A Alternative to chalk and talk?
in the didactics of a dispute over the definition of project learning. Some refer to project learning as "a comprehensive educational approach," others as "restricted methodological approach". The disagreement begins with the concept of designation. BAUER, for example, speaks of "project method", HACKL of "project learning", MEYER of "project-learning". This project definitions refer to all the same subject, namely "a major methodological form," a form of "open education". However, it should be mentioned that between "Project-learning" and "project learning" differences, the hereafter will not be discussed.
PRIĖMĖ meant by the term project, an "action-oriented, interdisciplinary learning company, which is characterized by high self-activity and independence of students with significant student participation and planned, executed and followed up to be."
features
(after RINSCHEDE 2003, p. 249)
- need for relatedness / orientation to the interests of the parties,
- Situation relatedness / realism,
- interdisciplinarity,
- self-organization and self-responsibility,
- Targeted Project Planning / limited task and problem
- collective realization / social learning,
- involving many senses,
- product orientation,
- Social practical relevance.
problems and limitations
(after RINSCHEDE 2003, p. 250)
- The project method is not an optimal method for rapid development of content,
- The project method is not suitable for the placement of narrow and easily verifiable learning tasks,
- The learning control is more difficult,
- disadvantage of inhibited and weak students,
- A difficult and complicated Teaching method for the teacher.
consequence of Rinschede (2003, p. 251): "For these reasons, the project classes to the addition of the traditional course instruction dependent.
project cycle (after Peterßen 2001, p. 238-243)
Peterßen believes that a project must consist of at least five phases, with different objectives:
- Unsolicited phase
phase objective: The line that the group strives to be agreeable to all. Educational
Comment: How many educationalists Peterßen divided about the impulses: on the one hand, he supports school initiatives in which the teacher plays a passive role, on the other hand, it also takes into account the reality in schools: substance, time and compliance pressures, may speak for outside stimulus. Teachers should connect with ideas and proposals in the class by no means finished with project ideas or problems from the perspective of teachers.
- Information
Phase Phase objective: Detailed information collections
didactic commentary: promoting literacy methods à lot of time alone information searches of students. Students should share information about the current status, develop an outline / structure. Teacher takes back passive role, possibly Tips to gather information.
- Planning Phase
phase objective: Creation of a schedule: content and form!
Teaching shear Comment: Crucial Phase (act)
Professionally-factual aspects of importance. Learning the structure of reality in the example the meeting proper decisions.
course outline plan: operations of a working form a form of work.
Social aspects: methodological cooperation of the group
insights: delivering the ability to plan = core of the act. Learning objectives
moral grounds: if the active part of the teacher, but only help to encourage people to think to.
planning should refer to it even on the verification phase in order to commit to a goal.
Educational difficulties for teachers: Teachers in a passive role, is not willing to impose on call!
- Production Phase
Phase Objective: To develop and finalize the project.
Educational Commentary: implementation of the project
Recommended educational resources: reasoning (= thinking and acting are different processes that are connected by means of speeches, see Peterßen 2001, p. 249). Why
product concept? One thing that was prepared independently by the students which is yet not so.
-
phase objective verification phase: verification of the product
Educational Commentary: Target-verification phase comparison
Why? Not only the current state is critical, but the consequence, ie, the product must comply with the proposed. The teacher has the task of evaluation to the best. Teachers should encourage students to monitor their own behavior during the producing (see Peterßen 2001, p. 238-243).
Two other phases, the presentation and action phase, according Peterßen not part of a project, but can represent additions.
specific features of project-based teaching /
differentiation from traditional teaching
(after Hackl 1994, p. 143-144)
PRIĖMĖ meant by the term project, an "action-oriented, interdisciplinary learning company, which is characterized by high self-activity and independence of students with significant student participation and planned, executed and followed up to be."
features
(after RINSCHEDE 2003, p. 249)
- need for relatedness / orientation to the interests of the parties,
- Situation relatedness / realism,
- interdisciplinarity,
- self-organization and self-responsibility,
- Targeted Project Planning / limited task and problem
- collective realization / social learning,
- involving many senses,
- product orientation,
- Social practical relevance.
problems and limitations
(after RINSCHEDE 2003, p. 250)
- The project method is not an optimal method for rapid development of content,
- The project method is not suitable for the placement of narrow and easily verifiable learning tasks,
- The learning control is more difficult,
- disadvantage of inhibited and weak students,
- A difficult and complicated Teaching method for the teacher.
consequence of Rinschede (2003, p. 251): "For these reasons, the project classes to the addition of the traditional course instruction dependent.
project cycle (after Peterßen 2001, p. 238-243)
Peterßen believes that a project must consist of at least five phases, with different objectives:
- Unsolicited phase
phase objective: The line that the group strives to be agreeable to all. Educational
Comment: How many educationalists Peterßen divided about the impulses: on the one hand, he supports school initiatives in which the teacher plays a passive role, on the other hand, it also takes into account the reality in schools: substance, time and compliance pressures, may speak for outside stimulus. Teachers should connect with ideas and proposals in the class by no means finished with project ideas or problems from the perspective of teachers.
