Project activities of students. Master class "How to organize project activities of students?" Activities
How to organize project activities for students at school? What are the advantages of the project method as a pedagogical technology? What difficulties await a teacher who decides to use the project method? Professor Irina Dmitrievna Chechel answers these and other questions regarding schoolchildren’s research projects in her article.
Research projects in teaching practice
A research project as an element of student creativity today is often considered as an organic component of modern pedagogical technologies. The introduction of elements of student research into pedagogical technologies allows the teacher not only and not so much to teach, but to help the child learn and direct his cognitive activity. The project method in the educational process is often considered as a kind of alternative to the classroom-lesson system. However, this does not mean a return to the pedagogy of projects of the 30s, where the entire process of learning was built only on the implementation of complex projects. A modern student project is a didactic means of activating cognitive activity, developing creativity and at the same time forming certain personal qualities. The project method is a pedagogical technology, the goal of which is not the integration of factual knowledge, but its application and acquisition of new knowledge (sometimes through self-education) for active inclusion in the development of new ways of human activity.
A student’s research project can be single-subject in content (carried out on the material of a specific subject), interdisciplinary (related topics of several subjects are integrated, for example, history, literature and MHC); supra-subject (for example, the project “The House I Want to Live In”), which is carried out during elective classes, studying integrated courses, and working in creative workshops. The project can be final, when the student’s mastery of certain educational material is assessed based on the results of its implementation, and ongoing - in this case, part of the learning content is taken out of the training course for self-education and project activities. The most difficult moment when introducing research projects into the educational process is the organization of this activity, and especially the preparatory stage. When planning training for the year, it is necessary to identify a leading topic (section) or several topics (sections) that will be “subjected to design”. Next, you need to formulate 15-20 approximate topics for the class (both individual and group), work on which will require students to acquire the necessary knowledge and develop the necessary experience. When determining the list of such knowledge and skills, the teacher must be guided by the program requirements for the relevant training course. It is advisable to differentiate the proposed project topics by degree of complexity, for example, level of abstraction, creativity. The student should be able to choose the topic of the project, the organizational form of its implementation (individual and group), and assess the degree of complexity of the design activity. The conditions for the success of project activities are:
Clarity and specificity of setting the project goal;
Definition of planned results;
Statement of initial data.
It is very effective to use small methodological recommendations or instructions for the implementation of the project, which indicate the necessary and additional literature for self-education, the teacher’s requirements for the quality of the project, forms and methods of quantitative and qualitative assessment of design results. Sometimes it is possible to isolate a design algorithm or other stepwise division of activities.
The study by the author of this material of the experience of project activities of students at the Lyceum of Leiden (the Netherlands) made it possible to note some interesting organizational aspects that can be applied in domestic schools. Firstly, twice a year a “project week” is announced at an educational institution. In this case, all lessons are canceled, and students work only on projects. By this moment, they already have certain “work in progress”. For example, I got acquainted with projects in the humanities series on the topic “City”. The project “Journey to the Past: A Walk with Rembrandt in Leiden” was an almost completed work, requiring only some modification; the projects “Celebrities of the City of Leiden” and “Famous Entrepreneurs of My City” were a structural and logical preparation for the upcoming sociological study. And the “Guests of the Netherlands” project was ready for implementation, since it was a real program for receiving schoolchildren from France and Russia. It included economic calculations, a description of the cultural program; only the diary of the reception and impressions was not completed. It is interesting that the theme of the project, common to the lyceum, united in joint work all teachers of individual disciplines with their own narrow-subject tasks and educational content. Of course, in the conditions of Russian schools it is hardly possible to allocate such a volume of educational time for finalizing projects, however, it is quite possible to provide for several days for this work in the school curriculum.
Secondly, a letter from the director of the lyceum to the student’s parents. It says that “project week” is coming and there will be no lessons at the lyceum. The letter provides information about teacher consultations and states a request to help children find missing information, engage in the creative process, that is, maintain a creative atmosphere at home. This is a very correct psychological move, because the creative process is accompanied by an alternation of conscious and subconscious efforts. Conscious attempts to solve a research problem give the subconscious a task to look for a solution. Associations arise in the most unexpected combinations, quickly, and in some cases even instantly. We are talking about an intuitive thinking process, when a problem is solved at the last stage without logical reasoning, directly. These processes are caused by the action of a creative conscious task. The director's letter to parents ends with an expression of hope for cooperation in the formation of creative thinking, interest in the world around them, and learning new things by their children in interesting project activities. It seems to me that we should “adopt” this non-traditional style of communication with the parents of our students.
The sequence of work on projects is presented in Table No. 1.
Table No. 1. Activities of the subjects of the processdesign at its various stages
|
Stages |
Tasks |
Student activities |
Activities of a teacher |
|
|
Beginning |
Defining the topic, clarifying the goals, starting position. Selecting a working group |
1. Clarify the information. 2. Discuss the task |
1. Motivates students. 2. Explains the goals of the project. 3. Observes |
|
|
Planning |
Problem analysis. Identification of information sources. Setting objectives and choosing criteria for evaluating results. Role distribution in the team |
1 . Form tasks. 2. Clarify information (sources). 3. Select and justify their success criteria |
1 . Helps with analysis and synthesis (upon request). 2. Observes |
|
|
Decision-making |
Collection and clarification of information. Discussion of alternatives (“brainstorming”). Choosing the optimal option. Clarification of activity plans |
1. Work with information. 2. Conduct synthesis and analysis of ideas. 3. Perform research |
1 . Watching. 2. Consults |
|
|
Performance |
Project implementation |
1 . Do research and work on a project. 2. Draw up the project |
1 . Watching. 2. Advises (upon request) |
|
|
Grade |
Analysis of project implementation, achieved results (successes and failures) and the reasons for this. Analysis of achievement of the set goal |
Participate in collective self-analysis of the project and self-assessment |
1 . Watching. |
|
|
Project protection |
Preparation of the report; justification of the design process, explanation of the results obtained. Collective defense of the project. Grade |
1 . Protect the project. 2. Participate in a collective assessment of the project results |
Participates in collective analysis and evaluation of project results |
When designing, the most difficult thing for a teacher is to play the role of an independent consultant. It is difficult to resist giving hints, especially if the teacher sees that the students are “going in the wrong direction.” During consultations, the teacher only needs to answer the children’s questions (and students only learn to ask them during the design process). It is possible to hold a seminar-consultation for the purpose of collective consideration of the problem that arises during design for many schoolchildren. Students have their own specific difficulties when completing a project, but they are objective in nature, and overcoming them is one of the leading pedagogical goals of the project method. Design is based on the assimilation of new information, but this process is characterized by significant uncertainty, it needs to be organized and modeled. Therefore, students face difficulties such as:
Setting leading and current (intermediate) goals and objectives;
Finding a way to solve them, the optimal choice if there is an alternative;
Implementation and argumentation of choice;
Awareness of the consequences of choice;
Performing independent actions (without prompting from an adult);
Comparison of what was received with what was required;
Adjustment of activities taking into account intermediate results;
Evaluation of the process (the activity itself) and the design result.
