Group Project: Introduction, Description, Concept and Other Details

1. Group Project
Work:
An Overview
Vinod Kumar Kanvaria
University of Delhi
vinodpr111@gmail.com
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2. What is Project Method ?
An educational method where
students working individually or
in small groups analyze and
develop ”real-life” problem or
tackle a present day theme within
a preset time limit, working
independently and with the
division of tasks clearly defined.
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3. PRELIMINARY
One of the standard teaching-learning methods.
Generally considered a means by which students
can:
 develop independence and responsibility
 practice social and democratic modes of
behavior.
The project method is a genuine product of the
American progressive education movement.
Whenever constructivist concepts, inquiry-based
learning, problem-solving, and design are
discussed in education, the "project" is
considered to be one of the best and most
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appropriate methods of teaching.

4. Preliminary continued
 When a group of students successfully
complete a project, they demonstrate
the information learned and the ability
to complete a group of skills.
 Criterion-referenced assessments help
to eliminate competition and may
improve cooperation.
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5. HISTORY OF PROJECT METHOD
 Method of choice since the dawn of
civilization
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 590-1765: The beginnings of project work at
architectural schools in Europe.
 1765-1880: The project as a regular teaching
method and its transplantation to America.
 1880-1915: Work on projects in manual training
and in general public schools.
 1915-1965: Redefinition of the project method and
its transplantation from America back to Europe.
 1965-today: Rediscovery of the project idea and
the third wave of its international dissemination. 5

6. HOW DOES PROJECT METHOD
FIT IN MODERN EDUCATION?
Learning Principle Project Method
• We learn best when we • Must know, to do.
are ready to learn.
• Learning is enhanced with • Practice and
use. application are
requirements.
• We learn best when new • Direct project selected is
knowledge is useful and based on immediate
beneficial. need.
• Successful learning • The complexity of the
stimulates more projects increases.
learning
If a person only knows how and not why, they will
seldom advance above skilled labor.
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7. Characteristics of a Group Learner
1. Chooses appropriate
materials
2. Plans procedures
3. Lays out work
4. Selects methods
5. Selects ‘best’ tools and All are
equipment components of
6. Displays required level of project
skills to use tools and method.
materials
7. Analyzes and solves
problems
8. Is able to adapt to change
9. Follows written and oral
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directions

8. FIVE CHARACTERISTICS OF
GOOD PROJECTS
1. Identifiable educational objectives
2. Clearly defined
3. Appropriate in scope and difficulty for
the abilities of the student
4. Related to student needs
5. Challenging
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9. Project Evaluation
 If students complete projects as part of the
curriculum--they must be evaluated.
 Many teachers do not use the project method
because they don’t want to spend the time that it
takes to select, supervise construction and
evaluate projects.
 Evaluation should be criterion referenced.
 Reduces subjectivity
 Evaluations are more consistent.
 Removes personality conflicts
9  Can develop a common evaluation for different
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types and scale of projects.

