AMERICAN TESOL INSTITUTE

Project Method
Diploma in Pre & Primary Teachers Training
January -- 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 architectlike the experiment of the scientist, the sandbox exercise of the staff officer, and the case study of the juristoriginated in the professional aspect of an occupation. 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: 15901765: At the academies of architecture in Rome and Paris, advanced students work on a given problem, such as designing a monument, fountain, or palace. 17651880: 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. 18801918: 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). 19181965: 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 is integrated 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 educatorsuse 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 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 previous

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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3.

Should keep the students interest in mind

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 that will 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 the 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 application of the project is also of importance. to 4 weeks

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

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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 better to 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 acts as facilitator and coach autonomously, while the teacher students capacity for requires students to

Often involves uses of technology that extend research, analysis and collaboration Culminates in a product or presentation that

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 welldesigned learning projects, teachers skillfully design and guide but do not fully directstudents 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.

Some 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 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: as learners become more responsible

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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 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 in your area/

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 Day 1 10 minutes Data collecting Take around school a walk the Ask children to note what they see around while walking They note flowers, clouds, vehicles, people etc see and sky They may not focus on all the things they see trees, Activity planned Teachers Activity Students Activity Anticipated Problems

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10 minutes

Drawing

Ask children to draw what they saw

They

draw

in

They few

may things

their notebooks what they saw

forget to draw what they saw

Day2 20 minutes Speaking Make pairs and ask children to share they drawn share of For move, 10 minutes Writing Lists names children drawn Day 3 10 minutes Explain definition Living nonliving the of and She the explains definition or around in the Tries to May trees plants and Class by the the may as living things put the and non understand the characteristics and differentiate living nonliving Students Recap and listing names in the starts the the participate answering said by characteristics become chaotic as everyone is eager answer to the eg what have and the things can its the of have They the things have drawn answer names of they Children repeat same which hear may the names they They will share the and drawings talk with They may want to share and with partner

their respective partners

their own friend

specifications

colour , shape

things that the

showing pictures things and

classroom 10 minutes Draw a on the table board under head of and

and classify the things the living

name of things teacher to put

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nonliving things Day 4 10 minutes Planting plant the

correct column

under living or nonliving

Shows children how water everyday to plant it the two and explain to

Students enjoy activity their own Students

will this and

Want with and dirty

to the

play soil make

have a plant of of

themselves May start

10 minutes

Arranging pots

the

Divides class in

group A keeps their plants in the whereas keeps plants cartoon in sun the their the box

asking why to arrange in that way or may become curious to find the result

groups A & B

other group B

classroom in a and closes it Day 5 10 minutes Sorting Children given to the living nonliving 10 minutes Sticking Teacher them of living gives paper and Children sticking picture have under correct head Day 6 10 minutes Examine observation and Ask children to examine and The groups split and observe May be excited to talk about start the they sorted the They may drop glue and make the paper and hands sticky sort are under of and Children the of sort They may mix up and make in mistake sorting pictures heads pictures living and

under the head nonliving things

with the heads nonliving

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observe pots planted 20 minutes Speaking Ask

the they

their plants

own and

the observation and so a little chaos seen They may be excited to talk about their won and friends pot also wait turn may for or not their may maybe

change in the

make a note of the observation They talk about something the the plants has in come out from sunlight

children

turn by turn to talk about their observations

and the pots in the dark have not grown at all Day 7 15 minutes Discussion Teacher the are recap of living asks While discussing the characteristics they talk about their view s on the and plants are living but why cannot move children living or

prompt

whether plants nonliving? characteristics nonliving things 10 minutes writing Children are

Students them in

copy their

Few

maybe

asked to read the sight words from the board Day 8 15 minutes Puzzle Give of to students the stick plant and

slow in copying

notebooks after reading

Students

will

Few may make mistake to fix the puzzle right they may stick the parts upside down

cut out of parts and ask them make their own plant

love doing this activity as they will love fixing the parts plant puzzle of of the

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Day 9 10 minutes Assessment Ask children to draw things things label it, Day 10 10 minutes Assessment Give worksheet mix them of pictures Children the and one characteristic of living and nonliving things will follow give instruction 3 living and 3 They will draw in notebooks accordingly and and name it their

nonliving

and ask them to write LT for living and things nonliving things NLT for

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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 its 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?