At the beginning of the article, it was noted that the project method makes it possible to form some personal qualities that develop only in activity and cannot be learned verbally. First of all, this applies to group projects, when a small team works and in the process of joint activity a joint product (result) of labor appears. These qualities include:
Ability to work in a team;
The ability to take responsibility for choices, decisions, etc.;
Ability to share responsibility;
Ability to analyze performance results;
The ability to feel like a member of a team (subordinate your temperament, character, time to the interests of the common cause).
It is quite clear that when students complete projects, the role of the teacher in the educational process changes qualitatively. At all stages of project preparation, the teacher acts as a consultant and assistant, and not an expert. At the same time, the emphasis of learning during design is not on the content of the teaching as an end in itself (“what needs to be done?”), but on the process of applying existing knowledge (“know how”). Existence in an environment of uncertainty activates the cognitive activity of students. Of course, it is difficult for a teacher to work with active "
why." Therefore, unfortunately, today not every teacher is professionally ready to adopt the research project method into their arsenal of pedagogical technologies.
The role of students in learning is also changing: they act as active participants in the process, and not as passive statists; Activities in work groups help them learn to work in a “team” and collaborate in a team. In this case, the formation of that constructive critical thinking inevitably occurs, which is difficult to teach in the usual “lesson” form of teaching. In the process of designing, students develop their own analytical view of information; the evaluation scheme no longer “works”: “this is true, but this is false” (“bad”, etc.). At the same time, schoolchildren should be free to choose methods and types of activities to achieve their goals; no one can tell them how and what to do.
The teacher’s task is to ensure that a logical chain is implemented in the process of implementing projects: from the “choice” of the project topic and the form of its implementation (individual or group) based on the “interest” formed in the student to reflection on the results obtained . When using the “project method” in the educational process, there are at least two results. The first (hidden) is the pedagogical effect of including students in the “acquisition of knowledge” and their logical application: the formation of personal qualities, motivation, reflection and self-esteem, learning to make choices and understanding both the consequences of this choice and the results of one’s own activities. It is this effective component that often remains outside the scope of the teacher’s attention. And only the project itself is presented for evaluation, and if it is colorfully designed or accompanied by a layout, video and similar “decorations”, then the personal projection of the defense activity is not remembered at all. Therefore, I would like to advise the novice design leader to write down very brief summaries based on the results of observations of students. This may be more objective in the protection of projects itself.
The second result is actually the visible part of the iceberg, which is the completed project. Moreover, it is not the volume of mastered information (“what has been studied”) that is assessed, but the application of this array in activities (“how it is applied”) to achieve the goal. It is quite clear that the usual five-point rating is not suitable for this. Sometimes the result obtained, the procedure for defending the project itself, and its design are assessed separately. Teachers, classmates, and even the designer himself can act as experts. Moreover, collective projects can also be assessed individually during defense, since everyone’s personal contribution to the common project can be different.
It is possible to use a rating assessment when, before defending a project, each member of the jury (project evaluation commission) is given an individual card for each student. It is filled in during the defense itself. I suggest you get acquainted with two options for such an assessment of design work (see tables No. 2 and No. 3).
Table No. 2
Evaluation of the project completed by students in the subject ______________
class __________________
by subject___________
|
Performance evaluation |
Protection assessment |
||||||||||||||
|
Last name, first name |
The relevance and novelty of the proposed solutions solved the complexity of the topic |
Scope of development and number of proposed solutions |
Reality and practical value |
Level of independence |
The quality of the note, Posters and CDs |
Reviewer rating |
Quality of the report |
Demonstration of depth and breadth of knowledge on the topic being presented |
Demonstrating depth and breadth of knowledge on a given subject |
Answers to teacher questions |
Answers to student questions |
Assessment of the speaker's creative abilities |
Subjective assessment of the speaker’s business qualities |
Final score (score 180-220 - excellent; |
120-175 - good; 90-115 — satisfactory; less than 80 - bad. |
|
5, 10,20 |
5, 10,20 |
5, 10,20 |
5, 10, |
5, 10 |
5, 10, |
5, 10, |
5, 10, |
5, 10 |
5,10, |
5,10, |
|||||
Table No. 3
Evaluation of the project completed by students in the class _________________
class __________________
by subject _____________
|
Achieved result out of 15 b |
Design of 15 b |
Protection |
Design Process |
|||||
|
Presentation of 15 b |
Answers to questions from 15 b |
Intellectual activity from 10 b |
Creativity from 10 b |
Practical activity from 10 b |
Ability to work in a team from 10 b |
|||
|
Self-esteem |
||||||||
|
Teacher |
||||||||
|
Team (class) colleagues |
||||||||
“Conversion” in this case is possible as follows:
85-100 points—“5” (“excellent”); 70-85 points - “4” (“good”); 50-70 points—“3” (“satisfactory”); less than 50 points - “2” (“unsatisfactory”). If, as a result of completing the project, the student received a “2” (“unsatisfactory”), then this is an emergency. It is impossible to repeat the design due to lack of time, and leaving this gap is simply unacceptable. The final project can and should be proposed to be remade or completed. The current uncompleted project can be replaced with a differentiated test on the topic of the project (that is, a test with a grade). In any case, it is necessary to carefully understand it together with the student. Such consequences can be avoided if, during the design process, we conduct problem-solving seminars, “open” consultations, when anyone can attend and listen, as well as use other interactive types of training, where the student is an active subject of learning. It is also advisable to saturate non-project intervals in educational activities with self-educational learning elements, i.e., independent cognition and acquisition of information.
