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 ======English Wiki ======
Considering the experience of project work carried out so far, express your personal considerations. Resort to your experience as well as your colleagues' contributions and teacher's input [[http://www.mce-fimem.it/fvg/figuradoc.html|External Link]] in the SSIS workshops to generate a document about project work that may support project work implementation. 
Wiki is an interesting tool for shared reflection and project work. You can also attach images and links[[http://www.teachingenglish.org.uk/think/methodology/project_work.shtml|External Link]] you consider significant to enrich critical debate.:

**Project work**

What is important nowadays for our students is to know in advance the route they are going to take and the way they will be able to go along that route. Project works become a good way to make students take part in the plan they are going to be the protagonists of. 
The project work is an approach which implies a perfect cooperation between teachers and students. In this way, the teacher becomes a source of information, a resource of innovation, an invisible guide which will mould autonomous students. It is the teacher that before preparing a project, must be the first observer of the surrounding reality, the first to analyse and value the atmosphere, needs and secrets in his/her own class. Only then, on the basis of the problems/or/necessities he/she has detected, the teacher will be able to propose a project and negotiate its content  and steps  together with his/her own students. He will be the invisible manager who will make of his students the true protagonists of the situation they are going to solve/create. At this point, the students know the route and start feeling less frightened and as a consequence more confident. In a way, the teacher is the first subject of the learning-by-doing process, because through his/her observation of the class, he/she learns how to cope with the situation. This is a good example the students must be aware of: the teacher is no more the one who imposes his/her own ideas and methods, but he/she becomes the one who teaches after learning from his/her own class/students’ situation. It is the first important step towards a fruitful cooperation between learners and teachers. The gap becomes imperceptible to the students: their teacher seems to be one of them! And there is the trick! The teacher is apparently one of them, but in reality his/her own responsibility is higher than ever, because it is now that the invisible puppeteer shows his/her best professional competence: guiding wisely without being perceived. That means making the students as autonomous as possible: they are guided but they are not aware of that, so they feel all the work has been truly done by themselves and that makes them become more confident in their own personal abilities. This is the greatness of the new method of teaching and learning and in this sense project works help a lot, because every single step must be carefully built not only by one person ( the teacher), but through the collaboration of every student in the class.In this way students learn to work cooperatively, and we know how working in groups is  important so that students can exchange opinions, roles and become more and more responsible and self confident. And a project work does certainly lead to these advantages! And it is usually very motivating because its final aim is to create a product: something that can be shown, shared and appreciated by other people. 
Although a project work does not constitute the whole curriculum but is complementary to the more formal, systematic part of it. A project is not a separate subject, like for example mathematics, but provides a context for applying mathematical concepts and skills. Infact, it provides the students with the context for applying the skills by manipulating and using the information they have learned in more formal parts of the curriculum. Emphasis is placed upon communication, through group cooperation and whole class discussion.Students bring together their previous experiences, skills and current understandings into a negotiation process that should contribute to strenghten their response to the learning situation. The process, which includes consultation of sources of information, negotiation of understandings, and design and refinement of the solution, is facilitated by continuous reflection on content and process. On the other hand the project is not an "add on" to the basis, it should be treated as integral to all other work included in the curriculum. Project work and systematic instruction can be seen as providing complementary learning opportunities. The students not only need to know how to use a skill but also when to use it. They need to learn to recognize for themselves the contexts in which the skill might be useful and the purposes which can most appropriately serve. In systematic instruction the students acquire the skills and in project work they apply those skills in meaningful context.Moreover those students, who usually do not emerge and remain almost completely hidden, because of their shyness or weakness, can find an ideal environment in a class where cooperative learning, as well as interactive learning, are encouraged. 
Actually project work develops students' knowledge and at the same time they can acquire skills like collaboration, communication and independent learning, preparing them for lifelong learning. While students learn to work in groups, they also learn independently through self-reflection and evaluation of their own work processes.

- KNOWLEDGE APPLICATION: students acquire the ability to make links across different areas of knowledge and to produce and develop ideas in order to apply them to a project task.

- COLLABORATION: students acquire collaborative skills by working in groups: in this situation two or more people work in collaboration on a single task, where the result is common to all the members of the group and the members contribute to the result.

