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Interest Driven Project (IDP)

Interest Driven Project (IDP). Mrs Fiona Soh Mrs Jarina Peer Ms Esther Ng Mr Allan Wong Mr Tan Boon Tee. APCG 16 th July 2008. Interest Driven Project. A time for the pupils to explore a topic of interest Project with a fun approach Done within a short time frame to

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Interest Driven Project (IDP)

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  1. Interest Driven Project(IDP) Mrs Fiona Soh Mrs Jarina Peer Ms Esther Ng Mr Allan Wong Mr Tan Boon Tee APCG 16th July 2008

  2. Interest Driven Project A time for the pupils to explore a topic of interest Project with a fun approach Done within a short time frame to sustain the pupils’ interest Show and Tell as an alternative form of assessment

  3. IDP is not… An Experimental Design A Scientific Report i.e. does not require a rigorous scientific procedure In-depth research An innovation

  4. Literature Review Interest Studies date back to Dewey (1913) 2 types of interests: individual and situational Results when the activity/ topic has what Dewey (1913) called identification and Blumenfeld (1992) called meaning

  5. Literature Review Interest “Interest is an intrinsic motivator… engaging in an activity that is the subject of an interest, is inherently satisfying and requires no additional reward.” (Edelson & Joseph, 2001; p. 7)

  6. Literature Review Interest as Implicit Motivation To Learn “People working with individual interests are motivated learners... their activity appears purposeful, sustained, and ever-deepening… ” (Renninger, 2000; p. 19)

  7. Literature Review Interest as Implicit Motivation To Learn “…People do not really need to make a choice to learn subject matter that is of individual interest to them; choice in this instance is largely an effortless process. ” (Renninger, 2000; p. 19)

  8. A to E of doing IDP Rationale of doing IDP Apply Science concepts to daily life, not as an isolated subject (Inquiry approach, hence acquiring the HOMs in the process) Break the barrier and open up pupils’ mindsets Cater to the pupils’ needs and interests Do let pupils take charge of their learning and Provide room for exploration

  9. Timeline

  10. Planning Process Pupils Describe an observed phenomenon which interests them Research to find out the scientific concept behind it Pose a question Answer the question with evidence Reflect on the whole project

  11. Planning Process… Communicatefindings to the classmates Do a 3-minute presentation Pupils are assessed on 5 components: Organization, Content Knowledge, Visual Demonstrations, Presentation and Reflection

  12. Kite Flying Roller blading Cutting of Onions Long Jump Interesting Titles Skipping Ice Skating Origami Tennis Basketball Skateboarding Golf Sewing Why do golf balls have dimples?

  13. Samples of Students’ Work

  14. Samples of Students’ Work

  15. Samples of Students’ Work

  16. Samples of Students’ Work

  17. Feedback from Students

  18. The 3 min presentation was challenging for the students pupils tend to research too in depth into the topic chosen instead of examining the phenomenon observed difficult to identify the scientific principles behind the phenomenon Plagiarism of projects difficult to identify Show & Tell presentations can be rather time-consuming Feedback from Teachers Due to the wide variety of the topics, at times, the teachers faced difficulties in advising and guiding the students

  19. If the focus is not for assessment, • duration of the presentation may be • varied. • It can be implemented in any classroom • as it has the flexibility to be customized • according to the needs of the pupils and • curriculum. How IDP may be implemented in future

  20. Q & A fiona_soh_yon_leen@moe.edu.sg

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