu Mat a popular
tourist destination.

Animals and plants

- 1918 animal species ( vertebrate and insects)
- 1289 medical plants(essential oil – bearing
species and edible wild plants)
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Biodiversity values

- source of food and income
- balance of environment

II.1.5.5 Step 5: Making the lesson plan
Types of lesson plan
There are two ways of making a lesson plan in my method: a four-subject
integrated lesson plan (English – Geography – Biology – Civic) or two-subject
lesson plan (English with one another). Here I would like to focus on Type 1 (four
subjects)
Lesson plan
I/ Objectives:
1. Education aims: - Help students consolidate the information in the trip to write a
paragraph in which integrated knowledge is included.
2. Knowledge: Know more vocabularies related to 4 other subjects and the way to
link ideas to make a complete paragraph.
II/ Place: Projector room of PDL high school
II/ Material: pictures, handout, the data collected in the trip, projector…….
III/ Anticipated problems: There may be a lack of time.
IV/ Procedure:
Teacher’s activities

Students’ activities

I. Warm - up(5 minutes)
Aim: Warm up the atmosphere of the class Game “ Which team have more
by giving them the game “which team have correct answers”
more correct answers”
Requirement of the game “write the names of The class forms 4 groups
National Parks in Vietnam”
Work in groups to find the national
Set the rules:
parks

+ the class will be divided into 4 teams
+ you have 3 minutes to think and one
minute to write on the blackboard.
+ after one minute, each group has a
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representative to write the answers on the
board.
After students finish the game, teacher leads
in the lesson.

Scoreboard
Team
A

Team
B

Team
C

Team
D

“ Now we are going to learn to write a
paragraph about Pu Mat National Park which
you visited last Sunday”

II. Pre – writing (20 minutes)

Activity 1:
- Set the rules: the game needs 2 students

Listen to the teacher

-Ask two volunteers to play
After the game finish, teach begin to explain
the meanings of the words.
Take note the new words
Vocabularies:
+ feature (n) = characteristics
+ landscape (n) = scenic beauty
+ abundance (n) = plenty of, large quantity

Listen and repeat

+ vertebrate (n) = animals without bones
+ edible (a) = eatable
Activity 2: Make sentences with the cues
given in the table.
+ Teacher asks students to work individually Work individually in 7 minutes
first.
-Teacher make an example:
Pu Mat National Park is located about 120km
After 7 minutes, students play the
from Vinh City
game: “Lucky pictures” to finish
the task
0. Pu Mat/ locate/Nghe An/ 120km/ Vinh
City.

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1.It / area of 94,804 ha, spread/ in three
districts of Tuong Duong, Con Cuong and
Anh Son.
2.There /be/ beautiful landscape/ abundance
of fauna and flora /a tourist destination.

Listen to the rules
Two students play the game

3. Scientists/ discover/ 1918 animal species

Take note the words

/include/ vertebrate and insects

Students listen and make more
sentences

4. There/ be/ 1289 medical plants/ include
essential oil – bearing species and edible wild
plants

Expected sentences

5. Pu Mat/ biodiversity values
6. It/ provide/ source of food and income/
Thai ethnic minority

7 . it/make/ environment/ balance

1.Pu Mat covers an area of 94,804
ha, spreading in three
districtsof Tuong Duong, Con
Cuong and Anh Son.

2………………….
+ After the students finish, introduce the
3…………………..
game “Lucky pictures”
After giving the key, teacher provides the
outline of a paragraph so that students can
use them to complete the description in their Take note
paragraph.
Listen to the teacher
Outline of a paragraph
1. Introduction (topic sentence)
2. Body (supporting sentences)
+first, second, in addition, besides, ….
3.Conclusion (emotion, feeling)
- Teacher lets students watch a video about
their experience to Pu Mat before asking

Students watch the video

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them to write

III. While – writing (10 minutes)
-Teacher divides the class into 4 groups to
write the description of Pu Mat National Park
- Provide 4 whiteboard makers and 4 sheet of
A0 paper
- Set time: 10 minutes to finish writing

Correct the mistakes with the
teacher

After students finish their writing, teacher
ask them to paste on the board and then
checking
IV. Post – writing (8)
Class – correction

Write a paragraph (about 100)

V. Homework (2 minutes)

about your responsibilities of
Asks students to note down the topic to write
protecting nature.
at home.