1 09 8 7 6 5 4 3 2 1 0 9
Identify the location of each of the vegetables.

10
CabbagesTomatoes-

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CornScarecrowPotatoes Answer Sheet

Wheres My Vegetables?

1 09 8 7 6 5 4 3 2 1 0 9 1 10
Identify the location of each of the vegetables. Cabbages- (5,6), (7,9) Tomatoes-(1,10), (8,5) Corn- (2,2), (2,5), (9,4) Scarecrow- (0,0) Potatoes-(5,4), (7,6)

As the project becomes detailed , planning a project needs more thought, deliberation and planning. Especially at the upper primary level. 6. Planning the project Opening To give learners an idea of what projects are and what they should be aiming to produce, it is good to have examples of past projects: a photocopy of a previous group newspaper or a photograph of a wall display.
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Proposing After explaining the idea behind the project ask the learners to propose a scheme of work: o o o o o What they want to include in the project What form it will take Who will be responsible for what An idea of the time it will take to produce each part of the project 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 comprehension questions 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

Total Fund collected :Rs Items bought : 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Cost

Final break- up

Total fund collected : Rs. Total expenditure : Rs

(Addition ) Total expenditure : Rs

(subtraction ) Fund remaining : Rs

Note :The above project can be planned for a higher age group with increased level of difficulties. They may be given an option of planning Theme 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."

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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 with the story line a focus on the Reading Watch the movie Harry Potter and the Sorcerers Stone in the audio visual class Make a draft for the presentation lecture /

following hands-on activity The hands on activities to include maps with models of

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London Tube map

(mapping routes in a city ) With special reference to Hogwarts express. Or Preparing blueprint Hogwarts With special reference to the Week 2 Hogwarts and its 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 . surrounding s map. . a of

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 into making 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, computergenerated 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 Introduction Project Introduces the rubrics Outline the steps of the Project to the Instructors Note The instructor introduces the Project to the group . Specifies the expectation the flow of the project Divide groups. Assist in the preparation of the project. Practice and Process The actual time used by the based students on in the data data collection, observation The time varies between 7 days to 3/4 weeks . the class into 20 minutes 15 20 minutes Exact Time allotted 20 minutes

collection and organization of the material . Project Showcase The end of the project presentation , that ends with a review of the effective outcome. learning 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

ActivityBased Instruction

Project-Based Learning

Differences between the Two Strategies Instructional

Sound Pollution

Listen different

to Identify pollution

five

sound Although

the

activity-

problems

in based tasks are useful for

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sounds. a Identify features common sounds are

Make the community. Form a instruction, graph. task of problems technically force and to themselves devise based feasible contrast, embeds (listening, meaningful project. investigate

the may

tasks not be in an tasks

the provocative. The projectapproach, defines these

that solutions for each.

overarching challenge and graphing, community

disturbing

to the ear.

identifying features) in a

Ancient Architecture

Make

posters Complete a case study The project addresses the the on the pyramids using fundamental principles and the pyramids built?" to overarching question that address controversial source time method transportation of the chambers. of to five engages students' critical issues: thinking as well as their The project and materials, reflects current historical completion, mysteries of investigations. of

depicting

architecture of the question "How were issues. The project has an ancient Egypt

source of the design, creativity.

materials, and contents

Geometry

Observe measure buildings

and Design a "School of the This complex project goes Future" with scale beyond simply out It "getting of their requires

various school drawings and models, students and taking into account the seats." site and record data.

anticipated application of concepts and

needs. Present plan to defense of choices made. an audience of school officials or community experts.

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According to Bruce Alberts, one reason project-based learning has been slow in catching on is that parents weren't taught that way. But many parents who witness the transformation of their children become ardent converts. However , in the recent times , the teachers who use project-based learning in a meaningful way tend to use the same words: excitement, engagement, enthusiasmall the way !

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