The implementation phase of the project includes. Reference scheme "the main stages of work on the project

Penetrating into the intricacies of intimate knowledge about project practice, a novice PM professional or a person who is preparing himself to become a project manager should be able to freely navigate the main terminological apparatus of this kind of activity. One often hears the question of how to correctly formulate the stages of project implementation. Indeed, this is a difficult task. But let's first think about whether it is customary in a professional environment to operate with the concept of stages? And in what cases is it not only possible, but also necessary to do it?

Definition of concepts

Those of us with some project management experience, or even a little theoretical background, are familiar with a number of phenomena that a manager uses to represent the life cycle of an investment task and plan for its solution. The list of these categories at first glance is simple, it consists of:

• life cycle phase;
• milestone;
• stage;
• stage;
• management process.

The proposed concepts in practice are often used as synonyms. And if you look in the sources, then there is a chance to find that dictionaries also “sin” with circular definitions of these philosophical and applied categories. You can also notice in the scientific literature that “a phase is a stage”, “a stage is a stage”, and even a milestone is defined as a certain stage of the path. How to be, because we need to operate with an accurate perception of phenomena?

I propose to follow the procedure we have already done once with the categories of project objectives, goals, and problems. Let us strengthen common sense and look at the concepts presented above from the standpoint of ordinary empirical experience. The table below shows the columns of which the categories under study are listed, and in the tabular part we will place definitions, images, examples that correspond to them. Let's start with the concept of "phase". What is the essence of this concept? How can it be characterized, what distinguishing qualities?

The composition of the distinctive qualities of the basic concepts of design

An article on the topic is devoted to the phases of project implementation. Empirically, most of all I think of a phase as an ongoing and expressed state of project execution, such as the development phase or the completion phase. The project task has several of these provisions, and they are always repeated, whether we like it or not. There may be several principles for dividing a project into phases, but the approach to their formulation is the same - from the standpoint of a continuing state.

A variant of splitting the project into phases from the position of transfer of responsibility from the PM

A variant of dividing a project into phases from the perspective of the life cycle of the project

Above, as an illustration, an example of two schemes for the phase breakdown of a project is given. From the point of view of the life cycle, the phases of the project are crowned with milestones - important, significant events in its implementation. On the timeline, they represent event points. The phases of the project are divided into stages - ascending periods of development, separating the qualitative states of the phase. For example, the stage of making a decision to start a project or the stage of forming a project team. A more dynamic category than phases and stages are management processes that have the following features:

• represent a sequence of work;
• related to management, based on a regulatory framework;
• may refer to the project as a whole or to a particular phase of it.

Stages are parts of management processes that include essentially homogeneous scopes of work. Thus, a stage is a dynamic category that can be repeated in each phase of the project.. For example, the analysis stage. In small projects, milestones, phases, and stages really do become synonymous. In large events, the stages are most pronounced in the processes of initiation, completion, planning and organization of execution.

Stages of initiation and completion processes

We are exploring the procedures for regular project management, taking as a basis a fairly high level of their development in the company. This is entirely justified. What is the point of describing in detail the stages of each of the processes for a small-scale project? As they say, "take it and do it!". Another question is when projects include elements that are difficult to implement, and the scale of the tasks to be solved is significant. Any project begins with initiation procedures, the stages of this group of processes are as follows.

1. Formation of an initiative proposal for the project.
2. Development of a business plan, feasibility study, project concept.
3. Deciding whether to complete the project.
4. Appointment of a curator.
5. Clarification and specification of the goals, boundaries of the project and its results.
6. Clarification of restrictions and additional requirements.
7. Development of a draft version of the organizational structure of the event.
8. Drawing up a draft version of the charter and issuing an order to start the project and appoint a PM.
9. A clean description of the project product.
10. Elaboration of restrictions, requirements and implementation risks.
11. Clarification of interests and expectations of participants.
12. Development of indicators and KFU of the project.
13. Clarification of the required composition of management processes.
14. Formation of an enlarged work plan.
15. Coordination and approval of the final version of the charter and the enlarged plan.

Scheme of the time base of the project management processes. Source: PMBOK Guide 5

In this section, we explore initiation and termination processes, which have several similarities. The main tasks of the initiation are the unambiguous definition of the project and the formulation of its goals, results, the identification of interested parties and their expectations. Initiation is performed at the start of the project and at the beginning of each of its phases.

The project ends sooner or later, and it is very important to correctly "park" it. In addition to closing the project on the fact of its successful implementation, these procedures can be performed at each phase of the activity, when a decision is made to terminate the work ahead of schedule. In addition to the process of closing a project or its phase, this group also includes the process associated with the procedure for drawing lessons and gaining experience. Closing procedures include the following main steps.

1. Transfer of results to the customer, commissioning.
2. Preparation of the final report and exchange of financial and accounting documents.
3. Archiving project documentation.
4. Closing the project by order of the company.

The work of learning lessons is a very interesting and rewarding process. This includes: presentations to the project committee and other managers of the company, analysis and documentation of the findings on the successes, problems and errors of the project. At the final meeting, conclusions are voiced and recommendations are adopted, subject to subsequent implementation.

Stages of planning processes

Project planning processes start from the moment the project is launched and are implemented up to the final stages. These are multiple procedures implemented at each phase of solving a design problem. The goals of these processes are: detailed development of the scope, development of an action plan for project management and scheduling of work. A visual step-by-step model of planning processes is offered to your attention below.

Sequence of steps in planning processes

Consider the main stages of creating project plans.

1. Planning goals and project boundaries. This stage is also called the definition of the content (the product as the subject of the planned event and the requirements for it). The results of the stage are the concept, feasibility study, TOR and design and estimate documentation.
2. Development. In the most complete version, the stage includes the creation of trees of goals, objectives, organizational structure, a plan for milestones, the beginning of development (ISD) and the structure of resources consumed.
3. Definition (clarification) of the scope of work. The purpose of this stage is to present the entire set of operations necessary for the product to arise and the goals of the project implementation to be achieved. Among the tools of the stage, the WBS stands out, which is best suited for creating such a view.
4. Determining the composition of consumed resources. The previous two steps set the stage for assessing the need for three types of resources: expendable, renewable and financial. Human resources, fixed assets are renewable, materials and components are consumable resources.
5. Determination of the work sequence. This stage allows you to build the logic of the interactions of operations. The key tool of the stage is the network model of the project.
6. Activity duration estimation. During the stage, a parametric assessment, an assessment of the duration by analogues, an assessment of the performers' proposals, an expert assessment, etc. are performed.
7. Estimating the cost of work. The purpose of this stage is to clarify the cost characteristics of project tasks, taking into account the volume of resources involved, including temporary opportunities and financial resources.
8. and planning to minimize them. The stage includes an almost complete set of risk management activities: identification, assessment, development of a strategy and tactics of regulation, and, finally, the creation of a plan of protective measures.
9. Project scheduling.
10. Project budget preparation.
11. Implementation of auxiliary planning activities. This stage includes the development of supply plans, communications and other security plans. Among other things, organizational planning is carried out, the responsibility matrix is ​​approved, it is planned to attract, appoint personnel and place them.
12. Collecting a master plan.

Stages of execution organization processes

The processes of organizing the execution of the project are exclusively in the area of ​​managerial competencies of the PM. Setting goals, coordination and prompt response, the manifestation of the qualities of a leader and a team inspirer - all this should be carried out at the stages of this group of processes. Imagine an example of an investment project for the development and launch of a new service in a company operating in the B2C market. Typical composition of the stages of the organization's processes will include the following.

