A project is a recognizable unit of work with a beginning, middle and end. Through a series of worthwhile activities, which are linked to form a tangible end-product, the students can gain a real sense of achievement. At the successful completion of the project, both teacher and students have something they can be proud of, to show to parents and to others in the school as an indication of the progress they have made.
What does a project involve? First of all, the development of the whole child, which means intellectual skills, physical and social skills as well.
The intellectual skills refer to describing, using their imagination, drawing conclusions after studying a unit/topic, as well as hypothesizing, reading and planning.
The social skills of sharing, cooperating, making decisions together, appreciating how individual contributions a successful whole, are significant for any individual.
The motor/ physical skills regarding drawing, coloring, cutting or folding, even gluing and writing, help students practice their skills in new situations.
Using projects encourages personal and emotional development. Whenever possible, children are given the opportunity to produce work that is personal and individual, reflecting their ideas, tastes and interests. They are encouraged to express their feelings, and their opinions are valued.
Project work gives the children an opportunity to bring their knowledge of the world into classroom and to extend their general knowledge of the topic under focus. Projects can encompass a wide range of topics and often draw on knowledge gained from other subjects in the curriculum (CLIL).
The project is also a prime example of experiential learning. Language introduced and practised within a project is directly related to the task in hand; the children use the language that is needed for the successful completion of the activity. A project introduces and practices language skills, in a natural way. The language aims, for the project as a whole and for each activity, should be clear in the teacher’s mind, but do not always need to be made explicit to the children. Younger learners are concerned with what they can achieve through language: they see language as a means to an end, rather than as a body of knowledge to be learned.
When planning a project it is important to allocate time for the evaluation of both the process and the product. There can be regular review lessons after a unit of work, at the end of each week or month and, of course, at the end of the project. Evaluation is valuable for the teacher and for the students. It helps you adapt your materials and methods, both during the project and when planning future projects. Ongoing evaluation raises the children’s awareness of how they learn and is part of the important process of helping them become more independent learners.
Source: Projects with young learners, Oxford University Press- series editor Alan Maley