This document discusses using project-based learning to develop independent learning in group work. It provides characteristics that drive engagement and deep learning in projects, including authentic tasks, teamwork, and feedback. It also discusses grouping students heterogeneously, providing clear structure and roles, and establishing individual and group accountability through tasks like journals and essays. Student feedback was mixed, with some feeling it prepared them for independence while others disliked performances or their groups.

1. Cherwell INSET:
Developing Independent Learning in Group
Work.
Project-Based
Learning:
Long-Term Group
Work

2. Project-Based Learning.
David Hargreaves (2006a): Project Characteristics.
Drivers of Engagement. Drivers of Deep Learning.
1. The project task is big and authentic – 1. The task is co-constructed by teacher
a real-world problem to be solved. and student.
2. The task has clear, worthwhile 2. The task deepens students’ grasp of
outcomes. two or more subjects/disciplines.
3. Completion depends on teamwork. 3. The task challenges and develops
4. The task takes some time to complete. multiple intelligences.
5. The task involves some time out of 4. The task involves making
school. consequential decisions.
6. Successful product(ion) is celebrated 5. Completion depends on adult help and
before and evaluated by an advice.
appropriate audience. 6. Completion demands high levels of
feedback.

3. How can Project-Based Learning
develop Independent Learning in
group work?
1. How students are grouped for the
projects.
2. The structure and organisation of the
project.
3. Individual and group accountability.

4. Grouping Students.
The Friendship Group Divide..
Buddies.

5. The Victoria Sponge Technique.
Top Grade/ Hard
working Students..
Mixed Ability Students.
Less Motivated
Students.

6. Structure and Organisation.
 Clear deadlines that are shared with the students.
 A project handbook.
 Access to resources that enable the students to
complete the task.
 Clear roles and tasks for the students to complete.
 For the project to have a clear and meaningful
purpose for the students.
 Involve an out of classroom learning experience if

7. Individual and Group
Accountability.
For the Yr12 Sociology Project students had
to.......
As a group: As individuals:
 Produce a research  A reflective journal
proposal. of the student’s
thoughts and
 Create a formal impressions
presentation about throughout the
the project and its research project.
findings. The
presentation could  Write a answer to A2
have been a level essay question.
powerpoint, glogster,

8. Student Feedback.
“I liked working in teams to produce good quality pieces
of work and presentations. It was also a fun thing to do
to take a break from sitting in front of computers, doing
portfolio work. It was quite refreshing to take a break
from our previous working environment.” (Year 10
Student 1)
“I feel ready for next year as it has prepared me to be
more independent.” ( Year 12 Student 4)
“Yes, we should do more project-based learning at A-
Level because it has helped us to develop more
independence with our learning and a range of skills.”

9. “If I wanted to do drama, I would have taken drama!”
(Year 10 Student 4)
“Hate drama activities or performing in front of the
class. Felt forced into it without a WHOLE class
opinion.” (Year 10 Student 5)
“I didn’t like my group.” (Year 10 Student 6)