1. Project Team Recruitment. At this stage, it is necessary to attract specialists who own the technology of the new service. It is necessary to decide whether these people can become leaders in innovation, lead others. The main thing is that as a result of the work, knowledge and skills should be disseminated by a professional around the circle of performers. It is important to work out the involvement of all team members: the motivation system, workload, distribution of roles and responsibilities.
2. Supplier selection. This stage is associated with the need to create better market and organizational conditions for the performance of work by external contractors and suppliers. Competitive manufacturing tools are often used to select suppliers through tenders.
3. Ensuring the proper quality of work. In our example, the step is to set the parameters that define the concept of service quality. Technological requirements for the service procedure, production standard and communication with customers are necessarily developed. These standards are included in the system of personnel training and audit of the implementation of procedures.
4. Ensuring coordination of work and performers. The purpose of this stage is to ensure clear interaction between participants through established task priorities, coordination with functional managers, and high-quality information support for the team.
5. Debugging Stakeholder Expectation Management. It is assumed that the PM possesses value orientations and interests of the project stakeholders, building an effective model of communication with them.
6. Team development organization. The procedure is divided into the performance of formal managerial tasks and informal leadership positions: team building, strengthening the spirit of teamwork, camaraderie, etc.
7. Organization of information distribution. The distribution and movement of information to recipients in the project must be organized in a forced, guaranteed mode.

In this article, we have analyzed the concept and content of the key stages of the main project management processes. The very nature and essence of the stage as an object of control is in conflict with the design reality. In my opinion, it is more correct to speak not about stages, but about subprocesses of management processes. The reason for this is that the control procedures are extended, sometimes not diagnosed by sequence. Under these conditions, it is difficult to single out a stage as a separate part of the project path. In any case, the logic of the PMI Institute in developing a standard that has relied on processes has become more obvious.

Project (from Latin projectus - thrown forward, protruding, protruding forward) - an idea, an idea, an image, embodied in the form of a description, justification, calculations, drawings, revealing the essence of the idea and the possibility of its practical implementation.

Project types

1. Practice-oriented. The goal is to solve practical problems set by the customer. The project product can be tutorials, layouts and models, instructions, memos, recommendations, etc. Such a product has real consumer properties - it is able to satisfy the urgent need of a particular customer, class, school, group of people, etc.

2. Research. The goal is to prove or disprove a hypothesis. The project is carried out by analogy with scientific research: a mandatory substantiation of the relevance of the problem under study, a hypothesis, an experiment, verification of various versions, analysis, generalization and publication of the results. The project product in this case is the result of the study, formalized in the established way.

3. Informational. The goal is to collect information about any object or phenomenon for presentation to the customer and further use at his discretion. The project product can be statistical data drawn up in a way agreed with the customer, the results of public opinion polls, a generalization of the statements of various authors on any issue, etc. The results of information projects can be used as didactic material for lessons, published in the school newspaper or posted on the Internet.

4. Creative. The goal is to attract public interest to a specific problem. This project is characterized by a free, creative approach to the interpretation of the problem, the course of work and the presentation of results, which can be literary works, works of fine or decorative art, video films, etc.

5. Game or role-playing.The goal is to provide the public with the opportunity to participate in solving a specific problem. The project product, as a rule, is an event (game, competition, quiz, excursion, etc.). At the same time, the author of the project acts in some role (organizer of the action, presenter, director, judge, literary character).

The type of project depends on its purpose and, in turn, determines the leading type of activity that the student will carry out in the course of work. In other words, by selecting a certain type of project, the teacher manages the active activity of the student, forming the necessary knowledge and skills in him.

Stages of work on the project

1. Problematization

The beginning of work on the project, the incentive for activity is the presence of a problem. And not every problem forces a person to act. The process will begin when the original problem of the project acquires a personal coloring. At this stage, the teacher will have to work individually with the student. Material for discussion can be an everyday case, relationships, educational interests, hobbies, personal problems, etc. From such a conversation, the first outlines of future work, its implicitly formulated goal, should appear. At the very beginning of the work on the project, at the stage of problematization, it is advisable to get acquainted with the criteria for evaluating the project. The study of the criteria will help to better understand how to formulate the initial problem of the project, what will be its goal.

This stage is the most difficult for students - it is necessary to determine the problem of the project and, accordingly, formulate its topic. The difficulty of interaction between the teacher and the student at this stage is primarily due to the fact that at this moment the child is practically not motivated to work. The most ineffective way is direct coercion, it can cross out all the work to be done, devalue it as an instrument of the teacher's pedagogical influence and deprive it of meaning as a student's creative work. Therefore, at the very beginning of work on the project, it is necessary to show maximum pedagogical tact, help the child find among his interests what could be embodied in the project, and only then consider how to use this experience for teaching and educating the child.

From the project's problem follows its theme, which is often a brief statement of the original problem.

1. goal setting

When the problem of the project can be given a personally significant character, the student has a primary motive for activity. At this stage, children express a large number of ideas, often the most fantastic. Carried away by the theme of the project, they often do not measure their capabilities and desires. In some cases, it is useful for a child to face the consequences of his "gigantomania". If the teacher is confident that the student will be able to overcome the difficulties that have arisen without compromising work, it may not be worth pulling him up. If there is no such confidence, it is better to clarify the purpose of the work now. In any case, it is necessary that the student remember that the achievement of the goal of the project should contribute to the solution of the original problem.

1. Planning

We have an original project problem. It is necessary to plan all the steps from the initial problem to the realization of the project goal. This is the planning stage. Now we have to make the emerging ideas and distant goals more mundane, decomposing them into separate steps, defining tasks and ways of working, setting deadlines and assessing the available resources. Planning presents a certain difficulty for many students - serious help from the teacher is required, it is only important not to start planning work instead of the child: this can lead to the feeling that he has to implement someone else's plan, so he is not responsible for the work. It is only necessary to show the planning algorithm.

Ask your student the following questions:

What needs to be done to achieve the goal of the project? - The answer to this question will help to break down the whole path from the original problem to the project goal into separate stages and determine the tasks.

How will you solve these problems? – Determining how to work at each stage.

When will you do it? - Determining work schedules.

What do you already have to do the work ahead, what do you already know how to do? – Identification of available resources.

What don't you have yet, what can't you do yet? – Identification of missing resources.

By consistently answering these questions, the student will be able to develop a plan for his project. Often it is at this stage that the goal of the work becomes more realistic, which sometimes leads to a decrease in motive. At this moment, it is necessary to support the student, to help him not to give up.

Then we think about how we will act, what methods to use to solve the problems of each stage. We will need to work with literature on the topic of the project - we will collect information, analyze it, compare different points of view and facts, and draw conclusions. Next, we will develop a questionnaire for survey participants, conduct a survey, calculate the results, analyze them and draw conclusions. Having tried some ways to combat insomnia on ourselves and inviting several children and adults to test them too, we will find out the opinion of the participants in the experiment and, on this basis, we will create the final product.

Now it is necessary to consider in what order all these tasks will be performed, whether it will be possible to change the course of work if any problems arise, for example, first conduct a survey, and then study the literature and collect information. We know when the defense of the project will take place, which means that we need to plan the deadlines for the implementation of all stages of work, think over its schedule.

And we should also consider what resources we have for the work ahead and what else we will need: what books and other sources of information we have, and what we need to purchase; do we know how to develop questionnaires or will we have to learn this (where, how and when we will do it); who will participate in the experiment (how to convince people to do it); what the project product will look like (is there everything to make it convenient for the consumer).

1. Implementation

At the next stage, the implementation of the planned plan will take place - you can start working in accordance with the developed plan and schedule, keeping in mind that, if necessary, you will have to make some changes to the original plan. Here you have to make sure that the student does not lose the motive for work. Some difficulties will certainly arise, perhaps of an objective nature, but this is not a reason for downtime in work. In this case, you will have to make changes to the original plan - this can cause disappointment and, as a result, a decrease in interest.

Many teenagers have not yet formed a sense of time. It often seems to them that there is a lot of time, you can take your time and postpone work for later. Think about whether it is worth intervening and pushing - maybe it’s useful for this student to sometimes get into time trouble? There are people who work more effectively under time pressure. True, this does not apply, for example, to anxious personalities. In any case, building your interaction with the student, you need to have a good idea of ​​his individual characteristics.