For high school students, a more complex rating approach can be proposed, in which 10 criteria are assessed at 4 levels (1st level - 0 points, 2nd level - 5 points, 3rd level - 10 points, 4- 1st level - 20 points). The difficulty lies not in the assessment, but in the increased criteria requirements, approaching those of a university. The rating score itself consists of the sum of the arithmetic average of the collective assessment, self-assessment and teacher assessment (naturally, the sum is divided by 3 to obtain the average). There are 5 criteria for implementation and 5 criteria for protecting the project. Moreover, each of the criteria is assessed separately. With this approach, the assessment of the actual activities of students in the design process is excluded. The project evaluation criteria are as follows: Design and implementation of the project:
Relevance of the topic and proposed solutions, reality, practical orientation and significance of the work.
Volume and completeness of developments, independence, completeness, readiness for publication.
Level of creativity, originality of the topic, approaches, proposed solutions.
Reasonedness of the proposed solutions, approaches, conclusions, completeness of the bibliography.
Quality of project design: compliance with standard requirements for the preparation of a manuscript, rubrication and structure of the text, quality of sketches, diagrams, drawings; quality and completeness of reviews.
Protection procedure:
Quality of the report: composition of the report, completeness of presentation of the work and its results; the argumentation of the main positions of the project, the persuasiveness of the speech and the conviction of the speaker.
The volume and depth of knowledge on the topic (or subject), erudition, reflection of interdisciplinary connections.
Pedagogical orientation: speech culture, demeanor in front of an audience, use of visual aids, sense of time, improvisational beginning, holding the attention of the audience.
Answers to questions: completeness, argumentation, persuasiveness and conviction, friendliness, desire to use the answers to successfully reveal the topic and strengths of the work.
Business and strong-willed qualities of the speaker: desire to achieve high results, readiness for discussion, ability to work under overload, goodwill, contact.
Total assessment of work and protection: “excellent”—155-200 points, “good”—100-154 points, “satisfactory”—less than 100 points. A very interesting assessment approach was developed and used since 1990 by MSGU associate professor P.S. Lerner when teaching the integrated course “Human Work”. It should be noted that in this case we are not talking about evaluating the completed project, but about completing creative tasks that were proposed by the teacher during the course. Moreover, it is not a specific task that is assessed, but the overall impact of research and search activities on the educational process. As a basis for the rating assessment, a comprehensive option is also proposed here, integrating the objective part (collective assessment of expert students of a given class), the subjective part formed by the student himself, as well as the assessment formed by the teacher for all the following 11 evaluation positions . The resulting amount, naturally, should be divided by the number of expert groups (teacher, student, group of students), that is, three. Evaluation criteria:
Full presence in classes where creative tasks were discussed.
Attention in class, compliance with established requirements.
Level of cognitive activity (speeches, questions, searches for answers to questions).
The quality of fulfillment of basic and additional creative tasks.
Level of learning, sensitivity.
Strong-willed qualities in learning, aspirations for personal high achievements in learning.
Level of cognitive activity (participation in search and research activities in the classroom).
The quality of fulfillment of basic, additional and special creative tasks.
Level of interest in the content of the classes.
The effect of taking a course with creative tasks on improving performance in other subjects.
The degree of expansion of horizons.
For all criteria, assessment is carried out using a 10-point system. If there is a need to transition to a generally accepted system, then it is possible to empirically determine what number of points corresponds to the grades “excellent”, “good”, “satisfactory”. Evaluating projects and creative assignments by issuing collective expert marks makes it possible to remove subjectivity in the resulting assessments. After the points for the project have been assigned, everyone should be given the opportunity to reflect on what the completion of this educational task gave him personally, what he did not succeed in and why (misunderstanding, inability, lack of information, inadequate perception of his capabilities, etc. .); if objective reasons for failures have been discovered, then how they should be avoided in the future; If everything went well, then what is the key to this success. It is important that in such reflection students learn to adequately evaluate themselves and others. Sometimes reflection should be carried out not in a group, but only with a team performing one task (project). As a rule, this approach is recommended in the initial period of projects, when students have not yet learned to publicly reason and discuss the results of their activities. The most interesting thing is that an unsuccessfully completed project also has great positive pedagogical significance. At the stage of checking and evaluating the results, which presuppose a certain self-analysis, and then at the defense of the project, the teacher and students analyze in the most detailed way the logic chosen during the design, the objective and subjective reasons for failures, and the unexpected consequences of the activity. Understanding mistakes creates motivation in students for repeated activities (a new project, but perhaps in a different subject), and creates a need for obtaining new knowledge. Such reflection allows students to form an adequate assessment (self-assessment) of the world around them and themselves in it. This publication presents several options for assessing completed projects and creative assignments of students. Of course, it is impossible to talk about an absolutely correct measurement of the quality of the design process, because assessment involves measuring the result and comparing it with the standard. But it is precisely the standard for the implementation of the project that does not exist.
Of course, if all teachers in all subjects immediately give students projects, then no one will be able to achieve any positive results. If the project is interdisciplinary in nature, then time is allocated from several training courses to complete it. This is very convenient, since the overload of the school schedule is at least partially eliminated. If the project is of a single-subject nature, then the deputy director for the organization of educational work should act as a “regulator”. It should not be allowed for even two projects in different subjects to be carried out simultaneously in the classroom - this will lead to serious academic overload.
If your school has not yet used the project method in educational activities, then it is advisable to assemble a group of volunteer teachers, that is, to begin this work only with willing teachers. This approach will allow us to correctly introduce a new pedagogical method into educational practice; monitor its progress in the local zone (subject, class); avoid involving teachers in project activities who, for various reasons, are not ready for a creative pedagogical dialogue with students.
late 19th – early 20th century.
John Dewey (gaining experience by “doing”, during the study of the environment)
William Kilpatrick (any activity done from the heart)
S. T. Shatsky (emphasis on socially useful, labor, ideological activities)
- Project– a teaching method based on setting a socially significant goal and its practical achievement.
- Project activities– a form of educational and cognitive activity of schoolchildren, which consists in the motivational achievement of a consciously set goal of creating creative projects, ensuring the unity and continuity of various aspects of the learning process.