- COMMUNICATION: students acquire the skill to communicate by presenting their own ideas to specific audience.

- INDEPENDENT LEARNING: students can learn on their own and reflect on their learning.

The way a good project is built generates a lot of advantages: as we all know,  first of all it should start from a true problem and as a consequence the tasks should be authentic so the students can connect them to their own reality; that makes them more motivated because they feel school is no more an isolated spot but it is part of the real world they live in every day.

The basis of the "problem solving method" is a new mental attitude which can be summed up as follow:
- to ask productive questions which tackle the problem resolving to do something (How can I work out the problem?) instead of unfruitful questions (Why did it happen to me?)
- to use the term "challenge" rather than "problem" (which has a negative meaning)
- to be flexible: to submit to the resources which are at your disposal and change strategies according to external conditions
- to try to learn and repeat strategies and attitudes used by the model you consider the winning one
- to define the problem from a logical and emotional point of view
- to attempt "the impossible": to learn how to reason as if your desires wouldn't have limits
- to change your perspective and look at things with different eyes, using unusual logics
- to act and do not turn something over and over in your mind
- to do something at once in order to approach to the desired situation.
In this regard, another very important methodological practice is the action research. It is a process that enables teachers:
1. to improve student learning;
2. to improve their own practice;
3. to contribute to the development of their own profession;
4. to overcome the isolation commonly experienced by classroom teachers.
The process of the action research has five sequential steps: problem formulation, data collection, data analysis, reporting of results and action planning.
In addition, the right management of the class (group work for example) promotes autonomous learning through cooperation with the others. This modality of comparing the different ideas in the group makes the students develop their ability to consider one problem from different points of view without any prejudice and so it helps them to add new ideas comparing them with the old ones. It is not just a walk through the wood but it becomes a targeted walk in order to know how the wood is made. That is a different way of learning and approaching reality, a way to discover reality so to find possible solutions to problems. The student becomes in this way an active participant in the process of learning and not only a pot to be filled with others’ ideas.I n my personal experience a problem solving approach applied when students have to carry out a project work and make a concrete product can be really helpful and motivating: doing and discovering rather than being told can be a sort of challenge for students' intellect. At the same time they become aware of their great potentialities, they work together in order to find the most suitable solution, and they learn and memorise better, but the teacher should be supportive, should observe and encourage all the learners, feeling lost is very demotivating, so they need to be guided.
As far as I am concerned, I have never had the chance to take part in projects but during our courses I have learnt to perceive their potential and appreciate the wide range of motivating innovations they are carriers of. What I hope is to find in the future active colleagues ready to share the “ burden” of such an experience, ready to shake the mould off and sportingly undertake the most complicated way to catch our difficult but, though boasters, very fragile students who desperately need wise guides which make them feel protagonists, always!   
A project work can be carried on not only by teachers and students, but it is much more complete if carried on in collaboration with Local Authorities; the project becomes therefore inclusive and in copartnership. The leading parts are all the partners of the project together, sharing the same objectives: teachers, students and all other partners. In this way the student feels much more involved, motivated and stimulated because he/she is an active part from the beginning (the choice of the problem to be solved),through the steps to be followed, to the final product where he/she is conducted and where he becomes the only real actor. This moment, the product of the project, can be an intercultural exchange, for example. To reach that, the student has cooperated with teachers and other partners, he/she has followed a path that has created somehow a new identity; he/she is more mature now. This is the wonderful result of one project I took part of. Projects help students to build their knowledge through rich and complex learning situations that allow them to develop autonomy, identity and awareness of what they are doing; taking part in a project means to create a micro world in which each student has a role characterized by the sense of duty and responsibility that help him to become a good citizen rather than a good student.
Traditional activities involve students' negative emotions: lack of self confidence, fear to be judged by their classmates etc. In project activities, students generally overcome their fears and insecurities through cooperation. The consequence of this emotional growth is the gradual development of a different attitude towards difficulties.
