Project Add on PPTT

8/13/2019 Project Add on PPTT

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AMERICAN TESOL INSTITUTE

Project Method Diploma in Pre & Primary Teachers Training

January -- 2013


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Copyright @ American TESOL Institute 2013

An Overview

This reading material includes:

1. History of the Project Method

2. Characteristics of a Project

3. Steps for a project

4. Salient features of a Project

5. Sample projects

6. Planning the Project

7. Projects and Activity-Based Teaching Strategies (Similarity and differences)

PROJECT METHOD

Project Based learning is teaches a student skills as well as content . It is a

systematic teaching method that engages students in learning essential knowledge

and life-enhancing skills through an extended, student-influenced inquiry process

structured around authentic questions and carefully designed tasks.

1. History of the Project Method

The project method is an educational enterprise in which children solve a practical

problem over a period of several days or weeks. It may involve building a appliance,

designing a playground, or publishing a class newspaper. The projects may be

suggested by the teacher, but they are planned and executed as far as possible by

the students themselves, individually or in groups. Project work focuses on applying,

not imparting, specific knowledge or skills, and on improving student involvement

and motivation in order to foster independent thinking, self-confidence, and social

responsibility.

According to traditional historiography, the project idea is a genuine product of the

American Progressive education movement. The idea was thought to have originally

been introduced in 1908 as a new method of teaching agriculture, but educator

William H. Kilpatrick elaborated the concept and popularized it worldwide in his


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famous article, "The Project Method" (1918). More recently, Michael Knoll has traced

the project method to architectural education in sixteenth-century Italy and to

engineering education in eighteenth-century France. This illustrates that the project

of the architect like the experiment of the scientist, the sandbox exercise of the staff

officer, and the case study of the jurist originated in the professional aspect of anoccupation.

The project method was first introduced into colleges and schools when graduating

students had to apply on their own the skills and knowledge they had learned in the

course of their studies to problems they had to solve as practitioners of their trade.

With some simplification, five phases in the history of the project method can be

differentiated:

1590 1765: At the academies of architecture in Rome and Paris, advanced students

work on a given problem, such as designing a monument, fountain, or palace.

1765 1880: The project becomes a regular teaching method; newly established

schools of engineering in France, Germany, and Switzerland adopt the idea. In 1865,

the project is introduced by William B. Rogers at the Massachusetts Institute of

Technology into the United States.

1880 1918: Calvin M. Woodward adapts the project concept to schoolwork. At his

Manual Training School students actually produce the projects they designed.

Gradually the idea spreads from manual training (Charles R. Richards) to vocational

education (David. S. Snedden, Rufus W. Stimson) and general science (John F.

Woodhull).

1918 1965: Kilpatrick conceives the project broadly as "whole-hearted purposeful

activity proceeding in a social environment." After being criticized by Boyd H. Bode,

John Dewey, and other leading American Progressive educators, Kilpatrick's

approach loses its attraction in the United States, yet receives general approval in

Europe, India, and the Soviet Union.

The 1970s: Kilpatrick's project method, now taken as the only adequate method of

teaching in a democratic society, is rediscovered in Germany, the Netherlands, and

other European countries. Under the influence of British primary school education,

U.S. educators attempt to redefine the project, viewing it as an important

supplement to the traditional teacher-oriented, subject-centered curriculum.


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There are two basic approaches for implementing the project method. According to

the historically older approach, the students take two steps: initially, they are taught

in a systematic course of study certain skills and facts, then they apply these skills

and knowledge, creatively and self-directed to suitable projects. According to the

second approach, the instruction by the teacher does not precede the project but isintegrated in it. In other words the students first choose the project, then they

discuss what they need to know for solving the problem and learn the required

techniques and concepts. Finally they execute the chosen project by themselves. In

both approaches, time for reflection should be provided during all phases of project

learning, giving students the opportunity to evaluate their progress. Many teachers

especially vocational and industrial arts educators use a series of small-scale

projects to help students develop continuously increasing competence in practical

problem solving.

2 . Characteristics of a project

Problematic in nature

Aimed at a definite attainable goal

Purposeful, natural and lifelike in its nature to attain the goal

Directed and planned by the students

Practical in nature and emphasis on a single concrete activity and its

achievement.

