Three Kinds of Projects and Product-Focused Projects

The next two articles cover exploratory projects and research projects.

A teacher who plans all three kinds across a year exposes students to varied learning. A teacher who uses only one kind misses what the others provide.

Three project categories

Three categories:

1. Product-focused projects. Produce something tangible.
2. Exploratory projects. Explore and report.
3. Research projects. Investigate and answer questions.

Each has its own structure, purpose, and benefits.

A nuance about benefits

Even non-product projects produce useful outputs:

1. Exploratory projects produce reports.
2. Research projects produce findings.

These outputs benefit others, even if they are not “products” in the same sense.

The unifying principle:

Projects, of any kind, produce things that benefit others. This is what distinguishes project learning from purely individual work. The output goes beyond the student’s own learning.

Flashcard

What are the three kinds of projects?

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Answer

Product-focused, exploratory, research

1. Product-focused: produce a tangible product (cookbook, classroom, software). Develops design and execution skills.

2. Exploratory: explore something and produce a report (adventure trip, cultural visit). Develops real-world adaptation.

3. Research: investigate a question using the scientific method (school assembly study, community survey). Develops scientific thinking.

A teacher should include all three kinds across a year for well-rounded student development.

Product-focused projects

Product-focused projects produce something tangible that users will benefit from.

Examples

Food carnival.

A food carnival involves:

1. Planning what foods to feature.
2. Researching recipes and nutritional value.
3. Setting up stalls.
4. Preparing and serving.
5. Educating attendees.

The “product” is the carnival itself. Many people benefit from attending.

Cookbooks.

A cookbook produced by students. Could be:

1. General cookbook. Recipes for general use.
2. Specialty cookbook. For diabetics, vegetarians, or other specific needs.

The cookbook is a product. Family members, community members, or even other schools can use it.

Classroom or room projects.

Students set up themed classrooms or rooms:

1. Science room. Models, experiments, demonstrations on display.
2. Mathematics room. Posters, manipulatives, problem-of-the-week boards.
3. English/language room. Vocabulary walls, poetry corners, language games.
4. Geography room. Maps, globes, regional displays.

The room becomes an educational environment. Other students benefit by learning from it. Teachers benefit by using the displays.

Language lab.

Older students can set up a language lab. Equipment, materials, organization. Other students use the lab.

Software development.

Software or websites that the school or community uses. These are real products with real users.

Common features

All product-focused projects:

1. Result in a tangible product.
2. Have real users.
3. Require planning, design, and execution.
4. Develop multiple skills.
5. Demonstrate students’ capabilities.

(The transcript has a small contradiction here, but the intent is clear: these are product-focused projects.)

A teacher choosing product-focused projects should ensure:

1. The product is meaningful (not just busy work).
2. Real users will benefit.
3. Students can complete it within available time.
4. Resources are available.

Flashcard

What unifies all three kinds of projects?

Tap to reveal

Answer

Each produces something that benefits others beyond the student

Product-focused projects produce tangible products with real users.

Exploratory projects produce reports that future students or readers can use.

Research projects produce findings that contribute new information.

The output is the difference between project learning and purely individual work. The student is producing for others, which gives the work authentic purpose.