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Pedagogy by project

Want to develop practical skills with your learners?

To initiate in them the spirit of a project developer?

Is autonomy in your work a central value for you to transmit to them?

Test the pedagogy by project and you will no longer have to doubt the interest of your courses.

Pedagogy by project

Group size : Group (10-15 persons), Classroom (20-30 persons)

Modality : Presential, Hybrid, Distancial

Duration of the teaching method : In a session, Education or training unit

Special equipment : TD Room

Type of knowledge developed : Knowledge, Know-how, Social skills

Target Audience : Students, Professionals in training, Particularly suitable for heterogeneous groups, Particularly suitable for groups with cultural heterogeneity, Particularly suitable for mixed groups

Course Type : Tutorials (TD)

Preparation time :Long project search phase; little preparation required for TOD sessions; long correction phase

Author and persons who made changes : Bruno Tisseyre

Why am I using this technique?

For my learners...

  • Allows to simulate a future mission in relation with the learner's training.
  • Applies knowledge on a specific theme.
  • Develops professionalizing skills.
  • Strengthens the ability to work in groups and independently.
  • Allows contact with the professional environment.
  • Allows to homogenize the level of knowledge of a heterogeneous group by focusing only on the knowledge necessary to solve the problem.

For me, teacher or trainer...

  • After the project and sponsor research phase.
  • Little preparation required during TD sessions.
  • Generally improves group dynamics and listening. Avoid the boredom of repeating the same course every year.

Framework and steps / Instructions

The preparation

A sufficiently large space in relation to the group is necessary to allow everyone to express themselves without disturbing each other's work.

Students' schedules must be thoughtful to allow sufficient time for independent work. The TD sessions must be regular to allow students to answer any questions they may have.

The process

  1. Introductory phase (2 to 3 hours): A TP session allowing the presentation of the project with a sponsor, the organization of the different work phases and the evaluation method. The teacher then accompanies the students in reformulating the problem and clarifies the preliminary questions to the project. The teacher provides bibliographic resources related to the project.
  2. Work phase: Learners work independently in groups of 4 to 5. Regular communication with the teacher for the preparation of clarification sessions on possible theoretical blockages.
  3. End of projects (2 to 3 hours): Sessions with all groups to review the knowledge acquired during the projects.


The evaluation generally focuses on the deliverables at the end of the project.

Several deliverables are possible depending on the type of project (written document, oral presentation to the sponsor or a professional.


Many adaptations are possible according to the importance of the project (duration, technical ambitions, etc.)

Points of vigilance

Group monitoring and facilitation to maintain collective momentum and interest throughout the project.

What if it doesn't work?

There is always knowledge acquired (as with classical teaching).


When you address a group of students you explain in a way -yours- and there are many other ways to explain it.

Students don't prefer the same ones. Forming groups of students allows one to understand the teacher's vision and explain it again.

This allows the student to ensure that he or she has understood and for others to understand. It's a comfort for the teacher. If the students discuss something else, if there is noise, it doesn't matter.

The percentage of learners who complete the TD is disproportionate.

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