The evaluation should be objective.

Types of projects

Individual project planned for each student

Group project- for the class as an unit

Classification of projects

Project for learning where the goal is acquisition of some skill

Project for production of some physical material

Project for some intellectual development / creative skills


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Advantages

Develops creative and constructive thinking

Helps to know individual differences

Helps to think logically and scientifically before staring the project

Development of the doing activity

Development of the individual through the activity

Allows students to compete themselves and compare their previous

activity

Gives whole hearted purposeful activity

Develops team spirit and cooperation

Helps them to be patient

Arouse and maintain interest

The students freedom of thought and action is on

Provides the students interest and ability

Limitations of the project method

Wrong selection of the topic

Time consuming

May not complete in time

Chances of overlapping of subject matter/ repetition

Lack of cooperation in a group project

Criteria

Subject should have some educational value

Should consider cost and availability of material


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Should keep the students interest in mind

3. Steps for a project

Purpose

Planning

Execution

Evaluation

The project should involve the following:

1. Observe Look at the world around you. Watch things closely, and thatwill make you curious about why or when or how something happens. That

leads to the next step

2. Problem The questions that come up during your observations the

whys and the hows are t he second step of the scientific method. Your

problem is usually stated as a question.

3. Hypothesis A guess at the answer to the question. An hypothesis is an

educated guess. You take what you already know about the subject and use

it to guess the answer to your question. You could be right. You could be

wrong. It doesnt matter, because youre going to find out in the next step

4. Experiment Test your hypothesis. Come up with an experiment to find

out the answer to your question. This is the trickiest part of the scientific

method, because an experiment has to be designed with controls and

variables in place.

5. Conclusion The solution to your problem. When the experiment is

complete, your question will be answered, and your results will help you reach

your conclusion!

A project should have a time frame of at least minimum 7 days to 4 weeks

maximum. Apart from that your project should be age appropriate. Practical

application of the project is also of importance.


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Seymour Papert, a Massachusetts Institute of Technology mathematician, pioneer in

artificial intelligence, a renowned expert on children and computing, believes instead

of beginning with teaching numbers, then algebra, then calculus, then physics,

start with engineering, and from that abstract out physics, and from that abstract

out ideas of calculus, and eventually separate off pure mathematics. So much betterto have the first-grade kid or kindergarten kid doing engineering and leave it to the

older ones to do pure mathematics than to do it the other way around.

Educators from a growing number schools are echoing Papert's assertion that

engaging students by starting with the concrete and solving hands-on, real-world

problems is a great motivator.

A learning project:

Starts with an essential question or problem, usually one from the real world

Is central to the curriculum, so students are learning important concepts tied

to standards

Includes a variety of activities over an extended period of time, all designed

to explore answers to the essential question or problem


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Requires collaboration among students, the teacher, and possibly community

members

Asks students to take initiative and work autonomously, while the teacher

acts as facilitator and coach

Often involv es uses of technology that extend students capacity forresearch, analysis and collaboration

Culminates in a product or presentation that requires students to

communicate their results, often to a real-world audience.

4 . Salient features of a Project :

1. Critical Thinking

Project learning is not just about memorizing facts. It is also about

students applying what they learn to solve a complex problem .

Students engage in active inquiry , exploring an issue from multiple

perspectives, learning how to ask pertinent questions, gathering relevant

information, and synthesizing a solution. Studies show that well-designed

learning projects can lead to deeper subject matter understanding and to

students who think more like experts in their field of study.


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2. Team work

Project learning typically involves teamwork . Well-designed learning

projects help students become effective collaborators, contributors,

and leaders , developing such skills as listening, questioning, and

compromising to achieve a common goal.

3. Creativity

In project learning, students often work on an authentic, real-world

problem that does not have one right answer . Students must be creative

in coming up with new ideas, combining knowledge and skills across

disciplines, and designing innovative solutions that meet a real need.

4. Cross-Cultural Understanding

Some project teams bring together participants from different parts of the

world or with different backgrounds, increasing student awareness of

cultural differences and building respect for different perspectives .