1. Creation of a project product

As a rule, the most exciting part of all project work is the creation of a project product. Here, the guys usually show great activity, act independently, creatively. Sometimes the process of creating a product is delayed due to the fact that this work is very captivating for the author, he constantly improves something, comes up with more and more original solutions. It is only necessary to pay his attention to the time left before the defense. When creating a project product, it is necessary to carefully study the corresponding evaluation criterion (see Appendix) - this will help to understand what the product should be.

The project product is the embodiment of the result of the work found by the author of the method for solving the original problem of the project.

By their type, project products can be:

material -models, layouts, crafts, illustrated albums, posters, paintings, sculptures, other creative works, including video films, computer presentations, etc.;

efficient – events (performances, games, excursions, quizzes, competitions, themed evenings, literary parlors, concerts, etc.);

written - articles, brochures, literary works. They also include websites created during the project and placed on the Internet, etc.

The type of the project largely determines what the project product will become in terms of its genre.

Creative projectsmost often culminate in the creation of works of art of various kinds.

Practice-oriented projects, as a rule, are embodied in tangible project products, sometimes in events or written instructions, recommendations, etc.

As a result of research projectsboth scientific articles, brochures, etc., as well as models or layouts, educational films and computer presentations, less often events (for example, conducting a lesson, games or organizing a tournament) can be created.

The product of information projectsmost often become brochures, tables, charts, graphs, charts.

1. Project product presentation

Game and role-playing projects are almost always associated with events, which in this case are a project product, since the public is involved in solving the problem of the project (for example, the debate game “Olympic Games in Sochi: for and against”).

Whatever the design product in terms of its type and genre, it must “fully meet the quality requirements (aesthetic, convenient to use, meet the stated goals)” - this is how the requirement for a design product is formulated, which can claim the highest score according to the criterion “The quality of the design product” (see Appendix).

When working on a project product, the author must always remember that he creates a product not only for himself, but also for any other person, if he has to face the problem that this project is dedicated to solving.

1. Progress Report

After all the planned steps have been completed and the project product has been created, it is necessary to write a report on the work on the project, its written part. The progress report is a very important part of the project. Writing a report presents significant difficulties, especially for those who do not have experience working on a project. Often, even those guys who are fluent in oral speech have difficulty putting their thoughts on paper. Discuss each part of the report in detail and have your student work on the written part in accordance with the assessment criteria and requirements for the written part of the project.

The ability to accurately follow instructions is an essential skill that will be in demand many times over in the future. In general, it is desirable to leave about a third of the total time of work on the project for writing a report. The task of the teacher is to help the teenager correctly and concisely describe the entire course of work.

Without the written part, the project largely loses its meaning, since it is here that the student carries out a reflective assessment of all his work. Looking back, he analyzes what succeeded and what failed; why did not work out what was intended; whether all efforts were made to overcome the difficulties encountered; the extent to which the changes made to the original plan were justified. Here the author of the project evaluates his own actions, evaluates the experience gained.

The written part of the project is related to self-esteem, so it may present some difficulties for a teenager who has not yet formed an adequate self-image. Often, teenagers look at themselves through the eyes of others, rely on the assessments that are given to them, first of all, by their peers, as well as teachers and parents. Their self-esteem is at the stage of formation, and it is all the more important to encourage them to independently analyze their work, compare it with the standard (which in this case is represented by evaluation criteria) and, on this basis, evaluate the effectiveness of their own actions. This greatly contributes to the formation of adequate self-esteem in adolescents. This is another educational potential of the work on the project.

Evaluation of the project is largely based on the written part - it is enough to see how many evaluation criteria apply to this particular part of it (see Appendix).

It can be recommended to make a project portfolio, in which, in addition to the written part itself, the report on the work, working materials, drafts, a diary of work on the project, etc. will be placed. This may be required by the members of the selection committee when assessing, if some aspects of the work are not sufficiently covered in its written part.

1. Project presentation

The presentation is the showcase of the project. Everything should be subordinated to one goal - to best show the result of the work and the competence of its author, which he acquired in the process of this work. Self-presentation, the ability to show oneself in a favorable light, without losing a sense of proportion, is the most important social skill.

The presentation schedule, as a rule, provides no more than 7–10 minutes. for a performance. In this short time, it is necessary to tell about the work that was carried out over several months, was associated with the processing of a large amount of information, communication with various people, discoveries made by the author - I want to talk about everything. For this reason, presentation speeches often do not fit into the regulations.

So, the two main problems of the presentation are speech and regulations. It is very important to teach children to choose the most important thing, to express their thoughts briefly and clearly. It is better if the text is written in the form of abstracts. This will allow you not to read everything from the sheet, but only to check the main thoughts and not miss anything. During the speech, you need to monitor the time and the reaction of the audience.

During the presentation, the author of the project may have to answer questions from the public. You have to be ready for this. It is better to start the answer to any question with gratitude to the one who asks it (any question on the topic of the project indicates the interest of the public in the speech and gives the author one more chance to show his competence).

Appendix

Criteria for evaluating projects for grades 1-4

Project planning is a continuous process, refined throughout the life cycle, during which the best way to achieve the goals and objectives is determined, taking into account the current and changing situation. A competent project plan, taking into account the specifics of the product, market features and trends, consumer preferences, risks and other factors, allows you to avoid inefficient spending even at the stage of conception and development. Such planning does not always provide positive results, but even negative conclusions are of great benefit.

The first task of writing a project implementation plan is to give an immediate impetus to starting the project process. The project plan must convince the decision makers that the idea is viable, that it will meet expectations, schedule, budget, etc. If the development is not convincing at the level of the plan, the project may not progress beyond the initial stage. Conversely, a successful plan immediately builds the reputation of the project manager and provides a solid foundation for launching the process.

The project plan is drawn up according to the standard general scheme, but the content of the document is always unique, since the combination of product characteristics and the conditions for its implementation is unique. The project execution plan provides guidance to the entire project team and directs:

• by scope of work
• by priority
• on the choice of management methods,
• according to quality standards
• in the form of maintaining communication with interested parties,
• according to performance measurement criteria, etc.

1. Background of the project.
2. Tasks and goals.
3. Scale.
4. Borders (restrictions).
5. Assumptions (assumptions).
6. influences and dependencies.
7. Risks and problems.
8. Strategies and methods.
9. Means and methods of control of time, resources, quality, scale.
10. Communications.
11. Delivery schedule.
12. Performance and its measurement.
13. Realization of benefits.

A standardized schema makes it easier to navigate through a document that can span hundreds of pages if large ideas are to be realized. Simplify the process of working with the plan and allows a logical, consistent, structured order of the project planning stages. If, for example, the elements that are included in the scale are not documented, it may turn out that among the project participants there is no common understanding of who releases what. And if you do not specify the level of quality, it may turn out that that sufficient quality for the manufacturer may not be sufficient for the client.

The lack of proper detail leads to errors, but the excess of details with numerous repetitions hinders the understanding of the content of the project. Therefore, the project defense plan is usually tested on listeners who do not have prior knowledge of the project, with the involvement of representatives of a wide audience. The background added to the project plan will help to fit the implementation program into the general context, and the glossary, decoding of abbreviations and technical abbreviations will make it easy for anyone to understand the essence of the project without involving third-party information sources.

Domain Planning

The subject area here is the set of products and services that should be produced as a result of the completion of the project. Project planning in terms of the subject area includes the following procedures:

• Analysis of the current state.
• Clarification of the basic characteristics of the project.
• Confirmation of success criteria and project problems.
• Analysis of the assumptions and limitations that were accepted at the initial stage of the project.
• Definition of criteria for project results at the intermediate and final stages.
• Building a structural decomposition of the given area.

