Project Learning in Practice

3.5.2 Points to Note in the Implementation of Project Learning

Schools should provide clearly defined learning objectives and guidance to students throughout the learning process.

Both individual and group Project Learning are beneficial to students. Individual Project Learning provides opportunities for students to learn independently while group Project Learning facilitates the development of collaboration and communications skills. Schools can apply one of these learning modes for Project Learning at different year levels. Group Project Learning can be introduced at the lower primary level and it has been a common learning strategy even with students at the pre-primary level.

With more experience gained by students in Project Learning, schools could go further to develop students’ capabilities in and habit of self-directed learning by giving them more autonomy in learning.

Better coordination is needed among teachers of different KLAs/subjects to avoid too many subject projects being assigned at the same time. Thus the workload for both students and teachers is reduced.

Cross KLAs/subjects Project Learning is encouraged, for example, once a year, to connect knowledge of different disciplines and avoid overlapping that affects learning.

Schools are advised to plan and use their learning time flexibly, for example, arranging a Project Learning Week or a common Project Learning period to allow students of all classes and levels to participate in related learning or sharing activities.

Schools are advised to co-ordinate the allocation of assignments so that students are not assigned different projects in a short period of time.

Equal importance should be attached to the learning process and the learning outcomes. In this connection, in the design of assignments and assessments, consideration should not only be given to “what to learn” but “how to learn” as well.

The focus and content of individual projects or group projects may vary. It is therefore not necessary to require students to submit a standardised product. Projects with different findings or answers are acceptable.

Information technology should be effectively used to facilitate Project Learning. Apart from mastering information technology tools, students should also comply with the rules and regulations in using information, for example, giving due respect to privacy and intellectual property rights. For details on using Information Technology for Interactive Learning, please refer to Chapter 3D “Information Technology for Interactive Learning” and the Education Bureau website “Application of Information Technology- Project Learning”.

Parents’ recognition and cooperation can facilitate the smooth implementation of Project Learning. Schools should explain to parents the purpose of Project Learning so that they understand the role they can play in Project Learning. For example, parents can observe their children’s progress and performance at home and provide guidance when necessary. They should, however, avoid being too enthusiastic and complete the assignment for their children or spending excessively on the production of a fancy project report. Schools can invite parents to present awards in activities where appropriate.

3.5.3 Assessment in Project Learning

Since the process and outcomes of Project Learning are equally important, schools are therefore advised to gauge students’ overall progress through formative as well as summative assessments instead of focusing only on the reports or deliverables submitted.

Instead of only awarding a grade or mark on a project upon its completion, teachers should observe the students’ performance and provide them with timely feedback during the learning process. Students can understand how they learn and how they can improve their learning through “Assessment as Learning” which is also conducive to the development of self-directed learning skills.

For Reflection and Action

Which mode of Project Learning is implemented in your school? How can the co-ordination among subjects be improved?

How can the learning time be arranged and utilised to enhance the effectiveness of Project Learning?

How can opportunities be increased for students to engage in Project Learning in groups?

How can students be guided to engage in self-directed learning more effectively?

How can parents’ role in Project Learning be strengthened to further enhance the effectiveness of Project Learning?

The Education Bureau website “Application of Information Technology- Project Learning”

can be accessed at:

http://resources.edb.gov.hk/project_work/main.htm

Assessment should not be confined to knowledge. Students’ skills values and attitudes should also be assessed.

Assessment that involves different stakeholders can gauge the performance of students in Project Learning in a more holistic manner. Peer assessment and self assessment have now become an integral part of learning and teaching. Where appropriate, parents can be involved in the assessment so that they can understand the learning of their children at home, and gain a better understanding of their children’s learning progress.

Where conditions such as the school setting and student ability are considered suitable, online tools can be employed to facilitate assessment of Project Learning. Students can share with their peers what they have learnt or submit assignments to teachers through the online platform, and their teachers can provide timely feedback to help students improve their learning.

(You may refer to Chapter 5 “Assessment” of this series to learn more about how to conduct

“Assessment for Learning” and “Assessment as Learning”.)