When students work with partners who are different from themselves, they

learn how to resolve misunderstandings and overcome cultural and language

barriers

5. Technology

Through technology-supported projects, students learn how to use ICT tools

in context and create multimedia presentations .

6. Communication

In project learning, students create products that communicate their ideas

and learning to others. They often present their work, sometimes to an

authentic audience and through this process, students learn important skills

such as how to display findings ,how to organize a presentation, and how to

capture and maintain audience interest.

7. Self-Direction

Project learning gives the students more control over their learning. In well-

designed learning projects, teachers skillfully design and guide but do not

fully direct students learning. Students formulate their own problems and


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goals, plan the steps of the project, seek the resources they need, and design

their own products. Research has shown that students learn better and gain

more self-confidence when they feel a sense of ownership over their learning

process.

S ome advantages of project work are:

Increased motivation - learners become personally involved in the project.

All four skills , reading, writing, listening and speaking, are integrated.

Autonomous learning is promoted as learners become more responsible

for their own learning.

There are learning outcomes -learners have an end product.

Authentic tasks and therefore the language input are more authentic. Interpersonal relations are developed through working as a group.

Content and methodology can be decided between the learners and the

teacher and within the group themselves so it is more learner centric.

Learners often get help from parents for project work thus involving the

parent more in the child's learning. If the project is also displayed parents can

see it at open days or when they pick the child up from the school.

A break from routine and the chance to do something different.

A context is established which balances the need for fluency and accuracy.Haines (1989)

5. Sample projects

(i) Leaf Collection Project ( Group project groups of 2/3 students)

Class/ Grade : 2

Age : 5-6 years (appox)

Time for completion : 2 weeks.

Previous knowledge on which the project is based:


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Types of plants eg trees, herbs, shrubs and whether they are

evergreens or seasonal trees.

The project aims to integrate EVS and Language. Skills that are involved are

assimilation of previous knowledge with application and writing / labeling.

Leaf collecting is a good way to learn about the plants that grow in your area/

neighborhood.

Collecting leaves will also help you to learn about

Different types of plants

Learning about colors through the colors of the leaves

The shapes of leaves

Conservation of trees.

Assignment :Students are to create a leaf collection booklet containing leaves

from 8 different trees. Label them and write the types of plants they were

Materials needed:

Scrap book

Glue

Pen/pencil

Labels

A small packet to keep the leaves in.

Process:

1. Go around your neighborhood and collect 8 different types of leaves

2. Identify the leaves- that is names of the plants/trees , types of plants / trees.

3. Label neatly.


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4. Write 5 lines on how to save the trees .

Important note:

(Please instruct your students that if the leaves are collected from the

neighbors garden then they need prior permission before picking those

leaves. Ideally the collection needs to be from the leaves that are on the

ground and not plucked from the plants. That is one way of teaching that

plants too have life)

(ii) Project for Environmental Science

Class/ Grade : 2

Age : 5-6 years

Aims of the lesson

a] Main focus : Characteristics of Living and Non living things

b] General aim: Living things need air, water, sunlight to grow and plants also need

soil.

Concepts introduced

Characteristic of living things is to grow and die- it is a natural process.

Movement ( Except in plants )

Non living things do not grow, move, reproduce or die.

Time Allotted Activity

planned

Teachers

Activity

Students

Activity

Anticipated

Problems

Day 1

10 minutes Data collecting

Take a walk

around the

school

Ask children to

note what they

see around

while walking

They see and

note trees,

flowers, sky

clouds,

vehicles, people

etc

They may not

focus on all the

things they see


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10 minutes Drawing Ask children to

draw what they

saw

They draw in

their notebooks

what they saw

They may

forget to draw

few things

what they saw

Day220 minutes Speaking Make pairs and

ask children to

share what

they have

drawn and

share the

specifications

of the things

For eg can

move, its

colour , shape

They will share

the drawings

and talk with

their respective

partners

They may want

to share and

partner with

their own friend

10 minutes Writing Lists the

names of

things that the

children have

drawn

They answer

the names of

things they

have drawn

Children may

repeat the

same names

which they

hear

Day 3

10 minutes Explain the

definition of

Living and

nonliving

She explains

the definition

showing

pictures or

things around

and in the

classroom

Tries to

understand the

characteristics

and

differentiate

living and

nonliving

May put the

trees and

plants as non

living things

10 minutes Draw a tableon the board

and classify the

things under

the head of

living and

Recap the

characteristics

and starts

listing the

names in the

Studentsparticipate by

answering the

name of things

said by the

teacher to put

Class maybecome chaotic

as everyone is

eager to

answer


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nonliving things correct column under living or

