Practical Project Design > Part 2 > Unit 5

A Suggestive Procedure
for the Supervision of Your Students' Projects


 


Ideally you are expected to meet your students at each stage of their projects. This suggestive procedure is designed with this ideal as the default arrangement.

The first thing you do is to work out a timetable of appointments with each of your students. Note that this is the timetable of you meeting your students, not the timetable of your students' projects. The two timetables are totally different in function.

You can summon all the students you are going to supervise together for the first meeting. But ideally, if possible, you meet them on the individual basis. The items on the first meeting's agenda will include the following.

Check to see if they have done (1) a quick survey of the course book to get an overall picture of what they are expected to do; (2) a close study of Unit 1 so they know that their project will take 6 stages to complete.
Check to see if they are familiar with how the course is going to be assessed.
Help them draw an initial project timetable according to the University academic calendar, e.g. by what date students should reach what stage, etc.
Discuss the list of problems your students have prepared, and help them choose one that is suitable.
Assess the performance of your students against this checklist.

Student's name ____________
Appointment Date ____________

Stardard
marks

Actual
scores

Stage 1 5%
The learner has --    
decided on a problem to be researched, and discussed and agreed the problem with the tutor 1 point  
chosen a relevant problem from his/her own teaching experience 1 point  
chosen a problem that can be researched within such a project 1 point  
expressed the problem in clear, accurate and unambiguous English 1 point  
demonstrated that Stage One has been fully understood and worked out a project timetable 1 point  
Total possible points 5 points

It might be a very good idea to have a copy of the checklist for each student and put it into their portfolio. This helps you monitor their project process.

At the end of the tutorial, you must make it absolutely clear to your students what you would expect them to do before the next appointment. In other words, you help students work out a list of actions to be taken before the next appointment. You may even design a standard form to keep tracking. It may look like this:

Actions-to-Be-Taken for Stage ______

Student name: _______ Date: _______
Action Description Product Due
Problem analysis Using analytic method 300 word report D___ M___
Using Socratic dialogue 300 word report D___ M___
       
       
       
       
Tutor signature _______ Student's signature ________

Sum up

Up to this point we have outlined a general procedure for your first tutorial. The same operation principle applies to the remaining stages of the project, with the details, of course, being varied from stage to stage.

For the ease of your reference, the performance checklists for stages 2-6 are reproduced below.

Student's name ____________
Appointment Date ____________

Stardard
marks

Actual
scores

Stage 2 10%
The learner has --    
chosen one or more methods of problem analysis 1 point  
selected methods suitable to the problem 1 point  
applied the problem analysis correctly to his/her own problem 1 point  
written in full the stages that the problem analysis took 1 point  
demonstrated that the methods of problem analysis have been understood 1 point  
reached sensible conclusions about the nature of the problem 1 point
defined the problem more clearly 1 point  
demonstrated that the problem can be researched in this project 1 point  
expressed this stage in clear, accurate and unambiguous English 2 points  
Total possible points 10 points

Student's name ____________
Appointment Date ____________

Stardard
marks
Actual
scores
Stage 3 20%  
The learner has --    
formulated a clear, relevant and realistic project objective 1 point  
formulated a clear, relevant and provable project hypothesis 1 point  
written the rationale for his/her own project 1 point  
expressed the rationale in clear, accurate and unambiguous English 1 point  
designed activities to test the hypothesis 1 point  
designed an adequate amount of activities (to cover 3-4 weeks of teaching) 2 points  
designed original activities relevant to the teaching material used (i.e. based on the relevant units of the school textbook being taught) 4 points  
written out the activities in clear, accurate and unambiguous English 2 points  
stated clearly the objectives of the activities and their relationship to the hypothesis 2 points  
included a detailed description of the procedure of how the activities will be used by the teacher and the students 2 points  
applied the Communicative Approach learnt from the previous courses in the design of the activities 2 points  
included a detailed timetable of how and when the activities will be used in the classroom 1 point  

Total possible points

20 points

Student's name ____________
Appointment Date ____________

Stardard
marks

Actual
scores

Stage 4 30%  
The learner has --    
designed the title page of the project and written it out clearly 1 point  
listed the contents of the project report in an adequate order 1 point  
designed the timetable of the whole project and written it out clearly 1 point  
included the stages to be followed and listed all the methods and materials used 1 point  
implemented the project by using the specially-designed activities in class 5 points  
collected the results, such as students' response and feedback, teachers' observation, etc. (on paper, on tape, etc.) 5 points  
proved the project was indeed implemented according to the given stages 2 points  
kept a written record of the project implementation 3 points  
collected the results in an acceptable scientific way 3 points  
interpreted the results in the light of the hypothesis 3 points  
shown the hypothesis has been proved or disproved 2 points  
come to an intelligent conclusion regarding the research done on the problem identified 3 points  

Total possible points

30 points

Student's name ____________
Appointment Date ____________

Stardard
marks

Actual
scores

Stage 5 5%
The learner has --    
evaluated the project by asking and answering relevant questions on every aspect of it 2 point  
examined the project critically and objectively 1 point  
shown that he/she has understood the nature of evaluation 1 point  
expressed the evaluation in clear, accurate and unambiguous English 1 point  
Total possible points 5 points

Student's name ____________
Appointment Date ____________

Stardard
marks

Actual
scores

Stage 6 30%  
The learner has --    
given a title page 1 point  
given an accurate abstract of the report 1 point  
included a correct and appropriate list of contents 1 point  
included the project objective 1 point  
included the project hypothesis 1 point  
included the project rationale 1 point  
written the report legibly in clear, accurate and unambiguous English 5 points  
written the report in an appropriate formal style 2 points  
arranged the text of the report in a logical and comprehensible manner 2 points  
given all the relevant facts of the planning, implementation and evaluation of the project 6 points  
expressed sensible and intelligent conclusions 2 points  
included a bibliography 1 point  
written the bibliography correctly (in alphabetical order under the surname of the author or editor, included full title, date of publication, publisher) 2 points
included all the relevant materials (questionnaires if used, teaching materials, tables of results, etc.) as appendices correctly numbered and placed at the back of the report 3 points  
referred to the appendices correctly in the text of the report 1 point  

Total possible points

30 points
 
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