Project Work - PDST Work Booklet.pdf · • drama in education exercises ... promote the development of multiple intelligences help to develop a wide variety of skills ... Project

Transition YearCurriculum Support Service

SupportingActive

Teachingand

Learning

Project Work

Transiton Year Curriculum Support ServiceBlackrock Education Centre, Kill Avenue, Dún Laoghaire, Co. Dublin

Tel 01-2301671, Fax 01-2301612E-mail [email protected]

Secretary to the Service: Phil Halpin

Supporting Active Teaching and Learning

Project Work

Pilot Material

Developed by the Transition Year Curriculum Support Service:

Patsy Sweeney, Lynda O’Toole, Geraldine Simmie,Denise Kelly, Michael O’Leary, Gerry Jeffers.

June 2000

The team wishes to acknowledge all the materials developed by various TY colleagueswhich proved invaluable in compiling this resource

1

Transition Year Curriculum SupportService

Supporting active teaching and learning

A key feature of Transition Year should be the use of a wide range of teaching/learning methodologiesand situations. The Guidelines for Schools’ issued by the Department of Education and Science arevery clear on this point.

Inspectors’ evaluations of the Transition Year Programme reinforce this need for emphasis on varied teachingand learning. For example:

Many schools were providing pupils with as wide a range of stimulating activitiesand learning experiences as possible. In this regard, activity based learning proj-ects were very much in evidence.

In the document Writing the Transition Year Programme, produced earlier this year by the Support Service andthe Inspectorate, a range of examples of approaches are provided:

• negotiated learning • classroom discussion • formal input by teacher• research • debates • pair work• practical work • demonstrations • group work• role-play • interviews • simulations• project work • use of audio tapes • use of video tapes• visiting speakers • visualisation • study visits• computer-based learning • field trips • oral presentations• drama in education exercises

From a teacher’s point of view, no matter what the subject or module being taught, a critical issue is todecide on the best combination of strategies which will facilitate valid and worthwhile learning experiencesfor all the students in a Transition Year class. The greater the teacher’s repertoire of skills, the more likelyshe or he is to vary the learning opportunities on offer to students.

This series of guides for teachers aims to assist teachers in extending their professional competences. Theideas and suggestions in the following pages have been derived primarily from experiences within TransitionYear classes. Ideally they should be explored within an in-career development workshop.

It is the wish of the team working on the support service that this guide will encourage more teachers to useproject work in appropriate situations with their Transition Year students so that students’ learning isenriched. We wish you well in that challenge.

Project Work – Transition Year Curriculum Support Service

2 Transition Year Curriculum Support Service – Project Work

3

Project work is a major feature of many Transition Yearprogrammes. When approached in a systematic wayprojects allow students to develop skills of independentlearning and provide rich opportunities for activelearning both within and outside the classroom.


Part 1 Introduction

What isProject Work?

Project work is an approach to learning through which students,individually or in groups, are given and take responsibility for

� choosing

� planning

� executing

� reporting on

their own work on a particular topic, question or task

Project work in Transition Year usually involves acquiringknowledge, skills and an experience of real life in an integratedmanner over an extended period of time.

The Transition Year Programme rationale encourages teachers ‘tovary the learning environment and to dispel the notion thatlearning is something that happens only, or even most effectively,within the classroom’. Students are encouraged to ‘participate inlearning strategies which are active and experiential’.(Dept. of Education TY Guidelines 1994/95)

Moving from the highly structured learning environment of theJunior Cycle, students need guidance to make the best use of anenvironment that provides space to learn in a different way.Project work is one approach to active and experiential learning.In order that project work be meaningful and worthwhileteachers and students need to be clear on

� the learning goals of project work

� the steps in putting a project together

� the criteria which will be used to assess the project

Project Work inTransition Year

4

TY students usually choose one of the following types of project:

� Research projects which involve the student in deploying a widevariety of research and presentation skills as a topic/ theme isexplored

� Design brief projects which involve the student in either creatingor responding to a specific design brief, the success of which ismeasurable by a finished product

� Action projects which involve the student in some initial researchand in turn prompt a response or action which is measurable by anoutcome

In practice many projects have overlapping dimensions, e.g. actionprojects usually involve some research and some practical work. Whatfollows is a detailed explanation of all three types of projects. Ratherthan engage in unneccessary repetition much of what is written in Part2 Research Projects is also relevant to Parts 3 and 4.

While much project work is undertaken by individual students,additional useful learning can take place through collaborative learning.The range of possibilities includes the following:

� Individual student

� Groups of three or four students

� The full class group

� A group of students linking with TY students in another school

� A group of students linking with students in a school elsewhere inEurope

Transition Year Curriculum Support Service – Project Work

What type ofproject?

Who might beinvolved in the

project?

5Project Work – Transition Year Curriculum Support Service

What is thetimescale?

What is the valueof Project Work?

A realistic timescale is critically important for both teacher andstudents involved in project work. Short-term goals are usuallymore effective than long-term ones. Some possible timescales forproject work are:

� One/two weeks

� Six/eight weeks

� Duration of the module/modular block

� One term

� The full year

Involvement in project work can:

� facilitate effective learning by combining theory andexperience

� ensure greater student participation especially in mixed-abilityclasses

� provide students with the stimulus to research an idea andgain a better understanding of issues

� provide practice in locating, summarising and presentinginformation

� encourage teamwork through working to a plan in acomplementary way

� promote the development of multiple intelligences

� help to develop a wide variety of skills

� introduce the student to a variety of learning strategies suchas negotiated learning, brainstorming, paired work, groupwork, and role play

� facilitate interdisciplinary activity and cross curricular links

� allow students to demonstrate and develop their particularabilities

� enable students to experience a sense of success oncompleting a piece of work


� Observation

� Planning

� Communication- negotiation- interviewing- listening- co-operation- teamwork

� Research

� Analysis

� Decision making

� Organisational abilities

� Technical abilities

� Independent thinking

� Record keeping

� Presentation

� Assessment and evaluation

� Time management/deadlines

What skills can bedeveloped through

Project Work?

Skills checklist Project work develops self-confidence whilst highlighting the value ofco-operative effort. To check your own understanding of the skillsdeveloped through project work, look at the following list of projects andidentify the skills which might be developed:

1. Designing a lunchbox, with menus, for 6th class primary studentsfor one week

2. Links between our town and Germany

3. Our county’s historical involvement in the GAA since 1950

4. Logainmneacha sa cheanntar seo

5. Investigating a career in the building industry/in medicine/in music/insport

6. Motor cars as presented in the media

7. Profiling successful business people in the area


The Teacher’s rolein Project Work

8. A campaign to promote human rights awareness in our school

9. What I like about the work of W.B. Yeats/Pádraic Ó Conaire/Maeve Binchy/Roddy Doyle

10. Planning, organising and running a fashion show

Project work requires a move away from the traditional didacticmethod of teaching. It is not a matter of transmitting informationto students, but of students engaging in a learning process that isguided by the teacher. The emphasis should always be on thestudent learning by doing the choosing, planning, investigating,experimenting and presentation. This is how they are likely toconstruct meaning from the activities. This is how realunderstanding can be created. The teacher plays many roles:

The Planner: Knows the class; is aware of ability levels, skills andconcepts of students; avoids possible pitfalls.

The Initiator: Defines starting point; helps students to state aimsclearly: generates interest: provides initial stimulus: carries outbrainstorming session.

The Organiser: Organises the class; suggests routes of enquiry:provides some resources: establishes interdisciplinary links:organises student groups by helping in the allocation of roles andduties.

The Encourager: Identifies learning difficulties; providesalternative stimuli; gives positive reinforcement; motivates.