nonliving

Day 4

10 minutes Planting the

plant

Shows children

how to plantand explain to

water it

everyday

Students will

enjoy thisactivity and

have a plant of

their own

Want to play

with the soiland make

themselves

dirty

10 minutes Arranging the

pots

Divides the

class in two

groups A & B

Students of

group A keeps

their plants in

the sun

whereas the

other group B

keeps their

plants in the

classroom in a

cartoon box

and closes it

May start

asking why to

arrange in that

way or may

become

curious to find

the result

Day 5

10 minutes Sorting Children are

given pictures

to sort under

the heads of

living and

nonliving

Children sort

the pictures

under the head

of living and

nonliving things

They may mix

up and make

mistake in

sorting

10 minutes Sticking Teacher gives

them paper

with the heads

of living andnonliving

Children start

sticking the

picture they

have sortedunder the

correct head

They may drop

glue and make

the paper and

hands sticky

Day 6

10 minutes Examine and

observation

Ask children to

examine and

The groups split

and observe

May be excited

to talk about


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observe the

change in the

pots they

planted

their own

plants and

make a note of

the observation

the observation

and so a little

chaos maybe

seen

20 minutes Speaking Ask childrenturn by turn to

talk about their

observations

They talk aboutsomething has

come out from

the plants in

the sunlight

and the pots in

the dark have

not grown at all

They may beexcited to talk

about their won

and friends pot

also may not

wait for their

turn or may

prompt

Day 7

15 minutes Discussion Teacher asks

the children

whether plants

are living or

nonliving?

recap the

characteristics

of living and

nonliving

things

While

discussing the

characteristics

they talk about

their view s on

plants are living

but why cannot

move

10 minutes writing Children are

asked to read

the sight words

from the board

Students copy

them in their

notebooks after

reading

Few maybe

slow in copying

Day 8

15 minutes Puzzle Give students

cut out of partsof the plant

and ask them

to stick and

make their own

plant

Students will

love doing thisactivity as they

will love fixing

the puzzle of

parts of the

plant

Few may make

mistake to fixthe puzzle right

they may stick

the parts

upside down


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Day 9

10 minutes Assessment Ask children to

draw 3 living

things and 3

nonlivingthings and

label it,

They will draw

in their

notebooks

accordingly andname it

Day 10

10 minutes Assessment Give them

worksheet of

mix pictures

and ask them

to write LT for

living things

and NLT for

nonliving

things

Children follow

the instruction

and will give

one

characteristic of

living and

nonliving things


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(iii) Project on Fire Safety

This project integrates the concept of safety and social needs to language.

The project can work at all level from Grade 4 to 5 depending on the level of

difficulty in implementation.

The project can be initiated in the language class

as the children learn about the dangers of fire and

it s prevention and the safety measures.

A representative of the local fire department can

give a demonstration of how to prevent fire and

the safety norms that needs to be observed in case

of fire.

The Project progression can be surveying given

areas in groups and noting the fire safety measures required . The project can

culminate in a Fire Safety Week - or Fire Safety Day which can have all the

collected data displayed and making colorful pamphlets and flyers to spread

awareness on fire safety measures.


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(iv) Project on garden vegetables.

This project introduces the learners to the

perception of area and at the same time

brings home how vegetables are grown in a

garden patch. Mainly, math and science can

be co-related through this project. It can be a

good concept for grades 3, 4 and 5,

depending on the level of difficulty.

The students are asked to identify the vegetables that are grown in the garden . An

excursion to the garden patch helps this helps in visually associating the

vegetables and also the garden patch

The next step is elementary introduction to perimeter with the help of a work sheet

in the Math class. The Project can further be integrated to science and language

with the utility of the vegetables and the advantages of eating healthy especially

the veget

Work sheet Name-

Wheres My Vegetables?