II.1.5.6 Step 6: Carrying out the teaching procedure
The teaching performance is specifically described in the CD enclosed in this
initiative. Here are some pictures extracted from the whole lesson.

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II.1.5.7 Analyzing the achieved results after the research
The first effective of my research is that it has created a positive learning
attitude among students. I mean that the final result can answer the two questions
in my quick survey. “Are you interested in learning through creative experience?”
and “Your weakness in writing is due to……..” 100% students answer “yes” for
the first question and 90% choose “motivation” for question 2. This information
helps educators see clearly the core problems hindering them from moving on.
Obviously, the traditional way is so much familiar to them that they become bored
with it and find little motivation and enthusiasm for daily schooling. During the
time I spent with my students, I realized that the best way of studying was by selfstudy or self-experience. It is understandable that once a student has got excited
about something, it will go more smoothly into their mind than being forced. It is
accepted in most fields of learning that excited learning attitude and motivation are
essential to success and achievement.
In terms of academic achievement specially in writing skill, I have collected
some interesting results from the homework I assigned “Write about the
responsibilities of students in protecting nature”. My students can write a
paragraph without guidelines, which proves to be better than other lessons taught
in traditional ways. The reasons why they can perform a good task is that they have
been equipped enough with all the necessary things from attitude, experience to the
way of developing a topic depending on their integrated knowledge gained through
the trip.

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The last benefit I see has a profound effect on students’ behavior to the
environment. With the integrated civic subject – Period 31 - Unit 15 - Civic 10:
Citizens with some urgent problems of humans, the students in class 11A5 enhance
their awareness of the need to protect nature especially the areas surrounding them.
They are willing to take part in the volunteer work organized by Ho Chi Minh
Communist Youth Union of Phan Dang Luu High School. Here are some pictures
of their activities in preserving a clean environment.
Phan Dang Luu students in a volunteer campaign of District Communist Youth

Students in class 11A5 collect rubbish at Phan Dang Luu Square in Yen Thanh
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PART III. CONCLUSION
How to encourage students to learn actively has recently become a big
concern to methodologists and linguistics. As a teacher, I always make great
efforts to build up high spirit of language learning among my students. That is the
reason why I choose this method for writing skill which is considered the most
difficult skill in mastering a language. When students become reluctant to write, it
is time teacher needed to warm their up and motivate them to learn. Creative
learning experience makes an effective tool in this situation, and integrative
teaching also plays a key role in helping young learners acquire overall knowledge
in written language. In addition to these results, I also find out some other
rewarding soft skills deriving from this method.
Aspects of survey

Percentage before

applying new method

Percentage after applying
new method

35%

88%

Ability in writing a good 40%
paragraph

60%

Effective of group work

47%

90%

Ability in using various 43%
structures

70%

Participation and
excitement in lessons

98%

Interest in writing skill

60%

After conducting this research, I find that the topic of reasearch is undoubtedly
new and interesting to propose for further study. Writing skill is a complex skill, so
it needs many factors to perform a successful lesson as well as make students
enthusiastic about writing. I would strongly recommend the method in my research
to my colleagues for both English and other subjects. Many other writing lessons
in the textbook English 10 and 12 can be adapted with a view to diversity the
method of teaching writing skill and spreading creative learning experience along
with integrated teaching method to catch up with the update trend in recent
education.
I also would like to express my thanks to my dear students and colleagues
having helped me to complete this teaching experience. I really expect to welcome
more contribution to perfect my research as well as further study.
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PART IV: REFERENCE
1. English textbook 11 (NXBGD)
2. />3. />eses
4. Jack M. Chokwe (2013). Factors Impacting Academic Writing Skills of
English Second Language Students
5. Mansilla, V.B.2005. Assessing student work at disciplinary crossroads
6. Huber, M.T, Hutching, P & Gale, R (2005). Integrative Learning for Liberal
Education.
7. Nobori, Mariko (22nd June 2011) “Integrating Art and Politics to Improve
High School Student Engagement”
8. Creative learning experience.com

9. www. Creatorstreet.com

PART V: APPENDIX
1. Some good writing pieces of students after the research

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