Barinova I.I., Deputy Director
Stages of Project Work

  1. EXPLORATORY

  • Situation modeling

  • Analysis of existing information

  • Analysis of existing information

  • Identifying the need for information

  • Problem identification and analysis

  • Information gathering and study

  1. ANALYTICAL

  • Project goal setting

  • Resource analysis

  • Defining project objectives

  • Product planning

  • Determining the method for problem resolution

  • Analysis of existing information

  • Risk analysis

  • Identifying the need for information

  • Project planning: step-by-step work planning

  • Information gathering and study

  1. PRACTICAL

  • Execution of the work plan

  • Ongoing monitoring

  1. PRESENTATION

  • Preliminary product evaluation

  • Product presentation

  • Planning the presentation and preparing presentation materials

  1. CONTROL

  • Analysis of project implementation results

  • Product evaluation

  • Progress evaluation

TEACHER
Advises.
The teacher provokes questions, reflections, and independent evaluation of activities, modeling various situations and transforming the educational environment, etc. During project implementation, the teacher acts as a consultant who must refrain from giving hints, even when it is clear that students are “doing something wrong.”

Motivates.
A high level of motivation is the key to successful project work. During the process, the teacher should adhere to principles that present the project activity as a situation of choice and freedom of self-determination for the students.

Provokes.

The teacher's support in project work does not involve transferring knowledge and skills directly. The minimum necessary set should already be acquired in prior lessons. Additional knowledge is gained during the project’s information gathering stages. The teacher does not highlight shortcomings or mistakes in a judgmental manner but instead provokes questions, reflections, and self-evaluation through situational modeling.

Observes.
Observation conducted by the project supervisor aims to gather information that will enable the teacher to work productively during consultations and, on the other hand, form the basis for assessing student competencies.

Classification of Design Methods
Creative design methods:

  • Analogy

  • Association

  • Neology

  • Heuristic combination

  • Anthropotechnology

Methods yielding new paradoxical solutions:

  • Inversion

  • Brainstorming

  • Brain siege

Methods involving task reformulation:

  • Leading analog task

  • Rephrasing the task

  • Listing of shortcomings

  • Free function expression

Forms of Work with Teachers

  • Scientific-methodological council meetings

  • Experimental laboratory (EL) meetings

  • Creative teacher group meetings

  • Training sessions for project coordinators

  • Seminars, workshops, round tables, trainings, methodological weeks

  • Consultations on project design

Forms of Work with Students

  • Project-based lessons and lessons with project elements

  • Project activity within pre-professional and specialized training

  • Practical course “Learning to Design”

  • Project activity in extracurricular programs

  • Subject weeks and thematic decades within research societies

  • Project Week

  • School project presentation festival

Forms of Work with Parents

  • Joint educational projects

  • Parent meetings

  • Open House Day

  • Presentation of children’s projects

  • Parent surveys

Priority Ladder for Supporting Project Activity

  • Interaction among participants of the project process

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