Schola Europaea European School Brussels II

36
PANORAMA
important information and drawing it. For
some of them it was very difficult as they didn´t
have enough experience of creative writing.
However, they had a huge desire to succeed in
writing a beautiful book and to present it to the
parents. At the end of the project everybody
was able to use the text editor.
The pupils from the 5th grade also learned
how to create various kinds of charts and
tables.
During this phase of the project pupils
collected, classificated and analysed
The presentation included a demonstration
of the result – the output of the project.
In our case the presentation was in both
written and oral form. The written form
was the book made by pupils which was
presented to the parents. At the same
time the pupils presented the process of
this project and new knowledge about
the topic. Pupils made invitation cards
for their parents using the computer and
they presented their projects by means
of PowerPoint. They also prepared some
refreshments for parents.
The parents of all pupils took part in the
final presentation. It was amazing to see
the children independently manipulating
a computer, standing with a microphone
before a gigantic screen and presenting
their gained knowledge and competencies.
I could perceive their stress, but also huge
information from many sources. It is clear
that the teacher played a variety of roles:
observer, partner, advisor and supervisor.
But the most important is the role of
adviser – the teacher should lead the pupils
to the output of the project. During the
long-term project the pupils´ motivation
and the appropriate atmosphere were very
important, too.
During the last month of our project pupils
prepared the presentation,the next phase
of our project.
PRESENTATION OF THE PROJECT
happiness and pride in the result of their
work. If the project is collaborative, then
pupils feel and assume a responsibility for
their results, and they are able to achieve
a lot.
The whole long-term project developed
many competencies in reading and
computer literacy. The pupils utilised simple
and suitable methods when searching for
information on the internet; they searched
for information on web portals, in libraries,
magazines and from their own sources;
they are now able to work with text and
graphics and table editors, and use suitable
applications; they applied basic aesthetic
and typographical rules for the work with
text and pictures; they used information
from various information sources and
evaluated simple relationships between
sets of data; they prepared and presented
information in text, graphic and multimedia
forms at user level, and they used the
basic, standard functions of a computer
and its most common peripheral devices.
Most important was the pupils´ interest
in active reading and writing during the
project.
Project-based teaching brings the pupils
development in complexity – cognitively,
socially and emotionally. It develops