Identify the location of each of the vegetables.

Cabbages-

Tomatoes-

0 1 2 3 4 5 6 7 8

1

2

3

4

5

6

7

8

91


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Proposing

After explaining the idea behind the project ask the learners to propose a

scheme of work:

o What they want to include in the project

o What form it will takeo Who will be responsible for what

o An idea of the time it will take to produce each part of the project

o Any material or resources they might need

The teacher should then sit down with each group for 10 minutes to discuss their

proposals (a copy of which both the teacher and the learner would keep to refer to

as the project develops). At this point the evaluation procedures would also be

explained.

Time

Allocate an agreed amount of time for the project it may be the sessions on

the same day each week - Wednesday, and Friday, for example, so learners

know to bring materials to class on that day.

Space

Show the learners the space they will have for the project, it could be wall

space or a corner of the classroom, so they have some idea how much

material they should produce and can plan the layout.

Materials and resources

Provide the learners with materials they might need: card, scissors glue,

paper etc. It is fairly common now for learners to want to use the Internet to

find information for their projects. Encourage a keen student with Internet to

do this at home! If there is time and Internet available in the school make

sure the students have informed you of exactly what they're looking for -

photos- or that they have prepared a list of information they want to find.

Simply giving the learners time on the computers can lead to them aimlessly

surfing the net. If the facility is available, learners often like to write finished

drafts of their work on the computer.


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Presentation

Projects need to be displayed ,read and admired so schedule the last project

session as a presentation. Ask the group to prepare a task for the others in

the class to do to the project: it could be a quiz with questions for a wall

display, a crossword using vocabulary for the project or comprehensionquestions for a video that learners have made.

Evaluation

As with any piece of work a project needs to be acknowledged and evaluated. It's

not enough to just say 'that's great' after all the work learners have put in. Use a

simple project evaluation report, which comments on aspects of the project such as

content, design, language work and also evaluates the oral presentation stage of the

project.

Moving to a Math Project in Upper Primary classes, one can plan a fun

activity while teaching Math.

Everyone enjoys a party, so teaching addition and subtraction while planning a party

is a great way to teach practical skills. Also it can be an introduction to budgeting.

Level : Upper elementary (8-9 years )

Skills : Addition , Subtraction and Budgeting

Time required : 2 weeks

The Project begins with planning a party for the whole class.

1. Writing a shopping list for food and drinks and other items required for the

party.

2. The next step would be to estimate the cost of various items, check the

supermarket catalogues or visit a store to check the real prices.

3. The next step may be a group activity each group is given an amount of money

and they are made responsible for managing and budgeting the money. Each group

needs to have a group leader. The group leaders decide which group is spending on

the items required.

4. They need to find out how to fund the party and division of funds among the

participants.


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5. The project concludes with a mock balance sheet to introduce the concepts of

Debit and Credit .

Balance Sheet

Note :The above project can be planned for a higher age group with

increased level of difficulties. They may be given an option of planningTheme parties or picnics , which may have more complicated projection of

items(furniture/ music/ game prizes etc) and more division of funds .

In the upper primary classes the students may surf the Internet, interview or use a

variety of sources to conclude a project. The project may extend for 2-4 weeks and

may introduce the learners to problem solving as well as integration of content.

According to Sylvia Chard ( Professor Emeritus of Elementary Education at the

University of Alberta and coauthor of Engaging Children's Minds: The Project

Approach , a popular book for teachers of young children on learning through

projects) younger children will play and explore as well as engage in projects while

the older children's project work will complement the systematic instruction in the

program."

Total Fund collected :Rs Final break- upItems bought : Cost

1.

2.

3.

4.

5.

6.

7.8.

9.

10.

Total fund collected : Rs.

Total expenditure : Rs

(Addition )

Total expenditure : Rs

(subtraction )

Fund remaining : Rs


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She speaks of a three-phased approach:

Phase 1 involves an initial discussion of a project topic, including children's firsthand

experiences related to the topic.

Phase 2 involves fieldwork, sessions with experts, and various aspects of gathering

information, reading, writing, drawing, and computing.