The Instructor: gives direction on media use; use of materials,process development: investigation/research skills,analysis/synthesis skills and presentation skills.

The Assessor: provides ongoing monitoring; questions andanswers; gently probes and checks; organises project assessment,acts as student mentor and facilitates project evaluation.

For the teacher, the skill is to know when to play which role!


Project work can be especially effective in strengtheningstudents’ rapport with their teachers. Research into whatstudents value in teachers shows that:

“Students’ definition of the successful, admired teacher isreasonably standard across age groups and across schools. Theirdefinition is instrumental as well as effective: it was importantthat the person have a sense of humour, and be able tomaintain control without being aggressive or humiliating pupils.An attitude of respect for the pupils as individuals was alsodeemed essential, and it was expected that the person would bein command of their subject and an effective communicator.Young people were interested in learning and at the same timedeveloping a warm, humourous and mutually respectfulrelationship with the teacher” (Lynch and Lodge in “Essays onSchool” in Equality in Education, Gill and Macmillan,1999).

Who benefits fromProject Work?

� Personal skills

� Previous experience

� A willingness towork

� Interest

� Openness

� Responsibility

� Participation

� Enthusiasm

� Initiative

� Creativity

� Co-operation

� Enterprise

� Imagination

� Understanding

� Good conduct

� Leadership

� Interest in thewelfare of others

� Commitment

What can a studentcontribute towards

making project worksuccessful?


Revision Quiz To clarify your own understanding of project types, look at theexamples given below and classify them as primarily: Research, Actionor Design Brief:

� Designing a brochure, in French, describing some of theattractions in your local area

� Great leaders of the world

� A comparison of two films directed by Jim Sheridan

� A survey of 6th year students’ perceptions of the points system

� A survey of a local river

� An investigation of the plant life in the school grounds

� Investigating means of conserving energy in the school

� Designing and making an efficient mobile dustbin for use byelderly people

� Investigating and making recommendations about wheelchairaccessibility in our town

� Producing a fifteen-minute audio tape devoted to a musician,e.g. Beethoven, Elton John, Sinéad O’Connor

� Investigating the connections between child labour in Pakistanand consumer products in Ireland

� Researching, designing and making a mural depicting Ireland aspart of the EU

� An annotated compilation of one of the following areas:favourite poems, stories, recipes, pieces of music, films

� An action project - tidying or maintaining an area of the town ordistrict

� Investigating participation in Physical Education and sport by5th and 6th year students in your school

� Making a bird box as part of Construction Studies, Woodwork,Art, Metalwork, Engineering


Research projects in Transition Year are usually conducted ontopics which have a defined body of knowledge, some of whichwill be already accessible to the student but most of which willchallenge the student to reach new heights of research, analysisand presentation. The project topic should be pitched at a levelwhich requires some teacher intervention in collaboration withthe student but which also facilitates the development of newskills, strategies and competences in the student. Researchprojects are particularly suitable for History, Geography,Science, Languages, Environmental Studies and RE topics.

Part 2 Research Projects

1 Choosing topic/title

2 Defining aims/ desired learning outcomes

3 Planning

4 Investigation/research

5 Processing/analysing

6 Results and conclusions

7 Presentation

8 Writing project report

9 Assessment

10 Evaluation

Key Stages inProject Work


This should be a collaborative decision reached throughconsensus or negotiation to facilitate full student participation inthe process at the outset. In the case of a predetermined title,e.g. outside competitions, students should be encouraged to fullyexplore all possible interpretations of this prior tocommencement.

Key Question: Is the topic broad enough to sustain student interestand specific enough to have a definite focus?

The teacher can introduce examples of possible topics to thestudents. Then:

� brainstorm

� discuss

� negotiate

� agree

� decide on individual or group projects

The choice of topic should be a combined activity betweenstudents and teachers. This is an ideal opportunity for negotiatedlearning and for the teacher to listen and learn about the interestsand perspectives of the individual students. The topic should beof interest to the students and, of course, educationally valuable.Some consideration of the skills being developed helps to focusthe work.

The teacher needs to be very clear on the following:

1 What attitudes, skills, knowledge (ASK) are likely to bedeveloped by the students who undertake a project on thistopic?

2 Is the topic going to hold the interest and attention of thestudents long enough for successful completion within thegiven time-frame?

3 Will the topic ‘D.R.I.V.E.’, i.e. is it do-able, relevant, interesting,valuable and educational?

4 How will participation in this project contribute to the overallaims and objectives of this subject in TY?

Choice of title ortopic1


Key Question: What do I already know about this topic and what do I needto find out?

� Prior knowledge, e.g. what is already known and understood needs tobe stated

� Designing a set of questions, e.g. before commencing the workstudents should spend some time devising the right questions to set uptheir project investigation. A brain-storming session may be a usefulmethod of highlighting all aspects of the topic.

The approach to the project may be one of the following, or acombination of these:

� Problem solving, e.g. how can energy be conserved in our school?;why are participation rates in sport low in this community?

� Comparative, e.g. comparing schooling in Ireland with schooling inSpain; a teenager’s life in the 1950s with a teenager’s life in the 1990s

� Historical, e.g. changes in popular music since 1960; changes in thestyle of houses since 1920

� Evaluative, e.g. what benefits are to be gained by spending a week ona work experience placement?; why should students participate inTransition Year?

� Practical, e.g. creation of art works or products; production of asculpture based on the theme of family; creating a model home;making key rings, clocks, etc.

Students may also have hypotheses or theories about the topic that mayneed to be tested.


Define the aims ‘It’s just as hard to reach a goal that we haven’t got as it is tocome home from a trip we haven’t been on…’

Key Question: How clearly can I state the aims and learningoutcomes of this project?

It is useful if the student can state clearly the goals/aims ofthe project. It is essential that the teacher is aware of thespecific learning outcomes which s/he thinks this project willbring about.

2

Emphasise for students a step-by-step approach, checked alongthe way by the teacher. The teacher needs to have a clear planfor project management - deciding on classroom and otherlearning strategies and setting out a plan of action.

Key Question: Have I gone through the planning checklist?

� Is the topic ‘do-able’ within the time available and within thestudents’ abilities?

� Will the students work individually or in groups?

� Identify the aims of the projects

� Brainstorm on all aspects of the project

� Decide on the approach to the project

� Allocate duties to each member of the team, if working inteams

� Identify and name the main tasks

� Arrange for record keeping, diary and sequencing of activities

Project planning3


� Decide on method of presentation

� Set realistic timescales for each stage of the project

� Draw up a work plan

� Keep a sharp focus on the interim and final submission dates

Key Question: What are the important stages of the project and whenwill they take place?

The attached Transition Year Project Planning Sheet will assist students to:

- clarify aims and objectives

- pose key questions

- identify sources of information

- allocate responsibilities

- set schedule

- decide on presentation methods

- monitor progress

SSSSoooouuuurrrrcccceeeessss ooooffff IIIInnnnffffoooorrrrmmmmaaaattttiiiioooonnnn

People Place Other

TTTTrrrraaaannnnssssiiiittttiiiioooonnnn YYYYeeeeaaaarrrr PPPPrrrroooojjjjeeeecccctttt PPPPllllaaaannnnnnnniiiinnnngggg SSSShhhheeeeeeeetttt

AAAAIIIIMMMMSSSS� To Make…� To Achieve…� To become…�

�

�

�

KKKKEEEEYYYY QQQQUUUUEEEESSSSTTTTIIIIOOOONNNNSSSS� How will…?� Who is to…?� Where does…?�

�

TTTTaaaasssskkkk SSSScccchhhheeeedddduuuulllleeee RRRReeeessssppppoooonnnnssssiiiibbbbiiiilllliiiittttyyyy

PROJECTTITLE

PPPPrrrreeeesssseeeennnnttttaaaattttiiiioooonnnn MMMMeeeetttthhhhoooodddd

�Visual Art

�Performance Art

�Writte

n

�Video

�Audio Tape

�Computer Disc

�Combination of above

Team Member

Telephone No.



