Project-Based Learning in Grades 10-11: Approaches to Planning and Implementation

Project-based learning is a method for achieving objectives by addressing specific problems within limited time frames and resources, culminating in a practical outcome. It encompasses multifaceted and flexible educational tools that help develop a variety of skills in students. This qualitative study aims to analyze the implementation of project-based learning in selected schools in Moscow, St. Petersburg, Samara, and Chelyabinsk, assess its effectiveness, and create a model of universal conditions for the successful implementation of project-based learning in all educational institutions. Additionally, the study involves the development of a board game, "Project from Scratch," to enhance project management skills. A review of the scientific literature highlighted the implementation of project-based learning both internationally and in Russia, identifying factors that influenced the development of the project method in Russia. Based on the theoretical framework, an interview guide was developed, and respondents were sought for conducting interviews. Using initially purposive sampling followed by random sampling, 75 semi-structured interviews were conducted with school principals or vice principals responsible for curriculum content, teachers, and 10th-11th grade students. In various educational institutions, individual projects are often taught by different teachers and specialists, frequently without additional professional development, relying solely on their own experience, the conditions provided by the educational institution, and administrative requirements. The quality of project-based learning implementation largely depends on the personal interest of the teacher and the school as a whole. Many students view individual projects as a formality and fail to recognize their benefits for their future. To improve this situation, additional training and professional exchange for teachers, a systematic approach, and the engagement of all participants in the educational process are necessary. This research was conducted by two students: Tatyana Sergeyevna Grigoryeva, advisor to the director on education and socialization, English teacher, and 9th-grade homeroom teacher; and Lana Samvelovna Grigoryan, English teacher, 5th-grade homeroom teacher, and additional education instructor. Division of responsibilities: - Tatyana S. Grigoryeva: Writing the theoretical part and preparing the presentation for defense. - Lana S. Grigoryan: Developing the interview guide and designing the board game. - Jointly: Conducting interviews in schools, transcribing interviews, compiling universal recommendations, developing the board game, writing chapters 3 and 4, and preparing the appendices.