- Project method - This is a set of techniques and actions of students in their specific sequence to achieve a given task - solving a problem that is personally significant for students and framed in the form of a certain final product.
Project requirements
- The presence of an actual problem that requires integrated knowledge and research to solve it
- Practical, theoretical, cognitive significance of the expected results
- Independent (individual, group, pair activities of students)
- Structuring the content of the project (indicating stage-by-stage results)
- Using research methods: defining the problem and objectives of the study; putting forward a hypothesis for their solution; selection of research methods; registration of final results
Subjects of project activities:
- Teacher (project leader)
- Student (group of students)
- Adults (subject teachers, parents, other persons)
Principles:
- The principle of predictability(focused on the future state of the object)
- Step-by-step principle(gradual transition from the design concept to the formation of an image of a goal and a course of action)
- The principle of rationing(going through all stages of project creation)
- Immersion in the project
- Organization of activities
- Carrying out activities
- Presentation of results
Types of projects by the nature of priority activities:
- Research(designation of tasks, research methods, examination of the results obtained)
- Information(collection of information about any object, methods of obtaining information, methods of processing information, result)
- Creative(joint wall newspaper, video film, dramatization, sports game, holiday, expedition)
- Gaming(students take on certain roles. The dominant activity is play)
- Practice-oriented(document created on the basis of the research results: action program, recommendations, draft law)
By coverage of school disciplines:
- Mono-projects (linguistic, literary, historical)
- Interdisciplinary (affecting several disciplines)
By number of participants:
- Individual
- Group
By duration:
- Short term (1 week)
- Medium duration (1 week – 1 month)
- Long-term (up to several months)
Communication skills
- Ability to listen and receive information
- Ability to exchange information
- Voice control ability
- The ability to address your statement
- Ability to express your point of view
- Ability to negotiate and find compromise
Project skills:
- Ability to forecast, present a product, result of work
- Ability to analyze
- Ability to draw up a work plan and follow it
- Ability to search for necessary information
- Ability to present the process of work performed and its results
Techniques: (can be used in any lesson)
- Solving multivariate problems (with multiple answers)
- Isolating missing data or extra data to solve problems
- Supplementation of plans proposed by the teacher for completing specific educational tasks
- Children’s selection of additional material on a given topic
- Constructing oral brief reports about individual or group work done
Reflexive:
- Adequately evaluate your work
- Justify your own self-esteem position
- Be sure to note advantages, strengths in work, personal achievements
- Plan ways and means of overcoming difficulties and failures
The logic of introducing projects in primary school
Algorithm
- Constantly increasing the duration of work on the project
- Strengthening children's independence when presenting projects
- Expanding the scope of student communications
- Introduction of projects that require integrated knowledge, skills and abilities for their implementation
The topics of the projects depend on:
- Age of children
- Individual characteristics of the class
- Cognitive interests of children
- Presentation of projects by primary school students
- Exhibition of products with a story - a commentary from each of its authors
- Reports with visual support (group long-term projects)
- Concert or celebration with various numbers
- Family evening with parent-child speeches or messages
Self-assessment using various types of visual modeling
- Emotionally - expressive self-esteem (little men with different facial expressions)
- Color self-esteem
- Self-assessment ladders
- Contour self-esteem
- Symbolic self-esteem
- Self-assessment segment
Emotionally - expressive assessment
- Not very happy
- Satisfied Z I find it difficult to estimate
Self-assessment ladder
Great
Fine
not all so good
Badly
I worked on the project:
Self-assessment ladder
Interesting
not very interesting
not interested
I had to complete the project:
Contour self-esteem
My activity My efforts
Symbolic self-esteem
Self-assessment segment
activity
accuracy
diligence
Oral self-assessment based on
algorithm :
- Mark what went well in working on the project, what was successful, your successes.
- Have you seen what didn’t work out very well, what didn’t work out, your difficulties?
- Think about why something failed.
- Decide what you need to do to overcome your difficulties and failures.
- Determine whether you can handle this on your own or whether you need help.
Written self-assessment can be carried out according to the proposed forms - questions :
I think working on this project
- Taught me new things
- Helped consolidate my knowledge and skills
- Gave me nothing
I would like to have a project like this:
- We no longer fulfilled
- Would do it again
- We would do it more often
While doing this project in a group, I liked the following:
- Discuss the project with the guys
- Do a project
- Present the project
Unfinished sentences:
- I believe that my project......
- Working on this project was...
- I think my project would turn out even better if...
The Concept of Modernization of General Education states: “The basic link of education is the general education school, the modernization of which presupposes the orientation of education not only on the student’s mastering a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. A comprehensive school should form a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, i.e. key competencies that determine the modern quality of educational content. Relying on the rich experience of Russian and Soviet schools, the best traditions of domestic science, mathematics, humanities and arts education should be preserved.”
A complete system of universal (or general educational) knowledge and skills cannot appear otherwise than in a situation of solving supra-subject problems, in the experience of independent activity, and this is design. Intuitively, everyone who is associated with education today understands that the project activities of schoolchildren presuppose their activity in the educational process, and without the child’s activity, education is impossible.
The project method, developed back in the first half of the 20th century, is again becoming relevant in the modern information society. A project is often called any independent work of a student, say an essay or report. It is not surprising that sometimes teachers do not have a clear idea of the project as a teaching method, and students do not have a clear idea of the project as a very specific type of independent work. To avoid all these problems, it is necessary to clearly define what a project is, what its characteristics are, how it differs from other types of independent student work, what is the degree of teacher participation at various stages of the project, how does this depend on the student’s age and on his other individual features. Among the various types of independent work by students, the genres closest to projects are reports, essays and educational research. Maybe that’s why they are often confused not only by children, but also by adults. Before we talk about the project as a teaching method, let's be clear. Research- work related to solving a creative, research problem with a previously unknown result.
Project- work aimed at solution to a specific problem, to achieve in the optimal way pre-planned result. The project may include elements of reports, essays, research and any other types of independent creative work by students, but
only as ways to achieve the result of the project.
