Once the teacher has decided on the subject of the project, it is important to do some planning before the work begins in the classroom. This planning consists of the following:

  • Make a topic web.
  • Make a summary of the key events.
  • Investigate possibilities for field work.
  • Collect basic resources.


Key steps in the life of a project

In each of the three phases that make up the development of a project, there are certain key steps that help shape it. These steps form the basic framework around which the rest of the project can develop. These steps or events can be recorded on the original planning website by the teacher, or on a published class website for the children to refer to later. If these multimedia resources are not available, books or dossiers that collect the project can also be prepared.


First phase

  • Initial starting point . In the first phase is the opening event that initially stimulates interest for the whole class. This can be a story, a video, or the presentation of an unusual object for children to observe, examine, and wonder about, among many other things.
  • Web theme plan. For older elementary school children, it can be interesting to gather ideas from the whole class and draw what they already know about the topic from their own experience.
  • List of questions. It can be helpful for children to collect the questions they would like to investigate in the course of the project. This can be done in a list that can be added to each day’s material, or questions can be posted in a box that opens at the end of the phase for review and discussion of the collected questions.


partes proyecto aprendizaje



Second stage

  • Preparation for field work. One or more field trips can be organized for which some preparation is needed. In preparation for fieldwork, children can think, discuss, and record what they are likely to see, what questions they can investigate, who they can talk to, and what they can bring to the classroom. Fieldwork may not require leaving the school premises, but generally involves leaving the classroom to more closely investigate some aspect of the environment.
  • Study trip. The class can go to a site that provides opportunities to view relevant objects, plants, animals, vehicles, events, equipment, people, and processes. This outing will be used to take field notes and make sketches of what interests them most, as well as what they would most like to learn when they return to school. The visit may not require special transportation if it is within walking distance. There is usually a lot to study on the way to the site of particular interest.
  • Monitoring of field work. The children discuss the field trip, recreate what happened, who they spoke with, what they saw, what they learned … The sketches made at the outing become the basis for detailed drawings or paintings ideal to set the scene for the classroom. You can also consult information books, ask new questions and / or write letters and essays.
  • Visiting experts. These are people who have first-hand experience of the subject being studied, through their work, travel, or leisure activities. Visiting experts can be invited into the classroom to speak with children, answer questions, participate in discussions, or be interviewed.


Third phase

  • A culminating event. You can organize an event that involves communicating, sharing and presenting the project work to others who may be interested. This provides an excellent opportunity and a real purpose to review and evaluate everything that has been going on for the last few days or weeks. There is usually a lot to share, so the class should be selective in deciding what will best shape the story of their study.
  • Customizing new knowledge. Some children need time to reflect on new knowledge in order to fully understand it on their own terms. Children vary a lot from one another in this sense, but in general the imagination is usually in all of them, to a greater or lesser extent, so they can invent their own imaginary stories and make dramatic sequences to put into practice some of the new ones. ideas learned without problems.

Excellent article and interesting for all educators

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