Practical Project Design > Appendix


Two Samples of Students' Practical Projects
 
Note to the Appendix

For both students and tutors, two samples of students' practical projects are included. In order to give you an authetic picture of what real-life students' projects look like, no editing has been made on the original texts, although the original formats and layouts have been slightly altered in order to cut the length of the appendix to its tolerable size.

Note that the samples should not be treated as the models for students to follow blindly.

The authors of the present book would like to take this opportunity to thank the two students who are kind enough to allow their projects to be included in the appendix.


 
 

3. Project rationale

1) The role of peer check
Peer-correction offers a way out in case the student cannot discover or self-correct her or his mistake. The teacher can then ask others in the class for assistance. Another student will then give the correct answer. Once the classmate has given the correct answer, the teacher will ask the student who made the mistake to repeat the correct form. In this way the teacher reinforces the learning of the correct form. The advantages of the method are many. In the first place, both the student who made the mistake and the student who corrects it are actively involved in the learning process. Moreover, the students get the feeling that they can learn from each other. This then also trains them for more teacher-independent learning in group or pair work. Finally, peer correction gives the teacher a clearer picture of the level of more than one student's ability.

2) Teacher check after correction needed.
What happens if the teacher feels a mistake should be corrected, but if the student who made a mistake can not correct it ,and if at the same time no other student seems to be able to correct the mistake. In that case teacher correction seems to be the only possible way out. It is essential that we understand that teacher correction does NOT mean that the teacher immediately gives the correct answer. On the contrary, the teacher will first give more help. Thus, the student who made the mistake-or any other student is given a chance to still come up with the correct answer. Once again, when the correct answer is found, or if the teacher has eventually given the correct answer, it is important that the student who made the mistake or if necessary, the class as a whole (if nobody knew the answer) repeats the correct form.

3) The treatment of Mistakes (by Michael West)
It is not a teacher's duty to correct mistakes which the children can correct themselves. If the teacher considers an exercise to be careless he may hand it back to the child to be corrected by the child himself; or he may ask another child in the class to correct it, as a demonstration that the work is not the best that can be done.
 
 
 

 
 

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