A project approach case study: Blending theory and practice

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Research and Development in Higher Education: Quality Conversations Vol. 25

July, 2002, 794 pages
Published by
Tony Herrington
0 908557 54 X

The negotiation of teaching and learning strategies is an important conversation for students and lecturers alike. It was intended that students would share in decision-making and construction of knowledge. The conversation would allow students opportunity to discuss what they knew, contribute to the class and be valued for their emerging questions and ideas from which the lecturers’ future planning would evolve. This promoted a quality conversation between lecturers and students. A project approach was developed as a teaching and learning strategy from within an action cycle. The lecturers organised complementary projects that utilised their strengths to build on students’ knowledge. There was consensus that each project would be firmly embedded in the principles of co-construction. This presentation illustrates the development of co-constructive projects, the honouring of student voice, and explores why the team of lecturers took this collaborative approach. Students responded positively to the teaching and learning strategy. The project approach was suited to this module, the students and lecturing staff. For the lecturers it was an attempt to co-construct knowledge in a purposeful manner. The format was enjoyable, suitable and underpinned by sound pedagogical practices of co-construction. The benefits of this approach are not surprising and in light of our experiences with this format we would encourage others to adopt a similar thematic, co-constructivist teaching and learning approach.

Keywords: Constructivism, teaching and learning strategy, early childhood

A project approach case study: Blending theory and practice

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Yourn, B., Garbett, D. & de Lautour, N.