IV. 2. The motivating effect of PBL

The most important characteristic feature of PBL is that social and personal motives are  dominant in it. It is a paradox feature of pedagogical practice that school is the place, where questions are asked by people, who know the answer, and, those are asked, who do not know (sometimes are not even interested in) the answer. In project pedagogy this situation is reversed: it is natural, that the students ask questions, too.

The source of motivation can be a(n)

a) theme b) team c) product d) activity e) recognition

A) Theme: Learners are engaged in doing a task or solving a problem (upon their own initiative). The theme chosen by them is naturally interesting for them, consequently, they are motivated. E.g. compiling a multilingual picture dictionary, organizing a birthday celebration etc.

B) Team: In team work the tasks and reponsibilities are divided between team members: it means that each learner is able to find a task which is suitable (motivating) for him or her.  Examples may include designing an invitation card for a specific event, organizing its programme, arranging the classroom, making sandwiches etc. It is extremely motivating that learners work together with those who they like and, in addition, they work toward a common goal.

C) Product or achievement: a product is a key to success. Learners use their own ideas and creativity to bring about something new and exciting. The source of information is their own experience. Learners do not work toward a grade but they work for a concrete product or achievement. The product is directly linked to the children’s own lives and sphere of activities.

D) Activity: Project activites free both the teacher and the learner from the discipline and immovabilities of the classroom, as well as the rigid nature of the curriculum. Learners are given more room to move around and, in the meantime, they do some physical activity. Examples include interviewing parents or former teachers, rehearsing for school celebrations, organizing an exhibition, making toys for a kindergarten etc.

E) Recognition. It is important to recognize project work from the very beginning to the very end. Thus, small tasks performed successfully by teams or individual learners during any of the phases of project work need to be recognized. Forms of recognition include appraisals (oral and/or written), or gifts. During project work self-reflection is important, too, becuase it teaches the know-how of self-assessment to children.