Project Method Eleni TARATORI Ελένη Professor at Democritus University of Thrace Comenius Regio...

Project MethodProject Method

Eleni TARATORI Eleni TARATORI ΕλένηΕλένη

Professor at Democritus University of ThraceProfessor at Democritus University of Thrace

Comenius Regio Project 2012-1-GR1-COM13-10099 2 Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and ICTs in education and project-based learning: Policies, Practices and Knowledge exchange Knowledge exchange

Teacher training seminar-workshop, PEK Alexandroupolis, 17 December 2013

The Project MethodThe Project Method it is a learning process

its borders are changing according to

open collectiveand

Α.

The prevailing situation, when it is

applied

Β.

The participants’ interests


Projicere Projicere

Show, “put something in

my head”, plan

ProjectProject


ProjectProject

MethodMethod

The term was primarily used:-in the USA ΗΠΑ-in the 2nd half of the 19th century philosophical movement of pragmatism

Richards: teaching of manual labor in a specific way

Today, we also use the terms: «work plan», «planning method», «hands on method» etc.


ProjectProject method featuresmethod features (1/2) (1/2)

The participants in a Project: Adopt the proposal that sb else made Discuss and decide about the relationships among them Process the initial initiative, in order for it to have logical content Self-organise themselves in a determined time period Use the determined time and exploit this time allocating various

actions Exchange information in frequent time periods Work on an open action field Discuss about team or individual processes and situations that arise

during Project implementation


The ProjectThe Project MethodMethod

The Project Method was introduced by W. Kilpatrick («The project method», 1918). According to Kilpatrick, the project is the conception of an activity that is realized in a social environment in a programmed and pleasant way.

According to Kilpatrick, project planning has the following features:

1) Assignation by internal impulse

2) Determination of the action aim

3) Direction of action

4) Insurance of the moving force


Project implementation in four steps (example)

• The girl wants to sew a dress

• Need to satisfy the lack of dress

•Time & action management for need satisfaction

• Acquisition of dress


ProjectProject models according to time models according to time durationduration

Α) small projects (2 hours)

Β) projects of larger duration (12 hours)

C) projects of large duration


Method models according to Project contentMethod models according to Project content

Α) Task detecting model • Statement of the idea • Planning the activity• Implementation• Evaluation

Β) Skills acquisition model • Statement of the skill • Planning of steps• Execution of skill


STEPS FOR THE IMPLEMENTATION OF WORK PLAN(Project Method)

TOPIC

1. Topic selection 2. Selection of the coordinator and

decision about his/her role 3. Aim of project (work plan)

PLANNING

4. Distribution to teams and their role 5. Action framework of each team

formulation 6. Information and feedback break

IMPLEMENTATION 7. Material collection and classification 8. Presentation of project deliverables

(work plan)9. Conclusions – Evaluation


The steps for Project method implementationThe steps for Project method implementation

1. Topic SelectionThe selection of topic can happen in many and various ways:

α) Initiative by the team members, after a random conversation about an up-to-date topic

β) By assignation for the selection of a topic that complies with the lesson’s needs

γ) Selection by the teacher and pupils from topic areas of school books, which can be taught with project method. This selection usually happens at the beginning of the school year, when the teacher prepares the lessons plan in macrolevel.


The steps for Project method implementation The steps for Project method implementation (1/2)(1/2)

2. Selection of the coordinator and decision about his/her role

The selection of the coordinator happens via interest expression by all pupils and vote.

The role of the coordinator has the following duties:

1st Write on the board the project topic and the predetermined aims, they want to achieve.

2nd Contribute to the teams formation (they need to be constituted by an equal number of members).

3rd Assure “companionship” and friendly environment among all project participants.


The steps for Project method implementation The steps for Project method implementation

(2/2)(2/2) 2. Selection of the coordinator and decision about his/her role

4th Write on the board the teams’ proposals, which are the results of their cooperation.

5th Mediate and coordinate all teams, whose roles are related to the project.

6th Announce the duration of the phases needed for project implementation.

7th Walk around the space, while the teams are working, trying to remind organizational details.

8th Try to meet the predetermined time limits. 9th Read the project outcomes, when it comes to an end.



3. Aim of project (work plan)

The aim: α) is defined after a discussion and is the basis for: - The selection of the appropriate contents that will be used in the

project, - The organization of usable methods on the basis of which they

will move on, - The search for required sources, and- The specification of the expected results.

