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The present research examines the project method, as it is met at the new curriculum of literature in the first Grade of Greek high schools and the effectiveness of it and of the teacher’s role at the development of social skills, of students with low level. At first it is made an effort to measure that level at the beginning of the literature lessons, by giving to 381 students a questionnaire to answer about themselves and to their 13 teachers a questionnaire to answer about their student’s social skills. The investigation was made with methodological triangulation. We observed at the beginning and at the end of the semester the 42 students who were found to have low level of social skills. Also we interviewed their 13 teachers about the way they organized their lessons. Moreover we interviewed the 42 students about the role of their teachers and if the teachers helped them to increase their social skills. At the end of the semester we gave the same questionnaire both to the 42 students and their teachers (post-tests). The comparison of the pre and post tests and the data processing of the observations and the interviews, show an increase of student’s social skills. Those results are important because of the following reasons: first of all the majority of the investigations examine the results of project method at the “territory” of cognition and not at the “territory” of social skills and secondly the majority of the investigations focuse on the social skills of disabled children.

Project Based Learning in Literature: The Teacher’s New Role and the Development of Student’s Social Skills in Upper Secondary Education