In the process of project life, the elements that make up this area may undergo changes. The objectives of the work and characteristics can be specified both when intermediate results are achieved, and also at the stage of project development.

Project time planning

The main concepts of this parameter are: deadlines, duration of work, key dates, etc. The coordinated work of the participants is organized on the basis of calendar plans - design and technical documents that determine the list of project works, the relationship between them, sequence, deadlines, performers and resources. During the work on the project for the entire life cycle, a work schedule is drawn up for the stages and levels of management.

Work breakdown structure (WBS)

WBS - graphical display of the hierarchy of design work - the first stage of project scheduling. In essence, the WBS is the division of the project into such parts that are necessary and sufficient for planning and effective control. Drawing up a hierarchical structure involves observing the following rules:

1. The execution of the work of the upper level is achieved by the execution of the work of the lower level.
2. A parent process can have multiple child jobs, the execution of which automatically terminates the parent process. But for a child job, there is only one parent job.
3. The decomposition of the parent process into child works is carried out according to a single criterion: either by attracted resources, or by type of activity, or by life cycle stages, etc.
4. At each level, equivalent child works must be collected. The criteria for identifying their homogeneity can, for example, be the volume and time of work performed.
5. When constructing the structure as a whole, it is necessary to apply different decomposition criteria at different hierarchical levels.
6. The sequence for the decomposition criteria is chosen so that the largest possible part of the interactions and dependencies between works is at the lower levels of the hierarchical structure. The work of higher levels is autonomous.
7. The decomposition of work is considered completed if the work of the lower level is clear to the manager and project participants, the ways to achieve the final result and its indicators are clear, and responsibility for the performance of work is clearly distributed.

Based on the WBS, a list of project work is created. And then the sequence of their implementation, the relationship with the help of organizational and technological models and the duration of the work are determined.

Duration of work

The duration of work is determined on the basis of standards, on the basis of personal experience (when there is an example of similar work), on the basis of calculation methods for project planning. Such methods include, for example, the PERT event analysis method, which is used when there is uncertainty in estimating the duration of operations. There are, however, different ways to manage project time.

• PERT. The method is considered as a weighted average of three types of forecasts: optimistic, expected and pessimistic. After establishing the duration for each forecast (using a formula and/or involving experts), the probability of each of the forecasts is calculated. And then the values ​​of each of the predictions and their probabilities are multiplied, and the values ​​are added.
• network diagram. A network diagram is a graphical display of activities and dependencies between them. More often, it is presented in the form of a graph, the vertices of which are design works, and their sequence and relationship is demonstrated by connecting arrows.
• Gantt charts. This is a horizontal diagram with the display of design work in the form of segments oriented according to the calendar. The length of the segment corresponds to the duration of the work, and the arrows between the segments indicate the relationship and sequence of work.

In addition, in each project, optimization of work is ensured according to the time criterion, calendar plans are approved. The general goal of methods in planning project time is to reduce the duration of the project without losing the quality of its components.

Project workforce

In this part of planning, the amount of available resources is first determined. This is done by compiling a list of performers, availability and the possibility of their participation in the project.

Then, for each work of the project, executors are assigned with the definition of their area of ​​responsibility. Often in the calendar plan at the level of distribution of labor resources there are contradictions. Then the analysis of contradictions and their elimination is carried out.

Project cost

There are several stages in project cost planning:

1. At the first stage, the cost of using resources, each project work and the project as a whole is determined. The cost of the project here is the total cost of resources and work. The factors taken into account include the cost of equipment (including rented equipment), the labor of full-time employees and those hired under a contract, materials, transportation, seminars, conferences, the cost of training, etc.
2. The second stage involves the preparation, coordination and approval of the project estimate. The project estimate here is a document that contains the justification and calculation of the total cost of the project. It is produced, as a rule, on the basis of the amount of necessary resources, the amount of work, etc.
3. The third stage includes the preparation of the budget, its coordination and approval. The budget introduces restrictions on resources and is compiled in the form:

• bar charts of costs and cumulative costs,
• line charts of cumulative costs distributed over time,
• pie charts of expenses,
• calendar schedules and plans,
• cost distribution matrices.

At the same time, budgetary risk management is considered in a separate section of project planning.

Risk planning

This section describes the processes involved in identifying, analyzing, assessing risks and developing risk responses. Risks are characterized by 3 parameters:

• risk event,
• the likelihood of a risk event occurring,
• the amount of losses, in case of realization of the risk factor.

A simple risk planning method is implemented following the following sequence of actions:

1. Risk identification. For this, not only experts are involved, but also everyone who will help to detect potential vulnerabilities of the project.
2. Determining the likelihood of risk realization. The measurement is made in percentages, shares, points and other units.
3. Classification of risks in terms of the significance of each specific risk for the project and its place in the hierarchy. Priority are those that are of high probability and importance for the project as a whole.
4. Planning measures to reduce the likelihood of each individual risk, indicating the employees responsible for this.
5. Planning measures to eliminate negative consequences in case of a risk realization with the appointment of responsible persons.

When creating a project, it is necessary to write a plan regardless of the area in which the enterprise operates: from production projects and IT-technologies to landscaping and city improvement works. However, project planning itself is not “suspended in the air”, since it is preceded by project initiation, but completed by the transition to the direct execution of the project.

Target: to acquaint students with the sequence of implementation of the main stages of a creative project - from conception to implementation.

Tasks:

• to form skills in the content, design and implementation of the project, to decide on the choice of models;
• to promote the education of accuracy, aesthetic taste;
• develop the skills to plan your work.

The subject in which the work is carried out: technology.

Equipment for the lesson: colored pencils, sketchbook, workbook, Internet, computer, sample creative project ( Appendix 1 ), Presentation for the lesson .

DURING THE CLASSES

I. Study of the material

- Guys, in this lesson we will try to figure out what a creative project is and how best to carry it out. I will tell you and show you how to arrange a creative work using the example of a project completed by our student and how to arrange a presentation of a creative project to protect it.
What is a creative project?
A creative technology project is an independently developed and manufactured product from an idea to its implementation, with minimal participation of a teacher. This is your creative final work. Therefore, in this work it is necessary to show all your knowledge and skills that you received during the year, and in the manufacture of the product, you should try to use more technological operations studied in the academic year.

The work on a creative project can be divided into three stages

a) preparatory stage
b) technological stage;
c) final stage.

Title page.

At the very beginning, you must correctly draw up the very first page - the title page. This is the face of your project. Here you indicate the full name of your educational institution, the name of your creative project, your last name and first name, class and who is the project leader, the year the project was written. ( Appendix 1 . Page one)

Project execution plan

I. Preparatory stage

1. Relevance of the problem
2. Purpose of the project
3. Rationale for the choice of project topic
4. Tasks
5. Product requirements
6. Idea development
7. Search for the best idea
8. Research
9. My choice

II. Technological stage

10. Materials used
11. Tools and equipment for making heating pads for teapots
12. Organization of the workplace, rules for safe work
13. Technology for making heating pads for teapots.
14. Taking measurements
15. Building a drawing
16. Technological map
17. Economic calculation
18. Environmental friendliness.
19. Evaluation of the work performed

III. The final stage

Preparatory stage

Before starting the project, let's take a look around. At first glance, it may seem that everything suits us and it is not at all necessary to change something. But take a closer look. We are accustomed, for example, to choosing neutral, calm wallpapers with a monotonous pattern for our apartments. We are afraid to use too bright colors or very dark walls in the interior, thinking that this will negatively affect our subsequent lifestyle. Let's try to change something in our kitchen. A good hostess knows that accessories need to be selected carefully and wisely. For example, the interior of the kitchen should be rational and aesthetic, which is why stylish accessories are so important that will add grace and charm to any kitchen. Tablecloths, napkins, pot holders, towels, dish coasters, sweets... Any housewife can make all these crafts. Make your kitchen even cozier - decorate it with handmade products! To select a topic, you can use also the Project Bank, or maybe you will be inspired by visiting the site for craft lovers: http://doit-yourself.ru/sections/rukodelie/aksessuaryi-dlya-kuhni.htm

The result of the first paragraph will be writing a mini-essay on the topic: "Justification for the choice and purpose of the activity" or "The need for the manufacture of the product."