I have never taken part in a project work in the schools I have worked so far, too; however I think the projects we have been shown in the SSIS workshops are very motivating. Projects may be a challenge to enhance intrinsic motivation because students take responsibility of their own work: they get really involved in what they are doing as their project leads to the creation of an outcome that can often be appreciated by a wider audience than the students who produced it. Projects give them also the opportunity to practice all four language skills in a balanced way: students do not look at the language as a mere subject of learning, but they use it  to achieve successfully their tasks. Projects do not only foster language learning: there may be problem-solving tasks that make demands upon students' intellectual and reasoning powers. They are challenging, engaging and often satisfying to solve: they entail an in-depth consideration of many criteria, and often involve additional fact-finding and investigating. Moreover, projects help develop creative skills as well: there are projects that involve groups of learners in some kind of freer creative work. Organisational skills and team-work are also important in getting the tasks done: students are responsible for their own work but they also learn to appreciate co-operation realizing that individual contributions lead to the success of the whole project. This makes them more independent and raises their awareness of what they are doing. What are the implications for us, teachers? First, we have to accept the idea that our role has changed: we are no longer the centre of the projects as we should act as co-ordinators and supporters (learners are the ones that decide, select...); then, we should propose students a wide range of activities so that projects fit for mixed-ability classes. In the end, why are many teachers afraid of projects? They are afraid of the extra-work projects require and of losing track of what students are doing. I do not know if we will be able to face all the management problems and personal difficulties that may derive from projects in every day school life, but I am sure that teachers' input in the SSIS workshops has made us aware of the growth opportunities (both for teachers and students) given by projects. That's why a key to successful project work - and very important to take into consideration by us as teachers - is developing effective relationships also with the colleagues around us and around the network. They can sometimes help us! Most educational systems, in fact, do not emphasize or encourage sufficiently collaborative project work, also in the same school. Therefore, it is extremely important to establish human relationships among teachers to facilitate the difficult task of collaborating on projects, in order to enable students to develop the awareness, competence and skills above mentioned.
In the context of project work carried out so far, wiki is really an interesting tool to use - especially to introduce as a new pedagogical possibility to reach successful learning. This technique, in fact, offers to the view a new learning landscape which encourages students to collaborate to reach a high quality product. It's like a wonderful mosaic of ideas where everyone can share his own peculiar contribution with the others' work. Every student can paste his little meaningful stone to any part of the entire masterpiece. 
In my own experience I have had and still have the opportunity to manage a very interesting partnership project. Projects are really involving both for students and teachers:the first ones learn and work with interest and participation because they can "see" the aim of what they are doing, the second ones have the opportunity to co-operate, thus getting to know each other better, what gives a start to further projects.I noticed that, because of the project,I immediately integrated in the school and, by co-operating with older and more experienced colleagues, I learnt a lot. My students keep on asking to learn more and more efficiently because they need the language in order to interact with their new friends. Such projects are really a challenge for students: the problems they have to solve are real ones, those we have to face when going abroad and, being true problems, the students can immediately see the results. The lessons I followed during this year have been really interesting for me and for the project I am doing at school: I think that my students would be enthusiastic if I suggested our starting a wiki with their twin-class. That would favour communication among the students. Unfortunately, the only (big) problem is that most schools are not equipped with computers or a properly working internet connection and, as far as young students are concerned, often they are not allowed to use the Internet at home.
I agree too: Wiki is a very useful tool to share reflections and experiences with collegues.Regarding project work I can say that its validity is axiomatic but its application should be stressed, I mean it must be applied to all daily activities at school, to achieve a larger and better involvement and contribution of students. With such a method one can reach a sinergy of results concerning students' work, and even those less competent will favour of such way of working and will contribute to the class growth, not to say of dynamics of the class, which can only profit from cooperative work.
A project is defined as an in-depth investigation of a real world topic that is worthy of students'attention and effort. The study may be carried out by a class or by small groups of students. I think that projects can be undertaken with students of any age. They are important even if they do not usually constitute the whole educational program.
The project approach refers to a set of teaching strategies which enable teachers to guide students through in depth studies of real world topics. Projects are described as having a complex but flexible structural framework with features that characterize the teaching-learning interaction. When teachers implement the project approach successfully, students can be highly motivated, feel actively involved in their own learning and produce work of a high quality. The description of a project can be like a good story with a beginning, a middle and an end.It is very important that we, as teachers,consider: 
- how could we individualize the student's learning according to their interests
- what kinds of investigations would be meaninful for the students to work on
- how could we investigate the many questions and areas of interests.