Key Question: Who is responsible for keeping a diary or record ofevents?

The project diary is particularly important for group projects.Each member of the group keeps his/her own diary. The diaryshould include notes on all activities relating to the work, theconduct of investigations, measurement and/or observations andthe systematic recording of information gathered or resultsobtained throughout the duration of the work.

It might also include:

- time spent on the project, both in school and elsewhere

- a list of telephone calls made and places visited

- copies of letters written and replies received

- notes on experiments that might or might not be included inthe final project

- comments by the teacher

- anything unusual

Keeping a diary can be especially useful when students arereflecting on what has been learned from undertaking the project.The diary may also be incorporated into the assessmentprocedure.


Key Question: What sources of information will be used?

What resources will be necessary? Where will those resources befound?

People: Identify family, friends, fellow students, past students,information officers, librarians, social workers, other teachers andany other people from whom you might gather information.

Places: Identify libraries, Youth Information Centres, touristoffices, local authorities, government departments, museums, artgalleries, government offices, businesses, embassies and otherplaces where you might find relevant information.

Resources: In addition to the information gathered, what otherresources will be needed? These might be material or technical innature - paper, posters, coloured pens/markers, display area, taperecorders, videos, computer, telephone, photocopier and perhapspeople with the expertise to use these. Probably time is the mostimportant resource!


Investigation/ResearchMethods

� Survey/interview/questionnaire.

� Fieldwork or study visit

� Letter writing

� Telephone/telephone directory

� Library visit

� Media analysis

� Computer/internet

� Local resources - human and

material

� Case study

Preliminary investigation of primary and secondary materialshould be made to ascertain what resources already exist. Thenselect an appropriate method of investigation and research andinclude same on project planning sheet.

Some of the following methods and sourcesmay then be employed to gather therelevant data:

While this list is neither prescriptive nor exhaustive, TY

teachers should range through it as widely as possible, to

ensure that the student experiences a variety of approaches.

4


As most research projects set out to answer specific questions orilluminate particular subject areas the research is usuallyconducted within a defined area, with definite boundaries to itsfield of study.

Preliminary investigation of existing primary and secondarysources of information may yield sufficient data to proceed withthe inquiry but where this is not the case it may be necessary toconduct a survey to elicit the information at first hand.

Surveys can take two forms: oral surveys and written surveys.

Here the questions are administered by an interviewer and theanswers recorded on an interview sheet which sets out thequestions and provides space to record the answers.

Advantages of this method are that:

(a) most questions will be answered

(b) clarification can be sought and given

(c) it is possible to know that the respondent understood thequestions asked.

Disadvantages of this method include the following:

(a) it is time consuming

(b) social interaction may affect the outcome, e.g. theinterviewer’s appearance, dress, age, gender or mannerismscan influence response

(c) respondents may simply say what they feel will be sociallyacceptable at the time/situation

There are three critical stages to be observed when usingthis technique for information gathering:

- Preparation and organisation

- Conducting/recording the interview

- Collating and presenting the findings

4.1 Survey/Interview/

Questionnaire

(i) Oral Surveys/Interview

The following checklist may be useful when briefingstudents on interview technique:

� Have the aim, scope and scale of interview clearly defined

� Ensure that students carry out a trial interview

� Have a predetermined sampling strategy agreed

� Decide on setting: formal or informal

� Decide on recording technique - written, audio, audio-visual

� Decide on how thorough an analysis of findings is envisaged

� Keep questions simple, intelligible and straightforward

� Avoid long-winded sentences - the beginning is oftenforgotten!

� Do not use emotive or offensive language

� Refrain from using technical or jargon terms

� Avoid vague or ambiguous terms

� Begin with easy, non-controversial issues leading to morecomplex, challenging ones later

� Do not make unreasonable demands on memory

� Avoid leading questions, hypothetical questions, or phrasingtwo questions together

� Group questions into logical sequence, allowing forconversational flow

� Assure the interviewee of anonymity and confidentiality

� Protect sensitive/confidential information

� Acknowledge graciously all respondents, even those whorefuse to respond

� Arrange a second interview if necessary



Using this method, a large number of respondents can becontacted by a lone field researcher, with questionnairesdelivered by hand or by post. This is an ideal method ofgathering information from a group or family or business wherethe questionnaire can be completed at the respondent’sconvenience; it also ensures a greater degree of anonymity.

However, there are many disadvantages to this method ofsurveying; response rate is often poor and the cost of reminderscan be prohibitive; questions may be misinterpreted, left blankor incorrectly completed; the instrument may be flawed fromthe outset to the detriment of the findings; there is no way ofascertaining who filled out the questionnaire. Other less obviousdifficulties might include: literacy, language or confidentialityissues.

Designing a Questionnaire‘A good journalist might find out more than a researcher with a badquestionnaire but he would have greater difficulty in providingevidence for his conclusions’ (Sampling Methods for GeographicalResearch, Dixon and Leach)

When introducing any research the interviewer /researchershould first explain the origin, object and destination of theresearch. Initial questions should be straightforward and relaxing,complexities coming later. It is usual to avoid asking personalquestions (age, occupation, etc) until the end of thequestionnaire, as an indication that their inclusion is merely toclassify sampling rather than inform results. Other features towatch include the following:

(ii) Written Surveys/Self-Administered

Questionnaires


� Pay attention to length and clarity of question

� Questions should flow in logical sequence

� ‘Filter’ questions help avoid unnecessary answering

� Avoid technical or vague terms

� Avoid jargon and colloquial expressions

� Always pilot a sample early in the process

� Give positive and negative aspects equal weighting in orderto avoid bias

� Double negatives should be avoided

� Apologetic wording often invites refusal

� Be sensitive to literacy and numeracy difficulties

� Allow sufficient time to complete, indicating required return date

� Be clear about guaranteeing confidentiality

Strongly disagree 1

Disagree 2

Neutral 3

Agree 4

Strongly agree 5

TYPES OF QUESTIONS

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Closed: Comprehensive categories are given and answer is circled/ticked

Semi-closed: Alternatives are provided with the possibility of new variables being added

Open: Line/space is provided for answer to be written

Ranking/scaling: Responses can be provided either numerically (usually 1-5) or descriptively (Excellent-Poor)

Attitudinal/opinion: Scale of opinion may range from strongly agree to strongly disagree

Filter: May determine that a subset of subsequent questions are irrelevant.


e.g. How old are you? 12 13 14

e.g. When does bullying usually happen?

Before school Between classes

At lunchtime After school

At break time In class

Other (give examples)

e.g. What do you think of bullying?

Ranking: e.g. Please put No. 1 beside the best way to help your friend who is beingbullied; No. 2 beside the next best way, and so on until you have all the choices numbered.

Attitude/Opinion: e.g. Bullying is a serious problem.