Setting goals and objectives

It is necessary to identify the main goals and objectives of the project. For example, the development and manufacture of a product, or modernization, repair of something in accordance with certain conditions, requirements.

Example.

The purpose of the project: to make a warmer-souvenir for a teapot for a family tea party
Tasks:
1. Study the literature, choose one of the ways to make a heating pad on the kettle.
2. Make a bank of ideas, research and choose the best option.
3. Prepare tools and materials, organize the workplace.
4. Make a product, arrange it.
5. Evaluate the quality of work.

Product Requirements

Now you must determine what qualities the product should have:

Example. The product should be: practical, well-made, original, beautiful in appearance, compact, economical, suitable for the interior of the room.

Idea development

At this stage, you must develop several options for the shape and design of the product, analyze them and choose the most suitable one according to the criteria. To get started, look around for ready-made similar products, see how they are arranged, what materials they are made of, what shape they have, and think about how you can change the product to fit your criteria. ( Appendix 1 page 4, scheme 1)

You can try to change the shape or material of various parts of the product.

Finding the best idea

Now you need to analyze the ideas and choose the one that is more suitable according to the developed criteria.

Example.

1. Heating pad in patchwork technique. It is made from cotton and linen fabrics of different colors. The color scheme should be bright, juicy, joyful. You can combine printed and plain fabrics. Yes, I can do it, there are no problems in material terms, but I didn’t really like them. (Appendix 2 , fig.1, fig. 2)
2. A heating pad crocheted or knitted.
It is made from yarn of different colors. But, unfortunately, I am not fond of knitting and in my house there is not a wide variety of threads for knitting. (Appendix 2 , fig.3, fig. 4)
3. Warmer, made in the technique of appliqué.
You can make it from multi-colored pieces of any fabric, cloth, felt, flannel. Beautiful. In this technique, the finishing of parts with a zigzag is done, but there is no such device on our home sewing machine.(Appendix 2 , rice. 5, fig. 6)
4. Warmer with embroidery elements.
The product can be made in the style of Gzhel painting on porcelain. Very beautiful. For decoration, embroidery is needed, and I studied this technique of cross-stitch and satin stitch at technology lessons.(Appendix 2 , Fig.7)

Study

In this section, you must analyze or conduct a study on the correctness of choosing your product. The study can be presented in the form of a table ( Appendix 1 . Page 5).

Example. Still, I doubted the choice of a heating pad and decided to ask all members of my family. Let's do some research with my family. .

Having calculated all the pros and cons, we choose the product option and begin its detailed study.

Technological stage

At this point, it is necessary to show the entire manufacturing technology of the product.
1. It is necessary to think over the shape of the product;
2. Develop its design, methods of connecting parts in the product.
3. Select materials for the manufacture of product parts. ( Annex 3 )
4. Determine the availability of the tools necessary to perform the work. (Appendix 1 page 6)
5. Determine the working dimensions of the product and its parts. ( Appendix 1 page 7)
6. Develop or select a technology for manufacturing parts and a product as a whole, that is, which technological operations and in what sequence must be performed to manufacture the product. ( Appendix 4 .)
7. Consider safe ways to manufacture the product.
8. Think over the ways of decorative and artistic design of the product.

Everything can be represented in the form of tables and stars of reflection.

Product cost calculation

In this section, you must submit a cost estimate for your product. I recommend that you choose the most rational and economical consumption of materials. ( Appendix 1 page 9)

Environmental friendliness

Choose only environmentally friendly materials for your work so that the manufacture and operation of your product does not entail a change in the environment and does not harm your health.

The final stage

findings

At the end of the project, you write conclusions about the work. It must be reflected that the work was performed according to the stated requirements.

Example. The heating pad for the teapot Chicken "Gzhel" meets the requirements that were presented to the product at the beginning of work:

• the heating pad can be used, as it is made according to the dimensions and drawings
• good workmanship
• the heating pad is original, these are not on sale, it will surprise guests, create a good mood
• beautiful appearance will allow you to use the heating pad also as a decoration of the kitchen interior
• the cost of the product turned out to be low, since fabric scraps and recycled materials were used.
• my family really liked it.

In this section, you must advertise your product. What is it for? Advertising allows you to increase interest in this offer. Previously, attention to goods was attracted mainly by voice, but now advertising includes many different ways of conveying the necessary information to the consumer. So try to advertise your product in such a way that many people want to do the same or push off from your idea and do something similar.

Example. How to make a tea ceremony unique? Brew delicious tea. Cook a delicious cake, put the most beautiful tea set on the table, lay a tablecloth and lay out napkins? Of course, yes, but there is one interesting detail that should be noted by those tea lovers who are not yet familiar with it. This is a special heating pad that is put on the teapot in order to maintain the desired temperature in it and brew a truly delicious tea. Tea drinking itself should be unhurried, which means that tea should remain hot as long as possible. And in this case, a heating pad is an absolutely necessary thing.
Making household items with your own hands is one of the ways of self-expression, creating an individual style, turning ideas into reality. It is very pleasant to drink tea when there is such a thing on the table. A wonderful decoration for the interior of a modern home.
You can't buy something like this on the market!

Used Books:

Present the literature you have used

Example.

1. "Learning to play" magazine No. 3. Moscow. Publishing House of Enlightenment. 2004
2. Chernyakova V.N. Fabric processing technology 7-9 cells. Moscow. Education. 2000
3. Simonenko V.T. 5, 6, 7 cells. Ventana Count. 2002
4. School and production 2003 No. 1. Enlightenment Publishing House.
5. For those who sew. E.N. Yudina and others. Lenizdat. 1985
6. Semenov V.M. All about tea and tea drinking: The latest tea encyclopedia
7. Calendar-2008 Russian tea drinking.
8.Internet: http://doit-yourself.ru/sections/rukodelie/aksessuaryi-dlya-kuhni.htm

II. Practical work

The teacher asks the students to choose a theme for their creative project.
The final choice of the topic remains with the teacher, taking into account the knowledge and skills of the students.
Students perform the selected creative project (it is possible to offer implementation in mini-groups.
Consultation of the teacher on the implementation of the project.

III. Lesson summary

Preliminary assessment of the implementation of practical work.

At the end of the lesson:

A handsome man of labor is a combine operator, a tractor driver, a pilot at the helm of his car, a gardener at his favorite tree.
If you want to be beautiful, work to self-forgetfulness, work so that you feel like a creator, a master, a master in your favorite business. Work so that your eyes express spirituality with great human happiness - the happiness of creativity.

IV. Homework

In the next lesson, you and I will give the final assessment of your product, so get ready to defend your creative project.

Stages of project implementation. Action plan

Those who do not look ahead are behind."

J. Herbert

1. The role of the teacher in the implementation of the project

The most difficult thing for the teacher during the design process is the role of an independent consultant. It is difficult to resist prompts, especially if the teacher sees that students are doing something wrong. But it is important during the consultations only to answer the questions that students have. It is possible to hold a seminar-consultation for a collective and generalized consideration of the problem that a significant number of schoolchildren have.

During the implementation of the project, students have their own specific difficulties and their overcoming is one of the leading pedagogical goals of the project method. The design is based on the assignment of new information, but this process is carried out in the area of ​​uncertainty, and it needs to be organized, modeled, so that it is difficult for students:

Outline leading and current (intermediate) goals and objectives;

Look for ways to solve them, choosing the best one if there is an alternative;

Make and justify choices

Anticipate the consequences of the choice;

Act independently (without prompting);

Compare received with required;

Objectively evaluate the process (the activity itself) and the design result.

