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

2. 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

3. 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

4. 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

5. 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

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

7. 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

8. 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

9. Formulation of problems
Signe Holm-Larsen - Nairn 2001

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

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