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| The value of good project work |
| Projects are a form of explorative learning, confronting learners with authentic problems. In projects, learners take responsibility within a learning team and experience the excitement of creativity. Since projects promote independence and responsibility, the project-based method provides schools with the opportunity of making learning a truly character-building experience. Projects challenge students to embrace a learning style steeped with action and experience, empowering them to navigate more confidently in a democratic society. Projects may not only have this beneficial impact on single events such as project days and project weeks, but also and especially when they become integral elements of the regular curriculum. Organising learning after the project-based method means working in an interdisciplinary, action and process-oriented fashion, developing project results that may be discussed and evaluated. Initiating good and successful projects is rewarding. Below we have collected arguments that make a strong case for projects as a type of learning culture in schools. |
Projects and experience
In projects, we experience
• self-efficacy
• creative excitement
• creative control
• responsibility
• autonomy
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Projects and knowledge
Working in projects, we develop
• Knowledge of self
- What do I know already?
- What do I enjoy doing?
- How do I implement ideas along with others?
- What are the limits of my knowledge?
• Procedural knowledge
- How do I turn a flash of the imagination into a concept?
- How do concepts become realities?
- How do realities become knowledge?
- How do I acquire new knowledge?
- How do I organise long-term development projects?
• Content-related knowledge
- Knowledge about ourselves, society, nature, etc.:
why? who? where and when? and with which consequences?
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Projects and processes
In projects, we acquire planning skills by
• defining research questions
• formulating goals and objectives
• drawing up project plans
• working with milestone plans, task books, and project agreements
• implementing a work plan
• creating products
• presenting and evaluating results
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Projects and time
Working in projects, we acquire time management skills by
• separating “before” and “after”
• experiencing and structuring long-term involvement
• planning for work delays
• saving knowledge and experiences, i.e. saving time
• testing models that involve the division of work
• using concentration and dedication to create “flow”
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Projects and teachers
Working in projects, teachers renew their role in the classroom by
• designing open spaces for learning
• motivating students to take responsibility
• moderating learning processes
• counselling individuals and project groups
• including external experts
• monitoring and documenting learning progress
• giving recognition
• encouraging assessment and self-assessment
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Projects and students
In projects, we take responsibility for our own learning by
• becoming the engine of our learning
• setting our own goals
• making contributions to a learning group
• asking questions
• perceiving problems and seeking solutions
• presenting results
• receiving recognition
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Projects and instruction
Working in projects, we redesign classroom instruction by
• breaking up the traditional textbook curriculum
• challenging students to become more active and autonomous
• encouraging interdisciplinary research
• making the most of students’ willingness to learn and achieve
• working in teams
• establishing open processes
• focusing on results-oriented learning
• emphasising practical, hands-on learning
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Projects and schools
Working in projects, we reform schools by
• changing team structures among the teaching staff
• improving school atmosphere
• creating a sense of community
• including learning sites outside the school’s premises
• cooperating with external experts
• getting involved within the local community
• teaching skills that prepare students for the work world
• connecting learning culture and school culture
• increasing the transparency of school activities
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| About this article |
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The benefits cited below underscore the enormous value that project work holds for schools. The German Children and Youth Foundation (GCYF) and the Mercator Foundation seek to motivate schools to introduce project-based learning. They support both teachers and students in planning, implementing, evaluating, and presenting their projects.
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