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PROJECTSPROJECTS

Neiva Neiva 2009 2009

What is a project?

Project based instruction is an authentic instructional model or strategy in which students plan, implement and evaluate projects that have real–world applications beyond the classroom

Learning activities that are interdisciplinary, long-term and student-centered are emphasized

Project work have roots in the constructivist approach (Lev Vigostky, Brunner, Piaget, Dewey)

Constructivism views learning as the result on mental construction.

Children learn by constructing new ideas or concepts based on their current and previous knowledge

It provides motivation. Students choose the project which plays an active role in the entire process.

It provides meaningful content for the students.

It deals with real-world problems It presents a tangible product that

can be shared with the audience

Why use project work?

It provides opportunities to construct knowledge collaboratively

It increases social and communication skills

It increases problem solving skills It makes connection between

disciplines It provides opportunities to contribute

to their school or community

It increases self-esteem. Children take pride in accomplishing something that has value outside the classroom

It provides a practical real world way to learn to use technology

Noise: However it could be a good sign that children are enjoying the activity

Time: Work can be divided into class work and home work

Using L1: As long as the final product is presented in English, the usage of L1 does not matter

Different levels: The brighter students can work independently and the teacher can support the weaker ones.

Possible drawbacks

1. Identify the situation or problem 2. Outline project goals and objectives 3. Agree on the product: poster,

presentation, brochure, exhibition, wall newspaper, debate, guide book, letter, multimedia presentation, oral presentation, string display, poster, book, simulation, survey report, theatrical performance, video, website, written report.etc.

4. State the rules: responsibilities, deadlines, roles.

Stages of the project

5. Decide the time allocated for project work weekly

6. Instructor prepares students for the demands of gathering information

7. Students gather information 8. Instructor prepares students to

compile information

9. Instructor prepares students for the language demands of the final activity

10. Students presents the final product 11. Students evaluate the project and

themselves

Do the students have access to the resources they need?

Do they know how to use the resources?

Who is going to support them in their work?

Are students clear on their roles and responsibilities?

Dealing with difficulties

Schedule outcomes week after week

Report periodical findings Plan a project at the end of a unit

Time for a project

Collection projects: collect items (cars, postcards, coins, rocks,etc.)

Informational projects: reports about different areas, news, debates,

Orientation projects: city guides, brochures

Social welfare projects: homeless, animals in danger, global warming)

Kinds of projects

Define the criteria for asessing the projects: Process: collecting, compiling and organizing information, contribution from all members, responsibilities,

Product: neat presentation, roles during the presentation stage.

Assessment of projects

Brochure to promote regional tourism, a debate on human rights, exhibition of dinosaurs, multimedia presentation of enadangered animals, wall paper on healthy food, a book about world war II, a collection of coins from different countries, a poster on AIDS, a survey report about teeangers and computer use, a video about pollution problems in your city, a written report about teen pregnancy in our city, an interview to a kidnapped person, a guide book to Huila, a theatrical performance about family relationships, a website of the school, an oral presentation about kidnapping in Colombia, a video about homeless in your city.

Samples of projects