β) is written on the board by the coordinator, in order- to be visible to pupils, and - for pupils to define their course.



4. Distribution to teams and their role Distribution to teams can be done in two ways:α) On the basis of pupils’ interests β) On the basis of pupils’ interpersonal relationships, friendly

relationships, common goals, common interests etc.

The teams’ role on the project is : 1st Choice of the team’s secretary2nd Definition of aim/aims3rd Definition of the work plan structure4th Detailed record of conversations, views exchange and the

proposals in which they all agree



5. Action framework of each team formulation

• Decisive factor for the formulation of the action framework is

the correct phrasing of the aims. • The project participants’ viewpoint contributes to the

formulation of the individual topic areas and the definition of

aims. • Additional topic areas and aims are formed according to the

participants’ viewpoints.



5. Action framework of each team formulation

The main questions posed during team cooperation are:

a) Which are the individual aims?

b) How will they be approached?

c) What kind of material is possible to accumulate?

d) Which sources will the material be drawn from?

e) Who will be in charge of negotiating about each individual

aim?



6. Information and feedback break

The coordinator defines the time allotted to each team for:

a) the work progress report,

b) the presentation of the accumulated material,

c) the expression of viewpoints about the sufficiency &

abundance of the material,

d) the reporting of other data collection methods,

e) material search in other spaces,



6. Information and feedback break

The coordinator defines the time allotted to each team for: f) The re-organization and restructuring of the work plan

(organizational issues),g) The presentation of the course of aims (are they attained/

unattained, do we need to restructure our course of action, h) Tracking mistakes, j) The detection of lack of experience, if is not given the

appropriate attention, andk) The replacement of members that do not contribute to their

team or the relocation of them in another team, which is closer to their interests.



7. Material collection and classification

• Every team responsible for a project unit, draws its plan (how

it will accumulate the material and the tools that will be used).

• The team secretary gives the floor to each member separately

in order to express his/her opinion, which is crucial for the

project’s course. The members’ views are written down by the

secretary.



7. Material collection and classification

In order for the conversation to be productive, it needs to comply

with the following:

a) the team cooperation and the coordinator’s acceptance,

b) the adherence of time limits by the team members and the

avoidance of long talks,

c) the observation of the discussions, the active participation in

the discussion.



8. Presentation of project deliverables

The material presentation strategies are determined by the time limis.

Α) For projects that last 2 hours, the presentation ways are:

a) presentation of each team’s findings,

b) presentation of the supporting material,

c) the completion of the presentation with a song, a proverb, a poem

or a prose.



8. Presentation of project deliverables

Β) For projects that last from 4 hours to one week, the presentation

ways are:

a) presentation of each team’s findings,

b) upload of the material on a board,

c) music composition of a project part,

d) dramatization of project scenes,

e) exhibition of fake or real objects,

f) use of slides, transparencies, data display etc.

C) For projects of long duration, the presentation ways are more

demanding. Comenius Regio Project 2012-1-GR1-COM13-10099 2 Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and ICTs in education and project-based learning: Policies, Practices and

Knowledge exchange Knowledge exchange


9. Conclusions – Evaluation

The project coordinator reads the teams’ conclusions and forms

his/her opinion about what has happened.

For pupils, the project is completed after the conclusions are drawn.

Then, the teacher’s evaluation follows.


The steps for Project method implementation The steps for Project method implementation (2/2)(2/2) 9. Conclusions – Evaluation

The teacher’s evaluation criteria that render a project successful or not

are:• The quality of the supporting material that shows the thorough

and responsible research of the topic• The variety of the material and the competency in the selection of

the significant items out of the many and various accumulated

items • The “clever presentation” • The appropriately chosen person for the announcement of the

findings/conclusions.


Basic prerequisites for the Project Basic prerequisites for the Project methodmethod

• Time allotted • Convenient space (open space at schools, arrangement of

furniture) • Cooperation with stakeholders out of school (pupils’ parents)• Project implementation in cooperation with companies and

enterprises • Arrangement of administrative issues (needless breaks)• Coordination service


The role of the teacher during the The role of the teacher during the Project method implementationProject method implementation

Teacher’s characteristics:

• Action in the backstage• Provision of help, when needed • Participation in equal terms • Patience, not intervention


Project Method Eleni TARATORI Ελένη Professor at Democritus University of Thrace Comenius Regio...

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