Phase 3 is the presentation of the project to an audience.

An example of another integrated Project is given below:

Harry Potter and the Sorcerers Stone

Subject integration : English /

Geography / Art

Level : 11-12 years

Mapping the Project

Draw a storyboard for this project with a focus on major activities- that include

reading the book , watching the film and researching about the location ending with

a hands on project and presentation to the audience.

Week 1 Form groups

Start with the story line

with a focus on the

following hands-on activity

The hands on activities

to include maps with

models of

Reading

Watch the movie Harry Potter

and the Sorcerers Stone in the

audio visual class

Make a draft for the presentation

lecture


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London Tube map

(mapping routes in a city )

With special reference to

Hogwarts express.

Or

Preparing a

blueprint of

Hogwarts

With special reference to

the Hogwarts and its

surrounding s map. .

Week 2 Data collection

Review data

Make a draft for the presentation

Begin the group activity : Preparing for

the hands on task

Week 3 Preparing the final presentation draft

Giving final touch to the model

Week 4 Evaluation Final presentation of the model and the

presentation lecture .

Project flow and Planning

( The following project flow and the formats have been adapted from Make

your own project based lesson plan by Gloria J. Edwards )

Develop an educational project that includes a specific outcome while

teaching academic skills.


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Identify the Grade or the group .

Your name as a lesson(project ) author .

Project Plan

Remember: Students do not learn from what you do, but from what you have

them do .

See that your plan covers if not all but most of the following:

Integration of technology

Story telling/anecdotal information Non-competitive group and team work

Performance-based assessment and rubrics

Visual presentations and practice through technology and other means Project-based assignments that integrate family and community

Activities appealing to multiple intelligences (Gardner)

Before the project:

1. Think of an educational project where students can design, build, create, or

otherwise use hands-on or production- oriented skills to make or do something.

2. Academic skills(reading, writing, math, science, etc.) are then incorporated intomaking something.

3. Created items can include anything made by hand: artwork, community service

projects, publications, designs, games, science experiments and displays. Projects

may also be developed out of relevant community or life events (the change of

seasons, traditional ceremonies or rituals, building community playgrounds, rites of

passage, working with animals).

Think of the lesson over view - What will the students be doing/making?

What will they use to do/make it?

What additional educational activities are included?

What is the outcome and who is it for (self, family, community, office, school, etc)?


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Example of writing lesson over view: Students can create a tourism game using a

basic road map of the state or area of their choice. The game should involve

interpretation of map symbols, calculation of mileages and scales, and use creative

writing. The game may also be applied to other maps (country or world maps) once

the basic game has been created.

Now for the stepwise lesson format:

Step 1.

Name of Project: State the Name of the Project here. (Examples: Make a Quilt,

Make a School Newsletter, Design a Flower Garden for a Community Center, Design

and Create flying objects, study and write poetry or other creative writing)

Step 2.

Project Objectives: When students complete this project, they will be able to

(Use following key verbs):

Identify .

Interview Locate

Measure and Calculate

. Assemble

Design and Create Apply .

Write

Read and Research

Use technology

Example of a clearly written objective:

Here is an example:

Project: Create and play a travel game with common road maps.Project Objectives: When students complete this session, they will be able

to

Understand and Use a road map.

Create travel games using a common road map.

Work together as a group to accomplish game creation and completion.


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Research and Interpret general map symbols and meanings.

Calculate map mileage and scale.

Write creative playing cards depicting game rules and travel events.

Use technology to research maps and map interpretation

Step 3.

Integration of Other Functional/Academic Skills : (Critical thinking is required

throughout the lesson. Each one of these fundamental academic skills can be

integrated with the other to produce a project-based outcome.) Students will be able

to

Math : Use math to make necessary calculations for measurements, numbers, or

equivalents as necessary for project completion.

Reading : Read information on mate rials related to the project.

Writing : Write statements, steps, summaries, outlines, scientific procedures, etc for

project. Writing outcomes can include reports, presentations, posters, computer-

generated brochures or publications. There are endless possibilities for project-based

reading and writing!

Technology : Use computers as part of project based learning to give students

hands-on opportunities with technology. Search the internet for relevant sites, use

computers to write publications, brochures, design and make spreadsheets, or

anything a computer can do to assist in a project outcome.

