Joanna Bechcińska 2009/2010
an in-depth investigation of a real world topic worthy of children’s attention and effort
a set of teaching strategies which enable teachers to guide children through in-depth studies of real world topics
ďƒ˜Builds on previous work; ďƒ˜Integrates speaking, listening, reading, and writing
skills; ďƒ˜Incorporates collaborative team work, problem solving,
negotiating and other interpersonal skills;
Requires learners to engage in independent work; Challenges learners to use English in new and different
contexts outside the class; Involves learners in choosing the focus of the project
and in the planning process;
Engages learners in acquiring new information that is
important to them;
Leads to clear outcomes; Incorporates self-evaluation, peer evaluation, and
teacher evaluation.
Creating a good class atmosphere.
Getting the class interested. Selecting the topic.
Creating a general outline of the project. Doing basic research around the topic. Reporting to the class.
Processing feedback. Putting it all together. Presenting the project. Assessing and evaluating the project.
It is directly observable in the children’s own
environments (real world); It is within most children’s experiences; First-hand direct investigation is feasible and not
potentially dangerous;
ď ś Local resources (field sites and experts) are favourable
and readily accessible;
ď śIt has good potential for representation in a variety of
media (e.g. role play, construction, writing, multidimensional, graphic organizers);
ď śParental participation and contributions are likely, and
parents can become involved;
ď ś it is sensitive to the local culture as well as culturally
appropriate in general; ď śIt is potentially interesting to many of the children, or
represents an interest that adults consider worthy of developing in children; ď śIt is related to curriculum goals and standards of the
school or district;
It provides ample opportunity to apply basic skills
(depending on the age of the children);
It is optimally specific – not too narrow and not too
broad (e.g. a study of the teacher’s own dog or „buttons” at one end, and the topic of „music” or „ the seasons” at the other).
How interesting is the topic for the children?
Is it a real world topic? Is there a certain amount of personal experience they
already have with the topic?
How easy will it be for them to have hands on, first
hand experience (field work)? How dependent will they be on adults or books for
information? Who can come in and tell about their first hand
experience with the topic?
ď ą Will there be many different questions the children will
want to ask about the topic?
ď ąWill there be opportunities for the children to
investigate their own questions actively?
ď ąWill there be many different ways the children can be
helped to represent their findings?
ď ą Will there be opportunities to take roles in dramatic
play? ď ąWill there be any large constructions for the children to
build and play with or in? ď ąWhat will there be to count, measure, and compare?
How are shape, colour, texture, or size significant
variables in a study of this topic?
What expertise can I draw on from among the parents
of the children?
If the topic is of short-lived interest is there a natural
follow on for a new project?
Making a topic web Making an outline of key events Investigating possibilities for fieldwork Collecting basic resources