During the implementation of projects, the role of the teacher changes qualitatively. It is different at different stages of design. This can be more clearly demonstrated in the diagram, which is presented in Appendix 1. The diagram highlights the stages of the project. The significance of the teacher and the student in the activity on each of them is shown by the size of the symbolic figure, and the degree of interaction between the subjects of "teaching - learning" is indicated by the proximity of the image of the symbols.

A graphical representation of the interaction between the teacher and students shows that the teacher at all stages acts as a consultant and assistant, and the focus of training is on the content of the teaching, and on the process of applying existing knowledge.

2. The role of students in the implementation of the project

The role of students in learning is also changing: they are active participants in the process. Working in working groups helps them learn how to work in a “team”. At the same time, the formation of such constructive critical thinking takes place, which is difficult to teach in the usual "lesson" form of education. Students develop their own view of the information, and the evaluation form is no longer valid: “this is true, but this is false”. Schoolchildren are free to choose methods and types of activities to achieve their goals, no one tells them how and what to do.

Even an unsuccessful project also has a great positive pedagogical value. At the stage of introspection (stage 5), and then protection (stage 6), the teacher and students analyze in the most detailed way the logic chosen by the designers, the reasons for failures, the consequences of activities, etc. understanding of mistakes creates motivation for repeated activity, forms a personal interest in new knowledge, since it was poorly selected information that created the situation of “failure”. Such reflection allows one to form an adequate assessment (self-assessment) of the surrounding world and oneself in this world.

3. Stages of project implementation.

The work on any project includes certain stages of the project, which must be clearly planned in order to achieve maximum efficiency of the project work.

Stages of work on the project

Preparatory:

· Planning

· Study:

· Results:

Preparation for project defense:

Presentation (report):

Evaluation of results and process (reflection)

3.1. Preparatory stage.

The first stage includes defining the topic and goals of the project, introducing and creating a group of students to work on the project.

It is mandatory that the project topics offered to students for work during the year can be selected in advance and agreed with the relevant subject teachers or proposed by the head of the elective course, so that students can choose one or another topic, well commensurate with their interests. Of course, if a student comes with his own topic, then everything possible must be done so that his topic is not rejected. As a rule, the question comes down to simply shifting the emphasis of the problem in posing the question that the student wants to consider. If this is not possible, then it would be appropriate to propose an alternative that would lie in the area of ​​interest of the student.

Planning work on the project begins with its collective discussion. This is, first of all, the exchange of views and coordination of interests of students; putting forward initial ideas based on existing knowledge and resolving contentious issues. Then the topics of the projects proposed by the students are submitted for discussion.

Goals of the initial exchange of views:

1. Stimulate the flow of ideas

To stimulate the flow of ideas, the brainstorming method is relevant. The teacher should, if possible, refrain from commenting, and write down on the board ideas, direction of work as they are expressed, as well as objections put forward by students.

2. Determination of the general direction of research work

The distribution of students into project groups occurs at the first stage.

The solution to this problem requires a combination of the principles of student independence in choosing a topic and an equal number of project teams.

§ at stage 1, the minimum and maximum size of the project team is determined,

§ at stage 2, each teacher proposes his own project topic,

§ at the 3rd stage (three months before the start of the project week), an information table "Preparation for the project week" is placed on the stand,

§ at stage 4, each student, guided by his interest, chooses one topic of the project and enters his last name in the corresponding column of the information table,

§ At stage 5 (two months before the start of the project week), the formation of project teams should be generally completed. After that, the transition of students from group to group is possible only as an exception.

Students need:

1. Consider topics provided by subject teachers. Choose.

2. Formulate a problem.

3. Implement hypotheses - ways to solve the problem.

4. Form a plot situation.

5. Determine the purpose and objectives of the project.

6. Determine the shape of the future product.

The teacher needs:

1. Introduce students to the meaning of the project approach.

2. Motivate students to create project work.

3. Help in setting goals, project objectives.

This stage is the most difficult for both students and teachers. So let's take a closer look at this point.

Theme (from the Greek thema, letters. - what is the basis) - the subject of description, image of research, conversation, etc.

How to choose a project topic

The theme reflects the characteristic features of the problem.

All topics can be divided into 3 groups:

Fantastic (non-existent) - develop yourself;

Empirical (based on experience) - make your own observations and experiments;

Theoretical (scientific knowledge) - carry out work on the study and generalization of facts, materials contained in various sources (this is what you can ask other people, or what is written in books, etc.).

To choose the right theme for your project:

1. It is necessary to analyze the needs of the surrounding people in various areas of life (school, home, leisure, recreation, socially useful activities, production and entrepreneurship, communication) during observation, watching films, reading literature.

2. Offer to view the catalog of protected projects.

3. Offer a list of approximate topics for work on the project.

Problem situations and approaches to their solution

Relevance - (from late Latin actualis - actually existing, real, modern), importance, significance of something for the present moment, modernity, topicality.

The relevance of the topic is the degree of its importance at the moment and in this situation for solving this problem (task, question).

Justification of the relevance of the chosen topic is the initial stage of any research.

As applied to educational and research work, the concept of "relevance" has one feature: the choice and formulation of the topic characterizes the scientific maturity and competence of the researcher.

Explanation of relevance should not be wordy. There is no special need to start its description from afar - the main thing is to show the essence of the problem situation.

The formulation of the problem situation is an important part of the introduction. Any scientific research is carried out in order to overcome difficulties in the process of cognition of new phenomena, to explain previously unknown facts, or to reveal the incompleteness of old ways of explaining known facts. Therefore, it makes sense to dwell on the concept of "problem" in more detail.

Problem (from Greek problema - task) - in a broad sense, a complex theoretical or practical issue that requires study, resolution; in science - a contradictory situation, acting in the form of opposite events in the explanation of any phenomena, objects, processes and requiring an adequate theory to resolve it.

A problem is a large generalized set of formulated scientific questions that cover the area of ​​future research.

There are the following types of problems:

o research - a complex of related research topics within the boundaries of one scientific discipline and in one field of application;

o complex scientific - the relationship of research topics from various fields of science aimed at solving the most important national economic problems;

o scientific - a set of topics covering the entire research work or part of it; involves the solution of a specific theoretical or experimental problem aimed at ensuring further scientific or technical progress in a given industry.

The correct formulation and clear formulation of new problems are of great importance. They, if not entirely, then to a very large extent determine the strategy of research in general and the direction of scientific research in particular. It is no coincidence that it is considered that to formulate a scientific problem means to show the ability to separate the main from the secondary, to find out what is already known and what is still unknown to science about the subject of research.

From the proof of the relevance of the chosen topic, it is logical to move on to the formulation of the goal.

The goal is an ideal, mental anticipation of the result of the activity. The content of the goal depends on the objective laws of reality, the real capabilities of the subject and the means used.

A specific goal is considered “well formulated” if it:

1) stated in positive terms;

2) determined and evaluated on the basis of specific physical data;

3) formulated and supported by a person or group who wish to achieve it;

4) involves the preservation of the positive aspects of an already existing state;

5) is formulated to fit the environment.

The goal statement always begins with the noun "Research, study, discovery, etc."

Objectives are specific or more specific goals.

This is usually done in the form of an enumeration (study, describe, establish, find out, derive a formula, characterize, etc.)

Hypothesis (from the Greek. Hypothesis - foundation, assumption) - a hypothetical judgment about the regular (causal) connection of phenomena.

A hypothesis is an unproven statement, conjecture, or conjecture.

As a rule, a hypothesis is expressed on the basis of a number of observations (examples) confirming it, and therefore looks plausible. The hypothesis is subsequently either proved, turning it into an established fact, or refuted, turning it into the category of false statements.

An unproven and undisproved hypothesis is called an open problem.

The hypothesis is formulated in a research project.

