ABSTRACT
This chapter explores a number of areas relating to conceptual or practical matters in the process-oriented classroom. It reveals the issues in project learning are: process, product, experience and the cooperative classroom, the individual in the group, aspects of implementation and the institution. A characteristic of the process-oriented classroom is the joint concern of teacher and learners for initiating and directing tasks. The teacher can influence the process positively by creating interest in and helping to define a product for learners or by creating space for learners to negotiate and define it for themselves. The process orientation of the project classroom commits its participants to a focus on 'experience' as an essential and substantial element of their learning. The cooperative group can be characterized as the nourishing ground for self-empowerment of the individual. A more challenging sequencing problem for teachers and the institution is the problem of the learner who opts for a consciously product-driven programme after a project course.