10. CRITERION REFERENCED EVALUATION
"An assessment where an individual's performance
is compared to a specific learning objective or
performance standard and not to the performance
of other students.
Criterion-referenced assessment tells us how well
students are performing on specific goals or
standards rather than just telling how their
performance compares to a norm group of
students nationally or locally.
In criterion-referenced assessments, it is possible
that none, or all, of the examinees will reach a
particular goal or performance standard.”
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11. Using Criterion Referenced
Evaluation with Project
Method
Critical aspects Project Method
(1) Goal/task analysis: (1) Problem project will solve.
identify what needs to be Educationally and physically
learned,
(2) Performance objectives -- exact (2) Determine individual
specification of the outcomes to performance in comparison to
a standard or criterion.
be accomplished and how they  Accuracy of dimensions
are to be evaluated (the  Quality of paint
 Supporting documentation
criterion).
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12. ADVANTAGES OF PROJECT METHOD
Opportunity to learn skills that are important
for jobs.
Provides an opportunity for individuals to
use their hands.
Completion of the project gives individuals
an accomplishment.
Stimulates an interest in Agricultural
Mechanics.
Adds variety to a program.
Provides immediate results.
12
Advertises the work of the
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13. WHAT DIFFICULTIES ARE
FACED BY STUDENTS
WITHIN GROUP PROJECTS?
What can be found from
interview excerpts?
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14. Group project is an Integrated
and a little bit of Rigorous
Strategy
It is multidimensional !
In a project students are faced with:
 An academic problem
(cognitive / problem solving)
 Organisation & management of a big
task (managerial)
 Organisation & management of a
team
(team work / leadership)
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15. Two types of learning objectives
I. ‘Academic’ learning objectives
II. ‘Developmental’ learning objectives
a) Team work skills (working with
others in the group)
b) Leadership abilities (taking lead in
the group)
c) Problem solving abilities (the
project is a complicated problem
to be solved)
d) Management abilities (managing
the project progress)
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16. Working through
a Group Project
Work in a Group Work on a Project
Analyse the project question
Build an effective group
Look for ideas
Communicate among members
Suggest methods
Make a group decision
Select the best method
Handle disagreement
Manage the project progress
Become leader in a group Present the results
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17. Understanding Working
through
a Group Project
Four Sections
A. Frequently asked questions
B. Working in a group
C. Working on a project
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D. Presentation
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18. SECTION A:
FREQUENTLY ASKED
QUESTIONS
Someone does not do the work allocated to
him!
Someone is always late in turning in his work!
Our group cannot make decision effectively!
Someone always insists on his own opinions!
We only do our part and cannot learn about
what others are doing!
The project question is unfamiliar to us!
We are falling behind schedule!
The audience raises difficult questions during
the presentation!
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19. SECTION B:
WORKING IN A GROUP
For each topic, a checklist Topics
Forming groups
a) Provides concrete advice
Communication skills
on good skills
Making group
b) Engages students in decision
self-evaluation Handling
disagreement
Becoming a leader
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20. Section C :
Working in a Group
IMPORTANT STAGES of a PROJECT
Doing the Project Step 6:
Present the results
Step 5:
Manage the project progress
Planning the Project Step 4:
Select the best method
Step 3:
Suggest methods for tackling the question
Step 2:
Look for ideas
Step 1:
Analyse the question
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21. WHAT ARE PROVIDED TO
HELP STUDENTS WORK
ON A PROJECT?
1) Advice on activities for the group to
carry out
2) Tips on how to carry out the group
activities
3) Tools to help students manage the
progress
4) Checklists to engage students in self-
evaluation
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22. Working on a Project
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23. Tools for managing the progress
An overview of various management
 Time management
 Workflow management
 Manpower management
 Data management
 Quality management
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24. Section D: Presentation
Advice on
 Structure of the presentation
 Preparing presentation
materials
 Delivery
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25. Engaging students in self-
evaluation
Doing a Project
Working as a Group Highest Lowest
2. Job was allocated according to the strengths of each members. 1 2 3 4
Performance in the Task Highest Lowest
1. The work breakdown schedule allowed effective collaboration among 1 2 3 4
group members.
Working as a Member in the Group Highest Lowest
1. I have tried my best to complete my responsible area on time 1 2 3 4
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26. SELF-EVALUATION CHECKLISTS
(THEY CAN ALSO SERVE AS
TEACHING POINTS)
Evaluating the academic quality of the project
Project Quality Checklist
Evaluating the effectiveness of the group process
Group work skills
Planning a project
Doing a project
Presentation
Evaluating the effectiveness of team work skills
Communicating with group members
Making group decisions
Handling disagreement
Becoming a leader in a group
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27. What do students say about
“Working your way through a group
project”?
• This clarifies what it means by a project
• It is useful because I need the skills to
handle our project. It really can help us
solve the problems.
• It can help me to increase my responsibility
in a group.
• I find the part on communication and
leadership skills useful.
• I will try to have an evaluation for each
section and make sure that each members
can learn from each other and the process.
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28. Simple things that teachers
can do
A. Including it in the project
brief
B. When briefing students on
the project
C. When supervising students
D. Presentation of the project
28 E. Debriefing after the project
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29. Including it in the Project Brief
1) Learning objectives
In addition to the
‘academic’ objectives,
include ‘developmental
objectives
 Team work skills
 Leadership abilities
 Problem solving skills
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 Management skills
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30. Including it in the Project Brief
30
2. Assessment
Including development objectives as
part of assessment,
 Self-assessment on ones team
work skills, using
 Checklists
 Reflective note
 Self-assessment on the group’s
team work process
 checklists
 Reflective note
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31. INCLUDING IT IN THE PROJECT BRIEF
Prescribing progress and quality reviews
Reviewing academic quality of the project,
using
Project quality checklist
Reviewing effectiveness of group work
Self-evaluation checklists
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32. BRIEFING STUDENTS ON THE
PROJECT
1. Clarifying learning goals
 Academic learning goals
 Developmental learning goals
2. Basic briefing about what to pay
attention to when
 Working as a team
 Managing the project
3. Orientation for the Group Project
Guide
 Encourage students to use it
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33. Supervision during the project
1. Remind students to use the
Group Project Guide
2. Progress and quality
review
 Collect their self-
reflection forms
 Discuss about weak areas
as reviewed in the self-
33 reflection
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34. PRESENTATION OF THE
PROJECT
Advise students to use Section D of the
Guide when preparing for their
presentation
Engage students in peer assessment of
their presentations using the checklist
After the presentation, ask students to
complete self-evaluation checklist
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35. Structure of Group Projects
Independence Interdependence
Structure Freedom
Disciplinary Interdisciplinary
Product Process
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