For the student a project is an opportunity to maximize your creative potential. This is an activity that allows you to express yourself individually or in a group, try your hand, apply your knowledge, bring benefit, and publicly show the results achieved. This is an activity aimed at solving an interesting problem formulated by the students themselves. The result of this activity - the found method of solving the problem - is practical in nature and significant for the discoverers themselves. A for the teacher an educational project is an integrative didactic means of development, training and education, which allows you to develop and develop specific skills and design skills: problematization, goal setting, activity planning, reflection and self-analysis, presentation and self-presentation, as well as information search, practical application of academic knowledge, self-study , research and creative activities.
There are a number of circumstances that must be taken into account when organizing project activities for students. A student cannot be offered work as a project for which he does not have any knowledge and skills, despite the fact that he has no place for this knowledge and skills
find and purchase. In other words, to work on a project, the author must have a certain initial (even minimal) level of readiness. And, of course, work that is very familiar, has been performed many times before, does not require the search for new solutions and, accordingly, does not provide an opportunity to acquire new knowledge and skills cannot be a project.
There is another feature. In order for a project problem to motivate a student to actively work, its goal must initially be hidden and give rise to a problem. Problematization is the first stage of work on the project - it is necessary to assess the existing circumstances and formulate the problem. At this stage, the primary motive for activity arises, since the presence of a problem gives rise to a feeling of disharmony and causes a desire to overcome it. There is a kind of “appropriation” of the problem by the student, endowing it with personal meaning.
Thus, it becomes necessary to determine and formulate the purpose of the activity. Accordingly, the next, second stage of work is goal setting. At this stage, the problem is transformed into a personally significant goal and acquires the image of an expected result, which will later be embodied in the project product. At this moment, the author has a lot of ideas (not always
realistic), which further strengthens the motive for activity. The presence of an initial problem and an understanding of the final goal of the work force us to begin activities, which should begin with the development of a plan. Planning- the most important stage of work on the project, as a result
which not only the distant goal, but also the nearest steps acquire clear outlines. During this period, enthusiasm and a sense of novelty and significance of the upcoming work are dulled, which may somewhat reduce the motive for activity.
When there is a work plan, resources (materials, labor, time) are available and the goal is clear, you can start working directly.
Implementation existing plan - the next stage of the project cycle. This is the period of maximum fluctuation of the motive. For some people, the clarity of the upcoming steps and the presence of a clear plan increase the motive for activity, while others have a feeling of ease and accessibility of all work, a desire to relax and not stress. And sometimes the author of the project has already mentally achieved
the result of the work, emotionally experienced this achievement; or, conversely, the amount of work ahead leads to the author giving up and losing confidence in the successful completion of the project (all this largely applies to teenagers). Obviously, at the implementation stage, the teacher will have to find a way to maintain the motive to work, taking into account
personal characteristics of their students. Upon completion of the work, the author must compare the result obtained with his plan, and, if possible, make corrections. This is the stage
comprehension, analysis of mistakes made, attempts to see the prospects of work, assessment of one’s achievements, feelings and emotions that arose during and after the end of work. In addition, the author needs to evaluate what changes have occurred in himself, what he has learned, what he has learned, how his view of the problem has changed, what life experience he has gained. All this is the content of the stage self-esteem And reflections- the final stage of work.
Working on a project involves very close interaction between student and teacher. In this regard, two extremes arise - to completely leave the student to himself or, conversely, to significantly limit his independence, constantly interfering, directing, advising - depriving,
Thus, the child takes initiative in work. The pedagogical subtlety here is that the student must feel that the project is his work, his creation, his invention, the implementation of his own ideas and plans... He must see that the teacher respects his
point of view, even if it does not coincide with the point of view of the teacher.
Here it would be appropriate to turn to the idea of L.S. Vygotsky about the zone of proximal development.
In other words:
A1-A2 - if today the child does part of the work himself, and he does the other (difficult, inaccessible) part of the work together with an adult (with his help, under his guidance), then tomorrow he will be able to do the entire amount of such work completely independently;
B1-B2 - if today a child tries to do all the work, even that part of it that is not yet available to him, making mistakes, not achieving results, losing the motive for activity, then tomorrow he will not be able to do similar work;
C1-C2 - if today a child independently does only what he knows how to do, and an adult does difficult, inaccessible work, then tomorrow the child will never learn to do this work.
Therefore, only joint activity with the teacher during the work on the project will give the student the opportunity master new knowledge, skills and abilities and improve existing ones.
The methodological recommendations of the Moscow Department of Education recommend that project activities, with certain restrictions, begin in the 2nd grade of primary school. Thus, students are expected to be proficient in certain design techniques by 5th grade.
Nevertheless fifth and sixth graders need significant teaching and stimulating assistance from a teacher at almost all stages of work on projects. It is especially difficult for them highlighting the problem, goal formulation work, planning activities. Children of this age have not yet fully formed a subjective sense of time, so they cannot distribute it rationally and do not always objectively assess their own strengths. Younger adolescents are often unable to respond flexibly to new circumstances and make necessary changes to their work. It is difficult for them to maintain interest in work for a long time and not lose sight of the distant goal. In the flow of information, it is not always possible to separate the important from the unimportant, reliable information from dubious. In addition, many fifth- and sixth-graders read slowly, do not always understand what they read, do not know how to analyze, generalize, classify, and do not have other general intellectual skills necessary to work on a project. All this is a consequence of insufficiently developed general academic and project skills. Children of this age are not very reflective, do not know how to analyze their feelings and emotions, or give an objective assessment of their achievements. They have not yet developed presentation and self-presentation skills and lack vocabulary. All this assumes that the teacher will have to carry out a significant amount of work on the project together with the child, constantly supporting and inspiring him. At the same time, one should not forget that a project is, first of all, an independent work in which the author can express his own point of view, which may not coincide with the position of his teacher.
Seventh and eighth graders They can quite independently formulate the problem and goal of the project - their knowledge and school experience are sufficient for this. They may have difficulty when developing a plan, especially detailed: if the main stages of work are easily visible to them, then smaller steps fall out of sight. It is clear that this will certainly affect the quality of work. This will require the help of an adult. Implementation of the plan, as a rule, does not cause difficulties.
Students in grades 7-8 have enough academic experience to independently search, analyze, rank information from various sources, and carry out other intellectual operations within the framework of the project. The biggest problem for students of this age is motive for activity- this is their weak point. Teenagers quickly lose interest, especially if the work seems routine and the results are not inspiring. Analysis and self-esteem cause minor difficulties, since reflexive abilities at this age are still in the process of formation. In general, with measured help, unobtrusive control and inspiring
At least seventh and eighth graders successfully cope even with large, complex projects.
