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A Closer to Life Project Based Teaching-learning

Mr. Ashot Bleyan suggests making our project based teaching-learning closer to life. Here is an extract from his diary for the 20th of September.

The organization and service of the pedagogy of project based teaching interests me. I get annoyed when they remind me that it is the organization of educational project work that matters here and that many projects can be continual in their nature. They simply can’t have an end like the learner’s educational life.  For example, what can we do with the food remnants in the kitchen, or to be more exact, how can we sort, collect everyday food remnants and hygianically transport them to the educational farm, and in this way, participate in (or organize) the feeding, taking care of the animals and poultry there?  Should we do so we can have beg educational horizons ahead: from frofessional orientation to fodder production, health care of domestic animals and poultry… By the way, project based teaching-learning has been originated from technological public education. Or, how can we crop the grass from our expanding greenwards without waste?  Why does the cropped grass become rubbish, an extra trouble for the director to bother about? What’s the solution to it? Can we make it a project and study others’ advanced experience? What can we do with the trimmed tree branches (large, medium size, small), let alone the huge masses of foliage every autumn?  I don’t want any advice or opinions. Find the solutions of the above mentioned problems. They can be educational projects initiated by individual teachers or professional groups.

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