3.2. Planning.

The second stage includes:

a) Identification of sources of information.

b) Determine how information is collected and analyzed.

c) Determine how the results will be presented.

d) Establish procedures and criteria for evaluating results and process.

e) Distribution of tasks (duties) between group members.

Students need:

1. Prove the relevance of this problem.

2. Analyze various information

2. Create planning activities for the implementation of the project (develop an action program, develop options for implementing your program.

The teacher needs:

1. Offer ideas.

2. Make suggestions.

3.3. Study.

In the exploration phase, students become real explorers. And, like all researchers, they must raise a question, formulate a problem, put forward a hypothesis, confirm or refute it as a result of working on their project. At the same time, they will need to independently search for the necessary information in a variety of sources, apply a variety of research methods.

Each study has an object and a subject.

The object of study is a process or phenomenon that generates a problem situation and is chosen for study.

The subject of research is what is within the boundaries of the object.

The subject of research is a narrower concept than the object. It is a part, an element of an object.

Research Logic:

one . Justification of the relevance of the chosen topic.

2. Statement of the purpose and specific objectives of the study.

3 . Definition of the object and subject of research.

4 . The choice of methods (techniques) for conducting research.

5 . Putting forward a hypothesis.

6. Building a research plan.

7. Testing the hypothesis during the study. Description of the research process.

eight . Formulation of research results.

nine . Formulation of conclusions and evaluation of the results.

ten . Determining the scope of the found solution.

The main stages of the research procedure:

· formulation of the problem;

collection of factual material;

systematization and analysis of the received material;

hypotheses;

testing of hypotheses;

proof or refutation of hypotheses.

Students need:

1. Collect information.

2. Develop information structuring.

3. Determine the types and forms of research: questionnaires, sociological surveys, observation with subsequent design, interviews, etc.

The teacher needs:

1. Monitor the progress of the study.

2. To advise certain methods of research and methods for their implementation.

3. Indirectly manage the activities of students.

3.4. Research results.

At this stage, the structuring of the information received and the integration of the acquired knowledge, skills and abilities are carried out.

Based on this step:

a) Information analysis.

b) Formulation of conclusions.

Students need:

1. Systematize the received data

2. Combine the information received by each group into a single whole

3. Summarize the work

4. Arrange the results of the study by building a common logical scheme

5. Draw conclusions

The teacher needs:

1. Oversee the analysis of information

2. Advise the possible presentation of the study results

3.5. Preparing to defend the project.

Preparation for project defense includes:

a) Making a portfolio.

b) Preparation of bench protection

c) Development of an electronic presentation.

d) Preparation of a public speech.

Students need:

1. Make a product.

2. Checkout the product

3. Select presentation forms.

4. Prepare a presentation.

The teacher needs:

1.Observe the product manufacturing process

2. Suggest possible forms of presentation

3.6. Project presentation.

At this stage, students comprehend the data obtained and how to achieve the result; discuss and prepare a final presentation of the results of the work on the project (in the school, district, city, etc.). Students present not only the results and conclusions, but also describe the methods by which the information was obtained and analyzed; demonstrates acquired knowledge and skills; talk about the challenges they faced while working on the project.

The presentation (report) consists of:

a) Possible forms of the report: oral, oral with demonstration of materials, written

b) Project presentation

Students need:

1. Protect the project

2. Answer audience questions

The teacher needs:

1. Listens, asks questions in the role of an ordinary participant

3.7. Evaluation of results and process (reflection).

The effectiveness of the activity and independence of students can be tracked by the results of their reports on the progress of their work in the project. The main functions of reflection in the design process are:

Problematization, conceptualization, renormalization, development of ways to standardize activities in the project;

Direct formation of experience in the implementation of project activities, including all the necessary procedures;

Learning how to reflect on this experience;

Cultural communication training.

Evaluation of results and process (reflection) includes:

a) Evaluation by collective discussion

b) Assessment through self-assessments.

Students need:

1. Do an introspection of your work

Evaluate the work of your group members

The teacher needs:

1. Evaluate student efforts, creativity, use of sources.

1. Variants of questions to the section "Stages of work on the project".

To identify existing knowledge:

What can you say about this topic (problem)?

What did you read (heard, studied in class, on your own) on this topic, problem? How do you feel about this topic (problem)?

What methods of solving this problem do you know? What do you think needs to be done to achieve this?

What else would you like to learn (understand) to find a way to solve this problem?

To identify the inclinations and interests of students:

What else would you like to know in this area?

What would you like to understand better?

What is your favorite activity outside of school?

What would you most like to learn?

Who would you like to become? What would you like to know professionally?

What would you like to do to make your dream come true? Under what conditions would this be possible?

To identify student difficulties:

What (or whom) would you like more information about? What new things would you like to know?

In what areas would you like to become more competent?

To define a project theme:

Which of the proposed topics best suits your inclinations and interests?

Why did you choose this particular topic?

How could you help the class/group explore this topic?

What, in your opinion, are the criteria for the final assessment of work on the project? How can you define "maximum program" and "minimum program"?

Question options:

Definition of tasks:

What do you already know about the topic?

What specifically will you be interested in working on this project?

What questions could you advise your group (another group, the whole class) on?

What else do you need to learn about this issue?

What help can you provide in the process of working on a project?

Try to formulate the task in such a way that all members of your group understand what research is necessary for the successful implementation of the project.

Search and collection of information:

What methods of searching and collecting information do you know?

Where can you find the information you need? Who can help? Who can be invited for consultation?

Which organizations can be consulted? What specific information are you asking for?

What documents may contain the information you need? Where can they be found? Think about what each member of the group will do?

What jobs can be done in parallel?

Which studies require more (less) time?

What needs to be done first? In what order will the work be done? How to distribute work among group members? Who will be responsible for what? Where will the work be done? At what time?

Interpretation of the received data:

What information is needed to solve the problem? What information can you do without? Justify your opinion.

What are the criteria for evaluating the information received?

Establish a relationship (if any) between the collected data.

Question options:

What data and conclusions should be summarized and presented for presentation?

Who do you think would be interested in the problem you were working on?

In what form would you like to present the results of your work? Make a plan.

How could you help (based on personal inclinations, interests, abilities) in preparing the presentation of the project results?

What will be the highlight of your presentation?

What forms of presentation do you consider the most appropriate, given the content, the purpose of the project, the age and level of knowledge of the intended audience, as well as your abilities and interests?

What are the costs associated with the chosen form of presentation?

How long will it take to prepare your chosen form of presentation?

What needs to be done first? In what order will the work be done? How will it be distributed among the participants of the event? Who will be responsible for what?

Question options:

To discuss the effectiveness of the presentation:

What new did you learn during the presentation of the results of the project?

What questions do you have for the project participants?

To discuss the effectiveness of the work on the project and the research carried out:

How did you get the results? Did you come to these conclusions?

Who and for what purpose may be interested in your results (conclusions)?

If you continue to work on this topic, what else would you be interested in knowing, what kind of research to do?

What do you think was especially successful? What didn't quite work out? Why?

What do you think could be improved in the work done? How?

What has brought you the greatest success and the greatest satisfaction from the work done? Why?

How do you feel about projective methods of work?

What problem interests you now?

It is also necessary to give a complete reflection of the work on the project approximately in this version.

I. Questions aimed at the analysis of project work:

Was the theme chosen well?

Were the purpose of the project and its objectives optimally defined?

Have you researched the problem in depth?

What "white spots" still remain in it?

Did the methods of research and processing of results correspond to the goals and objectives of this study?

Have you used the available funds rationally?

What stages of the project implementation were the most interesting for you?

What knowledge and skills did you acquire while working on the project?

What abilities have you developed?

How effective was the external product you chose?

Is the text version of the work well-written by you?

Did your public speaking arouse the interest of the audience?
Did you successfully answer the questions of your opponents and other participants of the defense?
Which of your experience in project activities should you keep and use in the future?