Science Apply scientific method/observation to experiments, procedures,

observation, deductions, and conclusions.

Step 4.

Materials required:

List all materials needed for your project here. You may include any materials

needed to build, make, or otherwise complete your project, as well as places,

catalogs, or websites to acquire your materials.

Step 5.

Estimated time required for the completion of the entire project. No of hours

required and how many hours per week.


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Step 6.

The age and level of the students (you may include the previous knowledge

required)

Step 7 .A brief outline of a) Phase wise activity of students b) Instruction by Teacher

(remember it is not what you will do but what you will make them do) c) estimated

time for that phase

Step 8 .

What will be the assessment and evaluation process and criteria? How will you

assess/ evaluate the students work?

The Project break up format (for the instructor )

Activity Instructors Note Exact Time allotted

Introduction to the

Project

The instructor introduces

the Project to the group .

20 minutes

Introduces the rubrics Specifies the expectation

the flow of the project

15 20 minutes

Outline the steps of the

Project

Divide the class into

groups.

Assist in the preparation of

the project.

20 minutes

Practice and Process The actual time used by

the students in data

collection, observation

based on the data

collection and organization

of the material .

The time varies between 7

days to 3/4 weeks .

Project Showcase The end of the projectpresentation , that ends

with a review of the

effective learning

outcome.

Maybe 2-3 days


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7. Projects and Activity-Based Teaching Strategies (Similarity and

differences)

It is to be remembered that Project Approach are not a new instructional idea. They

are an extension of other activity based teaching strategies. Katz and Chard (1989,

p. 6) seem to emphasize on this, in the spirit of Dewey. The childrens school

experiences are real, daily life experiences; they are not a withdrawal from life,

which is resumed only outside the school. Their life in the school, then, would have

to approximate the fulfilling life of meaningfulness as far as possible; the children

should be able to experience their work as meaningful. Project work may be

particularly significant in this context. Through project work, children can not only

improve their understanding of the world around them but also can strengthen

their dispositions to go on learning for the rest of their lives (Katz & Chard, 1989, p.

5).

The Project Approach is similar to the Reggio Emilia approach in many respects,

especially in its emphasis on project work in the coopera tive context. Childrens

learning in Reggio Emilia is itself a meaningful life rather than mere learning

activities.

For Constructivists knowledge may be from and for life; life may take precedence

over knowledge here. Moreover, knowing is itself an important form of life for human

beings, according to constructivism. Math and science are seen as human practices.

It seems that learning in constructivism, as in the Project Approach, is itself actual

life for children.

However, well designed projects that meet PBL criteria differ from activities or even

projects that have been traditional in the classroom.

Example

Themes

Activity-

Based

Instruction

Project-Based

Learning

Differences between the

Two Instructional

Strategies

Sound

Pollution

Listen to

different

Identify five sound

pollution problems in

Although the activity-

based tasks are useful for


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sounds. Make

a graph.

Identify

features of

common

sounds that

are disturbing

to the ear.

the community. Form a

task force to

investigate the

problems and devise

technically feasible

solutions for each.

instruction, the tasks

themselves may not be

provocative. The project-

based approach, in

contrast, defines an

overarching challenge and

embeds these tasks

(listening, graphing,

identifying features) in a

meaningful community

project.

Ancient

Architecture

Make posters

depicting the

architecture of

ancient Egypt

Complete a case study

on the pyramids using

the question "How were

the pyramids built?" to

address five

controversial issues:

source of the design,

source of materials,

time to completion,

method oftransportation of

materials, and contents

of the chambers.

The project addresses the

fundamental principles and

issues. The project has an

overarching question that

engages students' critical

thinking as well as their

creativity. The project

reflects current historical

mysteries and

investigations.

Geometry Observe and

measure

various school

buildings and

record data.

Design a "School of the

Future" with scale

drawings and models,

taking into account the

site and anticipatedneeds. Present plan to

an audience of school

officials or community

experts.

This complex project goes

beyond simply "getting

students out of their

seats." It requires

application of concepts anddefense of choices made.


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Documents

Project Add on PPTT