The lessons I followed during this year have beeen very interesting for me especially because I could learn many learning strategies and I could improve my knowledge of the web tools such as a forum, a blog or a wiki. I think they are essentials means for a teacher today. These instruments would favour communication among the students but, unfortunately our schools are still not very well equipped with computers.
I think these new means of communication would approach our students each other. Wiki, in particular, allows users to freely create and edit a Web page content in a logic of a collaborative writing.
This could motivate students to cooperate with the classmates in order to learn by discovering.Indeed the improved relationships that result from cooperative work are one of the most rewarding aspects of projects. Traditional classes are no longer sufficient to fully explore a new skill or idea. Project lessons concentrate about students' development of competences and they combine different disciplines - e.g. History, Maths, English, Geography - as the skills and information deriving from these subjects are used to tackle projects. The project-based approach means that everything a student does is for a "practical" purpose. The context favours cooperation among peers while aiding students' learning within the curriculum framework, which becomes flexible in relation to the carrying out of the project itself.It is important to organise work around topics that represent a source of interest for students and teacher as well, thus becoming really motivating for all the people involved in it. This means that teacher and students decide together what kind of project they would like to do, figuring out how different competences can be taught using the project, by mapping curriculum content which is best carried out through team work. At a beginning of a project there is usually a good deal of work - think about the planning/timetabling phase - yet, despite the difficulties, I am convinced that the effort is worth it, as I had the opportunity to learn during my ssis course despite a lack of personal experience at school. Teachers may enjoy the opportunity to discuss and develop ideas with their colleagues, but the best thing of all I think is the great pleasure you feel in having control over what you are teaching, just because you are free to decide how to develop work. Moreover,we - as teachers - cannot keep on following curricula laid down before the last century, so it is time for us to look at things under different perspectives. Projects fit well with what we teachers usually try to do at school. We want our students to interact with the changing world they are growing up into. Even if I have never had the chance to take part in a project work up to now, yet having taken an active role in creating a project during my SSIS course, I've been able to realize how important it is as a part of the learning process itself. So I agree with you and I strongly believe in collaboration among colleagues when you decide to reach a common target.It's important to point out that a project cannot be a short-term intervention, but it represents an innovating way of working and teaching that has a great impact on the whole school.The huge potential of projects reveal themselves to be great tools in the dynamics of class management. Undoubtedly the greatest benefactors of a "Project Work" are the students themselves, being projects a significant improvement in students'approach to learning: it's the dynamic approach to teaching that really makes the difference! Many teachers are daunted by the idea of carry out projects because of the fear of overwork and of others obstacles. However, as I was able to learn during my SSIS hours, it is possible to overcome these difficulties, and the advantages gained can outweigh the disadvantages: carrying out school projects enhances our teaching by providing heterogeneous materials to use, to reinforce what we are teaching, providing different avenues for students to explore, addressing student's different learning styles. Moreover projects support students' intrinsic motivation to learn,they get emotionally involved in activities in which they play  a leading role as the project is the result of a shared, common choice. Furthermore in carrying out a project are at stake  not only linguistic ability but also cognitive,strategic and social as students have to find solutions, plan and  negotiate  decisions interacting with others. The project work carried out in my school was really a good experience for the teachers but also for the students that during this practice received positive reinforcements by the teachers; this helped them to increase their selfesteeme and to reach better aims. This experience allowed the students to tackle real tasks, in this way they could know if they were right or not in that particular task. To be conscious of our possibilities and limits help us to be more objective and overcome all the limits that avoid a better result.