Ninth and tenth graders have all the objective capabilities to work completely independently at all stages of the project. They quickly formulate a problem, easily transform it into an activity goal, and develop a detailed plan, taking into account available resources. They already have enough knowledge and experience, a significant stage of school life behind them - all these are prerequisites for successful work on the project. This, however, does not mean that the teacher can withdraw from work. His help is needed for interim progress assessment, For discussion of various hypotheses, versions and ideas and so on.
In order to make the most of the educational potential of project activities, the teacher must not only take into account the age and individual characteristics of the student, his interests and characteristics of the motivational sphere, but also build optimal personal relationships with him during the work on the project. The teacher may be:
- head project, which bears serious responsibility for the progress and results of the work. In such a situation, the student may not be very proactive, since this is a familiar teacher-student relationship. As a rule, this position is occupied by teachers working with 5th-6th graders - this gives children the opportunity to gain the missing experience in psychologically comfortable conditions;
- work colleague, who is significantly involved in the process and performs a pre-agreed part of the work and will share with the author of the project future triumph or defeat. This is a relationship of equal partners who are passionate about common work and mutually enrich themselves with knowledge and experience, fueled by each other’s enthusiasm. This interaction is usually
develops among teachers working with 7th-8th graders who are drawn to those who share their interests and are passionate about a common idea;
- expert connoisseur, which is a source of information on the project problem, provides the necessary information and gives advice when the project author asks for it. Here the teacher is in a somewhat detached position, encouraging the student to be as active as possible, to be not only the initiator of work, but also the organizer of interaction with the teacher. This is how teachers can work with 9-10th graders who know how to value professionalism and competence and strive to expand their circle of communication in an area of interest to them.
- supervisor, which only inspires the author to work and creates conditions for its successful implementation. In this case, the student is the full author of the project and is fully responsible for both the success and failure of his work. This way you can work with proactive, responsible, well-performing students, regardless of their age.
So gradually, as the child gains experience, he gains more and more responsibility for his work and more and more freedom in its implementation. At the same time, a competently chosen position of the teacher is a subtle tool for the development of a teenager, the opportunity to exert an educational influence on him in
unobtrusive form.
Now a few words about written part of the project, report About work. This part of the design work is often not given much attention. It is worth emphasizing that the written part of the project is the most important component of the entire work. Regardless of what the project product is (even if it is in the form of a brochure or article, that is, executed in writing
form), a written part must be attached to the project, which is actually a report on the progress and result of the work.
Without the written part (report), the project largely loses its meaning, since it is here that the student makes a reflective assessment of all his work. Looking back, he analyzes what worked and what did not; why it didn’t work out as planned; whether every effort was made to overcome the difficulties encountered; the extent to which changes made to the original plan were justified. Here the author of the project evaluates his own actions and evaluates the experience gained.
To teach children in the 5th grade to write a report on their work, you can offer them to use a template as a draft.
Introduction
The topic of my project………………………………………………………………...
I chose this topic because……………………………………....
The purpose of my work is ……………………………………………………….....………..
The project product will be - .……………………………………
This product will help achieve the goal of the project because………………
My work plan (indicate the completion time and list all the procedures)
intermediate stages):
Choosing a topic and clarifying the title………………………………………
Gathering information (where and how I looked for information)………………………
Manufacturing the product (what and how you did it)…………………………….
Writing the written part of the project (how I did it)……………….
Main part
I started my work by ………………………………………..
Then I started …………………………………………………….
During my work I encountered the following problems………………………
To cope with the problems that have arisen, I……………………….
I deviated from the plan (indicate when the work schedule was disrupted)
My work plan was disrupted because……………………………
During the work, I decided to change the design product, because
But still I managed to achieve the goal of the project because……………….
Conclusion
Having finished my project, I can say that not everything that was planned was
Mano, it turned out, for example……………………………………………..
This happened because……………………………………..
If I were to start over again, I would……………………………
Next year I may continue this work in order to
I think I have solved the problem of my project, since………………..
Working on the project showed me that (what I learned about myself and the problem I was working on)
which he worked) ………………………………………………………………………………
Of course, it is not necessary to use this template in full. However, it is necessary that, when reporting on the progress and result of the work, the child analyzes his successes and failures, and reflects his feelings and emotions.
In high school, reports on work on a project should be more detailed and in-depth, so high school students must write them completely independently.
Few words about project protection. The most important skill that students acquire during project activities is the skill of public speaking in order to present the result of their work (project product) and self-presentation of their own competence. The ability to briefly and convincingly talk about yourself and your work is very much in demand in modern society.
Project defense usually takes place in the form of a presentation. That is, a short (7-10 minutes) public speech, during which the author introduces the audience to the results of his work.
Problems that most often arise during a presentation may be associated with anxiety, lack of visual materials, insufficiently rehearsed speech, inability to arouse the interest of listeners, violation of regulations (the student does not meet the allotted time). In order for the student to cope with these problems, it is necessary to rehearse his speech to defend the project. To do this, he will also need feedback from the teacher or members of the creative design workshop.
Use of visual aids
The entire presentation should be accompanied by well-selected and prepared visual aids in order to:
Attract the attention of listeners and maintain their interest;
Strengthen the meaning and meaning of your words;
Illustrate something that is difficult to perceive by ear (for example:
numbers, dates, names, geographical names, special terms, graphics
fics, diagrams, etc.).
Visual aids should not be used solely to:
Make an impression;
Replace live communication with the audience with visual aids;
Overload the speech with a large amount of information;
Illustrate simple ideas that can be easily communicated
In order to use the project method as a means of teaching and education, it is necessary to have a good understanding of what underlies the typology of projects in order to competently choose the necessary type of project to achieve the didactic goal. That is why the typology of educational projects is widely discussed in the specialized literature.
E.S. Polat offers the following classification.
