General Aspects of Project Work The Project Method 1 By Signe Holm-Larsen General Aspects of Project Work Formulation of problems

Overview – principles and criteria · Principles for project oriented teaching ·    Different sorts of projects ·    Key points of cross curricular teaching   ·   From teacher direction to joint direction ·    Criteria for choice of main and sub topics · Focus analysis (separate transparency) Signe Holm-Larsen - Nairn 2001

Principles for project oriented teaching Problem orientation Product orientation Student interest Relevance to society Interdisciplinarity Model value of content Participant direction in student working patterns Signe Holm-Larsen - Nairn 2001

Different sorts of projects Sort of projects Subject related projects Topical projects Functional inter- disciplinary projects Purpose Increased subject related knowledge Increased topic related knowledge Increased functional knowledge Startingpt. Subject Topic Problem Result Description of subject areas Description of interdiscipli-nary topics Interdisc. subject and topic related analysis with solution models Signe Holm-Larsen - Nairn 2001

Key points of cross curricular teaching Subject content Concepts Theories Explanations Subject proficiency Subject results Knowledge and skills Subject methods Working methods and techniques Signe Holm-Larsen - Nairn 2001

From teacher direction to joint direction Students’ share of direction Students’ age and experience Age 6 Age 18 Signe Holm-Larsen - Nairn 2001

Criteria for choice of main topic Being relevant and interesting for both students and others Offering possibilities of problem oriented sub topics Offering possibilities to demonstrate reflection, independence, and ability of choice Allowing students to acquire and use knowledge and methods Interacting with other teaching methods Expanding, but not repeating earlier work Sh-l – Nairn 2001

Criteria for choice of sub topics Possibility for interdisciplinary work including materials, methods, and presentation forms Individually modelled Substantial enough to hold students’ interest over a longer period of time Limitation so that the most important topics stand out, cf. focus analysis example (separate transparency) Signe Holm-Larsen - Nairn 2001

Formulation of problems Signe Holm-Larsen - Nairn 2001

Overview – problem formulation  · Topic basis  · From topic to project  · The principle of closeness  · The bifocal aspects of problems – and examples (separate transparencies)  ·   Checklist of content    ·   Checklist of verbal formulation   Signe Holm-Larsen - Nairn 2001

Signe Holm-Larsen - Nairn 2001 Topic basis The problem should be based on a topic On which you cannot find an immediate solution Which is important for the student and others Which invites to further investigation and/or experiments Where the student might want to improve the situation Signe Holm-Larsen - Nairn 2001

Signe Holm-Larsen - Nairn 2001 From topic to project Project Problem formulation Problem analysis Premises of the problem Positive consequences Negative consequences Choice of topic Problem oriented Background knowledge Start of research Reflections of topic possibilities Encircling the problem Signe Holm-Larsen - Nairn 2001

Problem orientation and the principle of closeness Expectations and suggestions for the future Starting point in students’ knowledge of present-day problems and conditions Analysis and perspective view through examples from the past Signe Holm-Larsen - Nairn 2001

Bifocal aspects of problems How to define the field of a problem formulation: - Find the contradictory aspects - Develop the different aspects of the problem - Make a guess of the conclusion See example (separate transparency) Signe Holm-Larsen - Nairn 2001

Check list of content A good problem formulation should include that It is possible to recognise a problem in the chosen topic The problem meets student interest as well as general educational goals Problem solving strategies invite to use interdisciplinary knowledge and methods It implies aspects that can be documented and analysed There is a hypothesis of a solution to the problem The solution suggestion has positive social values Sh-l – Nairn 2001

Check list of verbal formulation It is better if the problem formulation includes a ’why’ to look for explanations and perspectives ’we, us, I, me’ to assure the personal involvement ’today, now, in the future’ to avoid merely historical descriptions without use of problem solving strategies Signe Holm-Larsen - Nairn 2001

Signe Holm-Larsen - Nairn 2001 Workshop 1 Use form 1 and 2 Signe Holm-Larsen - Nairn 2001