Closed:

Semi-closed:

Open:


Factual v Attitudinal Questions

� Factual: These questions are less problematic, provided they are clear

� Attitudinal: Questions can give rise to several difficulties, e.g.- Responses are subjective and may be emotionally biased- People may not have an opinion on particular issues or come up

with one on the spot- People can have conflicting/contradictory opinions- Some people may be afraid/reluctant to express an opinion on

sensitive issues- Opinions expressed may not reflect current/subsequent behaviour

Self-Administered Questionnaires – points to observe

� This is a fast and efficient method of gathering information from a widegeographic area

� People may not take the process seriously

� Respondents have no opportunity to clarify questions

� It has lower response rate than others

� It may exclude/compromise those with literacy problems

Administered Questionnaires – points to observe

� Trains the student in conducting face-to-face surveys

� Elicits higher response rate

� This requires a lot of personnel

� It can be time consuming

� Several attempts/visits may be necessary to catch individuals

� Social interaction may affect answers given, e.g. interviewer’s age,dress, gender, accent, etc

� Facial expressions and body language can affect outcome

� Respondents may simply say what they feel is expected of them

� Anonymity is compromised


Checklist for completing the Survey

� Choose area of interest/research

� Consult existing data /resources

� Define area of need/survey

� Choose survey location and boundaries

� Decide appropriate survey method

� Design questionnaire/interview sheet

� Select question types and phrase questions

� Pilot survey and rephrase or modify, addingprompts if necessary

� Decide sampling method - random, stratifiedrandom, quota sampling

� Distribute survey, issuing reminders ifappropriate

� Arrange coding system and tally sheets

� Check, code and analyse tally sheets

� Present final Report including graphs, charts,statistics


Fieldwork is a particularly effective method of investigation.The essence of good fieldwork involves going out of theclassroom and finding out the facts for oneself; it is all aboutobserving, measuring and recording data in its ownenvironment. It is an interesting and memorable way ofgaining first-hand knowledge of a topic while at the sametime incorporating the skills of activity-based learning.

Good fieldwork should include the following:

1 Title

2 Aims:expressed as

� To investigate

� To examine

� To establish

� To demonstrate

� To test theory

� To experience

� To compare/contrast

� To study

� To survey

� To formulate a hypothesis

3 Objectives: desired learning outcomes and those relating tothe topic.

4 Preparation

5 Gathering and recording information in the field

6 Analysing information in the classroom

4.2 Fieldwork


7 Results and conclusions

8 Presentation of findings

9 Observations/Report on the field trip itself

10 Additional study anticipated as a result

1 Title

2 Aims and Objectives (will depend on particular fieldtrip)

3 Preparation

� Background research of the area being studied

� List and gather all necessary equipment

� Collect relevant maps, plans and photographs

� Prepare base-maps, survey sheets and questionnaires

� Carefully label jars, plastic bags, etc if samples are beingcollected

� Establish right-of-way if relevant

� Seek permission to visit site if necessary

� Arrange transport

� Ask permission from parents and school

� Wear suitable/weatherproof clothing

� Decide working groups and roles

� Learn and observe the ‘Country Code’

Fieldwork10-point plan

28

4 Gathering the information

� Observation

� Measurement

� Recording

� Collecting samples (permission!)

� Sketching

� Taking photographs

� Video recording

� Interviewing

� Identifying, e.g. species or rocks

� Managing equipment

� Map reading/orienteering

5 Recording the information

� Note pad and pen (waterproof preferably)

� Base map

� Booking sheets

� Questionnaires

� Indexes

� Sketches/drawings

� Photographs/video recording

� Rubbings, e.g. leaf, carving, stone


29

6 Analysing the Information

� Usually done back in the classroom

� Most rewarding and most time-consuming

� Sort, sift and select material

� Prioritise most important pieces of information (at least 3)

� Edit written materials/notes

� Sort all the findings

� Make sense of notations, etc.

� Put logical order and sequence to findings

� Carry out sample tests/experiments if relevant

� Spot similarities/differences; ask why so?

� Anything unusual in the results; any anomalies?

7 (a) Results

� Statement of fact, opinion or finding

� Set of figures or graph

� Prove or disprove theory/hypothesis

� Greater awareness of an issue/topic

(b) Conclusions

� Conclusions should make sense of results

� Interpret, evaluate and analyse the results, experiments,observations of the data collected

� Discuss suitability of resources

� Prove or disprove the hypothesis

� Recognise validity/accuracy/bias

� Recognise patterns



� See relationships

� Predict future trends

� Identify future lines of enquiry/investigation

� Propose solutions modifications/opinions

� Reach conclusions based on findings

8 Presentation of fieldwork exercise

� Report

� Completed questionnaire

� Base maps

� Field sketches

� Photographs/video recording

� Tables

� Line graphs

� Bar chart

� Pictogram

� Traffic flow chart

� Pie chart

� Sectional profiles

� Wall chart

� Display, e.g. rock collection/flora collection


9 Fieldwork reportEvery student should be required to write a full report on hisor her fieldwork exercise. This should incorporate all tenstages of the exercise and adequately demonstrate the roleeach individual student played at each stage. Limiting the sizeof the report to for example 500 words is in itself a verygood exercise insofar as it trains the student in efficientreporting as well as good time management. Writing thereport in class within a specific timescale is an excellent formof assessment of any fieldwork exercise and should bejudged against the criterion of the 5 Cs - the report shouldbe Clear, Concise, Consistent, Coherent, and Complete.

10 Evaluation/additional observationsAs with all experiential activities, the greatest learningexperiences can often emerge during reflective evaluation ofthe event itself. Students should be encouraged to criticallyanalyse all stages of the fieldwork exercise, commenting onthe effectiveness of their planning and preparation andsuggesting ways in which this might have been donedifferently.

Use of equipment in the field, new skills and competencesdeveloped, and new discoveries made, should all form partof the evaluative process. Finally, the students should beencouraged to identify at this stage the potential of thisexercise as a focus for further study.


4.3 LetterWriting

When writing away for information students should observe thefollowing guidelines:

� Give name, address, age, class and school

� State clearly the specific information required, its purpose and thedate on which it is needed

� Avoid vague or general requests - try accurate referencing

� Address the letter to the appropriate person/sector in anorganisation

� Include a stamped self-addressed envelope

� Original letter may be photocopied and sent to many differentorganisations

� File all replies/correspondence in chronological order as received


4.4 UsingTelephone/

Telephone Directory

� Permission to use the phone (home or school) should be amandatory prerequisite

� Students should learn how to use the Telephone Directory andthe Golden Pages including the new Business Listings and howto access Directory Enquiries

� Before making the phone-call, students write out main pointsthey wish to make/ questions they may wish to ask. Keep penand paper at the ready at all times

� Introduce oneself in a clear distinct voice - name, school, class,and other relevant information

� Explain purpose of phone call, stating clearly the informationrequired

� If recording the information by tape-recorder seek permissionto do so

� Note carefully at the time all information received - seekclarification where necessary

� Keep conversation to the point - if the person cannot be ofassistance find out who can

� Thank the person for all assistance/information received, sayinga gracious ‘Goodbye’ at the end

� Always replace receiver gently


4.5 Library Visit “A key skill for all young people should be the effective use of alibrary and this is indeed a particularly appropriate module ofstudy for Transition Year students” (Information Studies, 1998, P.Wroe pp39).

� Write to local library or if necessary the National Library forany guides to sources available on the chosen topic/title of theproject

� Visit local library to become familiar with its layout

� Note that a library contains two basic sections - Fiction andNon-Fiction. There are also many sub-sections with the titlesclearly shown

� Study the numbering system - The Dewey System - used inlibraries

� If you know the title of a book, use the Dewey System to locateit. Reference books may not be removed

� If only the author is known ask the librarian for the authorcatalogue where the title can be found and locate the book onthe appropriate shelf

� Use cross-reference cards to locate information on topics notlisted

� For information on people check biographies, autobiographies,biographical dictionaries and encyclopaedias

� From the beginning of the project list every book consulted inorder to compile a bibliography

� Become familiar with the different methods of referencing andcompiling a bibliography

� Always return books on time and in good order


4.6 MediaAnalysis

Content analysis is a methodology used to gather usefulinformation through a study of the contents of any of the massmedia. It is designed to produce an objective measurableaccount of the content of a message. It works throughidentifying and counting chosen units in a piece ofcommunication. For example, if I read through the sportssection of a daily paper any day of the week I will find thatphotographs of men outnumber those of women by at least2:1 - that is an example of content analysis. Students learn thatcontent analysis can be an effective method of gatheringinformation on the subjective, selective way in which we oftenreceive messages - we may feel that women are under-represented on our sports pages but content analysis enablesus to conduct a realistic check on this.

