The document discusses project-based learning and outlines the key phases and roles for a project. It describes the project process as having three phases: preparation, where the teacher defines the project and students plan their work; construction, where students complete research, analysis and drafts; and restitution, where students present their final product to an audience. The teacher's role is to propose themes, evaluate work, and provide feedback, while students are responsible for forming groups, collecting information, and presenting their product. Both teachers and students collaborate on planning the project objectives and actions.

1. The 2nd G and the Project Work
(Support Doc Mars 2015 pages 16-17-18-19-20)
Mr Samir Bounab
The project is therefore an oral or written production that
learners make in groups of up to four students.
It must be presented at the end of several group learning
sequences.
It must be motivating for all learners. Information will
be given to them as and when learning.
The choice of the project is made according to the range
of communicative tasks and in relation to their accessibility
to the learners.
Production must come from the group, or members of
the group according to their level of study
The characteristics of a project work are:
1) creative approach
2) definite duration
3) an accessible result
4) individual phases
5) collective phases
6) specific learning
7) a periodic confrontation
8) a valuation of the achievement
The progress of the project:
The project is conceived in three distinct phases:
1 - The preparation phase: it concerns tasks, objectives,
and learning activities. It is done around the 'product' to be
realized, the means to be implemented, the strategies to be
adopted, the tasks to be distributed, the schedule to be
respected.
2 - The realization phase: it is done on two levels: notional
and procedural. They are marked by break-ups that allow to
take stock and regulate learning, thanks to the co-
evaluation, self-evaluation and evaluation conducted by the
teacher.
3 - The restitution phase: it concerns the final presentation
of the product to an audience that can include classmates,
students from other classes and even guests such as parents,
members of the administration etc.
NB: It should be noted that the process of developing a
project is conducted in parallel with the learning
sequences
As a teacher, how should I organize a project?
1. The preparation phase (Starting off of the project):
That's when you clearly define the project. Adjust it to the
skills you want. Decide on the number of sequences and
plan the learning activities and required by the nature of the
project. Before starting a project, you must consider a
number of parameters:
- The theme
- The duration
- Your role
- The grouping of students
- Evaluation
a- The theme:
How will it be selected?
- Are you or the students who choose it?
- Will all students work on the same theme?
- Will different groups work on different themes?
Whether the theme is chosen by you or the students, it must
meet certain criteria such as:
- It must be interesting and meaningful for the students.
- It must maintain student interest throughout the duration
of the project.
- It must be a challenge, but a challenge of reasonable
difficulty.
- The information concerning him must be accessible.
b-The duration:
How long will the project last? The duration should take
into account factors such as curriculum, work plan, student
motivation and theme.
c-Time management by you, the teacher:
During the project you will play several roles.
- At first you will be the owner of the knowledge.
- Then you will become a counselor and a facilitator who
will guide students.
- You must leave more and more initiative to your students
to make them aware that the project is their responsibility in
learning the discipline.
- You will also have to play, from time to time, the role of
co-learner. However we must not forget to take them to
integrate an individual work.
d-The grouping of students:
Before starting the project, you must decide on:
1) the number of groups to be trained, the number of
students per group and the grouping criteria.
2)Students can be grouped according to their levels,
affinities or any other criteria.
3) Grouping can also be done by the students themselves. It
would be interesting to plan for the year one project per
group, for example a group of eight students for each
project in a class of forty students.
e- The assessment :
What should we evaluate?
- The process or the product, the group or the individual?
-You must define all this in advance and the students must
be informed.
- You must design an evaluation sheet which you will give,
if possible, a copy to each student.

2. The construction phase:
A / At this stage the teacher becomes a counselor, a
facilitator, a resource person who guides, facilitates and
readjusts the actions to be carried out as well as the
deadlines to be respected. It must help students to:
a) collect ideas, write them on the board, select them,
classify them, evaluate them, combine them and improve
them.
b) Define the objectives of the project: you will help the
students to formulate the objectives of their project. It is
possible for all students to work on the same project, but
each group must focus on a different task.
c) establish the work plan and decide on the actions to be
taken: When the pupils will know what they will have to do
they will have to:
- identify the kind, sources and methods of
information gathering they will need;
- establish a list of the equipment they will need
(example: the technical supports)
- establish a timetable
- share responsibilities
d) Set Project Skills and Other:
When the details of the project have been planned,
- you will know exactly what kind of language will be
needed to execute it.
-You will focus on teaching the language skills that students
will need for their project. Other skills such as interviewing,
documentation, and note-taking skills will also be taught
B / During this time students should:
a- design the material and make a plan of the project itself.
At this stage of the project students have control of their
work. They start designing their own material
(questionnaires, interviews, surveys etc.). You will have the
role of a consultant who will give advice on the use of
language, a facilitator who helps and guides when
necessary.
b- collect information and select the most relevant ideas, the
most original and the most creative. This will be done in
and out of the school through interviews, questionnaires or
a literature search.
c- Collate information: Data collation will be done when all
the relevant information has been collected and selected.
This will involve organizing the data, discussing it and
analyzing it before presenting it.
d- organize the work and the material: when the data
analysis is finished, the pupils will be able to discuss the
different ways of organizing the material for the final
presentation of the project.
e- First jet (first draft)
f- Proofreading and collection.
g- Final draft.
3 - The restitution phase (presenting the project)
At this stage students should be encouraged to present their
product in front of a large audience (in the form of an
exhibition or through the Internet for example).
To make the product more interesting, tables, photos, slides
etc. can be incorporated.
If the presentation is an exhibition, you must decide on
equipment, invitations, etc. You must also prepare your
students to provide clarification on their projects to the
guests.
As the presentation phase is not the final step, other steps
are to be considered:
a- Feedback from students after presentation of the
project to an audience
At this stage the students look back to review the project
from another angle in relation to public reactions. It is
useful to ask them to review the actions taken and discuss
them with each other. They would consider improvements
if the project were to be resumed. This is actually a self-
assessment of their work.
b-Your feedback
It is important that you honestly discuss what your students
have produced. Show that you appreciated their efforts.
Comment and critique their work to show them how to
improve their processes and products.
c-Storage of products / archiving
A project should not be put aside after its presentation.
Different ways of exploiting it can be envisaged. Included
in a log, saved, the project can be used for other purposes.
To facilitate access to the products of different projects,
they should be stored in a place accessible to all.
The roles of the teacher and students in a project-based
project
1) Role of the teacher:
- Proposes the theme
- Determines the duration of the
project
- Determines the evaluation criteria
- Groups students
- Delimitates his own actions
- Give your own feedback
- helps store finished products
2) Role of learners:
- Form groups
- Create the materials
- Collect information
- Select the information
- Collate information
- Organize the materials
- Present the product
3) Common role for teacher and learners
- Collect ideas
- Formulate the objectives of the
project
- Plan actions
- Practice language and other skills
related to the project
- Collect feedback
- Analyze the feedback
"google translator"
By : Mr Samir Bounab ( teacher trainer)