Where and why in the future can you use the acquired experience?

II. Questions aimed at analyzing cooperation skills:

Was there proper psychological comfort in the group that implemented this project?

What was the nature of the communication between project participants?

Would you like to change the composition of your group?

Were all participants active enough?

Was everyone able to show their abilities?

Are you satisfied with your work in the group?

The project manager must evaluate the performance of each participant. This assessment will have two components:

objective part

1. Completeness of attendance in the classroom, where creative tasks were discussed.

2. Attentiveness in the classroom, the fulfillment of established requirements.

3. The level of cognitive activity (speech, questions, search for answers to questions).

4. The quality of the implementation of basic and additional creative tasks.

5. The level of learning, receptivity.

6. Volitional qualities in passion, aspirations for high personal achievements in learning.

Subjective part:

1. Attentiveness in the classroom, the quality of fulfillment of established requirements.

2. The level of cognitive activity (participation in search and research activities in the classroom.

3. The quality of the implementation of basic, additional and special creative activities.

4. The level of interest in the content of classes, the introduction of new pedagogical technologies.

5. Influence of classes in the course with creative tasks on improving academic performance in other subjects.

6. The degree of expansion of horizons.

Sequence of projects execution:

4. Different approaches to the organization of the educational project.

Let's consider two approaches to the organization of the educational project at school. These are the approaches of N.Yu. Pakhomova N.V. Matyash.

N.Yu. Pakhomova identifies the following stages of work on the project:

Dive into the project;

Organization of activities;

Implementation of activities;

Presentation of results.

What each participant in the project work does at different stages can be very briefly explained using the table.

The degree of activity of students at different stages is different. In the educational project, students must work independently, and the degree of this independence depends, according to N.Yu. Pakhomova, not from their age, but from the formation of skills and abilities of project activities. Even elementary school students can be more self-reliant if they have already worked on one or two projects than high school students taking on a project for the first time.

Here N.Yu. Pakhomova explains the roles of the project participants and their significance as follows. The role of the teacher is undoubtedly great at the first and last stages. And the fate of the project as a whole depends on how the teacher fulfills his role at the first stage. At the last stage, the role of the teacher is great, since the students are not able to generalize everything that they have learned or researched, which the teacher can do with his rich worldly experience, scientific outlook, analytical thinking.

The next significant aspect of the structure of the implementation of the educational project, highlighted by N.Yu. Pakhomova is an immersion in the project.

First of all, starting work on the project, the teacher encourages students to become interested in the topic of the project. N.Yu. Pakhomova proposes to motivate students using the imagination and skill of the teacher himself. Interest in the topic is built, of course, taking into account the educational and life experience that children have, their age characteristics and preferences. The topic should be not only close and interesting, but also accessible, i.e. be in the zone of proximal development.

Then, at the stage of immersion in the project, the teacher outlines the problematic field of consideration of the topic and formulates the problem of the project. According to N.Yu. Pakhomov, the problem is one of the main attributes of the educational project.

For further work at the first stage, it is necessary to work with the problem, for this, the teacher and the student, according to N.Yu. Pakhomov will need the skills of problematization - an analytical process of working in a problem field in order to highlight a problem or a number of problems for their subsequent consideration and solution. Problematization training is one of the specific skills, the development of which in students is aimed at the entire educational process of the modern school. Problematization is one of the elements of the project activity of students in the implementation of the educational project.

If the project involves consideration of a common problem in different groups from different angles of view, then problemotization occurs before the breakdown into groups. If the problem of the project is supposed to be considered the same, but in different groups, to look for their own ways and ways to solve it, then each group is engaged in problematization separately.

The problem should be formulated in such a way that the next step is to formulate the goal and objectives of the project. The tasks of the project are the organization and conduct of certain work to find a way or ways to solve the problem of the project. Not rigidly set tasks stimulate childish creativity. At the moment of concretization of the task, children have motivation. As N.Yu. Pakhomova: when children specify the task as their own, they take the first step towards creative work.

As for the preliminary preparation of the teacher for work on the project, here N.Yu. Pakhomova cites the following assumptions: "When choosing a project, even a well-known one, already developed and completed by many, the teacher must mentally correlate it with the strengths and capabilities of specific children, the availability of the required support for project activities."

Ensuring the implementation of the educational project includes several types: material and technical, informational, organizational and educational and methodological. All types of required security listed by N.Yu. Pakhomova, must be available before the start of work on the project. In addition, it is necessary to ensure the interest of children in working on the project, motivation, which will become an unfailing source of energy for independent activity and creative activity. Motivation is provided by accessible, chosen in accordance with the interests and capabilities of the age, the topic and the problem of the educational project. The most compelling motive in project work is the presentation of the results obtained, summing up the educational project. Telling about the work done, your achievements, what you learned new, what you learned to do, how the whole team and he personally worked, is necessary for a child at any age, and even more so in primary school.

Forms of presentations and their educational effect.

As already noted, one of the important stages of the implementation of the educational project.

The choice of presentation form depends on the product of work on the project. It can be a creative evening, a concert, a performance, a video, a slide show, a website, and so on. Forms of presentation are determined when setting the goal and objectives of the project. N.Yu. Pakhomova proposes to select the forms of presentations taking into account the individual characteristics of students, their personal choice and preferences. During the presentation, the same author believes, it is important to emphasize the positive tone in evaluating the results, no matter how insignificant they may seem, to initiate a constructive and friendly discussion on the evaluation of the presented study.

Preparation for the presentation takes up a significant part of the time allotted for the project. And if you remember that the result of working on a project is, first of all, the idea of ​​a way to solve the problem of the project, then it is clear that it should be presented, first of all, and the product plays an auxiliary role, it helps to visualize it from the incarnations of the idea or image.

The pedagogical purpose of the presentation by N.Yu. Pakhomova considers the development of presentation skills and abilities such as:

Demonstrate understanding of the project problem;

Analyze the progress of the search for a solution;

Demonstrate the found solution;

Conduct self-assessment of the success and effectiveness of problem solving.

N.V. Matyash considers the project activity of schoolchildren as a manifestation of creative activity. And the method of educational projects and the educational project itself does not share with the concept of creativity.

Educational creative project, according to N.V. Matyash is performed in three stages: Research (preparatory), technological and final. At each stage in the joint activities of students and teachers, certain tasks are solved.

When choosing, analyzing and implementing a project, it is necessary to solve the following problems:

How to define the scope of activity;

How to choose a project topic;

How to research a problem

How to write a project report.

1. Research (preparatory) stage

First of all, at this stage it is necessary to search for the problem area. The teacher poses a problem to the students. At this stage, in addition to verbal methods (storytelling, explanation), it is advisable to use the brainstorming method in order to collectively search for problems.

After identifying problems, the teacher, using the method of information support, provides students with books, magazines, television and radio information, advertising booklets, reference books and other sources. Based on their own knowledge and analysis of these sources, each student determines for himself the area of ​​​​interest and topic. Thus, interest groups are formed. And already each group formulates for itself a specific task of the project.

Then, an analysis of the forthcoming activities is carried out and a plan for the implementation of the project is developed.

The research (preparatory) stage ends with the development of the project product.

2.Technological stage

The main method at this stage is the method of exercises. At this stage, students work on creating a product of the project, showing their independence and creativity. This phase ends when work on the product is completed and students move on to thinking about ways to present the product.

3. The final stage.

Prepared and executed projects are protected. During the defense, students make short speeches, answer questions from the jury and comrades, and make self-evaluation of projects.

The completed project is first evaluated by the author himself, and then by the jury elected for this purpose, consisting of the teacher and other students (from other classes).

The criteria for evaluating completed projects, as it is believed, should include the argumentation of the choice of topic, justification, the significance of the work performed, the implementation of the accepted design stages, completeness, material implementation, interest in the project problem.