When researching project topics of a sensitive or subjectivenature, students are often coloured in their judgements byhearsay/individual experiences of bias or prejudice - patternsthat have often been absorbed gradually and imperceptiblyover a period of time. According to the Americancommunication researcher George Gerbner, the importantcharacteristics of the media are the patterns that underlie thewhole output, not individual pages of a newspaper orindividual programmes on television. In training our youngpeople to conduct a critical content analysis we are alsotraining them to recognise their own relationship with themedia and its ability to cultivate attitudes and values in ourculture.

Content analysis enables students to reveal the valuesembedded in the media system of a culture while at the sametime it develops critical thinking skills.

Some steps to follow when conducting content analysis

� Scan the article once to get an overview of the subject

� Read the article, underlining where same/similar words/phrases occur

� Write out the words/phrases and note how frequently they occur

� See what aspects of a topic are mentioned more than others

� Read the article again, paying particular attention to those aspects

� Focusing on those aspects, now describe what you have found

TV, video and film etc. can also be very relevant at the research andpresentation stages of project work. Relevance to the topic should be akey consideration. Students’ own familiarity with popular media,particularly TV and film, can be harnessed effectively in getting a clearfocus on an issue and in increasing student motivation.

From the teacher’s point of view, posing the question is often critical e.g.

Can you think of a film which addresses this topic?

Is there any TV programme which touches on an issue like this?

If you were to represent this topic with a single image or photograph,what might it be?

If we as a class were to make a short video on this topic, what would weinclude?

In terms of research skills, going through video libraries or data-bases canbe very useful activities as students develop a familiarity with sorting andclassification systems.



Information and communications technology (ICT) is transformingour lives, including the way projects are executed. CD-ROMs andthe Internet offer wonderful possibilities in terms of accessingdata. Indeed, so great is the information frequently generatedthrough a typical ‘search engine’ that the average TY student is indanger of being overwhelmed by the volume. The skill ofdiscerning what is relevant to a project is one which takes time todevelop. The temptation for students is to download hugequantities of information in an uncritical way. The teacher can playa crucial role in guiding students towards good use of computers,CDs and the Internet. Some of the following points may help:

� Emphasise the positive value of ICT in researching andpresenting projects;

� Point out the dangers of information overload;

� Highlight ‘relevant’ information; if possible the teacher shoulddirect students towards relevant websites and other resources.See, for example, A Taste of Science and Technology in TransitionYear, edited by Eileen Goold of the Institute of Technology,Tallaght produced by the TAPS project as an example ofselected website addresses.

� Emphasise the importance of leaving things out, of précis, ofgood editing

� Be clear on assessment criteria e.g. ‘in your own words’ beingvalued and rewarded over material which is downloadeddirectly from Encarta, websites, etc. (While this is wortharticulating frequently, in practice, it is not always that easy tocheck thoroughly)

4.7 Computer/Internet

When conducting research students often mistakenly believe thatthe best sources and resources are those which cost the most ortravel the farthest when in fact local resources are usually themost appropriate starting-point for any investigation. Encouragestudents to recognise the potential of the following resources:

Human resources

� Parents, relatives, friends, teachers, neighbours

� People with specific local knowledge of their topic - ‘Experts’

� Librarian, historian, politician, reporter, activist, conservationist,etc

� Producers and consumers

Organisations

� Information centres, e.g.Youth Information Centres, CitizenInformation Bureau

� Societies, e.g. St Vincent de Paul, historical societies

� Associations and clubs, e.g. archaeological, writers

� Libraries and museums

� University theses, research reports

� Press agencies

� Tourist information offices

Material resources

� Books, papers, letters, magazines, posters, cartoons,documents, stamps, encyclopaedia, dictionaries, atlases, maps,micro-film

� Radio, television, records/songs/ballads, videos, computers,internet, video-conferencing


4.8 LocalResources -

Human and Material


4.9 Case Study When initiating a particular investigation or line of enquiry thestudent can be greatly informed by reading a case study of asimilar situation or issue. The case study materials not onlypresent the student with the many options available from aresearch and presentation point of view but also allow valuableinsight into issue evaluation. Appropriate case studies may beaccessed through libraries, newspapers, local publications orrecords.

40

Having collected all the information, the real sorting and sifting must nowbegin, and the very difficult task of discarding material which appearedrelevant at the outset but is no longer so.

� Care must to taken to ensure that all honest endeavour is honouredand recognised

� Records of all materials/sources should be carefully filed and stored forfuture reference

� Ensure all reference materials include: title, author, page number,articles, date, and edition

� Give guidelines on how many up-to-date reference books, periodicals,journals, magazines and newspapers each may use

� Survey and questionnaire responses must be transferred to tallysheets, using proper coding

� A coding frame for attitudinal questions must be devised

� All samples/data collected must be submitted for sorting and analysis

� Working individually or in groups, students submit their fact cardsusing at least three sources

� Return fact cards to them - they must now sort them, discardduplicates and arrange them in the order in which they propose towrite them up

� Some of the data collected may require further analysis or laboratorytesting - this process should start now, using the most appropriatemethodology

� At each stage of this process, refer back to original aims


Processing/Analysing

the Information5

41

Key Question: Do the findings reflect the aims or hypothesis?

Results:

� There should be a reasonably good match betweenproject results and objectives

� Results can be factual - if so they should be clearly stated

� Results can be a set of figures

� Results can be a stated opinion or finding

� Results can be shown graphically - line-graph, bar-chart,pie-chart, flow-chart, etc.

Conclusions:

Conclusions should demonstrate an ability to:

� make sense of the results

� analyse and synthesise

� identify patterns and relationships

� note differences

� make suggestions, generalisations and recommendations

� express opinions

� propose solutions

� draw conclusions

� propose modifications

� identify future lines of enquiry

� recognise validity, accuracy and bias


Results andConclusions6


Presentation7Key Question: What is the best way to communicate about this project?

Having gathered data, sifted through it, selected what’s relevant andarrived at some conclusions, there is a wide variety of possibilities abouthow this might be presented. Finding the most appropriate and effectiveways - which can be executed in a reasonable time and at reasonable cost- demands reflection.


Types of Presentation

Traditional: Written report: scrap book, essay/document, folder, poem

Wall display: Charts, posters, collage

Audio presentation: Make it like a 15-minute radio documentary

Video presentation: News report, documentary, interview, feature

Oral presentation: Debate, lecture, speech, poetry recital, commentary

Electronic presentation: This could take the form of a Powerpoint presentation,or a multimedia presentation using HyperStudio packageor a related software, and stored on a CD-ROM

Drama: Effective for issues of moral dilemmas, consequences of social behaviour, etc

Simulations: Role-play, trial, public meeting, parliamentary debate, oral hearing

Newspaper: School magazine, newsletter, cartoon strip, fliers

Parents’ night: Display, exhibition and performances

Set up organisation in school: Especially relevant to projects in areas such ashuman rights and environmental topics.


� Title page: Title, author, date

� Contents: Table of contents

� Summary: What the report is about

� Introduction: Task, methodology

� Report: Details, results, findings

� Conclusions: Drawn from the report

� Appendix: Questionnaires, graphs

� Bibliography: Books, magazines, etc.

