Duke School Project Approach
What is a project? Duke School bases its project work on the Project Approach developed by
Drs. Lilian Katz and Sylvia Chard. Katz and Chard define a project as an in-depth investigation of a
real-world topic worthy of student time, attention, and energy. The topic is based on student interest,
the school’s curriculum standards, and the availability of resources.
The Process
Projects, like good stories, have a beginning, middle, and end. This temporal structure helps teachers align the progression of activities with the development of students’ interests and personal involvement with the topic of study. This structure also helps teachers integrate and meet curriculum benchmarks—a crucial part of the process. Unlike several project-based learning strategies, which provide a theoretical framework but leave out the practical details, the Project Approach offers a step-by-step guide for planning and implementing projects—and for allowing the work to evolve with students’ interests and needs.
Below is an outline of the process involved in planning and implementing projects. More information, along with specific examples and advice from teachers in the field, can be found on The Project Approach website.
First Steps
At the beginning of the project, it’s essential to engage students’ interests regarding the topic of investigation. This can be initiated through brainstorming sessions where students share what they already know, what they wonder, and what they would like to explore further. Teachers can facilitate this process by prompting discussions around relevant experiences or recent events related to the theme. Utilizing visual aids, such as photographs or videos, can also spark curiosity and excitement among students. By following these first steps, teachers can set a solid foundation for a successful project that cultivates student interest, collaboration, and inquiry-based learning.
Phase 1: Beginning A Project
In the first phase of the project approach, teachers initiate an activity or discussion to gauge students' existing knowledge about the topic. Students then express their personal experiences through verbal sharing, drawing, writing, or photography, with their creations displayed around the classroom. Over 2 to 5 days, this process encourages students to generate questions and curiosities about the topic. Teachers compile these inquiries, allowing them to be revised or added to as the project unfolds. Throughout this phase, teachers also assess students' abilities to articulate their experiences and formulate meaningful questions.
Phase 2: Developing A Project
This phase emphasizes the importance of deepening children's understanding through collaborative projects. Teachers encourage children to explore their interests more thoroughly by engaging in discussions, brainstorming sessions, and hands-on activities. The focus is on fostering critical thinking and inquiry as children work together to gather information and generate ideas related to their chosen topic. Teachers facilitate this process by providing resources, guidance, and support while allowing children the freedom to express their creativity. This collaborative effort not only enhances learning outcomes but also promotes social skills and teamwork, as children learn to negotiate, share responsibilities, and appreciate diverse perspectives.
Phase 3: Concluding a Project
Phase 3 focuses on the culmination of the project, where children bring together their learning and share their findings with others. During this phase, educators encourage students to reflect on their experiences and articulate what they have learned through different forms, these representations will differ in diversity and complexity, tailored to each student's abilities. This sharing process not only reinforces their understanding but also builds confidence as they communicate their knowledge to classmates, parents, and the school community. Additionally, teachers guide children in evaluating the project process, discussing successes and areas for improvement for future projects. This reflective practice helps children develop insightful skills, fostering a love for learning and a sense of accomplishment as they recognize the results of their hard work and collaboration.
