Project

One of the founders of the modern project method, the US American John Dewey Dewey (1859-1952), characterised the project in education as a "method of thinking experience". Lessons should not just consist of artificially created situations, but should integrate tasks from everyday life that are as realistic as possible. Many different opinions exist on the course of projects and the theoretical backgrounds. Controversial however is that concrete action is an important starting point for the process of recognition. In project teachers and pupils work on a real task together with equal status. This makes it easier to attain key qualifications.

What is a project?

"The basis for a project is (...) always the living encounter with reality as it is experienced, in which one or several solutions are worked out in joint effort which finally results in a product or concrete result."

[source: Dieter Maier, "Methoden für komplexe Lernvorhaben" (Methods for Complex Learning Tasks): "Projekt, Sozialstudie und Zukunftswerkstatt" (Project, Social Study and Workshop for the Future); in: Wolfgang Sander (Ed.), "Handbuch politische Bildung" (Manual of Political Education), "Bundeszentrale für politische Bildung" (Federal Centre for Political Education), Volume 476, Bonn 2005, pp. 594-595]

Phases of a Project


 

Course of a Project

1. Project Initiative and Finding a Topic

What is important is an open starting point and the interest of the pupils in the topic. The initiative for the project can originate from the spontaneous ideas of the pupils, but also the teacher and pupils can jointly consider a topic for the project, for instance via brainstorming, idea competitions etc. In case the teacher wants to pinpoint a topic he specify terms as headings or hand out a list of choices with a broad range of topics.

2. Project Planning

a. The group works through the topic and outlines the area in which the participants want to become active. In addition it formulates the final topic, defines the time period and names the product.

b. Guideline questions are formulated jointly and the project work structured. A concrete work schedule is drawn up: Who does what, how exactly and in what time period?

3. Carrying out the Project/Working Phase
 

	Teacher and pupils work according to the time schedule: Collecting information, carrying out interviews, collecting material, designing products, preparing presentations etc.
	Intermediate discussions: all parties are informed about the work performed to-date. Suggestions for improvement can be made. The teacher and pupils talk about the project work and their dealings with one another. Intermediate discussions help to stop actionism and hinder participants getting into a muddle. Besides this it also serves for keeping an eye on the time schedule.

4. Presentation

For example exhibitions, lectures, podium discussions, wall newspapers, film presentations, flyers...

5. Evaluation

The teacher and pupils jointly reflect on the process. They discuss the learning success and the success of the product. Criticism is formulated and suggestions for improvement in the future are worked out.
 

Advantages and Disadvantages

Advantages of the Project Method
 

	Close to reality (as opposed to simulative methods), projects form a bridge between school and "reality".
	Acquisition of key qualifications
	Learning by doing, resulting in particularly sustainable learning success
	Motivating, high commitment of the pupils is achieved

Disadvantages of the Project Method
 

	Large amount of time needed (large number of lessons)
	Success cannot be planned
	In some circumstance great commitment by the teacher required
	Not an "everyday method", since otherwise the motivating function is lost
	Organisational problems (timetable, lesson structure etc.)