A cover letter may be needed to accompany a written report. Usethe 5Ws (Who, What, Where, When and Why) to write this.

� Make as readable as possible

� Summarise main points on wallchart with background informationon files

� Place text in sections and sub-sections

� Break up text with pictures, drawings, graphs

� Use good quality paper/ suitable print size/colour

� Create visual impact and organisation

� Material should be logical and sequential

� There should be coherence between sections

� Ensure natural flow of information

� Make a careful selection of material for display

� Place wall charts in area that is accessible/visible

7.1 Written report

7.2 Document or essay

7.3 Wall charts


7.4 Audio-visualpresentation

� Use good quality equipment, in good working order

� Ensure that necessary plugs/batteries are available

� Provide clear overheads/ spare bulb if using an overheadprojector

� Make content varied and relevant

� Blend interviewing, music, narration

� Provide good quality sound and visuals

� Become familiar with equipment

� Position the projector and screen in advance

� This can be in the form of debate, lecture, discussion, speech,poem

� It should be related to stated aims and objectives

� Provide relevant information only

� Time the presentation beforehand

� Present material in a clear, logical manner

� Ensure natural flow of information

� Have good tone of voice, diction, stance, eye contact

� Debate - be ready for refutation/rebuttal

� Any audio-visual aids?

7.5 Oralpresentation

46

� Useful for presentation of emotive issues

� Be careful of ‘poetic licence’

� Conflict-of-interest issues can be dealt with

� Carefully brief and de-brief students

� Multiplicity of ideas can be presented in logical structured manner

� Cultivates active learning

� Trains the student in facilitation skills

� Promotes active listening

� Helps develop conflict management skills as well as decision-making skills

� Allows conflicting viewpoints to be aired

� Students find it particularly satisfying them simulations aredone well

(See also the companion resource in this series entitled ROLE-PLAY)


7.6 Role-play/simulations


Report writing is probably one of the most neglected but criticallyimportant parts of project work. It can be viewed from threediffering perspectives :

� As part of presentation process a report is prepared; initialreports should be verbal, with students using their notes/cardsas cues for their report.

� As part of the assessment process students may be requiredto write a 200-word report in a class period, outlining theircontribution to and involvement in all stages of the project.This work would be unprepared and should be completed onan individual basis for validity.

� As part of skills training, report writing would rank as a keyarea. Students should be familiar with the 5Cs of reportwriting:

Correct: Facts, figures, data should be correct.

Clear: Words and language should be clear and unambiguous.

Concise: Use only relevant information and language.

Coherent: Everything should be organised and written inlogical order.

Complete: All relevant material should be included.

Report Writing8


Key Question: What should be included in a written report?

1 Title page Title, author, date

2 Contents Table of contents for a long report

3 Introduction Briefly state what the report is about.What was the task/problem?How was it completed/resolved?What exactly was done (methodology)?

4 Report This is the detailed part of the project orreport. Contains the important informationand results

5 Conclusions Comments on and gives meaning to no. 4

6 Appendices Any additional information, e.g.questionnaire used, graphs, assessmentsheets, tally sheets

7 Bibliography Includes all the references you havequoted, plus the sources you haveresearched but have not used. Thisalphabetical list should name the authorwith the title of the book, followed by thepublisher and the year of publication. Inthe case of articles which appear injournals, newspapers, etc. underline thetitle of the series in which the articleappears. Whichever method of referencingis chosen it should be consistentthroughout - never mix referencingsystems

8 Acknowledgements Identifies and acknowledges all otherresources used including people, place andthings


Key Question: How will the evidence of work done and presented berated and communicated to the student in order tosupport and affirm learning?

It is vitally important that teacher and students are clear from theoutset about the criteria that will be used to assess the project. Fromthe teacher’s viewpoint the assessment method chosen should reflectthe learning outcomes being aimed at. So, for example, if thedevelopment of oral communication skills and self-confidence areimportant objectives, then the bulk of the assessment might be in theform of an oral presentation or interview.

Giving students a marking scheme or a project assessment sheet inadvance can help clarify what is required and make it easier tounderstand why one project gets a grade ‘A’ while another doesn’t.

The following are some examples of criteria that might be used in theassessment of project work:

Attitude: Evidence of enthusiasm, diligence, application andperseverance

Strategies: Ability to describe aims, plan stages, design investigations,observe, measure, record and organise

Reasoning: Knowledge and understanding of work in a logical andcoherent way; ability to interpret and explain data

Results and conclusion: Ability to record and analyse trends,relationships and patterns in collected data

Application: Ability to apply the knowledge gained to new andunfamiliar areas.

Assessmentof Project9


Assessment should be an integral part of the work. Inproject work, it is often necessary and appropriate to assessas the work is on-going. One suggestion is that at the keystages the teacher ensures that each project is seen andsome comments and/or marks recorded.

Questions for students about project assessment

1 Can I state in one sentence how this project will be assessed?

2 Do I know when it will be assessed?

3 Do I know/ am I clear on what the teacher is looking for?

4 Is my personal development (interest, initiative, effort) being assessed aswell as the content of the project?

5 Will this project be part of my TY portfolio of work?

6 Will this project count for end-of-year certification in TY?


Aim (5 marks)

Methodology (5 marks)

Development of theme (10 marks)

Conclusion (5 marks)

Presentation (5 marks)

Initiative and originality (10 marks)

3 = Excellent 2 = Good 1 = Weak n/a = Not applicable

� Clear aims � Evidence of research

� Methodologies used � Investigation

� Development of theme � Accuracy of data

� Original work � Evidence of understanding

� Teamwork � Initiative

� Presentation � Results/conclusions

� References

Add up total and divide by number of criteria to find average andthen grade accordingly.

An example of student self-assessmentIf asked to award marks for this project I would award thefollowing:(out of 10)

� Clear aims

� Plan of action - project management

� Teamwork

� Level of work

� Outcome/ end result

(i)

(ii)

(iii)

The following are some sample markingschemes for project work.


(iv)


Key Question: How well did this project meet the learning aims of thecourse?

While the teacher needs to ask this question, it can be very useful toalso involve the students in an honest appraisal of the overall activities.

Teachers might evaluate project work under the following:

� Aims achieved - if not, why not

� Desired learning outcomes - evidence of success or failure

� Most successful teaching/learning strategies

� Any unexpected/surprising outcomes

� Suggestions for future development

Students’ evaluation of their participation might include thefollowing:

� Why they chose this topic, and if choice was worthwhile

� Skills they have developed and how these skills might transfer inother situations

� Difficulties encountered and strategies deployed to overcome them

� Judgements they have made

� New knowledge acquired

� Attitudinal responses developed or changed

� How they performed as a team/group

� How they dealt with responsibility/conflict.

For more specific Evaluation sheets see Transition YearProgramme Resource Material Section 5.

10Evaluation


Suggestion

Taking photographs of students’ project work can be very useful:

� for including in students’ folders or portfolios

� for including in exhibitions and displays

� for indicating to parents and others the work done in TY

� as reference for the following year’s group of students

� as a personal and professional reminder to the teacher of goodwork done

� for including in school magazines, newspapers, yearbooks

Projects involving a design brief are most appropriate forstudents in the practical and technology classroom, andconsist of individual students compiling their own designbrief or plan of action in response to a particular stimulusor need and bringing that design/plan to fruition; or it mayrequire the student to simply respond to a pre-prepareddesign brief and involve mostly practical work.

This type of project is most appropriately used in HomeEconomics, Technical Graphics, Wood Technology,Engineering, Art, Craft & Design, or Mini-company classes.

