1. Interest Driven Project (IDP)
Mrs Fiona Soh
Mrs Jarina Peer
Ms Esther Ng
Mr Allan Wong
Mr Tan Boon Tee
APCG
16th July 2008

2. Interest Driven Project
A time for the pupils to explore a topic
of interest
Project with a fun approach
Done within a short time frame to
sustain the pupils’ interest
Show and Tell as an alternative form of
assessment
Students are expected to identify the scientific concept based on the phenomenon and post a question ‘what will happen if …’ a factor is changed and conduct an investigation.
Choices are given to examine a phenomenon based on the students’ interest
not a chore as pupils are given choices
Show and tell as a form of alternative assessment; move away from traditional pen and paper assessment

3. IDP is not… An Experimental Design A Scientific Report i.e. does not
require a rigorous scientific procedure
In-depth research
An innovation

4. Interest Studies date back to Dewey (1913)
Literature Review
Interest
Studies date back to Dewey (1913)
2 types of interests: individual and
situational
Results when the activity/ topic has what
Dewey (1913) called identification and
Blumenfeld (1992) called meaning
The study of interest and learning has a history that dates back to Dewey.
In recent research, two key frames of reference with respect to interest have emerged: individual interest, and situational interest.
Using either frame of reference, interest results when an activity or topic has what Dewey (1913) called identification and what Professor Phyllis Blumenfeld (1992) calls meaning for an individual.

5. Literature Review
Interest
“Interest is an intrinsic motivator… engaging in an activity that is the subject of an interest, is inherently satisfying and requires no additional reward.” (Edelson & Joseph, 2001; p. 7)
According to Edelson and Joseph (2001), Interest is an intrinsic motivator in the sense that engaging in an activity that is the subject of an interest is inherently satisfying and requires no additional reward.
Interest creates the inclination to attend to certain stimuli, to engage in certain activities, and to acquire specific knowledge or skills.
Interest, in its connection with objects and stimuli, can be used in learning environment design to shape the set of objects learners interact with and the specific activities they undertake.
Children’s interest in objects such as dinosaurs, and actions such a photography, can become the focus of learning activities.

6. Interest as Implicit Motivation To Learn
Literature Review
Interest as Implicit Motivation To Learn
“People working with individual interests are motivated learners... their activity appears purposeful, sustained, and ever-deepening… ” (Renninger, 2000; p. 19)
When a learner sees a learning activity as engaging or serving an interest, that activity is described as being motivated by interest.
When people derive satisfaction from engaging with a topic or activity, they naturally want to learn more about the topic or to increase their skills at the activity.
People are naturally motivated to participate in activities that will enhance their ability to engage that interest.
Renninger (2000) says, “People working with individual interests are motivated learners, in the sense that their activity appears purposeful, sustained, and ever-deepening…”

7. Interest as Implicit Motivation To Learn
Literature Review
Interest as Implicit Motivation To Learn
“…People do not really need to make a choice to learn subject matter that is of individual interest to them; choice in this instance is largely an effortless process. ” (Renninger, 2000; p. 19)
“People do not really need to is make a choice to learn subject matter that is of individual interest to them; choice in this instance is largely an effortless process”
Interest is connected with two forms of satisfaction from learning activities that engage an interest: the immediate satisfaction of engaging with the interest, and the long-term benefit of new skills and knowledge that will enhance self-development as well as ability to experience the interest more deeply in the future.

8. Rationale of doing IDP Apply Science concepts to daily life,
A to E
of doing IDP
Apply Science concepts to daily life,
not as an isolated subject (Inquiry
approach, hence acquiring the HOMs
in the process)
Break the barrier and open up pupils’
mindsets
Cater to the pupils’ needs and
interests
Do let pupils take charge of their
learning and
Provide room for exploration
IDP can be applicable to any subject.
Eg: interview skills can be emphasised if it is english

9. Timeline

10. Planning Process Pupils Describe an observed phenomenon
which interests them
Research to find out the scientific
concept behind it
Pose a question
Answer the question with evidence
Reflect on the whole project

11. Planning Process… Communicate findings to the classmates
Do a 3-minute presentation
Pupils are assessed on 5 components:
Organization,
Content Knowledge,
Visual Demonstrations,
Presentation and
Reflection

12. Interesting Titles Cutting of Onions Roller blading Kite Flying
Long Jump
Skipping
Basketball
Ice Skating
Origami
Tennis
Skateboarding
Golf
Sewing
Why do golf balls have dimples?

13. Samples of Students’ Work

14. Samples of Students’ Work

15. Samples of Students’ Work

16. Samples of Students’ Work

17. Feedback from Students

18. Feedback from Teachers
difficult to identify the scientific principles behind the phenomenon
The 3 min presentation was challenging for the students
Plagiarism of projects difficult to identify
Show & Tell presentations can be rather time-consuming
Feedback from Teachers
Due to the wide variety of the topics, at times, the teachers faced difficulties in advising and guiding the students
pupils tend to research too in depth into the topic chosen instead of examining the phenomenon observed

19. How IDP may be implemented in future
If the focus is not for assessment,
duration of the presentation may be
varied.
It can be implemented in any classroom
as it has the flexibility to be customized
according to the needs of the pupils and
curriculum.

20. Q & A