The site ECRP. vol 9. The effects of work on projects …; contains the story of an experience with the method of teaching by projects, which includes some components of Creative Studies.

 

On this blog we transcribe a part of this excellent work.
In contrast, the activities which incorporated some principles of the Method of Teaching by Projects were planned on an ongoing basis, resourcibly, and with complex improvisation.

 

For example, at first the teacher thought about doing a project on one of the animals that the children had seen in the zoo.
When the second author suggested choosing an animal that children could observe and return to visit easily for their research, the planning process was started over to find an animal that the children would find interesting and to which they would have easy access for a period of time.

 

We discovered then, that the math instructor for children with special needs was bringing chicks to some other classes at the school to be weighed and measured.
The teacher asked if her class could also participate, and with permission from the math instructor, the project started on the chicks.

 

However, planning activities based on the principles of the project-based method of learning continued based on the questions that the children asked and on what evoked their curiosity.
For example, the project evolved to focus on the relationship between eggs and chicks (and other animals that come out of eggs) instead of the ways in which the chicks moved, grew, and so on.
Therefore, planning had to be done almost daily in sessions, although brief, and only in retrospect was it possible to have a clear vision of the entire project.

 

The differences between teacher-led lessons and those that are project-based, are in the instructional strategies that were used.
While both methods incorporated the regular use of instruction for the entire class (eg., reading and discussing books) and formulating questions to the group to encourage the children to make their own questions, the method of class management by the teacher depended heavily on the teacher conducting small group activities guided by the teacher, whereas the project-based method used a much wider range of activities.

 

Some additional activities during the lessons based on projects included the direct investigation of materials (eg. Observing and handling the chicks, examining the eggs,) making drawings to document what they observed, browsing books to find information and answer specific questions, creating information tables (eg. the weight of the chicks), making comparisons between the height and weight of chicks and other objects (eg., blocks) in the classroom, and doing experiments with eggs.
Table 1 summarizes the components of the two instructional methods.

 

Table 1
Comparison of components in a series of instructive lessons led by the teacher and an adaptation of the Method of Teaching by Projects.
Teacher-led lessons Lessons based on the Project Method
Length of time April 13 to May 11
May 14 to June 10
Number of sessions 8 9
Approximate amount of time 6 ½ hours 7 ½ hours
Support for teacher
Student-Teacher with specialization in science helped in the planning of most of the sessions University professor of education of young children helped in the planning of most of the sessions.

Appendix B
Detailed description of school activities the teacher-led lessons and project-based lessons.
Preliminary test (two sessions)
Was administered to small groups (two each day) while the other children attended recreational centers (painting with watercolors, manipulatives, etc.).
Lessons led by the teacher (eight sessions)

 

Session 1
Introduction: Student-teacher read the book Animal Dads and presented examples of the kinds of animals (mammals, reptiles, amphibians, birds and fish) and then listed the characteristics of each.

 

The children attended two of four small groups:
1. Shared reading and discussion of a lesson in the textbook on the types of animals (activity directed by the teacher)
2. Table about different types of animals (activity directed by the teacher)
3. Game about the types of animals (activity directed by the teacher)
4. Coloring sheets about animals (independent work)

 

Session 2
The children attended the two remaining groups of the previous session.

 

Session 3 Brief session: the whole class wrote down a list of suggested questions for the next trip to the zoo.

 

Session 4
Excursion

 

Session 5
Introduction to the subject of insects and insect parts
The children attended two of four small groups:
1. Shared reading and discussion of a lesson from the textbook based on insects (activity directed by the teacher)
2. Make and label a drawing of an insect (teacher-led activity)
3. Game of answering questions about animals (activity directed by the teacher)
4. Coloring sheets about insects (independent work)

 

Session 6
University visitors brought insects to show the class.

 

Session 7
The children attended the two remaining groups of activities about insects.

 

Session 8
The whole class had a discussion (and the teacher wrote down) what was learned.
The class watched a video about animal mothers and their babies.
The assessment was administered.
“Meanwhile”
The whole class contributed questions about zoo animals.
Project-based lessons (nine sessions)

(Note: The following list of activities of the sessions does not indicate the influence of the questions of the children in the direction of activities.)

 

Session 1
The children discussed which animals we can see and study. A list was put together of things we “know” and that “we want to know” about these animals.

 

Session 2
The children made a list of questions about the chicks.
They read two books about the chicks.
Chicks were brought to class for children to handle and observe.

 

Session 3
The children measured the chicks.
Drawings were made to record their experiences. The special-needs math instructor brought different types of eggs for the children to see.

 

Session 4
(abbreviated session)
The children looked at pictures of eggs.
Read a book about eggs.

 

Session 5
Using measurements taken by children from a previous session, we made a table of height and weight of the chicks.
The children observed and drew some hens.

 

Session 6
Children compared objects in the class with the height and weight of the chicks.
They did an experiment with eggs.

 

Session 7
Read a book about eggs and chicks.
They further experimented on eggs and drew the inside of an egg.

 

Session 8
In small groups that were formed spontaneously, children read books about the chicks to find answers to their questions.

 

Session 9
A review was done of the questions and answers.

 

The final assessment was given.