Here we will explore three possible approaches to ‘DesignBrief’ projects

(i) Plan of action approach

(ii) Given Design Brief

(iii) Problem solving approach

The A.I.D.S.P. method can be used here: Analyse, Identify, Decide,Select, Prepare.

� Analyse the situation. Read brief and list all brief options. Givereasons for each option and some explanation of the options

� Identify the constraints. Write out all the constraints and explainin detail how each will affect the decision. Explain how theconstraints were established

� Decide which constraints to take account of and explain why youchoose those

� Select practical tasks. Make a list of the tasks chosen, givingreasons for choice including detailed costings

� Prepare a work sequence. Give the order of work, with reasons.List resources available/ required including equipment, notforgetting alternatives! Give timescale

Part 3 ‘Design Brief’ Projects


1 Plan of ActionApproach


This following simple example from a Home Economics teacherserves to illustrate this approach

THE BRIEF: Your mum’s fortieth birthday is next month and you wantto mark the event with a special surprise. Design and plan a course ofaction.

Analyse the situation

� It’s my mum’s birthday

� She’ll be 40

� What skills do I have?

� What kind of things does my mum like?

� What are her hobbies or interests?

� Will I make a gift?

� Will I make a meal?

� Will I make a birthday cake?

� Will I do all three?

� How long can I spend doing this?

Identify the constraints

� I’m not very good with my hands

� I can only spend £10 in total

� There’s only a month till her birthday

� I want it to be a surprise so I must be able to do it on my own,without her help


Decide what to take account of

� She’ll be 40 ... it only happens once!

� I have only £10

� I want it to be a surprise

� She loves gardening and music

Select practical tasks

� Make a birthday cake

� Make a CD rack for her music collection

� Make a birthday card with pressed flowers on the front

Prepare a work sequence

� Pick and press the flowers

� Make the birthday card

� Make the CD rack

� Make the cake

� Decorate the cake

� Give everything to her on her birthday

If the students learn to follow those simple steps each time theyhave to plan a course of action, they can readily move forward tomore difficult problem-solving activities later on. This process ofsolving real-life problems proceeds hand-in-and with developingpersonal growth in the student and contributes to thedevelopment of qualities such as self-reliance, self-confidence,resourcefulness and initiative.


1 Brief: Design and make a bird feeder that will only be accessible tobirds. It must have some form of decoration.

2 Investigation: It must not be accessible, it must be strong, it must haveno sharp edges. How will it be fixed to the wall? What materials will Iuse?

3 Ideas: Preliminary studies/ simple sketches/ drawings/ notes

4 Develop ideas: Select best idea and reasons for choosing it. Need todevelop idea further. Exploration of materials/methods. Development ofdesign

5 Working drawings: These will contain all the information required tocomplete our project. Detailed plan of action now required includingtimescale/deadlines

6 Make: This stage is sometimes called realisation and involves executionand production

7 Test: Evaluation and testing is one of the most important elements ofthe design process and may result in modifications to design or plan

8 Final presentation

II Given Design Brief


The following model outlines the steps to designing explainedabove and the methods of communication employed at eachstage. This approach correctly emphasises the solving ofpractical problems in everyday life and can be used withstudents who have already mastered the more simplifiedmodels outlined above (see Transition Year Resource Materials– Teaching and Learning 7).

This type of project involves the students being presented witha design brief that states a problem they have to solve; infollowing the route to a solution they must also highlight theimpact of technology on approaches to problem-solving today.

III Problem-solvingapproach


PROCEDURE COMMUNICATIONS

Issue - situation that contains Written statementa problem Newspaper article

ReportVideo clip

Identify problem. DiscussionNotesNegotiated learning.

Prepare a brief. Written

Investigate. DiscussionResearchGraphics/ SketchesNotes.

Propose ideas/solutions. Graphics/sketchesNotesProposals.

Technological solutions. Computer-Aided Design (CAD)Computer graphicsNotes.

Schematic drawings. DrawingsProduction Plan. CAD.

Model/prototype. Craft and materialsComputer-aided manufacture (CAM)

Construction. Craft and materialsCAM.

Test/Evaluation DiscussionDecision makingWritten.

Possible communication activities at varying stagesof a problem-solving project


Evaluation ofDesign Brief

Projects

Consider:

(i) Was the AIDSP followed?

(ii) How well was the project planned - how muchdetail and explanation?

(iii) How many practical tasks and constraints wereidentified and dealt with?

(iv) What skills were developed? How complexwere the skills/variety of skills?

(v) Did the finished product satisfy the statedrequirements of the design brief?

(vi) Was the finished product accompanied by allresearch materials?

Assessment ofDesign Brief Projects

See sample assessment sheets in part 2.

As the name suggests action projects involvestudents in taking some specific actions as acomponent of an educational investigation. Typically,action projects engage students beyond textbooks,library research and data gathering.


Part 4 Action Projects

In Transition Year, action projects are particularly effective indeveloping students’ social awareness. For example,classroom discussion and debate about refugees, old people,people with disabilities can bring about a certain amount ofsocial awareness. Involving students in an activity whichbrings them into meaningful contact can accelerate andconsolidate learning. This might include:

� students inviting visitors to the classroom

� students providing a child-minding service to the parentsof a disabled child to allow them do the weekly shopping

� students assisting in the maintenance of an old person’sgarden

� students conducting an awareness campaign within theschool e.g. bicycle safety

� students campaigning on an issue beyond the school e.g.abolition of 3rd world debt

� students supporting the learning of younger students e.g.accelerated reading programmes, homework clubs

Action projects with an environmental focus are alsoeffective and relatively easy to implement. Cleaning up partsof the school grounds, local waterways or eyesores tend tobe popular as do general anti-litter campaigns.

Value of ActionProjects

The benefits to students include:

� action projects tend to engage students’ attention

� getting beyond the classroom usually involves new learningexperiences

� action taken usually has visible effects, thus supportingoverall motivation for learning

� the knowledge gained by the student through action isvery liked to be ‘owned’ by the student

� action projects will provide students with opportunities topractise and develop particular skills

� the experience becomes a useful, relevant andpersonalised reference point for future classroom work

� action projects allow teachers draw attention to the rangeof intelligences which need to be applied if a project is tobe completed successfully


Benefits tostudents


Action projects provide students with opportunities to practise anddevelop particular skills.e.g.

Skills developed

� writing letters

� making telephone calls

� sending faxes

� communicating bye-mail

� designing a survey

� meeting people for thefirst time

� interviewing people

� listening

� observing data

� working as part of ateam

� gathering data

� sorting and collating data

� analysing data

� decision making

� campaign planning

� taking action

� presenting data

� reflection

� discussion

� fundraising


� Before taking action, preparation is vital. The teacher needs tobe clear on what learning outcomes are desired. Ideally, anyactivity involving interaction with members of the publicshould be rehearsed in some way beforehand within theschool. Students need to be very clear on the learningpurposes of the activity. Their doubts and uncertainties aboutthe activity need to be listened to beforehand

� Listening to students’ own experiences of other actionprojects, e.g. CSPE for Junior Certificate can provide usefulpointers for projects

� While projects should be challenging, they should also becapable of completion within a realistic timescale. Sometimesaction projects collapse because they were too ambitious inthe first place

� Think in terms of planning, preparation, action, de-briefing andevaluation. De-briefing can be critically important in assistingstudents clarify much of what can be learned from doingaction projects

� Some form of reporting - oral, written, drama etc. - can bringclosure to such projects

� Think 80:20! With many projects 80% of the work can bedone relatively quickly, even in 20% of the time. The realhassle comes when the final 20% takes ages, even up to 80%of the total time

� Health and safety issues need to be addressed in relation toactivities outside the classroom

Points to consider

Action projects can be seen in Key Stages similar to thoseoutlined already for Research Projects

1. Deciding on the project. With individual or group it is alwaysdesirable that topics are arrived at through a process of classdiscussion. The teacher plays a vital role in leading the discussion,helping students see both merits and difficulties associated withparticular topics. What, initially, might appear attractive, cansometimes turn out to be very hard to execute. Generalencouragement tempered with realism is needed at this stage.