- Information
Phase Phase objective: Detailed information collections
didactic commentary: promoting literacy methods à lot of time alone information searches of students. Students should share information about the current status, develop an outline / structure. Teacher takes back passive role, possibly Tips to gather information.
- Planning Phase
phase objective: Creation of a schedule: content and form!
Teaching shear Comment: Crucial Phase (act)
Professionally-factual aspects of importance. Learning the structure of reality in the example the meeting proper decisions.
course outline plan: operations of a working form a form of work.
Social aspects: methodological cooperation of the group
insights: delivering the ability to plan = core of the act. Learning objectives
moral grounds: if the active part of the teacher, but only help to encourage people to think to.
planning should refer to it even on the verification phase in order to commit to a goal.
Educational difficulties for teachers: Teachers in a passive role, is not willing to impose on call!
- Production Phase
Phase Objective: To develop and finalize the project.
Educational Commentary: implementation of the project
Recommended educational resources: reasoning (= thinking and acting are different processes that are connected by means of speeches, see Peterßen 2001, p. 249). Why
product concept? One thing that was prepared independently by the students which is yet not so.
-
phase objective verification phase: verification of the product
Educational Commentary: Target-verification phase comparison
Why? Not only the current state is critical, but the consequence, ie, the product must comply with the proposed. The teacher has the task of evaluation to the best. Teachers should encourage students to monitor their own behavior during the producing (see Peterßen 2001, p. 238-243).
Two other phases, the presentation and action phase, according Peterßen not part of a project, but can represent additions.
specific features of project-based teaching /
differentiation from traditional teaching
(after Hackl 1994, p. 143-144)
feature of project teaching
- student orientation with respect to planning, preparation, implementation and evaluation course
- The substantive distinction is based on the task (interdisciplinary)
- field trips and excursions to enhance the teaching, to observe certain objects can .
- objectives arising from the interests of the students
- services may be jointly assessed critically, the satisfaction of the students involved with problem solving is essential
differentiation from traditional teaching
- Passive reception, teachers in active role
- The substantive definition of the field of learning is based on the usual subjects taught (by curriculum)
- learning takes place in the school building (life away)
- objectives according to curriculum
- assessing performance based on established performance definitions
objective
objectives of the project work (after Bauer, 2003, p. 227 f.):
- The students are planning their own work content and approach,
- put their plan to own and evaluate as the final work ,
- organize the work itself (learning it), students accordance with their own ideas and requirements,
- put themselves define their goals and the process and the outcome.
objective of the project teaching (after Peterßen 2001, p. 237):
- The usual tuition structure will be temporarily replaced by project learning,
- The division into separate, isolated lessons to be replaced by a long-term and focused-intensive employment,
- it starts at the learner attitude toward problems,
- should allow an independent learning attitude
- it is a holistic view of pupils can be guaranteed.
sources
Bauer, R.: Open Work Education in Science A practical book. Berlin: Cornelsen Scriptor 2003rd
Frey, K.: The project method. 9, revised edition. Weinheim and Basel: Beltz Verlag 2002nd
Hackl, B.: Project work in practice. Utopias, frustrations, solutions. A work report. Volume 1 Innsbruck: Austrian Studienverlag 1994th
Meyer, H.: Teaching Methods Volume I. Theory. 9. Edition. Frankfurt a / M: Cornelsen Scriptor 2002nd
Peterßen, WH: Small-lexicon methods. 2. updated edition. Munich: Oldenbourg 2,001th
Rinschede, G.: Geography teaching. General Plan geography. Paderborn: Verlag Schöningh 2003rd
- put themselves define their goals and the process and the outcome.
objective of the project teaching (after Peterßen 2001, p. 237):
- The usual tuition structure will be temporarily replaced by project learning,
- The division into separate, isolated lessons to be replaced by a long-term and focused-intensive employment,
- it starts at the learner attitude toward problems,
- should allow an independent learning attitude
- it is a holistic view of pupils can be guaranteed.
sources
Bauer, R.: Open Work Education in Science A practical book. Berlin: Cornelsen Scriptor 2003rd
Frey, K.: The project method. 9, revised edition. Weinheim and Basel: Beltz Verlag 2002nd
Hackl, B.: Project work in practice. Utopias, frustrations, solutions. A work report. Volume 1 Innsbruck: Austrian Studienverlag 1994th
Meyer, H.: Teaching Methods Volume I. Theory. 9. Edition. Frankfurt a / M: Cornelsen Scriptor 2002nd
Peterßen, WH: Small-lexicon methods. 2. updated edition. Munich: Oldenbourg 2,001th
Rinschede, G.: Geography teaching. General Plan geography. Paderborn: Verlag Schöningh 2003rd
