Active Learning and Project-Based Models in Education

Posted on Sep 7, 2024 in Social sciences

RESEARCH METHOD

The Principle of Activity

Starting in the early 1970s, a significant development in teaching methods emerged: the principle of activity. This principle is based on:

  • Intentionality
  • Rationality

The principle emphasizes that activity should not be solely:

  • External
  • Visible
  • Observable

Instead, activity must also encompass internal aspects:

  • Interest
  • Motivation
  • Inspiration

Activities such as reflecting, thinking, relating, inducing, and deducing are considered intellectual activities, which may not always be outwardly observable.

Criteria for Active Learning

In Relation to the Student

  • Create motivating conditions.
  • Establish open, problematic situations.
  • Utilize techniques that foster autonomy.
  • Involve students in the assessment process.
  • Focus on issues relevant to real-life contexts.

In Relation to the Teacher

  • Avoid being the sole source of information.
  • Prepare conditions for activities by providing problems, issues, and procedures.
  • Encourage original and creative learning.

3.1. Project Work

3.1.1. The Problem-Solving Model

This model presents a cognitive process with distinct phases applicable to various activities, promoting independent learning.

Steps:

  1. Recognize and define the problem.
  2. Gather relevant information.
  3. Develop alternative solutions.
  4. Evaluate and select the best solution.
  5. Implement or execute the chosen solution.
  6. Evaluate the outcome (final evaluation).

Educational Philosophy of the Model:

  • It aligns with the research method.
  • It positions the teacher as an active listener, prioritizing the child’s perspective.
  • It acknowledges that children learn beyond the classroom, acquiring knowledge from various sources.
  • It respects diversity and avoids a one-size-fits-all approach.
  • It prioritizes the development of autonomous learning skills over rote memorization.

B) The Role of the Teacher in this Model:

  • Practice active listening and create space for student voices.
  • Facilitate discovery and exploration.
  • Recognize errors as valuable learning opportunities.
  • Guide and channel student responses.
  • Organize interests, space, and resources effectively.
  • Enrich perspectives and encourage critical thinking.
  • Pose intelligent and timely questions.
  • Promote self and peer evaluation of processes and knowledge.

C) Fundamental Pedagogical Pillars:

  • Meaningful learning experiences
  • Promoting identity and diversity
  • Interpersonal or cooperative learning
  • Inquiry-based learning
  • Globalization of learning
  • Process-oriented evaluation

d) Phases:

  1. Subject selection
  2. Identifying existing knowledge and areas for exploration
  3. Sharing and contrasting prior ideas
  4. Research and information gathering
  5. Work organization: objectives, time management, space allocation, resource allocation
  6. Activity organization and sequencing
  7. Establishing patterns through observation guides
  8. Developing guidelines for family and community collaboration
  9. Portfolio preparation
  10. Implementation evaluation

e) Differences from Conventional Didactic Unit Planning:

  • Topics stem from students’ interests, not solely from the curriculum.
  • Planning is flexible and adaptable based on student progress.
  • Timelines are flexible and approximate.
  • Errors are viewed as positive and integral to the learning process.
  • The project is valued as a significant endeavor in itself, not merely a means to cover content.
  • Content relevance arises from the research process.
  • Evaluation is continuous, not limited to a final assessment.

3.1.2. The Final Product Project Model

This model centers activities around a research topic, culminating in a tangible final product. This approach provides purpose and direction by establishing a clear representation of the work from the outset. Examples include creating a library, organizing a party, developing a school garden, or exploring ancient and modern toys.

a) Relationship with Teaching Units

While seemingly distinct, project-based learning and traditional teaching units share some similarities.

Differences:

  • Projects focus on achieving a final product, while teaching units may not.
  • Projects often begin with an open-ended research question (e.g.,”What games or toys were used in the past, and how do they differ from today’s toys”).
  • The final product serves as a driving force, naturally connecting activities and promoting a holistic learning experience.
  • Learning becomes more meaningful due to the spontaneous and natural integration of activities and content.

Similarities:

  • Objectives, content, resources, and evaluation methods are considered before implementation.
  • Teachers often initiate project ideas, encouraging student participation in shaping the direction.
  • The roles of teachers and students are more collaborative and interconnected.

3.1.3. The Aesthetic Project Model

This model distinguishes itself by engaging students in the study and appreciation of a specific artistic work. Examples include exploring Vivaldi’s”Sprin” concerto or analyzing a masterpiece like Velásquez’s paintings or the Burgos Cathedral.