COGNITIVE OPERATIONS (PROACTION, METACOGNITION, REGULATION) AND FUNDAMENTAL ACTIVITIES (TASKS, FEEDBACK, ASSESSMENTS) IN THE PROJECT APPROACH

Abstract

The aim of this article is to provide an overview of the various concepts that designate the cognitive operations and activities that are fundamental to the project approach. In my view, this overview is important in order to make a clear distinction between the Social Action-Oriented Perspective outlined by the 2001 CEFR and the Communicative Approach and the Task-Based Learning, with which it is still often confused. In fact, this presentation highlights the strong intellectual and civic training dimension of the action-oriented perspective, which makes it much better suited than the communicative approach to the educational goals of school systems. The high standards it implies, particularly in terms of individual and collective autonomy and responsibility, cannot of course be achieved with young beginners, but even with them, these values constitute the horizon towards which teaching practices must constantly be oriented. English version (Septembre 2024) of the French original 2017a. Also available at https://www.researchgate.net/publication/383692186.