Classification of projects by subject area:
. Mono projects are implemented, as a rule, within the framework of one academic subject or one area of knowledge, although they can use information from other areas of knowledge and activity. The leader of such a project is a subject teacher, and the consultant is a teacher of another discipline. Mono-projects can be, for example, literary and creative, natural science, environmental, language (linguistic), cultural, sports, historical, and musical. Integration is carried out only at the stage of product preparation and presentation: for example, computer layout of a literary almanac or musical arrangement of a sports festival. Such projects can be carried out (with certain reservations) within the framework of a class-lesson system.
. Interdisciplinary projects are performed exclusively outside of school hours and under the guidance of several specialists in various fields of knowledge. They require deep meaningful integration already at the stage of problem formulation. For example, a project on the topic “The problem of human
dignity in Russian society of the 19th-20th centuries.” requires simultaneously a historical, literary, cultural, psychological and sociological approach.
Classification of projects by the nature of contacts
In-class.
In-school.
Regional.
International.
Classification of projects by nature of coordination
. With open, explicit coordination. In such projects, the project coordinator participates in the project in his own function, unobtrusively directing the work of its participants, organizing, if necessary, individual stages of the project, the activities of individual participants (for example, if you need to arrange a meeting in some official institution, conduct a survey , interviewing specialists, collecting representative data, etc.).
. With hidden coordination. In such projects, the coordinator does not reveal himself in the activities of the participants in his real function. He acts as a full participant in the project.
Classification of projects according to the dominant activity of students
. Practice-oriented the project is aimed at solving problems that reflect the interests of project participants or an external customer. These projects are distinguished by clearly defined results from the activities of their participants from the very beginning, which can be used in the life of a class, school, neighborhood, etc. The value of the project lies in the reality of using the product in practice and its ability to solve a given problem. Such a project requires a well-thought-out structure, a plan for all the activities of its participants, defining the functions and contribution of each of them to the progress of the work and its result, and a clear idea of the design of the final product. What is especially important here is good organization of coordination work, step-by-step discussions, adjustment of joint and individual efforts in organizing the presentation of the results obtained and possible ways of introducing them into practice, organization of systematic external
project assessments.
. Research project The structure resembles a scientific study. It includes justification of the relevance of the chosen topic, setting the purpose and objectives of the study, mandatory
putting forward a hypothesis with subsequent testing of various versions, discussion and analysis of the results obtained. Such projects require a clear structure, thoughtful experiments and experiments, as well as methods for processing the results obtained. .
Information project is aimed at collecting information (data, statistics, facts, etc.) about any object or phenomenon, verifying it, analyzing it and summarizing it in order to present the received reliable information to a wide audience. Such projects, just like research ones, require a well-thought-out structure and the possibility of systematic correction as work on the project progresses. The process of working on such a project looks something like this: defining the subject of information search - stages of search with the designation of intermediate results - analysis of collected facts and preliminary conclusions - adjustment of the initial direction (if required) - further search for information in refined areas - analysis of new facts and their generalization - conclusions and so on until data is obtained that satisfies all project participants - conclusion, presentation of results (discussion, editing, presentation, external evaluation).
Creative project involves the most free and unconventional approach to its implementation and presentation of results. Such projects, as a rule, do not have a detailed structure; it is only outlined and further developed, subject to the logic and interests of the project participants. At best, we can agree on the desired, planned
results (joint newspaper, essay, video, sports game, expedition, etc.).
Adventure, gaming, role-playing. The development and implementation of such a project is the most difficult. In such projects, the structure is also only outlined and remains open until the end of the project. Participants take on specific roles determined by the nature and content of the project. These can be literary characters or fictional heroes imitating
social or business relationships complicated by situations invented by the participants. The results of such projects can be outlined at the beginning of the project, or they can only emerge towards the end. The degree of creativity here is very high, but the dominant type of activity is still role-playing and adventure.
Classification of projects by duration
. Mini projects can fit into one lesson or part of a lesson. Work on the project is carried out in groups, duration - 20 minutes (preparation - 10 minutes, presentation of each group - 2 minutes).
. Short term projects require the allocation of 4-6 lessons, which are used to coordinate the activities of project team members. Most of the work of collecting information, making a product, and preparing a presentation is done in extracurricular activities and at home. The work is carried out in groups, duration - 4 lessons.
Lesson 1: determining the composition of project groups, issuing assignments (collecting information on their elements).
Lesson 2: group reports on the collected information, development of the content of the project product and the form of its presentation.
3rd and 4th paired lessons: presentation of finished projects, their discussion and evaluation.
. Weekly projects performed in groups during the project week. Their implementation takes approximately 30 - 40 hours and is entirely carried out with the participation of the project manager. When implementing a week-long project, it is possible to combine classroom forms of work (workshops, lectures, laboratory experiments) with extracurricular activities (excursions and expeditions, field video filming, etc.). All this, thanks to deep “immersion” in the project, makes the project week the optimal form of organizing project work.
. Long-term(year-long) projects can be completed in groups or individually. In a number of schools, this work is traditionally carried out within the framework of student scientific societies. The entire cycle of implementation of a year-long project - from determining the topic to presentation (defense) - is carried out in
after-hours.
In which children from grades 1-4 participate. Work experience shows that in the course of working on projects, children learn to plan and evaluate the result of their activities, develop an algorithm for achieving it, identify gaps in their knowledge and skills, and carry out information search. Draw reasoned conclusions, correlate your actions with the interests of other people. Interact productively with people around you, obtaining the necessary information in dialogue, present your point of view in dialogue and public speaking. All this is aimed at developing key competencies of students and will allow each of them to successfully realize themselves in school life and life in society.
An indispensable condition for organizing project work is the presence of pre-developed ideas about the final product of the activity, the stages of project implementation; at different stages of the project it is necessary to solve research problems, otherwise the project becomes detached from life and becomes unrealistic and uninteresting for children.
It should be noted that children of primary school age, taking into account their psychological characteristics, should not be given too complex tasks or required to cover several areas of activity at the same time. You should include various auxiliary teaching materials (memos, instructions, templates) in your work, and seek help from parents and teachers.
The main stages of organizing work on the project.
1.Introduction to the project, setting the problem, understanding and formulating the goals of the project.
2. Start of design. Discussion of the project outcome and process (“What do we want and how to achieve it?”) Identification of the technical skills necessary to implement the project (“What do we need, where and how to get it?”)
3.A brief practical lesson for an initial introduction to the necessary skills.