Even if I have never had the chance to take part in a project work,I think it is an involving and interesting experience both for students and teachers. For students,it represents an opportunity to learn and acquire new competences and skills in a really motivating way; they become autonomous and responsible for their own work but at the same time realize the importance and necessity of cooperation. Furthermore,they deal with real tasks.For teachers, too, projects are really motivating expecially because they improve interaction with others. School can become a place where teachers collaborate together, exchange ideas and learn a lot. It is challenging, but I think that it is at the same time a positive experience.In fact teachers have to motivate students giving them suitable and stimulant tools in order to create a modern way of learning.Students have to experience new forms of collaboration and project works represent an excellent opportunity to reach this aim. Working in team can enhance problem-solving and creativity,generate understanding,acceptance,support,commitment.In so doing,the big challenge is getting people with variety of backgrounds,priorities and interests to work together.  If we do not introduce something new into schools, lessons will become boring for us as well. I hope to find people and schools ready to accept the idea of projects as good experiences for both teachers and students.I believe that in the age of globalization, school has to  develop very complex attitudes such as the capability to relate with the world and with the big challanges that sign our time.The educative action can't withdraw from the necessity to built in young people -but not only-, a very responsable behaviour starting from the way of living and the way they relate with other people.It is a global way of thinking to promote a full improvement of identity; it is a matter of self-discipline and evolutive competence of the person.In this frame the school can't do all by itself:we need an integration between the different educative actions.When this integration happens adequate resources can be put into school creating opportunities to everybody to celebrate and reflect on their shared purposes. Educators need to develop an effective synergy between schools, institutions and parents to promote students' success. Synergy becomes basic as the acquisition of a common educational background. School can give clear messages to administrators and teachers about the necessity of their collaboration with schools, as the entire teaching community moved away from an individual-centred teaching culture to a community-oriented cooperation. For this reason a cooperative planning is very important; it implies to draw up a curriculum and becomes a process of learning on the job, in which teachers develop their own work together.
And because teens ask for different educators in each of the fields they live in (at home – at school – when doing sports…), I find it very important we all have a role they have to respect e recognise, a flexible role through which they have to have the chance to develop their own independence – responsibility – creativity in contexts where they can learn because of the cooperation with people who want to help them find their own way. And school projects are shaped to promote cooperation on both among peers and peers, teachers and teachers and teachers and other organisations.
If students can see cooperation among the people around them (teachers – family – other institutions they deal with in their free time activities), they will be able to take their experience as an example, so being ready to the projects at school too.
These projects need to be organised carefully in each of their specific stages, without forgetting their final aims: making students more competent in the use of the language, confident when using it, interested and motivated in going on learning it. And if the final product of the language project is an exchanging trip to the UK, for example, the teacher will then find out if the project has really reached what she/he wanted when she/he, together with other colleagues, planned it.
Are the students in the UK looking forward to using the language with the new British teens they’re spending their time with? Are they interested in their everyday habits, activities, thoughts? Are they practising the language in a meaningful way, thus learning more and communicating their ideas to deframe what they thought about the UK before going there? Are they discussing with the teacher who’s there with them as well as with the other Italian students what their new findings are and then establish differences and similarities with their own country? Are they respecting the people and places they meet and see?...
In that case the school project has worked and has helped to create new awareness, more responsibility through freedom and cooperation, confidence in themselves and the excitement that follows these feelings of knowing and understanding more. 
An important trend in language teacher development in recent years has been a move away from the teacher as a passive recipient towards the idea of the teacher as an active creator of his/her own materials and classroom activities. I think that project work fosters a more self-directed approach on the part of the teachers, too. Besides being very motivating, project work enables teachers to acquire new knowledge and skills, to keep up with the pace of change and to increase their professionalism. 
As far as I am concerned, I had the chance to take part in a wide-ranging school project which gave me the opportunity to cooperate with Austrian teachers and also to teach Italian in the partner school abroad. This experience was challenging, as I had to handle a new situation in a class I did not know, but the good cooperation with the Austrian colleagues helped me to manage the requirements of the task. At the end it was a positive experience that enabled me to exchange ideas and learn a lot.
A project based learning represents an innovation in teaching methods and it should be promoted among teachers so, first of all, a teacher should acquire ICT competences that are essential tools to interact with ‘real’ or ‘virtual’ collegues and share  with them  knowledge and ideas.
Then the teacher or teachers involved in a project work should not only be competent but also cooperative  and highly motivated in order to be able to propose a project not only involving for the students but realistic and convincing for those who have to support it.
This kind of teaching-learning method requires from the teacher a great deal of energy and willingness  but it can be highly satisfactory provided it is responding , first of all, to the students’ needs.