Schola Europaea European School Brussels II

34
PANORAMA
the pupil identifies with and assumes
responsibility for, so that through his
theoretical and practical work he can
achieve the required result (output) of the
project, for whose defence and assessment
he has arguments that emerge from newly
acquired experiences.”
(Kratochvílová, J. 2006)
“We understand the project-based method
as a structured system of activities for the
teacher and pupils in which a dominant role
is played by the classroom activities of the
pupils, with a supporting role being played
by the teacher in an advisory capacity,
which together aim to achieve the goal
and the concept behind the project. The
complexity of the activities requires the use
of various methods of teaching and various
forms of work.” (Kratochvílová, J. 2006)
This concept of project created the
foundation of our project and activities with
PLANNING OF THE PROJECT
The name of the project 'What am
I interested in? What are my hobbies?' was
written on the blackboard as a question,
as a problem to be solved.
Each pupil had enough time to decide
what he/she would choose to solve.
(Some of them changed their topics
during the first week.) After that they
wrote down the titles of the projects
that they were interested in, plus key
pupils of 3rd, 4th, 5th grades European
school Brussels III which took place in the
year 2008. The general title (topic) of the
project was 'What am I interested in? What
are my hobbies and how can I present
them to others?'
The project was classified as a longterm
project (six months); it included an
individual project, a school and home
project, and a cross-curricular project
integrating various issues of educational
content. A very important feature was its
independence - the pupils decided on the
topic, content, arrangement and output of
the project.
The main goals of the project were to
develop literacy - in both reading and
information technology.
The special aims were to use modern
information and communication technology,
to find, use and apply information about the
topic of the project, to compare information
and knowledge from a greater number of
alternative information sources, to use
software and hardware tools creatively
during the project, and finally to present the
project output.
Project-based teaching is a complex process
with several phases: the planning of the
project, its implementation, presentation and
assessment.
words and questions, and informed their
schoolmates about their topics.
For example:
What does the world of cats look like? What
do I know about computers? What is the
life of a dolphin like? Animals – a lot about
dogs. How do horses live? Something
about the Czech football team and its
matches.