The Project Work as a way to promote group interactions (página 3)

During the development of the first project work the
transformation of the teams was convened with the students
although some of them refused to be part of the teams in which
they should be included according to the results of the
sociometric test and the affective aspect in the activity of
studying. Some isolated students wanted to study with advance
students and with certain degree of acceptance and some students
did not want to study, this explains the previously
expressed.

A persuasive work for the understanding of the necessity
of working in teams was carried out. New members should be
incorporated to the teams who would be also contribute to the
success of the activity. The leader of each team was
selected.

The author proceeded to the detailed orientation of the
activity, carrying out all the necessary explanations to each
team individually, and with the help of the leaders from each
team the tasks were distributed. The time in which the activity
would be carried out was also established, the date in which the
activity will be check by the teacher and the leaders of each
team to see the evolution and to reinforce the orientation in the
cases that needed it, was also determined.

Two weeks after the orientation of the execution, the
activity was developed, all the members carried out their
individual tasks and the report of each team was presented. The
most dynamic students were sure of themselves. They were
independent in the expression of their approaches, and the
isolated ones showed features of shyness. The first ones tried to
impose their approaches, the seconds did not defend theirs, and
most of them were carried out on the part of the professor
reflexive questions directed to the necessity of a good
communication, in respect to the other ones. This facilitated the
exchange among them and as at the end we elaborated a collegiated
report and organised the way in which it would be
presented.

During the presentation the team in charge of presenting
the report showed mastery of the activity developed,
nevertheless, among the opponents unsatisfied faces were
observed, inadequate expressions and others that did not respect
other"s opinions and interrupted them with comments. Because of
this the teacher"s pedagogical conduction was necessary, making
emphasis on the rules to communicate better. This propitiated a
time of discussion and the participation was specially directed
to listen to those students that generally remained passive and
they were isolated in the activity of studying.

Finally a general valuation was carried out where the
students attributed the success of the activity to their
appropriate organization and mainly because every body
participated which allowed the exchange of opinions and the
achievement of the proposed objective, as weII as the recognition
of the importance of the activity.

Project work number 2

The previous experience was taken into account. The
activity was conducted as in the previous way, although a higher
level of help was required in the elaboration of the poster to
represent the summarized essential ideas graphically.

During the execution of the task a higher interest was
observed from the part of the students, a better organisation
among them guided by the leaders of each team. Better
relationships were also observed during their interaction in a
cooperative way. During the moment in which the selected students
were drawing the images to be represented on the poster, a closed
attention was paid to the image related to the ideas selected. It
was very positive the moment in which they realized the
importance of listening to different opinions about their work
from the members of other teams.

In the valuation of the activity they reflected their
satisfaction with it and they were able to express what they have
learned from it as members of a group.

Project work number 3

The experience acquired in the two previous activities
was very valuable, it facilitated the execution stage. It was
possible to consolidate the relationships in the group and to
systematize the procedures for obtaining the
information.

In the execution stage they showed independence,
sureness, help was requested among the members of the team. There
was organization and respect. All the students emitted their
criteria about the previous aspects, they required less time in
the realization of the activity and their quality was
higher.

When valuing the activity they referred to the
importance of it to increase their general culture, the
importance of working together, the role of the leader of the
team when organizing the activity, and the role of each of the
members of the team. They realized how important these elements
were for helping them to valuate more among
themselves.

In this way, the group was evolving. Although not all
the difficulties were solved, a very favourable transformation
could be perceived.

It is necessary to point out that this form of working
was assumed by all the teachers of the staff and also contributed
to the consolidation of these results.

Analysis of the
resuIts

In the development of the investigation the author took
into consideration the initial diagnosis, 6 teams constituted the
sample representing the 100% of the students from the
group.

When the author evaluated the initial state of the
group, she got prepared to carry out the activities.

During the development of each activity the students
demonstrated great interest and enthusiasm because they were
motivated by the topics they should investigate about. Each team
developed each activity with success and quality that represents
the 100%. Nevertheless few students demonstrated that they know
some of the things related to the topics to be
investigated.

It was observed that each activity brought substantial
changes in the group. This activities organized in teams develop
cooperation and strengthen other values such as humanism,
companionship, responsibility, among others.

There was no positive social valuation of the content of
the activity, but as these project works have been carried out,
it was observed that these activities were fairly valued, this
was evidenced when all the students worked, carrying out good
works, but students were also conscious that they would acquire
knowledge that will help them as teachers to be.

There were no objectives and common goals in a conscious
and organized way, but when students carried out each project
work it was observed that these objectives and common goals were
formed. It was evidenced that a good cooperation developed among
the members of the group, while some were working at the library
looking for the information they needed, others were working at
the computers labs. The interaction among the members of the
teams was good.

Conclusions

After the application of this investigation the author
considers that the project work constitutes an effective way not
only for the development of the cognitive independence of the
students, but also for the development of qualifies of the
personality such as: responsibility, laboriosity and
solidarity.

The instructive-educational effectiveness of the project
work depends greatly on the planning, organization and
orientation of the activities to be developed, according to the
individual and group diagnose.

The proposal applied constituted an alternative for the
planning and organization of the project work for the success of
a group interaction that supports the acquisition and
consolidation of knowledge, as well as the development of
solidarity, companionship, as values that we defend in our
society.

Recommendations

The author due to the importance of the project work
according to the results of the proposal applied recommends the
following:

1. To design models of project works similar to the ones
applied throughout the development of workshops.

2. To design project works for the students
taking into account:

• Stages in which the project work is
  divide.

• The indicators that we have to consider
  to evaluate an activity.

• Adolescents and groups characteristics
  making emphasis in the group interaction, locating the status
  of each student.

• Systematic character of the activities
  that the author proposes.

3. To use the theoretical chapter of the present work as
a reference material to increase the scientific preparation of
teachers in respect to the project work.

4. To apply the methodological proposal in different
subjects and teaching levels, taking into account their
peculiarities.

5. To guarantee in the methodological activity of
schools, departments and subjects a deep analysis of project
works taking into account its planning, orientation and
control.

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Autor:

MSc. Kenia Santiesteban
Leyva

B.A. Ada Ailin Almaguer
Ávila

Monografy

Language Department

VLADIMIR ILICH LENIN´ UNIVERSITY

Las Tunas, 2014