4. Planning and organization (design) of work. Creation of groups and distribution of responsibilities.
5. Execution of the project in models and real world projects. Improving technical skills. Clarification of the result and action plan.
6. Presentation of the results to students to each other in the form of a multimedia essay.
7. Discussion of the results, progress of the project and acquired skills that may still be useful.
The preparatory stage of the project is quite long and labor-intensive. The teacher must think through the idea and develop the structure of the project, create organizational, didactic and methodological materials (instructions for assignments, templates for observation diaries, publications for additional reading, templates for filling out the results of students’ research and practical activities)
The organizational stage includes defining the topic.
We need to help children find all the paths leading to achieving their goals, guided by
1 The topic should be interesting to the child; research work is effective only on a voluntary basis.
2 The topic must be feasible, its solution must be useful to the participants of the study.
3 The topic should be original with elements of surprise and unusualness. Originality should be understood as the ability to look outside the box at traditional objects and phenomena.
4 The topic should be such that the work can be completed relatively quickly. The ability of a primary school student to concentrate his own attention on one object for a long time is limited.
5 The topic must be accessible. It must correspond to the age characteristics of the children.
The ongoing reflection stage is a prerequisite for students to create a project organization diagram and evaluate intermediate materials.
The forms of educational reflection are different (oral discussion, written questioning). Elementary school students like graphic reflection, when they need to draw, draw, or depict their mood during a project.
The planning stage identifies possible options for problems that are important to explore within the framework of the intended topic. Problems are raised by students, the teacher only helps them.
The search phase distributes tasks into groups. Students discuss research methods. They work on individual or group tasks.
The stage of intermediate results and conclusions is of great importance in organizing external evaluation of projects. Only in this way can one monitor their effectiveness and shortcomings, and the need for modern correction.
In the implementation of the project, the protection stage is mandatory
The work ends with a group discussion. Expertise. Announcement of results, formulation of conclusions. The results must be realistic. If a theoretical problem is considered, then the result of the project activity is its specific solution: advice, recommendations, conclusions. If a practical problem is raised, then it is required to obtain a specific product ready for implementation (video film, album, computer newspaper, report, etc.
Reflection on the result of the project is an important final stage that helps the student understand his own actions. The student realizes what has been done, the methods of activity he has used, and once again thinks about how the research was carried out. The final reflection differs from the current one in the volume of the reflected period and the degree of determination and certainty on the part of the teacher. At the end of the project, a lesson is held in which students reflect on their work, answering the questions “What have I learned?”, “What have I achieved?”, “What have I done?”, “What didn’t work for me before, but now I can?” , “Who did I help?”
The implementation of the project method in practice leads to a change in the teacher’s position. From a carrier of ready-made knowledge, he turns into an organizer of students’ cognitive activity. The psychological climate in the classroom becomes different, since the teacher has to reorient his teaching and educational work and the actions of students towards various types of their independent activities, which are of a research and creative nature.
Project work in a team is built taking into account those properties and qualities that a primary school graduate should have. By studying pedagogical literature and classics of pedagogy, one can deduce the qualities of a primary school graduate:
Need and initiative in the field of cognitive activity. Interest in working with a book, in reading, and through reading in understanding the world around us. Observation Seeing the world through the prism of one’s own experience and skills. Independence. The ability to express your opinion. Sincerity. Curiosity and inquisitiveness. Openness to loved ones. The ability to listen to other people, your peers, to adequately evaluate your own and others’ skills.
To use the project method in practice, the question of the typology of projects is important. And the following types of projects are distinguished:
- According to the dominant activities during the implementation of the project - research, creative, role-playing (game), introductory - indicative (information), practice-oriented (applied); By subject area – mono-project (within one area of knowledge), interdisciplinary project; By the nature of project coordination - with open explicit coordination, with hidden coordination (the project manager imitates the participant); By the nature of contacts - internal (within a class, school), regional (within one country), international (project participants are representatives of different countries); By the number of participants - personal (between two partners), pair (between pairs of participants), group (between groups of participants); By duration - short-term (can be implemented during one or several lessons), medium duration (from a week to a month), long-term (from one to several months).
EXTERNAL ASSESSMENT PARAMETERS
- The significance and relevance of the problems put forward, their adequacy to the topic being studied; correctness of the methods used for processing the results obtained; the activity of each project participant in accordance with his individual capabilities; collective nature of decisions made; the nature of communication and mutual assistance, complementarity of project participants; necessary and sufficient depth of penetration into the problem, attraction of knowledge from other areas; evidence of decisions made, the ability to justify one’s conclusions; aesthetics of presentation of the results of the completed project; the ability to answer opponents’ questions, conciseness and reasoning of the answers of each group member.
used for the purpose of developing subjectivity
junior schoolchildren
during the implementation of projects
- Written surveys of students to study their current interests and further determine the topics of future projects (“What question would you be most interested in getting (searching for) today?”, “What problem interests you most at the moment?”);
- brainstorming to directly formulate the topic of a collective project;
- joint discussion of the criteria for assessing the effectiveness of project activities, the type, content and location of the project defense, drawing up a presentation plan;
- collective compilation of self-assessment algorithms for different types of projects
- cluster formation
The main problems of organizing project activities for junior schoolchildren
- Insufficient, superficial awareness by the teacher of the essence of project activity and the role of the student in it leads to pseudo-design. Mechanical borrowing of techniques and forms of work on projects by teachers from the middle and senior levels of education without any adaptation to the age characteristics of younger schoolchildren. The teacher shifts the goal of project activity from internal to external results. Instead of developing personal qualities, abilities and skills, the teacher pays main attention to the immediate external result, the product of children's design.
REMINDER FOR PARENTS
An educational project is a set of actions specially organized by a teacher and independently carried out by students to solve a problem that is significant for the student, culminating in the creation of a creative product. At all stages, parents act as assistants in determining the topic and problem of the project, in selecting materials, and designing the product of project activity. The topics of children's projects should be closely related to the subject content. The problem of the project should be in the area of the child’s cognitive interests and be in the zone of proximal development. When assessing a child’s success in a project, it is necessary to understand that the most significant assessment for him is public recognition of his independence. In a child’s project activities, it is important to increase his level of confidence in achieving his goal and preserve his individuality.
HOW TO ORGANIZE STUDENTS’ PROJECT ACTIVITIES
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