1. Project Method Eleni TARATORI Ελένη Professor at Democritus University of Thrace Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange Teacher training seminar-workshop, PEK Alexandroupolis, 17 December 2013

2. The Project Method it is a learning process its borders are changing according to open collective and Α. The prevailing situation, when it is applied Β. The participants’ interests Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

3. Projicere Show, “put something in my head”, plan Project Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

4. Project Method The term was primarily used: -in the USA ΗΠΑ -in the 2 nd half of the 19 th 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

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

6. Project method features (2/2) The participants in a Project :  Pose specific work aims and determine its framework  Invent their own methods for the effective fulfillment of their duties and problem solving  Try to implement their goals  Go after the satisfaction of individual and collective interests in the beginning and during project implementation  Spot tensions and conflicts and try to settle them  Provide comfort to other in various circumstances  Deal with situations and issues that are not directly related with the current learning circumstances  Treat emerging problems that are related to them Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

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

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

9. Project models according to time duration Α) small projects (2 hours) Β) projects of larger duration (12 hours) C) projects of large duration Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

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

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

12. The steps for Project method implementation 1.Topic Selection The 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

13. The steps for Project method implementation (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: 1 st Write on the board the project topic and the predetermined aims, they want to achieve. 2 nd Contribute to the teams formation (they need to be constituted by an equal number of members). 3 rd Assure “companionship” and friendly environment among all project participants. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

14. The steps for Project method implementation (2/2) 2. Selection of the coordinator and decision about his/her role 4 th Write on the board the teams’ proposals, which are the results of their cooperation. 5 th Mediate and coordinate all teams, whose roles are related to the project. 6 th Announce the duration of the phases needed for project implementation. 7 th Walk around the space, while the teams are working, trying to remind organizational details. 8 th Try to meet the predetermined time limits. 9 th Read the project outcomes, when it comes to an end. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

15. The steps for Project method implementation 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

16. The steps for Project method implementation 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 : 1 st Choice of the team’s secretary 2 nd Definition of aim/aims 3 rd Definition of the work plan structure 4 th Detailed record of conversations, views exchange and the proposals in which they all agree Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

17. The steps for Project method implementation (1/2) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

18. The steps for Project method implementation (2/2) 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? Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

19. The steps for Project method implementation (1/2) 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, Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

20. The steps for Project method implementation (2/2) 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, and k) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

21. The steps for Project method implementation (1/2) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

22. The steps for Project method implementation (2/2) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

23. The steps for Project method implementation (1/2) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

24. The steps for Project method implementation (2/2) 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 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

25. The steps for Project method implementation (1/2) 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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

26. The steps for Project method implementation (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. Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

27. Basic prerequisites for the Project method 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 Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange

28. The role of the teacher during the Project method implementation Teacher’s characteristics: Action in the backstage Provision of help, when needed Participation in equal terms Patience, not intervention Comenius Regio Project 2012-1-GR1-COM13-10099 2 ICTs in education and project-based learning: Policies, Practices and Knowledge exchange