2. Stating the purpose - learning outcomes - of the actionproject. This is vital. All too often students take partenthusiastically in an action but are not clear on why they aredoing. The learning goals need to be well understood by thestudents. This can be especially important if the project ‘goeswrong’ i.e. doesn’t turn out as expected. This can happen and yetthe learning objectives can still be achieved.

3. Planning the action. With action projects undertaken byindividual students, drawing up checklists of what is needed atvarious stages of the action can be very helpful. With groupprojects the allocation of tasks to everyone (individually or insmall groups) needs careful monitoring. One of the main hazardsrelates to trying to distribute the workload with some evenness.

4. Taking the action. If this is planned for a particular time andplace, the teacher can be well positioned to ensure that everyoneis present and correct and that the action is taken. The checklists- materials needed, tasks to be performed, etc - drawn up at theplanning stage take on a practical relevance here.


Key Stages


5. Reviewing the action. As with stage 1, this can be veryeffective when it takes place within a full class discussion. Fromthe teacher’s point of view, the emphasis should be on ‘what hasbeen learned’ and ‘what I might do differently next time’. Thus,so called ‘mistakes’ can be very beneficial e.g. someone didn’tturn up; the data discovered turns out different from originallyexpected; an individual adult was dismissive; the action‘backfired’.

6. Drawing up a report on the action and making apresentation. Following some reflection, each student needs tocompile an individual report (even if the project is a group one) aseach person’s experience is unique. The teacher might outlineguidelines for a common structure for such reporting. e.g. nomore than 10 pages, headings linked to sections 1-4 above, use ofvisuals etc. Some form of oral presentation by the student aboutthe action project can be hugely beneficial.

7. Assessment. As with all project work, students deservemeaningful feedback. The student who gets an ‘A’ should be clearon why this grade has been awarded, as should be the studentwho’s project is awarded a ‘D’. Setting out assessment criteria inadvance not only contributes to the sense of fairness but can alsohelp the student structure the project.

8. Evaluation. Everything can be improved. Student feedback onthe process of the action project can be helpful for futureplanning. Honest self-evaluation by the teacher can also be amajor contributor to improvement for the next set of actionprojects.

Choosing the Topic: Not relevant, too broad, beyond student’sconceptual ability, too difficult, lack of relevant resources, too manystudents requiring the same resource, uninteresting, lack of studentinput at planning stage.

Aims/Outcomes: Unclear aims, desired outcomes not stated, poorinstructions given, not sure whether results are to be quantitative orqualitative.

Planning: Unclear whether individual or collaboratives, duties notproperly allocated, poor record keeping, interim or final deadlinesmissed, stages/tasks not properly explained, logistics not thought out,presentation details not planned, bad timing, resource requirementsnot stated, bibliography neglected, too many projects at the same time,no staggering of deadlines.

Research: Use of only one resource, use of only one type of resource,sources not noted or acknowledged, students’ inability to accessinformation, poor recording techniques, no background reading, poornote taking, no training in survey or interview skills, evidence notcategorised, inaccurate quotations, plagiarism, poorly craftedquestionnaires, lack of balance in research, bias, inadequate social skills,expecting others to do the work for them, poorly stated requests orover-stated requests to social agencies, being over-directive in aninterview, inability to use a library, anonymity/confidentiality nothonoured, interview transcripts not preserved, no project diary kept.


Part 5 Project Work Pitfalls –Avoid them!


Presentation: Insufficient time to adequately collate andprepare, eleventh-hour preparation, often too narrow in focus,too limited and written based, too much photocopying, too muchtranscription, failure to take literacy levels into account, sourcesunacknowledged, over-reliance on one source/medium, no clearfocus, no flow of information, lacking visual impact, lack ofsequencing and coherence, results and conclusions not related tooriginal aim, no acknowledgements/bibliography, lack of reportwriting skills, tables/statistics/figures/titles garbled, no timeallowed for review/rewriting, failure to provide an audience.

Assessment: Assessment procedures not clearly stated at theoutset, no assessment at all, over-influenced by presentation,evidence of original research, accuracy of data, evidence ofteamwork, initiative, failure to reward process and effort, beingtoo subjective, validity/accuracy not checked.

Evaluation: Different to assessment, was the exerciseworthwhile? were desired learning outcomes achieved? weretechniques used appropriate? limitations of time/access andexpertise, inappropriate instruments used, insufficientopinions/perspectives sought, evidence not recorded for futurereference.


Part 6 Useful Resources

Transition Year Programme Resource Material 1994-1995.Compiled by Eileen Doyle, Mary Ann Halton, Gerry Jeffers,Mary Keane and Dermot Quish.

Transition Year Programmes, Guidelines for Schools,Department of Education.

Writing the Transition Year Programme.Transition Year Curriculum Support Service.

Information Studies, by Patricia Wroe with Eilís Humphreys,Julie Kelleher, Anne Lannon and Peter O’Brien.Transition Year Support Team/Dún Laoghaire Youth Information Centre,1998.

In Search of Europe,Resource Material for a TY module,European Commission and the Department of Education,Dublin 1996.

The above resources are available from theTransition Year Curriculum Support Service.

Experiential Learning in the Classroom, Students Managing Learning inTransition Year, 35 minute video produced by the TYST and theLaois Education Centre, 1998.

A Guide to Student-Centred Learning,Donna Brandes and Paul Ginnis, Stanley Thornes.

Active Learning – 101 strategies to teach any subject.Mel Silberman, Longwood Division, Allyn and Bacon.

Developing Facilitation Skills,Patricia Prenderville,Combat Poverty Agency, Dublin.

Doing Your Own Research,Eileen Kane, Marion Boyars Publishers Ltd.

Doing Your Research Project,L. Judith Bell, Open University Press.

Equality in Education,Chapter 8, Essays on School by Kathleen Lynch andAnne Lodge, Gill and MacMillan.

Fieldwork Firsthand, Peter Glynn, Crakehill Press.


Field Studies in History, Deirdre Gogarty, Stephen Jordan,Peter Sobolewski, History Teachers Association of Ireland,Dublin Branch, Blackrock Education Centre, 1995.

Questionnaires and Interviews in Geographical Research,C J Dixon/Bridget Leach, GEO Books.

Sampling Methods for Geographical Research,C J Dixon/Bridget Leach, GEO Books.

“So You Want to Do Research”,A Guide for Teachers on how to formulate Research Questions.Ian Lewis/Pamela Munn 1987.

Studying Your Local Area, Ray Judd, Combat Poverty Agency.

Using Observations in Small Scale Research,Mary Simpson/Jennifer Tuscon,Scottish Council for Research in Education 1995.

Using Questionnaires in Small Scale Research,Pamela Munn/Eric Driver;Scottish Council for Research in Education.

Using Semi-Structured Interviews in Small Scale Research,Eric Driver 1995,Scottish Council for Research in Education.

Yes, You Do Count,A teaching programme on human rights, Teacher’s Book and Student’sWorksheets, Maura Ward PBVM, Churches Peace EducationProgramme, 1995, available through Irish Commission for Justice andPeace, Dublin or Irish Council of Churches, Belfast.


Documents

Project Work - PDST Work Booklet.pdf · • drama in education exercises ... promote the development of multiple intelligences help to develop a wide variety of skills ... Project